Examples of goals in a person's life. Implementation of a systemic-activity approach in lessons of various target orientations

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

1. Create a family.
2. Maintain excellent health.
3. Learn to speak English language(With the help of a native speaker or on your own).
4. Visit a new country in the world every year. Visit all continents.
5. Invent and patent a new idea.
6. Get an honorary degree.
7. Make a significant positive contribution to peace.
8. Go on a boat trip.
9. See the earth from space + Experience weightlessness.
10. Make a parachute jump.
11. Participate in a marathon.
12. Create a passive source of income.
13. Change someone's life forever.
14. Participate in the Olympics (or the World Championship).
15. Make a pilgrimage to Israel.
16. Help 10 people achieve their life goals.
17. Give a birth to a baby. Raise a child.
18. Be a vegetarian for a month.
19. Read the entire Bible.
20. Dine with famous people.
21. Speak at a conference (+give a speech in front of more than 100 people).
22. Write and publish a book.
23. Write a song.
24. Launch a website on the Internet.
25. Learn to ride a motorcycle.
26. Create your own business.
27. Climb to the top of the mountain.
28. Learn to play tennis.
29. Explore digital photography and learn how to take photos.
30. Donate blood.
31. Get rid of bad habits (alcohol, smoking).
32. Get acquainted with interesting person opposite sex.
33. Own your own 5 hectares of land.
34. Feed the sharks.
35. Find a job you love that won't stress you out.
36. Go scuba diving (go diving or maybe even swim in a submarine).
37. Ride a camel or ride an elephant.
38. Fly in a helicopter or hot air balloon.
39. Swim with dolphins.
40. See the top 100 movies of all time.
41. Visit Oscar.
42. Lose weight.
43. Take your family to Disneyland.
44. Ride in a limousine.
45. Read 100 best books of all time.
46. Canoeing on the Amazon.
47. Attend all games of the season of your favorite football/basketball/hockey/etc. commands.
48. Visit all the most big cities countries.
49. Live for a while without TV.
50. Retire and live a month like a monk.
51. Memorize the poem "If only..." by Rudyard Kipling.
52. Have your own home.
53. Live for a while without a car.
54. Fly in a fighter jet.
55. Learn how to milk a cow (don't laugh, it can be a rewarding life experience!).
56. Become a foster parent.
57. Take a trip to Australia.
58. Learn to belly dance.
59. Found non-profit organization aimed at helping people.
60. Learn how to make repairs in the house (and do it).
61. Organize a tour of Europe.
62. Learn rock climbing.
63. Learn to sew/knit.
64. Take care of the garden.
65. Go on a hike in the wild.
66. Master a martial art (perhaps to become the owner of a black belt).
67. Play at the local theatre.
68. Shoot in a movie.
69. Travel to the Galapagos Islands.
70. Learn archery.
71. Learn how to use a computer confidently (or help your girlfriend, mother)
72. Take singing lessons.
73. Taste dishes of French, Mexican, Japanese, Indian and other cuisines.
74. Write a poem about your life.
75. Learn to ride horses.
76. Take a gondola ride in Venice.
77. Learn to drive a boat or boat.
78. Learn to dance the waltz, tap dance, etc.
79. Post a video to YouTube that gets 1 million views.
80. Visit the headquarters of Google, Apple, Facebook, etc.
81. Live on an island + Live in a hut.
82. Get a full body massage.
83. Drink only water and juice during meals for a month.
84. Become the owner of a % share of a profitable company.
85. Have zero personal debt.
86. Build a treehouse for your children.
87. Invest in gold and/or real estate.
88. Volunteer at the hospital.
89. Go on a trip around the world.
90. Get a dog.
91. Learn to drive a racing car.
92. Publish family tree.
93. Achieve financial freedom: have enough passive income to cover all expenses.
94. Witness the birth of your grandchildren.
95. Visit Fiji/Tahiti, Monaco, South Africa.
96. Participate in dog sled races in the Arctic.
97. Learn to surf.
98. Make twine.
99. Ride on skiing the whole family in Aspen.
100. Get a professional photo session.
101. Live in another country for one month.
102. Visit Niagara Falls, the Eiffel Tower, the North Pole, the pyramids in Egypt, the Roman Colosseum, the Great Wall of China, Stonehenge, the Sistine Chapel in Italy.
103. Take a survival course in nature.
104. Own your own private jet.
105. Be happy in this life.
106. …. your goals...

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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!

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 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) can also act. 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 of a new object function;

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.

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.
• Taking into account the real learning opportunities of students of different classes, targeted 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. Until now, in pedagogical science, the prevailing opinion is that a lesson is a form of organization of the activities of a permanent staff of teachers and students in a certain period of time that is 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 educational tasks (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

1. 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.
2. 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.
3. 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 university 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.

