30.09.2019

Activity goal: the formation of students' skills to implement new ways of action. Implementation of a systemic-activity approach in lessons of various target orientations

We know that learning is a purposeful process. The result of training, the quality of assimilation of the material by students largely depends on what goals are set and how they are set. However, despite the great practical importance of addressing the issue of setting and implementing goals in education, the university didactics course, as already mentioned, does not include a section on goals. From the position of pedagogical technology, taking into account the disclosure of the applied potential of didactic theory in terms of teacher training, we will present here the main issues related to the goals of education.

As M.V. Clarin, learning objectives are formulated through learning outcomes expressed in the actions of students Clarin V.M. Pedagogical technology in the educational process: analysis of foreign experience. M., 1989. - S. 18 .. The most important way to solve this problem is to build a clear system of goals, within which their categories and successive levels are highlighted. Such systems are called pedagogical taxonomies.

The pedagogical taxonomy of goals is a group of categories of goals, each of which expresses a certain set and sequence of intellectual operations. The most widespread in the world is the group of categories of goals in the cognitive (cognitive) area, developed under the guidance of the famous American scientist B.S. Bloom. This taxonomy includes the following main categories: knowledge, understanding, application, analysis, synthesis, evaluation. This group of categories seems to us the most suitable for effective organization practical training in the didactics of future teachers. Let's get acquainted with it in more detail, referring to the description proposed by M.V. Klarin Klarin V.M. Pedagogical technology in the educational process: analysis of foreign experience. M., 1989. - S. 22-24.

The category "knowledge" means the memorization and reproduction of the studied material. We can talk about various types of content - from specific facts to holistic theories. common feature this category is the recall of relevant information.

An indicator of the ability to understand the meaning of what has been studied can be the transformation (translation) of material from one form of expression to another, its “translation” from one language to another. As an indicator of understanding, the student's interpretation of the material (explanation, summary) or an assumption about the further course of phenomena, events (prediction of consequences, results). Such learning outcomes are superior to mere memorization of the material.

The category "application" refers to the ability to use the studied material in specific conditions and new situations. This includes the application of rules, methods, concepts, laws, principles, theories. Relevant learning outcomes require more high level possession of the material than understanding.

The category "analysis" refers to the ability to break the material into components so that its structure clearly stands out. This includes isolating the parts of the whole, identifying the relationships between them, understanding the principles of organizing the whole. At the same time, learning outcomes are characterized by a higher intellectual level than understanding and application, since they require awareness as content. educational material, and its internal structure.

The category "synthesis" refers to the ability to combine elements to obtain a whole that has novelty. Such a new product can be a message (speech, report), an action plan or a set of generalized links (schemes for streamlining the available information). Relevant learning outcomes involve creative activities with an emphasis on creating new patterns and structures.

The category "assessment" denotes the ability to evaluate the value of a particular material (statements, artwork, research data) for a specific purpose. The student's judgment must be based on clear criteria. Criteria can be both internal (structural, logical) and external (correspondence to the intended goal). Criteria can be determined by the student himself or they can be set from outside (for example, by a teacher). This category involves the achievement of learning outcomes in all previous categories plus value judgments based on clearly defined criteria.

The concretization of the goals of the subject on the basis of this (as well as any other) taxonomy is carried out in two stages. First, the objectives of the course are highlighted. This is done by groups of scientists and expert practitioners, as well as authors and compilers of textbooks. At the second stage, the goals of the current, daily activities. This work is carried out by the teacher and in connection with this, he must undergo appropriate training.

The goals of current, everyday activities are inextricably linked with the content of education, with its elements, with specific subject content. Therefore, in order to operate with goals, correctly formulate them and put them in a certain relationship with the content, it is necessary first to consider a set of issues related to the content of education.

The content of education and its characteristics. Dadius description of the content of education according to I. Ya. Lerner and M. N. Skatkin Didactics high school/ Danilov M.A., Skatkin S.M.N. M., 1982. - S. 102-108 .. First of all, we highlight the main elements of the content. These are knowledge, methods of activity (skills and abilities), experience creative activity, the experience of emotional and valuable attitude to the world.

