The main stages of a modern lesson. The structure of the lesson on the Federal State Educational Standards material on the topic. Stages of a lesson on Federal State Educational Standards in elementary school

05.11.2022

Target: familiarization with the requirements of a modern lesson within the framework of the Federal State Educational Standard.

Tasks: analyze and compare a modern lesson with a lesson in a traditional school.

Expected result: they can

Distinguish a modern lesson according to the Federal State Educational Standard from a traditional lesson - basic level
Making a technological map for a modern lesson - advanced level.

Progress of the teachers' council

1. Organizational moment.

Emotional mood - slides (methods, techniques, types of lessons, forms of teaching...)

2. Updating basic knowledge

What do all these words have in common? The topic of our teachers’ council is “Modern requirements for a lesson in the Federal State Educational Standard”

Assignment (group work) table “ZKHU”. Statements by representatives from groups + additions from other groups.

3. Statement of the problem

The question to which you and I must find the answer is “A modern lesson on the Federal State Educational Standard, its features”

Expected Outcome: What will we learn?

4. Discovery of “new knowledge”

Introduction. Modern society needs educated, moral, enterprising people who can:

analyze your actions;
make decisions independently, predicting their possible consequences;
be distinguished by mobility;
be capable of cooperation;
have a sense of responsibility for the fate of the country, its socio-economic prosperity.

The fundamental difference of the modern approach is the orientation of standards on the results of mastering basic educational programs. Results mean not only subject knowledge, but also the ability to apply this knowledge in practical activities. Therefore, educational activities are built on the basis of an activity approach, the purpose of which is to develop the student’s personality on the basis of mastering universal methods of activity. A child cannot develop if he passively perceives educational material. It is his own action that can become the basis for the formation of his independence in the future. This means that the educational task is to organize conditions that provoke children's action.

5. Work on a new topic

The Federal State Educational Standard introduces a new concept - an educational situation, which means a special unit of the educational process in which children, with the help of a teacher, discover the subject of their action, explore it, performing various educational actions, transform it, for example, reformulate it, or offer their own description, etc. etc., partially - they remember. In connection with the new requirements, the teacher is tasked with learning to create learning situations as special structural units of educational activity, as well as being able to translate educational tasks into a learning situation.

The creation of a learning situation should take into account:

child's age;
specifics of the academic subject;
measures of the formation of students' UAL.

To create a learning situation, the following techniques can be used:

present contradictory facts and theories;
expose everyday ideas and present scientific facts;
use the “bright spot” and “relevance” techniques.

In this case, the educational material being studied acts as material for creating a learning situation in which the child performs certain actions (works with reference literature, analyzes the text, finds spelling patterns, grouping them or identifying groups among them). Masters the methods of action characteristic of the subject, i.e. acquires, along with subject, cognitive and communicative competencies.

The learning situation is one of the innovations of the modern lesson. What else is new about the modern lesson in the context of the introduction of the second generation standard? Let's take a closer look at the following positions:

Place in the educational process. The lesson has lost its role as the main and only organizational form of education. Its competitors: informational, home and additional education.
Structure.

Approximate structure of each type of lesson according to the Federal State Educational Standard

1. Lesson structure for learning new knowledge:

1) Organizational stage.

3) Updating knowledge.

6) Primary consolidation.

7) Information about homework, instructions on how to complete it

8) Reflection (summarizing the lesson)

2. The structure of a lesson on the integrated application of knowledge and skills (consolidation lesson).

1) Organizational stage.

2) Checking homework, reproducing and correcting students’ basic knowledge. Updating knowledge.

4) Primary consolidation in a familiar situation (typical) in a changed situation (constructive)

5) Creative application and acquisition of knowledge in a new situation (problem tasks)

6) Information about homework, instructions on how to complete it

3. Structure of a lesson on updating knowledge and skills (repetition lesson)

1) Organizational stage.

2) Checking homework, reproducing and correcting the knowledge, skills and abilities of students necessary for creative solution of assigned problems.

3) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

4) Updating knowledge.

in order to prepare for the test lesson
in order to prepare for studying a new topic

6) Generalization and systematization of knowledge

9) Reflection (summarizing the lesson)

4. Lesson structure of systematization and generalization of knowledge and skills

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Generalization and systematization of knowledge

Preparing students for general activities
Reproduction at a new level (reformulated questions).

5) Application of knowledge and skills in a new situation

6) Monitoring learning, discussing mistakes made and correcting them.

7) Reflection (summarizing the lesson)

5. Structure of a lesson for monitoring knowledge and skills

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Identification of knowledge, skills and abilities, checking the level of development of students’ general educational skills. (Tasks in volume or degree of difficulty must correspond to the program and be feasible for each student).

Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed

4) Reflection (summarizing the lesson)

6. Structure of a lesson for correcting knowledge, skills and abilities.

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.

Depending on the diagnostic results, the teacher plans collective, group and individual teaching methods.