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, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

1. 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.

1. 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.

1. Prepare equipment for the lesson. Make a list of necessary teaching aids, devices, etc. Consider the type chalkboard so that all new material remains on the board as a reference outline.
2. Think over tasks for home: its content, as well as recommendations for its implementation.
3. 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

1. 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.
2. What features of the students were taken into account in preparing for the lesson?
3. What were the main objectives of the lesson and why?
4. What justifies the choice of the structure and topic of the lesson?
5. What justifies a particular course of the lesson. Why was such content, methods, means, forms of education chosen?
6. 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:

1. A lesson in learning new things. These are: traditional (combined), lecture, excursion, research work, educational and labor workshop. It aims to study and primary consolidation of new knowledge.
2. Knowledge consolidation lesson. These are: workshop, excursion, laboratory work, interview, consultation. It aims to develop skills for the application of knowledge.
3. 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.
4. 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.
5. Lesson of control, evaluation and correction of knowledge. These are: 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

1. 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.
2. Checking 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. Generalization and systematization of knowledge. Formation complete system 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.
8. 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.
9. 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.
10. 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.
11. 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 contrasts comparative analysis of two fragments 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
• experiments
• system-structural analysis
• projects
• presentations

Memo for the teacher on self-analysis of the lesson

1. What is the place of this lesson in the system of lessons on the topic? What is the specificity of the lesson? Lesson type?
2. What tasks were solved in the lesson: educational, educational, developing? Was their complexity and interconnection ensured?
3. 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?
4. What is the main focus of the lesson and why? Has the main thing been highlighted?
5. What combination of teaching methods was chosen to reveal new material? Give justification for the choice of teaching methods.
6. How was the differentiated approach implemented in the lesson?
7. 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?
8. How was the classroom used in the classroom? Use of teaching aids.
9. What was the reason for student performance?
10. Were the educational and stimulating functions of the mark used?
11. Has there been a reflection?
12. Were you able to fully achieve your goals, if not, why not? How is it planned to fulfill the unrealized?

There were cases when the presence of a goal saved people's lives, when, it would seem, everything is lost ... but not the goal. We have collected tried to collect examples of goals in human life. Read, bookmark and come back for re-reading and reflection, re-evaluation.

The concept of purpose and its significance

There is a law of constant dynamics. It extends to all spheres of human life. And on target. The goal is the result that a person seeks to obtain as a result at the end of all his actions. The realization of one goal gives rise to another. And if you have a prestigious job, a huge house in which a loving family is waiting for you, then this is not at all the limit of your dreams. Do not stop. Keep going and achieve them no matter what. And the success that you have already been able to achieve will help you in the implementation of the following ideas.

Purpose and its types

Setting life goals is the most important step on the road to success. It is not necessary to stop at one task and try to implement it. In theory, there are several varieties of goals in life. Depending on the sphere of society, there are three categories:

1. higher goals. They are focused on the person and his environment. Responsible for personal development and social assistance.
2. Basic goals. Aimed at self-realization of the individual and his relationship with other people.
3. Providing goals. These include all material human beings, whether it be a car, a house or a vacation trip.

Based on these three categories, a person fulfills himself and. In the event that at least one target category is missing, he will no longer be happy and successful. Therefore, it is so important to have several goals at the same time in order to develop in all directions.

Get your goals right. Clearly formulated goals in a person's life provide 60% of the success of their achievement. It is better to immediately indicate the approximate time frame. Otherwise, the goal of your whole life may remain an unattainable dream.

How to set the right goal

Everyone faces difficulties in achieving their goals based on an inaccurate formulation. What goals in a person's life can be cited as an example?

• Have an apartment, a house, a cottage.
• Relax on the sea.
• Get a family.
• Provide parents a good old age.

All of the above goals more, one way or another, are a dream of man. He wants it, perhaps from the bottom of his heart. But the question arises: when are his goals realized and what does he do for this?

In order to achieve the desired result, it is necessary to set a clear and precise task. It should fit in one sentence. good example correct setting goals in human life are the following formulations:

• To have an apartment (house, cottage) at the age of 30.
• Lose 10 kg by September.
• Go to the sea in the first month of summer.
• Create a happy and strong family.
• Take your parents to your house and provide them with a good old age.

From the above goals, we can conclude that almost all of them have a certain time period. Based on this, a person can plan his time for the implementation of his plan; develop a daily action plan. And then he will see a complete picture of what needs to be done and undertaken so that the goal in life is achieved.

How to reach your goal faster

The more energy you have, the faster you reach your goal. But energy is required of a special kind - mental. This is the energy that allows you to think, experience emotions and generally build your reality (you know that thoughts are material, right?). The problem with the average person is that the mental realm is heavily polluted. How? different negative emotions(fears, hatred, resentment, jealousy, anxiety, etc.), psychological complexes, limiting beliefs, emotional trauma and other mental rubbish. And this rubbish gives rise to internal conflicts, contradictions that hinder the achievement of the goal.

