Methodological recommendations "the structure of various types of lessons in the context of the implementation of the Federal State Educational Standards". Each lesson has its own structure, consisting of several stages The structure of the lesson of learning new knowledge

Size: px

Start impression from page:

transcript

1 Approximate structure of each type of lesson according to GEF 1. The structure of the lesson of mastering new knowledge: 4) Primary mastering of new knowledge. 5) Primary check of understanding 6) Primary consolidation. 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 (reinforcement lesson). 2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update. 3) Setting the goal and objectives of the lesson. Motivation learning activities students. 4) Primary consolidation 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 on how to complete it 7) Reflection (summing up the lesson) 3 The structure of the lesson of updating knowledge and skills (repetition lesson) 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 5) Application of knowledge and skills in a new situation 6) Generalization and systematization of knowledge 7) Control of assimilation, discussion of mistakes made and their correction. 8) Information about homework, briefing on its implementation 9) Reflection (summing up the lesson) 4. The structure of the lesson of systematization and generalization of knowledge and skills 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 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 monitoring knowledge and skills

2 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 correcting knowledge, skills and abilities. 3) Results of diagnostics (control) of knowledge, skills and abilities. Definition common mistakes and gaps in knowledge and skills, ways to address 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. 4) Primary assimilation of new knowledge. 5) Initial verification of understanding 6) Primary consolidation 7) Control of assimilation, discussion of mistakes made and their correction. 8) Information about homework, briefing on its implementation 9) Reflection (summing up the lesson) The structure of the lesson of the 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 min. 3. Identification of the place and cause of the difficulty 2-3 min. 4. Building a project to get out of the 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 min. 8. Inclusion in the knowledge system and repetition 4-5 min. 9. Reflection of educational activity 2-3 min. The ability of students to assimilate: 1-4 min. 60% information 5-23 min. 80% information min. 50% information min. 6% information

3 How to build a lesson to implement the requirements of the 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 teaching techniques are used that increase the degree of student activity 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. The style, tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, psychological comfort. 12. At the lesson, a deep personal impact “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 (“necessary”); 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 the student's comparison of his real "I" with the image "I am an ideal student, conscious subordination of himself to the system regulatory 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 actions sufficient to build new knowledge, their generalization and sign fixation; 2) actualization of the corresponding mental operations and cognitive processes;

4 3) motivation for a trial educational action ("I need -" I can - "I want) and its independent implementation; 4) fixing individual difficulties in performing a trial educational action or justifying it. 3. Revealing the place and cause of the difficulty. At this stage, the teacher organizes students identifying the place and cause of the difficulty.To do this, students must: 1) restore the operations performed 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.). on this basis, to 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 , plan, means) At this stage, students in a communicative form think over the project of future educational actions: 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 a leading dialogue, then an encouraging one, and then with the help of research methods. 5. Implementation of the constructed project. At this stage, the implementation of the constructed project is being carried out: various options proposed by students, 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, the automation of mental actions according to the studied norms takes place, 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.

Organization of the lesson within the framework of the system-activity approach The system-activity approach is the methodological basis of the new generation standards. The system-activity approach is aimed at the development of the personality.

Speech at a meeting of the Ministry of Education of primary school teachers on the topic: “Implementation of a system-activity approach in lessons of various target orientations” A system-activity approach is such a method,

Requirements for a modern lesson according to the Federal State Educational Standard The lesson must have a personality-oriented, individual character. The priority is the independent work of students, not teachers. Practical, active

Universal learning activities performed by students in the lessons of discovering new knowledge in TDM 1 Brief description of the stages of the lesson in discovering new knowledge in TDM

GEF LLC: requirements for a modern lesson Modern lesson from the standpoint of the standards of the new generation If not all, then a significant part of pedagogy is concentrated in the lesson. Skatkin M. A modern lesson from a position

Topic 9. Classification of lessons in the context of the introduction of the GEF

An approximate structure of each type of lesson according to the Federal State Educational Standard 1. The structure of the lesson for mastering new knowledge: 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Actualization of knowledge. 4) Primary

FEATURES OF AN EDUCATIONAL LESSON IN THE PRIMARY SCHOOL FROM THE POSITION OF THE REQUIREMENTS OF THE GEF IEO New social demands reflected in the GEF define the goals of education as general cultural, personal and cognitive development