4) Information about homework, instructions on how to complete it

5) Reflection (summarizing the lesson)

7. Structure of a combined lesson.

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Primary assimilation of new knowledge.

5) Initial check of understanding

6) Primary consolidation

7) Control of assimilation, discussion of mistakes made and their correction.

8) Information about homework, instructions on how to complete it

Reflection (summarizing the lesson)

Non-traditional lesson forms

Organizational forms (individual, group, differentiated group, frontal; academic, leisure, interactive)

Methodology (problem-based, research, project-based learning; developmental, student-centered, reflective learning, productive technologies)

Facilities

What are the requirements for a modern lesson? :

a well-organized lesson in a well-equipped classroom should have a good start and a good ending;
the teacher must plan his activities and the activities of his students, clearly formulate the topic, purpose, and objectives of the lesson;
the lesson should be problematic and developmental: the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates;
the teacher organizes problem and search situations, activates the activities of students;
the students themselves make the conclusion;
minimum reproduction and maximum creativity and co-creation;
saving time and saving health;
the focus of the lesson is children;
taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, and the mood of children;
the ability to demonstrate the methodological art of a teacher;
planning feedback;
the lesson should be good.

Independent work with verification + control and self-assessment

Independent completion of a lesson flow chart (group work) with verification

Reflection

Table “ZHU”,
Expected result
Reception of “Unfinished phrases”

8. Completion of the teachers' meeting

This should be understood as a set of mandatory requirements for the learning process at a certain level. To implement them in an educational institution, a main program must be developed, consisting of an academic schedule, working drafts of courses, subjects, and disciplines. It should also include teaching and assessment materials. In accordance with this program, teachers organize their professional activities during the academic year as a whole and plan each lesson separately. Let us next consider the main stages of the lesson on the Federal State Educational Standard.

General classification

The school teaches quite a lot of different subjects. The content of the information is, of course, different. However, all lessons can be classified into the following groups:

Discovery of new knowledge.
Reflection lessons.
Classes of a general methodological orientation.
Lessons on developmental control.

Lesson objectives

At each lesson, certain goals are set and implemented. Thus, in classes for discovering new knowledge, students develop the ability to use new methods of action, and their conceptual base expands by adding new components. During reflection lessons, already learned algorithms, terms, and concepts are reinforced and, if necessary, corrected. In classes with a general methodological orientation, generalized activity norms are formed and the theoretical foundations for the further development of content and methodological areas are identified. In addition, the ability to systematize and structure the material being studied is developing. In developmental control classes, children develop self-analysis skills. It should be noted that the division into stages of a lesson according to the Federal State Educational Standard (second generation) should not disrupt the continuity of learning.

Characteristics of the stages of the lesson according to the Federal State Educational Standard: "Discovery of new knowledge"

Each lesson follows a specific pattern. We can distinguish the following stages of a lesson according to the Federal State Educational Standard (mathematics or Russian, in principle, does not matter):

Motivation

The goals of the lesson stages according to the Federal State Educational Standard are different. However, at the same time, they are closely interconnected with each other. The goal of motivation is to develop, at an individually significant level, the student’s internal readiness to fulfill established standards. The implementation of this task is ensured by:

Creating conditions for the emergence of an individual internal need to carry out activities.
Updating the requirements for the student on the part of the teacher.
Establishing a thematic framework for activities.

Update and trial action

The main goal at this stage is to prepare children’s thinking and organize their understanding of their own needs for the formation of a new model of action. To achieve this, students need to:

Identifying problems

The key task at this stage is to realize what exactly the lack of knowledge, abilities or skills is. To achieve this goal, children need to:

We analyzed all our actions. It is worth saying that self-analysis accompanies all stages of a modern lesson (according to the Federal State Educational Standard).
Recorded the step or operation where the problem occurred.
We correlated our own actions at the site of the difficulty with previously studied methods and determined what specific skill was missing to solve the task and similar issues.

Building a project

The purpose of this stage is to formulate the objectives of the activity and, on their basis, select a model and means of their implementation. To achieve this, students:

Project implementation

The main task is the formation by children of a new model of action, the ability to apply it when solving a problem that has caused difficulty, and similar issues. To do this, students:

They put forward hypotheses based on the chosen method and justify them.
They use substantive actions with diagrams and models when constructing new knowledge.
Apply the chosen method to solve the problem that caused difficulty.
The method of action is recorded in a generalized form.
Establish overcoming the problem that arose earlier.

Primary consolidation

It is necessary for children to learn a new method of action. To do this, children need to:

We spoke out loud our steps and their rationale.
We solved several typical problems using a new method of action. This can be done in pairs, in groups or frontally.