By getting rid of mental rubbish, you get rid of subconscious contradictions and increase the power of thought. At the same time, the purity of thinking increases, which, unequivocally, accelerates the realization of the goal. Release from such a burden makes life happier and easier, which in itself is the main value for any person.. The fastest tool for clearing the mental space is the Turbo-Gopher system. The advantage of this system is that it taps into subconscious resources that are usually idle. Those. your subconscious mind does most of the work in the background while you go about your business. And you only need to read the ready-made instructions. Simple, fast and as practice shows (most importantly) - effectively. .

Top 100 main goals in a person's life

As an example, we can cite the following goals in life, from the list of which each person will find what he wants:

Personal goals

1. Achieve some success in your work.
2. Stop drinking alcohol; smoke cigarettes.
3. Expand your circle of acquaintances around the world; make friends.
4. Master several foreign languages ​​to perfection.
5. Stop eating meat and meat products.
6. Wake up daily at 6 am.
7. Read at least one book a month.
8. Go on a trip around the world.
9. To write a book.

family goals

1. Create a family.
2. (-Ouch).
3. Have children and raise them properly.
4. Provide children with a good education.
5. Celebrate a copper, silver and gold wedding with your spouse.
6. See the grandchildren.
7. Organize holidays for the whole family.

material goals

1. Do not borrow money; on credit.
2. Provide passive income.
3. Open a bank account.
4. Increase your savings every year.
5. Putting savings in a piggy bank.
6. Provide children with a solid inheritance.
7. Do charity work. Where to begin .
8. To buy a car.
9. Build the house of your dreams.

sports goals

Spiritual Goals

1. Engage in strengthening your will.
2. Study books on world literature.
3. Read books on personal development.
4. Take a course in psychology.
5. Do volunteer work.
6. Express sincere gratitude.
7. Achieve all set goals.
8. Strengthen faith.
9. Help others for free.

creative goals

1. Learn to play the guitar.
2. Publish a book.
3. Draw a picture.
4. Keep a blog or personal diary.
5. Create something with your own hands.
6. Open site.
7. Overcome stage and audience fear. How to get out in public -.
8. Learn to dance.
9. Take a course in cooking.

Other purposes

1. Organize a trip for parents abroad.
2. Get to know your idol in person.
3. Seize the day.
4. Organize a flash mob.
5. Get additional education.
6. Forgive everyone for the wrong that has ever been done.
7. Visit the sacred land.
8. Expand your circle of friends.
9. Shut off internet for a month.
10. See the northern lights.
11. Conquer your fear.
12. Cultivate new good habits.

It does not matter at all whether you choose goals from those already proposed or come up with your own. The main thing is to act and not retreat before anything. As the famous German poet I.V. Goethe:

“Give a man a purpose worth living for, and he can survive in any situation.”

The main methodological goal of the lesson in systemic-activity learning is to create conditions for the manifestation of cognitive activity of students.

The main methodological goal is achieved in the following ways.

The course of knowledge is “from the disciples”. The teacher draws up and discusses the lesson plan together with the students, uses didactic material during the lesson, allowing the student to choose the most significant type and form of educational content for him.
The transformative nature of the activity of students: observe, compare, group, classify, draw conclusions, find out patterns. That is, to awaken to mental activity, and their planning.
Intensive independent activity of students associated with emotional experiences, which is accompanied by the effect of surprise. Tasks with the inclusion of the mechanism of creativity, assistance to encouragement from the teacher. The teacher creates problem situations - collisions.
Collective search directed by the teacher (questions that awaken students' independent thought, preliminary homework). The teacher creates an atmosphere of interest for each student in the work of the class.
Creation of pedagogical situations of communication in the classroom, allowing each student to show initiative, independence, selectivity in the ways of working.
Flexible structure. The teacher uses a variety of forms and methods of organizing learning activities to reveal the subjective experience of students.

The lessons of activity-oriented goal-setting can be divided into four groups:

1). Lessons of "discovery" of new knowledge;

2). Lessons for developing skills and reflection;

3). Lessons of a general methodological orientation;

4). Lessons of developmental control.

Let's formulate the main goals and ways to achieve them for each type of lesson

1type of lesson- discovery of new knowledge (ONZ).

activity goal: the formation of students' skills to implement new ways of action.

Algorithm for constructing a lesson for discovering new knowledge:

1. Select and formulate new knowledge.

2. Simulate a way to discover new knowledge.

3. Isolate the mental operations used in the discovery of new knowledge.

4. Determine the necessary ZUN and ways to repeat it.

5. Select exercises for the actualization stage, based on the list of necessary mental operations and ZUNs.

6. Simulate the difficulty and the method of fixing it.

7. Simulate a problem situation and dialogue.

8.Compose independent work and an objectively valid standard.