Universal educational actions performed by students in the lessons of explaining new material. The list of UUD performed by students at the stages of the lesson. Universal learning activities (UCA) provide an opportunity

Systematic-activity approach in teaching School today is rapidly changing, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration

Committee on Education of the Administration of the city of Podolsk MUNICIPAL EDUCATIONAL INSTITUTION "Lyceum 26" Pedagogical Council

System-activity approach as a means of realizing the modern goals of education I hear, I forget, I see, I remember, I do, I assimilate. Chinese wisdom. There are four steps to the goal: plan purposefully,

The system-activity approach is the basis of the FSES IEO Purpose: to reveal the concept of "system-activity approach as the basis of the FSES IEO". Plan: 1. The system-activity approach is the methodological basis of the Federal State Educational Standard. 2. Distinctive

Lanets Valentina Fenogentovna Municipal educational institution "Lyceum 6", Kachkanar, Sverdlovsk region APPLICATION OF ACTIVITY-TYPE TECHNOLOGIES IN THE EDUCATIONAL PROCESS IN THE CONTEXT OF GEF

Typology of lessons (SLIDE 2) The main methodological goal of the lesson in systemic-activity learning is to create conditions for the manifestation of cognitive activity of students. (SLIDE 3) The main methodological goal

The structure and content of the modern lesson of physical culture. The words of William Ward now acquire relevance: “The mediocre teacher expounds. A good teacher explains. Outstanding teacher shows.

From September 1, 2011 in schools Russian Federation The Federal State Educational Standard of Primary General Education (FSES IEO) of the second generation was introduced. What is the difference between the new standards

Types of lessons according to GEF TYPES OF LESSONS Traditional lesson Lesson for studying new material Activity learning Lesson for setting a learning task Lesson for improving knowledge, skills Lesson

result technological process into the essential characteristics of the student, the content of his competencies, the vector of personal development. The goal of the lesson is defined by the teacher as the solution of the triune task of educational,

Khmelyuk L.A., Deputy Director for Water Resource Management, Municipal Educational Institution Davydovka Village, Pugachevsky District, Saratov Region "System-activity approach as the basis of new educational standards" "You can feed the hungry

The lesson of "discovery" of new knowledge. Activity goal: the formation of students' skills to implement new ways of action. Content goal: expanding the conceptual base by including new elements in it.

The structure of the modern informatics lesson in the framework of the implementation of the Federal State Educational Standard. Features of constructing a technological map of the lesson. The real lesson does not begin with the bell, but long before it. S.I. Hesse Marina

Structure and SELF-ANALYSIS of the lessons on GEF. STRUCTURE OF EACH TYPE OF LESSON ACCORDING TO GEF 1. The structure of the lesson of mastering new knowledge: 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation for learning activities

Information card for the analysis of a lesson (lesson) based on a system-activity approach Date: Class (group): Theme of the lesson (lesson): Name of the teacher: Subject Type of lesson (lesson) types indicate: 1. Lessons of "discovery"

“If we teach today the way we taught yesterday, we will steal tomorrow from children” John Dewey

Karelina Nadezhda Sergeevna primary school teacher MBOU secondary school 43 Irkutsk, Irkutsk region

The system-activity approach in teaching The essence of the activity theory of learning (briefly) 1. The ultimate goal of training is the formation of a mode of action; 2. The mode of action can only be formed

Designing a lesson based on a system-activity approach The traditional approach to determining the goals of education focuses on the amount of knowledge. From the standpoint of this approach, the more knowledge the student has acquired,

A system-activity approach to the organization of the educational process in the context of the transition to new GEF GEF requirements for the results of mastering the main general education program Subject Metasubject

Municipal autonomous educational institution "School 3 with in-depth study of mathematics" I APPROVE Director of MAOU "School 3" L.I. Shumarina ju / b6 ~ 2014 REGULATION on uniform requirements for modern

“The lesson is a mirror of the general and pedagogical culture of the teacher, a measure of his intellectual wealth, an indicator of his outlook, erudition” V.A. Sukhomlinsky Prepared by: Gulyaeva T.V., teacher of mathematics and computer science

"The structure of the lesson on the introduction of new knowledge within the framework of the activity approach" Completed by: Teacher-speech therapist Mazura I.M. Kindergarten "Golden Key" The lesson is a cell of the pedagogical process. In it, like the sun