Each of these elements manifests itself through certain types and signs. Types and features are specific and they are correlated with specific educational material.

a) Types of knowledge:

Concepts and terms;

Facts of reality and science;

Laws of science and reality;

theories;

Knowledge about methods of activity;

Knowledge about methods of cognition;

Appraisal knowledge.

b) Types of methods of activity:

Intellectual (analysis, synthesis, abstraction, concretization, generalization, etc.);

Practical (design, labor, etc.);

Subject (work with a map, with measuring instruments);

General educational (work with a book, drawing up a plan, self-control, etc.).

c) Signs of creative activity:

Independent transfer of knowledge and skills to a new, unfamiliar situation;

Seeing a new problem in a familiar situation;

Vision new feature object;

Independent combination of known methods of activity into a new one;

Vision of the structure of the object;

Vision of possible solutions to this problem;

Construction of a new way of solving the problem, different from the known ones.

As for such an element of the content of education as an emotional and value attitude to the world, it should be noted that it is directly related to the affective area and the corresponding taxonomy of goals, therefore, in this work, based on the taxonomy of goals in the cognitive area, it will not be considered.

Special attention needs to be paid to the development creative tasks, taking into account signs of creative activity. It should be noted that at the present time, systems of tasks oriented towards the purposeful formation of the creative activity of students have not yet been developed.

conscious perception and memorization, when the used sample stands out in a “pure” form;

transferring the sample to various familiar situations;

creative use of knowledge and methods of activity, when they are transferred to new situations, previously unknown to the student.

Learning objectives can be divided into two groups: taxonomic (categorical) and content.

A substantive goal is formulated in such a way that it is a setting to achieve some result. This attitude at the same time corresponds to certain signs by which one can judge the achievement of one or another categorical goal. For example, the substantive goal “to name symbols denoting the speed, path and time of the body’s movement” involves the recall and reproduction of relevant information, which, in turn, characterizes the categorical goal “knowledge”. Therefore, categorical and content goals are interrelated. Their relationship can be observed when building a target model of any topic in a particular academic subject.

Activity goal: the formation of skills for the implementation of new methods of action.

Reflection lesson.

Activity goal: the formation of students' abilities to identify the causes of difficulties and correct their own actions.

tic concepts, algorithms, etc.

Lesson of general methodological orientation.

Activity goal: the formation of students' abilities to structure and systematize the studied subject content and abilities for educational activities.

A lesson in developmental control.

Activity goal: the formation of students' abilities to implement the control function.

The technology of conducting lessons of each type implements the activity method of teaching. So, the technology of the activity method for the lesson of "discovery" of new knowledge includes the following steps:

Motivation (self-determination) 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:

the requirements for it from the side of educational activity are updated (“must”);

conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);

thematic framework (“I can”) is established.

In the developed version, processes of adequate self-determination in educational activity take place here.

Actualization and fixation of individual difficulty in a trial educational action.

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:

actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;

actualization of the corresponding mental operations and cognitive processes;

motivation for a problematic educational action (“must” - “can” - “want”) and its independent implementation;

fixing by students of individual difficulties in performing or substantiating a problematic educational action and formulating the topic of the lesson.

The completion of the stage is connected with the organization of the student's exit into the reflection of a trial educational action.

Identification of the location 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, they must:

restore the performed operations and fix (in speech and symbolically) the place - the step, the operation where the difficulty arose;

correlate your actions with the method used (algorithm, concept, etc.) and, on this basis, identify and fix in speech the cause of the difficulty - those specific knowledge that is lacking to solve the original problem and problems of this class or type in general.

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), formulate a topic, choose a method (addition or clarification), build a plan to achieve the goal and determine the means (algorithms, models, textbook, etc.). .d.). This process is led by the teacher (leading dialogue, encouraging dialogue, brainstorming, etc.).

Implementation of the constructed project.

At this stage, the implementation of the constructed project is being carried out: various options proposed by the students and selected best option, which is fixed in the language verbally and symbolically in the form of a standard. Further, the constructed method of actions is used to solve the original problem that caused difficulty. Finally, it is specified general character new knowledge and fixes the overcoming of the difficulty that has arisen earlier.

Primary consolidation with pronunciation in external speech.

At this stage, students in the form of communicative interaction (frontally, in groups, in pairs) solve typical tasks for new way actions with pronunciation of the solution algorithm aloud.

Independent work with self-testing against 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 reflection of the progress of the implementation of the constructed project and control procedures is organized.

The emotional orientation of the stage consists in organizing a situation of success for each student, motivating him to be included in further cognitive activity.

Inclusion in the system of knowledge and repetition.

At this stage, the limits of applicability of new knowledge are revealed, in which a new way of acting is envisaged 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 from the point of view of the continuity of the development of the course content. Thus, on the one hand, the formation of the skill of applying the studied methods of action takes place, and on the other hand, preparation for the introduction of the following topics in the future.