9. Determine the methods of organizing and conducting primary consolidation.

10. Select tasks for the repetition stage by levels.

11. Analyze the lesson according to the abstract.

12. If necessary, make adjustments to the plan of the abstract.

The structure of the lesson of discovering new knowledge:

1). The stage of motivation (self-determination) to learning activities.

2). The stage of actualization and fixation of an individual difficulty in a trial action.

3). The stage of identifying the place and cause of the difficulty.

4). The stage of building a project to get out of the difficulty.

6). The stage of primary consolidation with pronunciation in external speech.

Consider the approaches to the structure of the lesson of discovering new knowledge and the micro-goals of the stages:

1.Motivation (self-determination) for learning activities.

Purpose: The main purpose of the stage motivation (self-determination) for learning activities is the development of a personal significant level internal readiness to fulfill the regulatory requirements of educational activities.

Update the requirements for the student on the part of educational activities (“must”);

Establish a thematic framework for learning activities (“I can”).

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

The purpose of the stage of actualization and trial learning action is to prepare the thinking of students and organize their awareness of their inner need to build learning actions and organize the fixation by each of them of an individual difficulty in the trial action.

Reproduced and recorded knowledge, skills and abilities sufficient to build a new way of action;

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

Updated the norm of a trial educational action (“must” - “want” - “can”);

They tried to independently complete an individual task to apply the new knowledge planned for study in this lesson;

We fixed the difficulty in performing a trial action or justifying it.

3. Identification of the place and cause of difficulties.

The main goal of the stage is to organize an analysis by students of the situation that has arisen and, on this basis, to identify the places and causes of the difficulty is the realization of what exactly is the lack of their knowledge, skills or abilities.

Analyzed step by step based on a landmark record and said aloud what and how they did;

Fixed the operation, the step at which the difficulty arose (place of difficulty);

Correlated their actions at this step with the methods studied and recorded what knowledge or skill is missing to solve the original problem and problems of this class or type in general (cause of difficulty).

4. Building a project to get out of the difficulty (goal, topic, plan, timing, method, means).

The main goal of the stage of constructing a project to get out of a difficulty is to set goals for educational activities and, on this basis, to choose the method and means of their implementation.

This requires that students:

In a communicative form, they formulated the specific goal of their future educational actions, eliminating the cause of the difficulty that had arisen (that is, they formulated what knowledge they need to build and what to learn);

proposed and agreed topic lesson that the teacher can clarify;

chose way building new knowledge (How?) - method clarifications(if a new course of action can be constructed from previously learned ones) or a method additions(if there are no analogues studied and the introduction of a fundamentally new sign or method of action is required);

chose facilities to build new knowledge (using what?) - studied concepts, algorithms, models, formulas, ways of writing, etc.

5. Implementation of the constructed project

The main goal of the stage of implementation of the constructed project is the construction by students of a new method of action and the formation of skills to apply it both in solving the problem that caused difficulty, 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 the problem that caused the difficulty;

Fix in a generalized form a new way of acting in speech and symbolically;

To fix the overcoming of the difficulty that arose earlier.

6. Primary consolidation with pronunciation in external speech.

The main goal of the stage of primary consolidation with pronunciation in external speech is the assimilation by students of a new mode of action when solving typical problems.

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, the steps taken and their justification were spoken out loud - definitions, algorithms, properties, etc.

7. Independent work with self-test according to the standard

The main goal of the stage of independent work with self-examination according to the standard is the internalization of a new mode of action and performing reflection (collective and individual) to achieve the goal of a trial educational action, the application of new knowledge in standard tasks.

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.

8. Inclusion in the knowledge system repetition.

The main purpose of the stage of inclusion in the system of knowledge and repetition is to repeat and consolidate what was previously studied and prepare for the study of the following sections of the course, identify the limits of applicability of new knowledge and teach how to use it in the system of previously studied knowledge, repeat the educational content necessary to ensure meaningful continuity, include new methods of action in the knowledge system.

For this you need:

Identify and fix the limits of applicability of new knowledge and teach how to use it in the system of previously studied knowledge;

Bringing it to the level of an automated skill;

If necessary, organize preparation for the study of the following sections of the course;

Repeat learning content as necessary to ensure content continuity.

9. Reflection of UD in the lesson

The main goal of the stage of reflection of educational activities in the lesson is self-assessment by students of the results of their educational activities, awareness of the construction method and the limits of applying 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;

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

2type of lesson- a lesson in developing skills and reflection.

Activity goal: the formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional norm (fixing their own difficulties in activity, identifying their causes, building and implementing a project to get out of the difficulty, etc.).