Report on the topic "Requirements for the development of a technological map of the lesson" Prepared by: Petrova E.B. teacher of English language, MOUSOSH 7, g. Serpukhov As part of the activity approach, teachers were asked to develop

Lesson analysis scheme within the framework of the GEF IEO Class Subject Author of the textbook Topic points 1. The main objectives of the lesson: educational, developmental, educational Is the implementation of the goals set by the teacher traceable

The standard is being developed in line with a system-activity approach, where the ratio of the theoretical and practical proportions of the content of new standards will be in favor of the practical component, without prejudice to

Self-analysis and analysis of the lesson in the context of the Federal State Educational Standard Aristova E.A., Deputy Director for Water Resources, State Budget Educational Institution Secondary School 456, Krupoderova L.A., Biology Teacher, State Educational Institution Secondary School 456, Kolpino District Annotation: the authors present the experience

The approximate structure of each type of lesson according to the Federal State Educational Standard The structure of the lesson for mastering new knowledge: 1) Organizational stage. 1. 3. The structure of the lesson on updating knowledge and skills (repetition lesson) 2) Goal setting and

Pichugina Irina Viktorovna teacher of geography MBOU gymnasium 1 The system-activity approach in geography lessons is the basis for the implementation of the Federal State Educational Standard. Before every creatively working teacher, there will certainly arise

Achieving a new educational result in the implementation of a system-activity approach Distinctive feature of the new standard is its active nature, which sets the main goal of developing

The system-activity approach as the basis for constructing a modern lesson Very often one can observe contradictions in the education system. We want to see graduates independent, proactive, critical

THE FEDERAL STATE EDUCATIONAL STANDARD FOR BASIC GENERAL EDUCATION IS APPROVED BY THE ORDER OF THE MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION DATED DECEMBER 17, 2010, 1897 Key features

MBOU "Primary School Kindergarten 1 compensating type "" The structure of a modern lesson in primary school in accordance with the Federal State Educational Standard "Prepared by the primary school teacher Zakharova E.B. 2015. "The lesson is the sun,

ON A NOTE! The ability of students to assimilate information: 1-4 min. 60% 5-23 min. 80% 24-34 min. 50% 35-45 min. 6% A new type of lesson in the context of the implementation of the second generation of the Federal State Educational Standards The main direction of new

Municipal budgetary educational institution Golitsyn secondary school 2 Report on the pedagogical council "Requirements for a modern lesson in primary and secondary schools in accordance

System activity approach in teaching Chemistry teacher MBOU "Lyceum" r.p. Stepnoe Avdeeva O.Yu. The goal of modern education is to educate an internally free, active, creative person with

System-activity approach in teaching as a means of improving the quality of education folk wisdom Tell me and I will forget; show me and I will remember; let me do it myself and I will learn. (Russian

LESSON is a mirror of the general and pedagogical culture of the teacher, a measure of his intellectual wealth, an indicator of his outlook and erudition V. Sukhomlinsky LESSON is a pedagogical work, and therefore he

1. Typology of lessons in elementary school (FSES) The main methodological goal of a lesson in systemic-activity learning is to create conditions for the manifestation of cognitive activity of students. Main methodical

1 Implementation of a systemic-activity approach in the learning process The school today is rapidly changing, trying to keep up with the times. The main change in society, which also affects the situation in education,

REGULATIONS ON THE TECHNOLOGICAL CARD OF CLASSES IN ANO SPO "MOSCOW BANKING ECONOMIC COLLEGE" 1. General provisions 1.1. Routing classes a document regulating the activities of a teacher

Forms of Organization of the Learning Process: Traditions and Innovations Its main idea is that new knowledge is not given in a ready

Municipal budgetary educational institution "Secondary school 2 named after the Hero Soviet Union N.I. Boreeva "Systematic activity approach - the methodological basis of the Federal State Educational Standard 2015

Typology of lessons (FGOS) The main methodological goal of a lesson in system-activity learning is to create conditions for the manifestation of cognitive activity of students. The main methodological goal is achieved by the following

Municipal educational institution "Lyceum 26" Podolsk city district

Technology of the activity approach "Education, in order to achieve its goal both for the individual student and for society, must be based on the actual and life experience of the individual." Dewey Complex

RMO theoretical seminar "Designing a lesson in the conditions of GEF IEO" from the history of the issue The term "technology" is now a very fashionable word in all spheres of human life. Wherever you hear it. We hear