Reflection of educational activity in the lesson (the result of the lesson).

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, the goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.

The technology of the activity method is integrative in nature: it synthesizes the requirements for the organization of the educational process both from the side of the traditional school and from the side of new concepts of education developed by leading Russian teachers and psychologists. Indeed, when implementing steps 1, 2, 5-9, the requirements are met from the side of the explanatory-illustrated teaching method for the formation of students' knowledge, skills and abilities; steps 2-8 ensure that children systematically go through all the stages that were identified by P.Ya. Galperin as necessary for a deep and lasting assimilation of knowledge; the completion of the second step is associated with the creation of difficulties in the activity, or "collisions", which, according to L.V. Zankov, necessary condition implementation of the tasks of developmental education. At stages 2-5, 7, 9, the requirements for the organization of educational activities developed by V.V. Davydov.

Thus, the methodological version of the theory of activity (G.P. Shchedrovitsky, O.S. Anisimov) made it possible to build a structure for the organization of students' learning activities, which can be used in the modern field of education as a synthesizing predicate.

One of best advice, which can be given to you: "look to the future with confidence - in the direction of your dreams" and set the right goals in life.

Most of us live like the wind - moving back and forth, from one day to the next.

But I believe that our life is not just an accident, and that we should all participate in "designing" it. You could call it lifestyle design.

Ever since The Bucket List starring Jack Nicholson and Morgan Freeman came out - highly recommended) more people began to write a list of their own goals.

Goal setting is not just about writing a list. It is the starting point for designing the life we live. Maybe it's time for you to think about all the big and small things that you would like to accomplish in your life.

Every year, usually in December, people make a list of things they would like to achieve next year. However, these are short term. 100 life goals set you more ambitious goals. Some of them will be short-term, while others may take your whole life to complete. Some tasks you can start and do right away, some will take more time.

100 life goals should be so exciting for you personally that you will have a hard time falling asleep at night! If you're not excited about your goals, then you won't be striving for them at a high enough level.

I will give an example of 100 life goals (both basic and "exotic"), but I highly recommend making your own list. So, be patient...

100 human life goals

Create a family.
Maintain excellent health.
Learn to speak English language(With the help of a native speaker or on your own).
Visit new country the world every year. Visit all continents.
Invent and patent a new idea.
Get an honorary degree.
Make a significant positive contribution to peace.
Go on a boat trip.
See the earth from space + Experience weightlessness.
Make a parachute jump.
Participate in a marathon.
Create a passive source of income.
Change someone's life forever.
Participate in the Olympics (or the World Championship).
Make a pilgrimage to Israel.
Help 10 people achieve their life goals.
Give a birth to a baby. Raise a child.
Be a vegetarian for a month.
Read the entire Bible.
Dine with famous people.
Speak at a conference (+give a speech in front of more than 100 people).
Write and publish a book.
Write a song.
Launch a website on the Internet.
Learn to ride a motorcycle.
Create your own business.
Climb to the top of the mountain.
Learn to play tennis.
Explore digital photography and learn how to take pictures.
Donate blood.
Get rid of bad habits (alcohol, smoking).
Get acquainted with interesting person opposite sex.
Own your own 5 hectares of land.
Feed the sharks.
Find a job you love that won't stress you out.
Go scuba diving (go diving or maybe even swim in a submarine).
Ride a camel or ride an elephant.
Fly in a helicopter or hot air balloon.
Swim with dolphins.
See the top 100 movies of all time.
Visit Oscar.
Lose weight.
Take your family to Disneyland.
Ride in a limousine.
Read 100 best books of all time.
Canoeing on the Amazon.
Attend all games of the season of your favorite football/basketball/hockey/etc. commands.
Visit all major cities in the country.
Live for a while without TV.
Retire and live a month like a monk.
Memorize the poem "If only..." by Rudyard Kipling.
Have your own home.
Live for a while without a car.
Fly in a fighter jet.
Learn how to milk a cow (don't laugh, it can be a rewarding life experience!).
Become a foster parent.
Take a trip to Australia.
Learn to belly dance.
Found non-profit organization aimed at helping people.
Learn how to make repairs in the house (and do it).
Organize a tour of Europe.
Learn rock climbing.
Learn to sew/knit.
Take care of the garden.
Go on a hike in the wild.
Master a martial art (perhaps to become the owner of a black belt).
Play at the local theatre.
Shoot in a movie.
Travel to the Galapagos Islands.
Learn archery.
Learn how to use a computer confidently (or help your girlfriend, mother)
Take singing lessons.
Taste dishes of French, Mexican, Japanese, Indian and other cuisines.
Write a poem about your life.
Learn to ride horses.
Take a gondola ride in Venice.
Learn to drive a boat or boat.
Learn to dance the waltz, tap dance, etc.
Post a video to YouTube that gets 1 million views.
Visit the headquarters of Google, Apple, Facebook, etc.
Live on an island + Live in a hut.
Get a full body massage.
Drink only water and juice during meals for a month.
Become the owner of a % share of a profitable company.
Have zero personal debt.
Build a treehouse for your children.
Invest in gold and/or real estate.
Volunteer at the hospital.
Go on a trip around the world.
Get a dog.
Learn to drive a racing car.
Publish family tree.
Achieve financial freedom: have enough passive income to cover all expenses.
Witness the birth of your grandchildren.
Visit Fiji/Tahiti, Monaco, South Africa.
Participate in dog sled races in the Arctic.
Learn to surf.
Make twine.
Ride on skiing the whole family in Aspen.
Get a professional photo session.
Live in another country for one month.
Visit Niagara Falls, Eiffel Tower, North Pole, pyramids in Egypt, Roman Colosseum, Great Wall of China, Stonehenge, Sistine Chapel in Italy.
Take a survival course in nature.
Own your own private jet.
Be happy in this life.
…. your goals...