A distinctive feature of the reflection lesson is the fixation and overcoming of difficulties in one's own learning activities.

For a competent reflection lesson, it is necessary to clarify the concepts of a standard, a sample and a standard for self-testing, which we will explain with a specific example.

The standard can be presented in different types. The main thing is that it correctly describes the essence of the transformations being performed and is designed together with students in the lesson of “discovery” of new knowledge, is understandable to them, and is for them a real tool for solving problems of this type.

The standard for self-control is the implementation of the mode of action, correlated with the standard.

When building a standard for self-control, a detailed sample is used next to the standard, which is built and agreed in the class at the lesson "discovery of new knowledge".

Students should learn how to step by step compare their work with the standard in self-examination.

However, this skill is formed in them gradually. First, they learn to check their work on the answers, then on the short solution,

In order for students to correct their mistakes not by chance, but by a meaningful event, it is important to organize their corrective actions based on a reflexive method, designed as an error correction algorithm.

This algorithm should be built by the children themselves in a separate lesson. If reflection lessons are conducted systematically, then children quickly master this algorithm and apply it confidently.

Lessons skill development and reflection have the following structure: 1). The stage of motivation (self-determination) to corrective activity.

2). The stage of actualization and trial educational action.

3). The stage of localization of individual difficulties.

4). The stage of building a project for correcting the identified difficulties.

5). Stage of implementation of the constructed project.

6). The stage of generalization of difficulties in external speech.

7). The stage of independent work with self-testing according to the standard.

8). The stage of inclusion in the system of knowledge and repetition.

9). The stage of reflection of educational activity in the lesson.

A distinctive feature of the lesson of reflection from the lesson of the "discovery" of new knowledge is the fixation and overcoming of difficulties in one's own learning activities, and not in the learning content.

For a competent reflection lesson, it is necessary to clarify the concepts standard, sample And standard for self-testing. Let's move on to describing the basic requirements for the stages of the reflection lesson.

Consider the structure of the lesson and the main micro-goals of the stages:

1. The stage of motivation (self-determination) to corrective activities.

main goal motivation (self-determination) to corrective activity is the development at a personally significant level of internal readiness for the implementation of the regulatory requirements of educational activities, but in this case we are talking about the norm of corrective activity.

To achieve this goal, it is required:

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

Update the requirements for the student on the part of correctional activities (“must”);

Based on the tasks solved earlier, establish a thematic framework and create an indicative framework for corrective actions (“I can”).

2. The stage of actualization and trial educational action.

The main goal is to prepare the thinking of students and their awareness of the need to identify the causes of difficulties in their own activities.

For this you need:

Organize repetition and symbolic fixation of the methods of actions planned for reflective analysis by students - definitions, algorithms, properties, etc.;

Activate the appropriate mental operations and cognitive processes (attention, memory, etc.);

Organize motivation (“I want” - “I need” - “I can”) and students perform independent work No. 1 to apply the methods of action planned for reflective analysis;

Organize students' self-examination of their work according to the finished sample with the fixation of the results obtained (without correcting errors).

3. Stage of localization of individual difficulties.

The main goal of the stage of localization of individual difficulties is to understand the place and cause of one's own difficulties in the implementation of the studied methods of action.

This requires that students:

Clarified the error correction algorithm that will be used in this lesson;

place of difficulty;

Identify and fix the methods of action (algorithms, formulas, rules, etc.) in which errors were made - the reason difficulties.

At this time, students who did not identify errors also perform a step-by-step check of their solutions according to the error correction algorithm to eliminate the situation when the answer is accidentally correct, but the solution is not. If during the check they find an error, then they join the first group - they reveal place And reason difficulties, and if there are no mistakes, they receive an additional task of a creative level and then work independently until the stage of self-examination.

4. The stage of setting goals and building a project for correcting the identified difficulties.

The main goal of the stage of goal-setting and building a project for correcting the identified difficulties is to set goals for corrective activities and, on this basis, to choose the method and means of their implementation.

This requires that students:

Formulated an individual target their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn how to apply correctly);

chose way (how?) And facilities(by using what?)

5. Stage of implementation of the constructed project.

The main goal of the stage of implementation of the constructed project is the meaningful correction by students of their mistakes in independent work and the formation of the ability to correctly apply the appropriate methods of action.

To achieve this goal, each student who had difficulties in independent work should:

Students who have not made mistakes in independent work continue to solve tasks of a creative level or act as consultants.

6. Stage of generalization of difficulties in external speech.

The main goal is to consolidate the methods of action that caused difficulties.

To achieve this goal:

A discussion of typical difficulties is organized;

The formulations of the methods of action that caused difficulties are spoken out.

Particular attention here should be paid to those students who have difficulties - it is better that they speak out loud the correct methods of action.