Technological map of the lesson in an inclusive class The essence of the federal state educational standards of general education (FSES) in their activity nature. The main task is personal development

Lesson analysis. Complete Analysis lesson. Conducted according to the requirements for the lesson. I. The lesson should comprehensively solve the problems of development, education and upbringing. The developmental goal is in 1st place. Promotes

Typology of lessons (FGOS) The main methodological goal of a lesson in systemic-activity learning is to create conditions for the manifestation of cognitive activity of students. The main methodological goal is achieved

Municipal budgetary educational institution secondary school 62 g. Tolyatti Methodical development technology lesson in grade 5 "Patchwork"

The main stages of the modern lesson: 1. Organizational moment, characterized by the external and internal (psychological) readiness of students for the lesson. 2. Checking homework. 3. Knowledge check

Types of lessons according to GEF lessons of "discovery" of new knowledge; reflection lessons; lessons of a general methodological orientation; developmental control lessons. lessons of "discovery" of new knowledge; Activity goal: formation

2015 Typology of lessons according to GEF Matveychuk Marina Vyacheslavovna MBOU "Secondary School 6" 11/17/2015 Typology of lessons (FSES)

Types of lessons according to GEF Page 1 Types of lessons: lessons of "discovery" of new knowledge; reflection lessons; lessons of a general methodological orientation; developmental control lessons. Page 2 Rephrased The Lessons of "Discovery

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 the student’s comparison 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.

Let's consider what goals and objectives the new structure of the GEF lesson in the basic school solves, depending on the type of lesson. In the article we present the structure of the lesson in primary school and an example of the structure of lessons in English and Russian.

After the adoption of the Federal State Educational Standard, which is based on the development of the child's personality, traditional pedagogical techniques and approaches to lessons were revised. The Federal State Educational Standard proposed a new lesson structure according to the Federal State Educational Standard - a lesson plan, the implementation of which contributes to the achievement of the key objectives of the educational process:

• increasing the interest of students in educational, cognitive, search and research activities;
• the development of schoolchildren's abilities for independent search for knowledge, the formation of universal educational activities in them;
• development of a qualitatively new educational environment that contributes to the continuous self-development of adolescents.

The structure of the GEF lesson in the main school

Previously, it was accepted that the lesson consisted of standard content blocks, the number and sequence of which could vary depending on the type of lesson. After the organizational moment, for which a couple of minutes were allotted, the teacher checked and evaluated the completion of homework, outlined and consolidated the new topic of the lesson. Grades were announced at the end of the lesson. The teacher, in fact, transferred his knowledge, acted as an "evaluator", bearing personal responsibility for the success of educational results. Of course, such a structure of the lesson does not allow solving problems that are relevant for the modern process of teaching according to the Federal State Educational Standards in primary and primary schools. There is a need to create new conditions under which the students themselves are responsible for the search for and quality of assimilation of knowledge. New approaches to the educational process are designed to increase the level of children's self-awareness, teach schoolchildren to be confident, think creatively, experiment, look for new solutions.

The structure of the modern lesson on GEF

The structure of the modern GEF lesson in the primary school is built in such a way as to ensure:

• educational and educational process focused on the personality;
• a priority independent work students over the activities of the teacher;
• the predominance of practice over theory, the assertion of the activity-based nature of education;
• development and improvement of universal educational activities, the ability to self-development and self-assessment;
• building trusting communication between the teacher and the team of children, the teacher becomes a mentor.

Types of GEF lessons and their structure

At the moment, seven types of lessons have been allocated for the basic school. The typology of training sessions remains at the development stage, as pedagogical searches in this area continue. However, the general indicators that distinguish the structure of the modern GEF lesson are well known:

• a clear formulation of pedagogical goals and ways to achieve them, the teacher can act as a mentor and employee;
• providing a developing, problematic nature of education, which contributes to the search and new discoveries, a tendency to experiment;
• a positive beginning and end of the lesson, due to which positive motivation is formed, gaining self-confidence in children, readiness to overcome difficulties in order to achieve a successful learning experience;
• taking into account the possibilities, abilities of students, their emotional state, which guarantees feedback and the possibility of prompt response to the problem.

Let us analyze in more detail each of the types of GEF lessons in the main school and their structure.