___________________________________________________

The question may arise: why 100 goals in life - so many? Setting so many goals can really test your motivation and talents in many areas and walks of life. Life is so multifaceted, and goals should demonstrate your discipline and responsible attitude towards it.

You are the one who takes control of your life. And goals are like GPS in life. They give direction and help you choose where to go in this life. Your vision of an ideal future can become a reality.

When you set 100 life goals and then evaluate your accomplishments, you can see what you've done and what you're really capable of. The very process of achieving goals will give you confidence and faith in yourself. After you have achieved one goal, you will try to achieve other goals, possibly higher ones.

You will see the great progress you have made when you look back after a while. Goals are the starting point for success. Just start...

And a good start, as you know, is half the success!

MODERN LESSON

Requirements for a modern lesson

Creative and accurate implementation of the program and methodological requirements for the lesson, competent definition of the type of lesson, its place in the topic. Isolation of the features of the lesson.
Accounting for the real learning opportunities of students of different classes, purposeful elimination of gaps in knowledge.
Thinking through and solving in unity the tasks of education, upbringing and development, highlighting the dominant tasks of the lesson.
Correspondence and subordination of educational material to the lesson, its main didactic goal.
The choice of a rational structure and pace of the lesson, providing solutions to the tasks and economical use time.
Concentration of students' attention on scientific concepts, theoretical provisions of laws, leading ideas. Highlighting the main, essential, ensuring the connection of the content of the lesson with life.
Ensuring the practical orientation of the educational process. Creation of real opportunities for applying the acquired knowledge and skills.
Expansion of the arsenal of choice of methods, mainly due to active, intensive methods, the validity of the combination of teaching methods used.
A combination of class-wide forms of work with group and individual.
Implementation of a differentiated approach to teaching.
Sufficient amount of material in the lesson.
Rational use study time.
The teacher's knowledge of the material of the lesson and the subject as a whole.
Raising interest in the subject.
Formation of students' skills of independent work, the ability to learn.
The development of students' cognitive abilities, their ability to observe and think.
Timeliness and comprehensiveness of students' knowledge testing.

The main elements of UVP in the lesson

Lesson objectives: educational, educational, developing.

educational goal involves the formation of new concepts and methods of activity, systems scientific knowledge etc.

Form a new concept in the lesson
Ensure students understand...
Teach a new way of doing things
Eliminate gaps in knowledge
Summarize and systematize knowledge about...
Practice skills...
Set up a course of action...
Build students' understanding of...
Teach how to do the task according to the model
Learn to infer...
Show the relationship and interdependence of phenomena
To form the ability to analyze facts and give them a reasonable scientific assessment.
Formation of the ability to actively and consistently defend one's point of view, the ability to find convincing arguments in the proof.
Teach yourself to draw conclusions, to understand.

educational goal

Formation of interest in the future of the country
Formation of a sense of pride for the motherland
Education of a humane attitude towards people
Shaping Responsibility
Developing compassion for oneself and others
Education of motives for learning, a positive attitude to knowledge
Education of labor motives

Development goal

Development of analytical thinking
Development of cognitive skills
Development of learning skills

How to prepare modern lesson

Lesson - home component educational process. The educational activity of the teacher and the student is largely focused on the lesson. That is why the quality of student training in one way or another academic discipline is largely determined by the level of the lesson, its content and methodological content, its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own idea, plot and denouement, like any work of art. How to construct such a lesson? How to make sure that the lesson not only equips students with knowledge and skills, the importance of which cannot be disputed, but so that everything that happens in the lesson arouses sincere interest in children, genuine enthusiasm, and forms their creative consciousness?