7. The stage of independent work with self-checking according to the standard.

The main goal of the stage of independent work with self-examination according to the standard is the internalization of the methods of action that caused difficulties, self-examination of their assimilation, individual reflection on achieving the goal and creating (if possible) a situation of success.

To achieve this goal, students who made mistakes:

Perform independent work similar to the first, while taking only those tasks in which mistakes were made;

Carry out a self-examination of their work according to the standard for self-examination and fix the symbolic results;

Fix the overcoming of the difficulty that has arisen earlier. At this time, students who have not made mistakes in the test, self-check additional tasks of the creative level according to the proposed model.

8. The stage of inclusion in the system of knowledge and repetition.

The main goal of the stage of inclusion in the knowledge system and repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously studied and preparation for the study of the following sections of the course.

Perform tasks to prepare for the study of the following topics.

9. The stage of reflection of activity in the lesson.

The main goal of the stage of reflection of activity in the lesson is the students' awareness of the method of overcoming difficulties and their self-assessment of the results of their corrective (and if there were no mistakes, independent) activities.

Refine the error correction algorithm;

Record the degree of compliance with the set goal and performance results;

Evaluate their own activities in the classroom;

Outline goals for follow-up;

In accordance with the results of the activity in the lesson, homework is coordinated (with elements of choice, creativity).

This is the structure of the lessons skill development and reflection. Children in these lessons do not just train in solving problems - they master the method of correcting their own actions, they are given the opportunity to find their own mistakes, understand their cause and correct, and then make sure that their actions are correct. After that, the quality of assimilation of educational content by students significantly increases with a decrease in the time spent.

It should be noted that the lessons of reflection, despite the rather large preparation for them by the teacher (especially at early stages), are the most interesting for both teachers and, first of all, for children. There is a significant positive experience of their systematic use in schools. Children in these lessons do not just train in solving problems - they master the method of correcting their own actions, they are given the opportunity to find their own mistakes, understand their cause and correct, and then make sure that their actions are correct. After that, the quality of assimilation of educational content by students significantly increases with a decrease in the time spent, but not only. Children easily transfer the experience of working on mistakes accumulated in these lessons to any academic subject.

It should also be emphasized that the lessons of reflection are much easier for teachers to master than the lessons of the "discovery" of new knowledge, since the transition to them does not change the very method of work.

The experience of conducting a reflection lesson is given in the handout.

^ III. type. Lessons in building a knowledge system (lessons of a general methodological orientation)

Activity goal: the formation of students' activity abilities and abilities to structure and systematize the studied subject content, the formation of students' ability to a new mode of action associated with building the structure of the studied concepts and algorithms.

^ Content Purpose: construction of generalized activity norms and identification theoretical foundations development of content-methodological lines of courses, revealing the theoretical foundations for constructing content-methodical lines.

aim general methodological lessons is the construction of methods that link the studied concepts into a single system.

Lessons general methodological orientation are called, firstly, to form students' ideas about the methods that link the concepts being studied into a single system, and secondly, about the methods of organizing the educational activity itself, aimed at self-change and self-development. So, in these lessons, students understand and build the norms and methods of educational activities, self-control and self-assessment, reflective self-organization. These lessons are over-subject and are held outside the framework of any subject on class hours, extracurricular activities or other lessons specially designated for this in accordance with the structure of the technology of the activity method.

Separate now subject lessons should be devoted to the formation of ideas about the methods of science. For example, in a mathematics course, lessons are needed that form methods for measuring, classifying finite groups of objects according to a quantitative attribute, expanding numerical sets, mathematical modeling, trial and error, etc.

^ IV type Lessons in developmental control

Lessons developmental control have the following structure:

1) the stage of motivation (self-determination) to control and corrective activities;

2) the stage of actualization and trial educational action;

3) the stage of localization of individual difficulties;

4) the stage of constructing a project for correcting the identified difficulties;

5) the stage of implementation of the constructed project;

6) the stage of generalization of difficulties in external speech;

7) the stage of independent work with self-checking according to the standard;

8) the stage of solving tasks of a creative level;

9) the stage of reflection of control and correctional activities.

Developmental control lessons are held at the end of the study of major sections of the course, involve writing control work and its reflective analysis. Therefore, in their structure, method of preparation and conduct, these lessons resemble reflection lessons. However, these types of lessons have some significant differences.

In the lessons of developing control, in contrast to the lessons of reflection, during the control work, the emphasis is placed, first of all, on the coordination evaluation criteria the results of educational activities, their application and fixing the result of the comparison in the form marks. Thus, a distinctive feature of the lessons of developing control is their compliance with the established structure of "managerial", criteria-based control.