1. A lesson in discovering new knowledge.

The activity goal of the lesson is to form the skills to implement the acquired knowledge in practice. The substantive goal is to expand the conceptual base of students by including new elements.

The lesson of discovering new knowledge on GEF has the following structure:

• Motivational stage (stage of self-determination) to learning activity (“must” - “want” - “can”). Duration - 1-2 minutes.
• Actualization of the material covered, independent completion of a trial task, fixing difficulties. Duration - 5-6 minutes.
• Elaboration of problematic points: places and causes; preparation to overcome difficulties. 2-3 minutes are allocated.
• Designing a project to get out of a difficulty (solution to a problem). Duration - 5-6 minutes.
• Project implementation (5-6 minutes)
• Primary consolidation of learning experience, actions are spoken aloud. Duration - 4-5 minutes
• Independent work with subsequent self-examination - 4-5 minutes
• Reflection of educational activity - 2-3 minutes.

2. A lesson in the integrated application of knowledge and skills in accordance with the Federal State Educational Standard (a lesson in consolidating information).

The activity goal of the lesson: to teach students to fix their own difficulties, to identify the causes of difficulties and ways to overcome them. Content goal: repetition, consolidation and, if necessary, correction of the studied algorithms, rules, concepts, etc.

• organizational stage.
• Checking homework; the basic knowledge of students is reproduced, corrected and updated.
• Setting the main goal and objectives of the lesson; At this stage, students need to be motivated for learning activities.
• Primary consolidation of knowledge. Typical tasks are solved (in a familiar situation) and constructive (in a changed situation).
• Gaining knowledge in a new situation (problem tasks); creative application of acquired skills.
• Issuing homework with instructions on how to complete it.
• Summing up the lesson (reflection).

3. The structure of the lesson on updating knowledge and skills according to GEF (repetition lesson)

• Organizational stage
• Checking homework, the skills and abilities of students necessary for the creative solution of educational problems are repeated and corrected.
• Designation of the purpose and objectives of the lesson. Motivating students to learning activities.
• Actualization of existing knowledge in order to prepare for the control lesson (or the study of a new topic).
• Generalization and systematization of knowledge.
• Schoolchildren are checked for the assimilation of knowledge, the mistakes made are discussed and corrected.

4. Lesson of systematization and generalization of knowledge and skills

Activity goal: the formation of students' active abilities and skills of structuring and systematizing subject content. Substantive goal: building common activity norms and identifying theoretical aspects of the development of content-methodological lines of courses.

The structure of this type of lesson according to GEF:

• Organizational stage
• Updating existing knowledge.
• Generalization and systematization of knowledge to prepare students for generalized activity / reproduction at a new level (questions are formulated differently).
• Knowledge and skills are applied in practice in a new situation.
• Students are checked for assimilation of knowledge, the mistakes made are discussed and corrected.
• The results of the lesson are summed up (reflection). Formed conclusions on the studied material.

5. The structure of the lesson on the Federal State Educational Standard for the correction of knowledge, skills and abilities

• Organizational stage
• Designation of the purpose and objectives of the lesson. Motivation of educational activity of schoolchildren.
• Summing up the diagnosis of skills, knowledge and skills. Typical errors and gaps in knowledge are identified, ways to eliminate and improve them are given. Based on the results of the diagnostics, the teacher plans individual, group, collective ways of teaching.
• Homework is given with the order of actions for its implementation.
• Summing up the lesson (reflection).

6. The structure of the lesson of developmental control according to GEF:

• organizational stage.
• Designation of the purpose and objectives of the lesson. Motivation of educational activity of schoolchildren.
• Skills, knowledge and abilities are revealed, the level of general educational knowledge is assessed. Tasks must match school curriculum. Be strong for every child.
• Control may be in writing, or it may combine oral and written forms. Based on the type of control, its structure is formed.
• The results of the lesson are summed up (reflection).

The knowledge control lesson has an activity goal: the formation of students' abilities to control. The substantive goal is reduced to the control and self-control of the mastered concepts and algorithms. Developmental control lessons last two hours, are held after studying an impressive block of materials, therefore they are more often used for teaching the Russian language, physics, and mathematics.

7. Combined lesson

Combines various methods learning: repetition of the studied material, mastering new knowledge with subsequent consolidation, intermediate control.