Lesson as a holistic system

A more or less completed segment of the pedagogical process in the class-lesson system of education is the lesson. According to the figurative expression of N.M. Verzilin, "a lesson is the sun, around which, like planets, all other forms of training revolve." What is a lesson? The answer to this question is very difficult today. Up to now in pedagogical science the prevailing opinion is that a lesson is a form of organizing the activities of a permanent staff of teachers and students in a certain period of time, systematically applied to solve the problems of teaching, educating and developing students.

A lesson is a form of organizing training with a group of students of the same age, permanent composition, a lesson on a fixed schedule and with a single training program for all. In this form, all components of the educational process are presented: purpose, content, means, methods, organization and management activities, and all its didactic elements. The essence and purpose of the lesson in the learning process as a holistic dynamic system Thus, it comes down to the collective-individual interaction of the teacher and students, as a result of which the students acquire knowledge, skills and abilities, develop their abilities, work experience, communication and relationships, as well as improve the pedagogical skills of the teacher. Thus, the lesson, on the one hand, acts as a form of learning movement in general, on the other hand, as a form of organization of learning, predetermined by the basic requirements for the organizational construction of the lesson by the teacher, arising from the patterns and principles of learning.

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 achieve the goal, and only then determining the method - how the teacher will act so that the goal is achieved.

What is the goal and when, what are the goals of the lesson set by the teacher? It is generally accepted in science that a goal is a presumed, pre-planned (mentally or verbally) result of an activity to transform an object. IN pedagogical activity the object of transformation is the activity of the student, and the result is the level of education, development and upbringing of the student.

The goal of a lesson in a modern school should be specific, with an indication of the means to achieve it and its translation into specific didactic tasks.

The didactic tasks of the lesson are realized in real pedagogical reality through learning objectives(tasks for students). This is the solution of arithmetic problems by students, the performance of various exercises, the analysis of sentences, the preparation of a retelling plan, etc. These tasks reflect the learning activities of students in specific learning situations.

Preparing for the lesson

The first thing to start preparing for the lesson:
- clearly define and formulate for himself its theme;
- determine the place of the topic in the curriculum;
- determine the leading concepts on which this lesson is based, in other words, look at the lesson retrospectively;
- and, conversely, identify for yourself that part of the educational material that will be used in the future, in other words, look at the lesson through the prism of the perspective of your activity.
Define and clearly formulate for yourself and separately for students the target setting of the lesson - why is it needed at all? In this regard, it is necessary to identify the teaching, developing and educating functions of the lesson.
Plan learning material

For this you need:

Select literature on the topic. At the same time, if we are talking about new theoretical material, one should try to include a high school textbook, an encyclopedic publication, a monograph (original source), and a popular science publication on the list. It is necessary to select from the available material only that which serves the solution of the tasks most in a simple way.

Pick up study tasks, the purpose of which is:

recognition of new material;
reproduction;
application of knowledge in a new situation;
application of knowledge in an unfamiliar situation;
creative approach to knowledge.

Arrange learning tasks in accordance with the principle "from simple to complex". Create three sets of tasks:

tasks that lead the student to reproduce the material;
tasks that contribute to the understanding of the material by the student;
assignments that help the student to consolidate the material.

Think about the "zest" of the lesson.

Each lesson should contain something that will cause surprise, amazement, delight of students - in a word, something that they will remember when everyone forgets. It can be interesting fact, unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

Group the selected educational material.

To do this, think about the sequence in which the work with the selected material will be organized, how the change in the types of students' activities will be carried out.

The main thing when grouping material is the ability to find a form of organizing a lesson that will cause increased activity of students, and not a passive perception of the new.

Plan the control over the activities of students in the lesson, why think about:
- what to control;
- how to control;
- how to use control results.

At the same time, do not forget that the more often the work of everyone is controlled, the easier it is to see typical mistakes and difficulties, as well as to show the true interest of the teacher in their work.