Since these lessons sum up the study of a significant amount of material, the content of tests in terms of volume is 2-3 times higher than the usual independent work offered in reflection lessons. Therefore, developmental control lessons are conducted in two stages: 1) students write a control work and its criteria-based evaluation;

2) reflexive analysis of the completed control work and correction of errors made in the work.

These stages are carried out in two lessons, which are separated by the time necessary for the teacher to check the results of the students' work in the first lesson (this time should not exceed 1-2 days).

Depending on who has the reference variant (criteria), there are the following forms organization of developing control lessons: self-control, mutual control and pedagogical control.

self control involves the presentation of the reference version to the student, independent comparison of his own version with the reference one, followed by self-assessment based on established criteria.

At mutual control the holder of the standard is another student. At the same time, the formation of the ability for self-esteem occurs through checking the fairness of the assessment made by another student, and a reflective analysis of the mistakes made.

Pedagogical control of the developmental orientation assumes that the teacher is the holder of the standard. The formation of the ability to self-esteem occurs through the agreement with the teacher of the result on the basis of previously established criteria and a reflective analysis of the mistakes made.

Let us now turn to the description of the main requirements for the stages of developmental control lessons.

Lesson 1 (Conducting a test)

1. The stage of motivation (self-determination) to control and corrective activities;

As before, the main goal of the stage motivation (self-determination) to control and corrective activities is the development at a personally significant level of internal readiness for the implementation of the regulatory requirements of educational activities, but in this case we are talking about the norm of control and correctional activities.

Therefore, to achieve this goal, it is required:

Determine the main goal of the lesson and create conditions for the emergence of an internal need for inclusion in control and correctional activities (“I want”);

Update the requirements for the student from the side of control and correctional activities (“must”);

Based on the previously solved tasks, establish a thematic framework and create an indicative basis for control and corrective actions (“I can”);

Establish the form and procedure for control;

Provide a criterion for grading.

2. The stage of actualization and trial educational action;

The main goal of the stage updating and trial learning activities is the preparation of students' thinking and their awareness of the need for control and self-control of the result and identifying the causes of difficulties in activities.

For this you need:

Organize the repetition of controlled methods of action (norms);

Activate mental operations (comparison, generalization) and cognitive processes (attention, memory, etc.) necessary to complete the test;

To organize the motivation of students (“I want” - “I need” - I can”) to perform control work on the application of methods of action planned for control and subsequent reflective analysis;

Organize individual writing by students of control work;

Organize students' comparison of their work according to the finished sample with fixing the results (without correcting errors);

Provide students with the opportunity to self-evaluate their work according to a predetermined criterion.

II lesson (Analysis of control work)

This lesson corresponds to the lesson of working on the mistakes of the control work in a traditional school and is carried out after checking it by the teacher.

3. The stage of localization of individual difficulties;

The main goal of the stage localization of individual difficulties is the development at a personally significant level of internal readiness for corrective work, as well as identifying the place and cause of one's own difficulties in performing control work.

To achieve this goal, it is necessary:

To organize the motivation of students for correctional activities (“I want” - “I must” - “I can”) and their formulation of the main goal of the lesson;

Reproduce controlled methods of action (norms);

To analyze the correctness of self-examination by students of their work and, if necessary, the coordination of their assessments with the assessment of the teacher.

Clarify the error correction algorithm (the algorithm is based on the previous lessons based on the reflexive method);

Based on the error correction algorithm, they analyze their solution and determine the place of errors - place of trouble;

Identify and fix the methods of action (algorithms, formulas, rules, etc.) in which errors were made, - cause of the difficulty.

Students who have not made mistakes at this stage compare their solution with the standard and perform tasks of a creative level. They can also act as advisors. Benchmarking is necessary to match your decision with the course of action being used. This contributes to the formation of speech, logical thinking, the ability to substantiate one's point of view with criteria.

4. The stage of building a project for correcting the identified difficulties;

The main goal of the stage building a project for correcting the identified difficulties is setting the goals of corrective activities and on this basis - the choice of methods and means of their implementation.

This requires that students:

Formulated the individual goal of their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn how to apply correctly);

chose way (how?) And facilities(With using what?) correction, that is, they have established which specifically studied concepts, algorithms, models, formulas, ways of writing, etc., they need to comprehend and understand again and how they will do it (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).

5. Stage of implementation of the constructed project;

The main goal of the stage implementation of the constructed project is a meaningful correction by students of their mistakes in the control work and the formation of the ability to correctly apply the appropriate methods of action.

As in the reflection lesson, to achieve this goal, each student who had difficulties in the control work must:

Independently (case 1) correct your mistakes using the chosen method based on the use of the selected means, and in case of difficulty (case 2) - using the proposed standard for self-checking;

In the first case - to correlate your results of error correction with the standard for self-testing;

Solve these tasks (some of them may be included in homework).