The structure of the combined GEF lesson:

• Motivational stage (organizational moment).
• Checking homework, updating the material covered.
• Creation of a problem situation, primary assimilation of knowledge.
• Comprehension check (students perform standard tasks according to the algorithm, the level of complexity gradually increases).
• Primary consolidation, independent work in pairs or groups.
• Identification of errors and their correction.
• Discussion of homework, reflection.

The structure of the GEF lesson in elementary school

Lessons of a new type for younger students should fully reflect the principles of the Federal State Educational Standard and comply with new trends in educational practice. The structure of the GEF lesson in elementary school should be implemented in five successive stages, which reflect the process of assimilation of educational material by children.

Perception is a reflection in the child's mind of the properties of individual objects, processes and phenomena. New information is better perceived by children if the main theses are singled out, data is provided within the framework of semantic blocks.

Comprehension - understanding of educational material. At this stage, students analyze individual semantic blocks, build logical chains and algorithms, formulate signs or characteristics of the object (phenomenon) being studied, train to compare, think over, highlight key information.

Memorization is the preservation of knowledge in memory, the selection of the most significant elements, the capture of the necessary material in various ways.

Application - the use of acquired knowledge in practice. Performing workshops, training exercises with an increasing level of complexity, identifying errors and correcting them.

Generalization and systematization - bringing information into a single system.

It is important that the teacher conducts a self-analysis of the GEF lesson, depending on its type and structure. This will correct the shortcomings and make the learning process more effective. We offer to download a lesson self-analysis map and a sample of questions that should be asked to assess each of the stages of the 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)	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 introspection 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 acquires special 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 master the second generation of the 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 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 optimal choice 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 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 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

Structure various types lessons in the context of the implementation of the GEF

Performed:

Sushkina Olga Alexandrovna

Content

Introduction

Conclusion

Introduction

Federal state educational standards of basic general education completely change the view of modern education in general. Education should be active in nature, aimed at the formation of universal educational actions of students and the development of their personal qualities. Universal learning activities (personal, cognitive, regulatory, communicative) are one of the most important parts of the Federal State Educational Standard. Mastering universal learning activities by students creates the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of development, that is, the ability to learn.

Traditionally, the learning outcomes should have been the acquisition by students of specific knowledge, skills and abilities. In modern education, the results of learning should be formed personal, meta-subject and subject results obtained in the performance of specific activities.

As a result of the transition to a new system-activity education, the activities of a teacher who implements new educational standards undergo fundamental changes.

The requirements for the main methodological unit, the lesson, have also changed. The modern lesson is:

a well-organized lesson in a well-equipped classroom should have a good beginning and a good ending;

a lesson in which the teacher must plan his activities and the activities of students, clearly formulate the topic, purpose, and objectives of the lesson;

the lesson should be problematic and developing: the teacher himself aims at cooperation with students and knows how to direct students to cooperate with the teacher and classmates;

a lesson, throughout which the teacher organizes problem and search situations, activates the activity of students;

a lesson at the end of which the conclusion is made by the students themselves;

a lesson containing a minimum of reproduction and a maximum of creativity and co-creation;

a lesson during which the norms of time saving and health saving are observed;

a lesson in which the focus is on children;

a lesson that constantly takes into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, the mood of children;

a lesson in demonstrating the methodological art of a teacher;

a lesson that is impossible without feedback;

lesson in kindness.

At the present stage of development of methodological science, it is customary to single out the following types of lessons in the context of the implementation of the Federal State Educational Standard:

1. What is the structure of the lesson of mastering new knowledge

The purpose of this type of lesson is to master new material for students. To do this, schoolchildren should be involved in solving such didactic tasks as the assimilation of new concepts and methods of action, independent search activity, and the formation of a system of value orientations.

Such lessons are most applicable in working with middle-aged and older schoolchildren, since it is in the middle and upper grades that rather voluminous and complex material is studied, and the block method of studying it is used.

The forms of such study can be very diverse: a lecture, an explanation by the teacher with the involvement of students in the discussion of certain issues, provisions, heuristic conversation, independent work with a textbook, other sources, setting up and conducting experiments, experiments.

Hence, the types of lessons used within the framework of this type of lessons are very diverse: lesson-lecture, lesson-seminar, film lesson, lesson of theoretical and practical independent work (research type), mixed lesson (combination various kinds lesson in one lesson).