Prepare equipment for the lesson. Make a list of the necessary teaching aids, devices, etc. Consider the type chalkboard to the whole new material remained on the board reference abstract.
Think over tasks for home: its content, as well as recommendations for its implementation.
The lesson prepared in this way should be included in the abstract. What should be kept in mind when preparing a lesson summary? The abstract should contain three main parts:
- formal;
- meaningful;
- analytical.

The formal part looks like this:
Lesson # __________
Subject: ____________
Target: ____________
Tasks:
educational: _____________
developing: __________________
educators: _______________
Equipment: ________________
The sequence of individual stages of the lesson.

The analytical part is a self-analysis of the lesson.

Introspection of the lesson

IV. Lesson idea

What are the main reasons for choosing this particular lesson plan?
- What is the place of this lesson in the topic, section, course.
- How is it related to the previous ones, what does it rely on.
- How a lesson works for subsequent lessons, topics, sections, and other subjects.
- How were the program requirements taken into account when preparing for the lesson.
- What is the specificity, uniqueness of this lesson, its special purpose.
- How and why the form of the lesson was chosen, type.
What features of the students were taken into account in preparing for the lesson?
What were the main objectives of the lesson and why?
What justifies the choice of the structure and topic of the lesson?
What justifies a particular course of the lesson. Why was such content, methods, means, forms of education chosen?
What conditions (social-psychological or educational-material or aesthetic) were created for the lesson and why?

V. Were there any changes, deviations, improvements compared to this plan during the lesson. If so, which ones, and what did they lead to.

VI. Whether it was possible to solve the tasks set at the required, optimal level and obtain the corresponding educational results, while avoiding overload and overwork of students, maintaining and developing productive motivation: learning, mood, well-being.

VII. What are the reasons for the successes and shortcomings of the lesson. What are the used reserve opportunities. What in this lesson should have been done differently, in a different way.

VIII. What conclusions should be drawn from the lesson for the future.

Main types of lessons:

A lesson in learning new things. These are: traditional (combined), lecture, excursion, research, educational and labor workshop. It aims to study and primary consolidation of new knowledge.
Knowledge consolidation lesson. These are: workshop, excursion, laboratory work, interview, consultation. It aims to develop skills for the application of knowledge.
Lesson of complex application of knowledge. These are: workshop, laboratory work, seminar, etc. It aims to develop skills to independently apply knowledge in a complex, in new conditions.
Lesson of generalization and systematization of knowledge. These are: a seminar, a conference, a round table, etc. It aims to generalize individual knowledge into a system.
Lesson of control, evaluation and correction of knowledge. This: test, test, colloquium, review of knowledge, etc. It aims to determine the level of mastery of knowledge, skills and abilities.

Structural elements of the lesson

Organization of the beginning of the lesson. Preparing students for class work. Full readiness of the classroom and equipment, the rapid inclusion of students in the business rhythm.
Execution check homework. Establishing the correctness and awareness of doing homework by all students, identifying gaps and correcting them. The optimal combination of control, self-control and mutual control to establish the correctness of the task and correct gaps.
Preparation for the main stage of the lesson. Ensuring motivation and acceptance by students of the goal, educational and cognitive activity, updating basic knowledge and skills. Readiness of students for active educational and cognitive activity based on basic knowledge.
Assimilation of new knowledge and ways of action. Ensuring the perception of comprehension and primary memorization of knowledge and methods of action, connections and relationships in the object of study. Active actions of students with the volume of study; maximum use of independence in obtaining knowledge and mastering methods of action.
Initial test of understanding. Establishing the correctness and awareness of the assimilation of new educational material; identify gaps and misconceptions and correct them. Assimilation of the essence of acquired knowledge and methods of action at the reproductive level. liquidation common mistakes and student misconceptions.
Consolidation of knowledge and methods of action. Ensuring the assimilation of new knowledge and methods of action at the level of application in a changed situation. Independent performance of tasks that require the application of knowledge in a familiar and changed situation.
Generalization and systematization of knowledge. Formation of an integral system of leading knowledge on the topic, course; selection of worldview ideas. Active and productive activities of students by including parts in the whole, classification and systematization, identifying intra-subject and inter-course connections.
Control and self-examination of knowledge. Identification of the quality and level of mastery of knowledge and methods of action, ensuring their correction. Obtaining reliable information about the achievement by all students of the planned learning outcomes.
Summing up the lessons. Provide an analysis and assessment of the success of achieving the goal and outline the prospects for future work. The adequacy of the student's self-assessment to the teacher's assessment. Getting students information about real results teachings.
Reflection. Mobilizing students to reflect on their behavior (motivation, methods of activity, communication). Mastering the principles of self-regulation and cooperation. Openness of students in understanding their actions and self-assessment. Forecasting ways of self-regulation and cooperation.
Information about homework. Ensuring understanding of the purpose, content and methods of doing homework. Checking relevant records. Implementation of the necessary and sufficient conditions for the successful completion of homework by all students in accordance with their current level of development.