Students who do not make mistakes in the control work continue to solve tasks of a creative level or act as consultants.

6. The stage of generalization of difficulties in external speech;

The main goal of the stage generalizations of difficulties in external speech is to consolidate the methods of action that caused the difficulty.

To achieve this goal, like reflection lessons, the following is organized:

Discussion of typical mistakes;

Pronouncing the wording of the methods of action that caused difficulty.

7. The stage of independent work with self-checking according to the standard;

The main goal of the stage independent work with self-test according to the standard, as in the lesson of reflection, is the internalization of the methods of action that caused difficulties, self-examination of their assimilation, individual reflection of the achievement of the goal, as well as the creation (if possible) of a situation of success.

To achieve this goal, it is necessary that students who make mistakes in the control work:

Completed independent work, similar to controlled work, choosing only those tasks in which errors were made;

We carried out a self-examination of our work on the finished sample and recorded significant results.

We fixed the overcoming of the difficulties that had arisen earlier.

Students who did not make mistakes in the control work perform self-checking of tasks of a creative level according to the proposed model.

8. The stage of solving tasks of a creative level;

The main goal of the stage inclusion in the knowledge system of repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously studied, preparation for the study of the following sections of the course.

To do this, students with a positive result of the previous stage:

Perform tasks in which the considered methods of action are associated with previously studied ones and with each other;

Perform tasks to prepare for the study of the following topics.

At negative result students repeat the previous step for another option.

9. Stage of reflection of control and correctional activities.

The main goal of the stage reflection of activities in the lesson is self-assessment of the results of control and correctional activities, awareness of the method of overcoming difficulties in activities and the mechanism of control and correctional activities.

To achieve this goal, students:

Discuss the mechanism of control activities;

Analyze where and why mistakes were made, ways to correct them;

Name the methods of action that caused the difficulty;

Record the degree of compliance with the goal of control and correction activities and its results;

Evaluate the results of their own activities;

If necessary, tasks for self-training are determined (homework with elements of choice, creativity);

Outline goals for follow-up activities.

It should be noted that in pedagogical practice, control lessons are often held that are not related to the development of students' abilities for control and self-control, for example, administrative control or traditional test work. These lessons should be distinguished from activity-oriented lessons, since they implement other than activity-oriented goals of education and, thus, do not move students forward in developing their necessary activity qualities.

Theoretically justified mechanism of control activity assumes:

1. presentation of a controlled option;

2. the presence of a conceptually justified standard, and not a subjective version;

3. comparison of the tested variant with the standard according to the agreed mechanism;

4.Assessment of the result of the comparison in accordance with a predetermined criterion.

Thus, the lessons of developmental control involve the organization of the student's activities in accordance with the following structure:

1.writing by students of a variant of the test;

2.comparison with an objectively justified standard for the performance of this work;

3. students' evaluation of the comparison result in accordance with previously established criteria.

The teacher should pay attention to the following:

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 the criteria for the effectiveness of the lesson, regardless of which typology we adhere to.

In the typology of lessons, you can include a lesson-research (lesson of creativity). It would allow the teacher to make a smooth transition from classroom activities to extracurricular activities, use the modification of the lesson through the inclusion of a game, game activity, the conclusion of a lesson in a game shell. The use of various types of lessons expands the possibilities of using a system-activity approach in education.

5type of lesson- lesson - research (lesson of creativity)

The structure of the lesson-research can be as follows:

I. Actualization of knowledge.

1.1. Motivation. Actualization of ZUN and mental operations sufficient to build new knowledge.

1.2. Fixing difficulties in individual activities.

II. Operational-executive stage.

2.1. Formulation of the problem:

a) creating a problem situation;

b) statement of the research problem;

2.2. Define research topics.

2.3. Formulation of the purpose of the study.

2.4. Putting forward a hypothesis.

2.5. Choosing a method for solving a problem situation.

2.6. Drawing up a research plan.

2.7. "Discovery" of new knowledge by children. Hypothesis testing. Conducting an experiment, observations, laboratory work, reading literature, thinking, watching fragments of educational films, etc. Using material or materialized models. Creating motivation for success for each child.

III. Evaluative-reflexive stage

3.1. Interpretation of the received data.

3.2. Conclusion based on the results of the research work.

3.3. Application of new knowledge in educational activities. Checking students' understanding of the studied material and its primary consolidation.

3.4. Lesson results. Children's self-assessment of their own activities.

IV. Homework. Homework includes elements of choice, creativity.

From this structure, it can be seen that the research work of students takes more time in the lesson than the execution of tasks according to the model. However, the time spent is subsequently compensated by the fact that students quickly and correctly perform tasks, can independently study new material. In addition, the awareness and strength of their knowledge increases, and a steady interest in the subject appears.