Common to all these types of lessons is that the time of the lesson is devoted to the work of students with new material, during which all sorts of methods are used to enhance the cognitive activity of schoolchildren: giving the presentation of new material a problematic character, the teacher using vivid examples, facts, connecting students to discussing them. , reinforcement of certain theoretical positions with their own examples and facts, the use of visual-figurative material and technical means learning. All work is aimed at a meaningful and deep explanation of the new material by the teacher and the ability to maintain the attention and mental activity of students when working with it. In addition, it is also common that in the lesson, in the course of studying new material, work is also underway to streamline and consolidate previously learned material. Impossible to study new material, without remembering, without analyzing, without relying on the material already covered, without applying it to the conclusions of some new provisions.

It is extremely important for the teacher, understanding the objective diversity of the processes in the lesson, not to be content with their spontaneous course, but to constantly look for and find best options interaction of elements of the lesson, interaction with the student, interaction of students with each other.

The structure of the lesson for mastering new knowledge involves next steps lesson:

1) Organizational stage.

3) Actualization of knowledge.

5) Initial check of understanding

6) Primary fastening.

7) Information about homework, briefing on its implementation

Let's consider the content of the stages in more detail.

1) Organizational stage.

The main purpose of this stage is to organize students for initial stage lesson. Checking those present, their readiness for the beginning of the lesson.

2) Setting the goal and objectives of the lesson. Motivation of educational activity of students.

After solving organizational issues, students should be aimed at understanding and formulating the topic, goals and the resulting main tasks of the lesson. In the first lessons of this type, students can use the help of a teacher, after a certain time, especially in high school, an increasing number of students can do this type of work on their own.

The main goal of the stagemotivation (self-determination) for learning activitiesis the development at a personally significant level of internal readiness to fulfill the regulatory requirements of educational activities.

To achieve this goal, it is necessary:

create conditions for the emergence of an internal need for inclusion in activities;

update the requirements for the student in terms of educational activities;

establish the thematic framework of educational activities.

3) Actualization of knowledge.

The main goal of the stageupdatingis the preparation of the thinking of students and the organization of their awareness of their inner need for the construction of a new mode of action.

This requires that students:

reproduced and fixed the knowledge, skills and abilities sufficient to build a new way of action;

activated the corresponding mental operations (analysis, synthesis, comparison, generalization, classification, analogy, etc.) and cognitive processes (attention, memory, etc.);

4) Primary assimilation of new knowledge.

The main goal of the stage is the construction by students of a new method of action, the formation of the ability to apply it both in solving a new problem, and in solving problems of this class or type in general.

To achieve this goal, students must:

based on the chosen method, put forward and substantiate hypotheses;

when building new knowledge, use subject actions with models, diagrams, etc.;

apply a new course of action to solve a new problem;

fix in a generalized form a new way of acting in speech.

5) Primary check of understanding.

The main goal of the stageindependent work with self-test according to the standardis the interpretation of a new mode of action and performing reflection (collective individual) of achieving the goal of a trial educational action.

For this you need:

to organize independent performance by students of standard tasks for a new mode of action;

to organize self-examination by students of their decisions according to the standard;

create (if possible) a situation of success for each child;

for students who make mistakes, provide an opportunity to identify the causes of errors and correct them.

6) Primary fastening.

The main goal of the stageprimary consolidation with pronunciation in external speechis the assimilation by students of a new way of action.

To achieve this goal, students must:

solved (frontally, in groups, in pairs) several typical tasks for a new mode of action;

at the same time, they spoke aloud the steps taken and their justification - definitions, algorithms

7) Information about homework, briefing on its implementation.

The main purpose of this stage is the issuance of homework by the teacher with commentary and pronunciation of the main stages of its implementation, determining the expected result, which is the goal of independent work for students at home.

8) Reflection (summing up the lesson)

The main goal of the stagereflection of educational activity in the lessonis self-assessment by students of the results of their educational activities, awareness of the method of construction and the limits of the application of a new mode of action.To achieve this goal:

reflection and self-assessment by students of their own learning activities in the lesson is organized;

students correlate the goal and results of their educational activities and fix the degree of their compliance;

goals for further activities are outlined and tasks for self-training are determined (homework with elements of choice, creativity).