Methods and techniques for developing the intellect of students

heuristic conversation
teacher's problem statement
research
story
explanation
scheme
reference tables
filling in the classification tables with your examples or distribution ready-made examples to the table
comparisons and comparisons comparative analysis two pieces of text.
dialogue communication
modeling
defending your opinion
formulating questions
peer review
maximum tasks
free choice method
students as teachers
action learning
group discussion
role-playing game
discussion
seminar
student as researcher
debate
brainstorm
interdisciplinary comparisons
problem situations, questions
practical work
experiment
experiences
system-structural analysis
projects
presentations

Memo for the teacher on self-analysis of the lesson

What is the place of this lesson in the system of lessons on the topic? What is the specificity of the lesson? Lesson type?
What tasks were solved in the lesson: educational, educational, developing? Was their complexity and interconnection ensured?
Why was the chosen structure of the lesson rational for solving these problems? Was it rational to allocate time for questioning, learning new things, consolidating? Are the connections between the stages of the lesson logical? Was the time allocated rationally in the lesson?
What is the main focus of the lesson and why? Has the main thing been highlighted?
What combination of teaching methods was chosen to reveal new material? Give justification for the choice of teaching methods.
How was the differentiated approach implemented in the lesson?
How was the control of the assimilation of knowledge, skills and abilities organized? In what forms and by what methods was it carried out? Why?
How was the classroom used in the classroom? Use of teaching aids.
What was the reason for student performance?
Were the educational and stimulating functions of the mark used?
Has there been a reflection?
Were you able to fully achieve your goals, if not, why not? How is it planned to fulfill the unrealized?

Target: familiarization of teachers with the typology of lessons in the technology of the activity method of teaching; the formation of professional skills in the design of the lessons of the ONZ, the lessons of reflection, general methodological orientation, developmental control.

Implementation plan

I. Actualization of teachers' ideas about the system-activity approach in education.

Reception: "Do you believe?"

Listeners answer on the sheets:

Do you believe that

system-activity approach is the basis for the successful introduction of GEF IEO? (+)
Implementation S-D approach and takes into account the individual characteristics of students? (+)
Activity is the process of explanation by the teacher new topic? (-)
IN the basis of S-D approach based on the principles of activity, minimax, variability, creativity, psychological comfort? (+)
Implementation of S-D approach has nothing to do with younger students? (-)
There is only one technology that meets C-D requirements approach? (-)
TDME can be implemented in the lessons of various targeted? (+)
TDME assumes the following structure of the lesson: setting the goal of the lesson, learning new material, primary consolidation, repetition of previously studied, lesson summary, d / s? (-)
In the modern methodology, the following types of lessons are distinguished: ONZ, reflection, generalization of knowledge, developmental control? (+)
the main role in the lesson belong to the teacher as a subject implementing the activity approach? (-)
Are there three levels of mastery of TDME? (+)

II. Throwing problems (reception "Snowball")

What problems remained from the last seminar "S-D approach as the basis for the successful implementation of the GEF IEO" (recording problems with a marker on large sheets, their ranking - access to lesson design problems)

III. Restore the sequence of stages of the lesson in TDMO.

Motivation to learning activities
Updating knowledge and fixation of difficulties in individual activity
Finding the cause of the difficulty
Problematic explanation of new knowledge
Primary consolidation in external speech
Independent work with self-test according to the standard
Inclusion of new knowledge in the knowledge system and repetition
Reflection of activities in the lesson

IV. Theoretical part (typology of lessons and their purpose)

Currently, there have been major changes in the field of education. The adoption of a new standard in elementary school not only led to a revision of the long-established education system, but also allowed teachers to build the school educational space in a new way.

The standard is based on system-activity approach which involves the upbringing and development of personality traits that meet the requirements of the information society, the tasks of building a democratic civil society based on a dialogue of cultures. To solve these problems, each teacher elementary school it is important to understand WHAT, WHY and HOW to change in your activity.

A lesson is a form of organization of education with a group of students of the same age, permanent composition, with a single training program for all.