2. What is exemplary structure complex application of knowledge and skills (consolidation lesson)

The main thing is to determine the place of this lesson in the system of lessons. Topics can be explored through combined lessons or large blocks. The formulation of goals should be thought out for students, i.e. it is necessary to determine what the student should know, be able to, etc. and for the teacher: with what the student should leave each lesson.

Setting goals is desirable for the structural elements of the lesson, through the acquisition of knowledge and skills of the student.

Differentiation of goal setting is necessary:

basic knowledge(main goal) - for all;

goal for high achievers;

target for underprepared students.

Differentiation can be carried out:

through content;

due to volume;

through expected results;

through levels of assimilation;

through the time spent on a particular group;

due to the presence of mandatory tasks (deepening or expanding the topic);

due to the role of the student in the educational process (assistant, group leader, etc.).

The purpose of the lesson is formed diagnostically, it must be real and achievable and must be constructive. Main didactic purpose: the formation of certain skills.

Invariant structural elements for each lesson (mandatory):

awakening the student's interest and showing the prospects for upcoming activities through the designation of tasks and goals;

updating the basic knowledge and skills needed in this lesson;

organization of stimulation, control and correction of students' activities at each stage of the lesson, depending on the achievement of the goals set;

discussion of the results of the work, the degree of progress and assimilation of the lesson material, the prospects for further work. Show the benefits of active student activity.

Form of lessons:

lectures and seminars.

lessons with elements of modeling situations.

educational and business games.

lessons with elements of didactic games.

lessons are practicums.

knowledge review lessons.

non-traditional forms of the lesson: dialogues, trials, presentations, travel, etc.

Lesson structurecomplex application of knowledge and skills involves the following steps:

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

7) Reflection (summing up the lesson)

3. Compose rough plan(structure) of the lesson of correction of knowledge, skills and abilities

Lessons of this type are intended to assess the results of learning, the level of assimilation of theoretical material by students, the system of scientific concepts of the course being studied, the formation of skills and abilities, the experience of educational and cognitive activity of schoolchildren, establishing the diagnosis of the level of learning of students and introducing certain changes into the technology of teaching, correction in learning process in accordance with the diagnosis of the state of learning of children.

The main didactic goal of lessons of this type is to identify the level of mastery of students with a complex of knowledge and skills and, on this basis, make a certain decision to improve the educational process.

When determining the structure of a correction lesson, it is advisable to proceed from the principle of a gradual increase in the level of knowledge and skills, i.e. from the level of awareness to the reproductive and productive (constructive) levels.

When working in a lesson of this type, it is important to consistently move from a less difficult level to a more difficult level of assimilation in accordance with the level of student learning:

Level 1 - understanding and recognition (to have an idea).
Level 2 - reproduction and execution according to the model.
Level 3 - application in a standard situation.

Levels 2 and 3 are the levels of the educational standard (know, be able).

Level 4 - reproduction or application of knowledge transfer.

Level 5 - assimilation of a creative task, application in non-standard situations.

Types of control and correction lesson can be:

oral questioning(frontal, individual, group);

written survey, dictations, presentations, problem solving and examples, etc.; offset; credit practical (laboratory) work;

workshops;

control independent work;

accounting work...

All these and other types of lessons are conducted after studying entire sections, major topics of the subject being studied. At the lessons of correction, the degree of readiness of students to apply their knowledge, skills and abilities in cognitive and practical activities in various learning situations, correct them if necessary is most clearly manifested; the necessary correction is made both in the activities of students and in the activities of the teacher.

The methodological substructure of correction lessons usually looks like this;

introductory explanatory part - teacher's instruction and psychological preparation of students for the upcoming work: solving problems, writing an essay, dictation, creative work, etc.;

main part -independent work of students, operational control, teacher consultations to keep students calm and confident in their abilities and in what they are doing;

final part -orientation of students in the upcoming study of a new section, course topic.

The structure of the lesson for the correction of knowledge, skills and abilities includes the following steps:

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)

Conclusion

The most important task of the modern education system is not so much the development by students of specific subject knowledge and skills within individual disciplines, but also the formation of a set of universal educational activities that provide the competence of "teach to learn".

The current student is required to be able to manage their educational activities on a reflexive basis, for this it is necessary to master the diagnostic skills of self-control and self-assessment. The student's competence is supplemented by methodological knowledge and skills in organizational, constructive, and communicative activities. It becomes clear that a new quality of teaching requires filling the teacher's activity with new content.