There are four types of lessons, depending on their goals:

Lessons of "discovery" of new knowledge
Reflection Lessons
Lessons of systematization of knowledge (general methodological orientation)
Lessons in developmental control

The objectives of the lessons of the selected types:

1. The lesson of "discovery" of new knowledge.

activity goal: the formation of skills for the implementation of new methods of action.

2. Lesson of reflection.

activity goal: the formation of students' abilities to identify the causes of difficulties and correct their own actions.

3. Lesson of knowledge systematization (general methodological orientation).

activity goal: the formation of students' abilities to structure and systematize the studied subject content and abilities for educational activities.

4. A lesson in developmental control.

activity goal: the formation of students' abilities to implement the control function.

The technology of conducting lessons of each type implements the activity method of teaching.

Breaking down the learning process into lessons different types in accordance with the leading goals should not destroy its continuity, which means that it is necessary to ensure the invariance of learning technology. Therefore, when building a technology for organizing lessons of different types, the activity method of teaching and provide a corresponding system of didactic principles as the basis for building the structure and conditions of interaction between the teacher and the student.

To build a lesson within the framework of the GEF IEO, it is important to understand what should be lesson performance criteria, regardless of which typology we adhere to.

Lesson objectives are set with a tendency to transfer function from teacher to student.
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.)
A variety of forms, methods and techniques of teaching are used, which increase the degree of activity of students in the educational process.
The teacher owns the technology of dialogue, teaches students to put and address questions.
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.
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).
The teacher achieves understanding of the educational material by all students, using special techniques for this.
The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress.
The teacher specifically plans the communicative tasks of the lesson.
The teacher accepts and encourages what the student expresses own position, a different opinion, teaches the correct forms of their expression.
The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.
At the lesson, a deep personal influence "teacher - student" is carried out (through relationships, joint activities etc.)

The structure of the lessons of maintaining new knowledge within the framework of the activity approach is as follows:

1. Motivation for learning activities.

the requirements for it from the side of educational activity are updated (“must”);
conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);
thematic framework (“I can”) is established.

In the developed version, there are processes of adequate self-determination in educational activity and self-assertion in it, which involve comparing the student of his real “I” with the image “I am an ideal student”, conscious subordination of himself to the system of normative requirements of educational activity and the development of internal readiness for their implementation.

2. Actualization and fixation of an individual difficulty in a trial learning activity.

actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;
actualization of the corresponding mental operations and cognitive processes;
motivation for a trial educational action (“must” - “can” - “want”) and its independent implementation;
fixing 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:

restore the performed operations and fix (verbally and symbolically) the place-step, the operation where the difficulty arose;
correlate your 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 task and tasks of this class or type at all.

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: they 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, automation 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.

The structure of reflection lessons within the framework of the activity approach is as follows:

Self-determination to activity
Knowledge update.
Localization of difficulties (a stage similar to setting a learning task).
Building a project for getting out of difficulties (a stage similar to the stage of “discovery” of new knowledge).
Generalization of difficulties in external speech (a stage similar to the stage of primary consolidation
Independent work with self-test according to the standard.
Inclusion in the system of knowledge and repetition.
Reflection of activity (the result of the lesson).

The structure of lessons of a general methodological orientation within the framework of the activity approach is as follows:

Motivation.
Goal-setting control. Working with a support to control skills
Control
Self control.
Self-esteem.
Reflection of activity.
Coordination of estimates.

Lesson structuredevelopmental control within the framework of the activity approach has the following form:

Motivation.
Actualization and preparation of students' thinking.
Goal-setting control.
Test.
Self-control (mutual control).
Self-esteem.
Reflection.
Coordination of estimates.
Reflection (repeated).

V. Lesson design (practical work in groups)

Task 1. Restore lessons of different types and sign the name of each of the stages (4 groups work, each with its own type of lesson).

Self test- a sample - a holistic summary of the lesson.

Task 2. Design a lesson(each group has its own type of lesson + math textbook) - write with markers on large sheets.

Result: posting on the board + presenting the main idea (up to 3 minutes).

Self test- according to the sample.

VI. Seminar reflection.

Appeal to sheets - problems. What else is left?

Reflective sheet:

I found out _________________________________

I have an idea about ____________________________________

Learned _______________________________________________

Remaining questions ____________________________________________

I evaluate my activity at the seminar (on a 10-point scale) at ____________________ points

(1 - 3 points - the first step of the ladder; 4 - 7 points - the second step; 8 - 10 points - the third step)

Ladder of professional growth and personal success of the teacher (draw on the board).

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