Independent work and self-test

These stages of a modern lesson on the Federal State Educational Standard are of particular importance. During independent work, the degree of mastery of the acquired knowledge is checked, and a successful situation is formed (if possible). These stages of the lesson according to the Federal State Educational Standard suggest:

Performing work similar to the first, but solving tasks in which mistakes were previously made.
Carrying out a self-test against a standard and recording the results.
Establishing overcoming a difficulty that arose earlier.

These stages of the lesson according to the Federal State Educational Standard include a special type of work for those children who did not have any problems solving it the first time. They study the level according to the model and then independently check the results.

Inclusion in the scope of knowledge and repetition

The key task is the use of action models that caused difficulty, consolidation of the studied material and preparation for the perception of the following sections of the subject. If the previous stages of the lesson according to the Federal State Educational Standard are completed satisfactorily, then the children:

Solve problems in which the action models under consideration are related to previously studied ones and to each other.
Complete tasks aimed at preparing for the study of other (next) sections.

If the previous stages of the lesson according to the Federal State Educational Standard gave a negative result, independent work is repeated and self-control is carried out for another option.

Reflection

At this stage, the main goal is for children to understand how to overcome difficulties and to independently evaluate the results of correctional or independent work. To do this, students need:

Developmental control lesson

Consider, for example, the stages of a music lesson according to the Federal State Educational Standard:

Motivation for control and correctional activities.
Updating and trial training activities.
Localization of personal difficulties.
Construction of a project for correcting detected problems.
Implementation of a new model.
Generalization of speech difficulties.
Independent work and testing against the standard.
Creative problem solving.
Reflection on work.

Performing control activities

The main task of motivation for correctional activities is similar to that described earlier and consists of developing the internal readiness of students to implement the requirements of educational work. In this case, however, there is a control and correction orientation. In this regard, it is necessary:

Establish the goal of the lesson and create conditions for the emergence of an internal need for students to get involved in work.
Update the requirements for the student in terms of control and correction actions.
In accordance with previously solved tasks, determine thematic boundaries and create guidelines for work.
Formulate the control method and procedure.
Determine the evaluation criterion.

Preparing children's thinking

Students must be aware of their own need for control and self-analysis, identifying the causes of difficulties. To implement this task you need:

Lesson of general methodological orientation

The stages of a combined lesson according to the Federal State Educational Standard are aimed at developing in children an idea of the techniques that connect the concepts they study into one system. In addition, they contribute to the understanding of methods for constructing a plan for the educational activity itself. It, in turn, ensures independent change and self-development of students. In such classes, norms and methods of educational activity, self-esteem and self-control, and reflexive self-organization are created. Such classes are considered extra-disciplinary. They are conducted outside the scope of any discipline at or during an extracurricular activity.

Conclusion

Dividing lessons into stages allows you to present the material clearly structured, in a logical sequence, while ensuring continuous coordination of student activities. For each lesson, tasks and options for students’ actions should be determined. The organizational stage of the lesson on the Federal State Educational Standard is also of no small importance. It precedes the formation of motivation in children. After the greeting, the teacher conducts a readiness check, and those who are absent are identified. After this, the students’ attention is focused and the necessary mood for the perception of information is set. If necessary and possible, the teacher can adjust the lesson plan at the organizational stage.

H four basic rules for constructing a lesson from the perspective of health-saving technologies .

Rule 1. Proper organization of the lesson

Firstly,This is taking into account all criteria for health conservation at a rational level.Secondly,The main goal of the teacher is to teach the student to request the necessary information and receive the required answer. And for this it is necessary to create in him interest, motivation for knowledge, learning, awareness of what he wants to know, readiness and ability to ask (formulate) a question. Asking questions is:

a) an indicator of the student’s involvement in the problem under discussion and, therefore, a good level of his performance;

b) manifestation and training of cognitive activity;

c) an indicator of adequately developed communication skills.

Thus, the quantity and quality of questions asked by a student serve as one of the indicators of his psychophysical state, psychological health, and also train his success in educational activities.

Organization of a lesson must necessarily include three stages:
- Stage 1: the teacher provides information (at the same time stimulates questions);
- Stage 2: students formulate and ask questions
-3rd stage: teacher and students answer questions.
Lesson result- mutual interest that suppresses fatigue.

Rule 2. Using perception channels

Peculiarities of perception are determined by one of the most important properties of individuality - functional asymmetry of the brain: the distribution of mental functions between the hemispheres. There are different types of functional organization of the two hemispheres of the brain:
- left-brained people - with dominance of the left hemisphere. They are characterized by verbal-logical

style of cognitive processes, tendency to abstraction and generalization;
- right-brain people - dominance of the right hemisphere. This type has developed concrete-figurative thinking and imagination;
- equihemispheric people - they do not have a pronounced dominance of one of the hemispheres.

Based on the preferred channels of information perception, the following are distinguished: -auditory perception; - visual perception;
- kinesthetic perception.

Knowledge of these characteristics of children will allow the teacher to present educational material in a language accessible to all students, facilitating the process of memorizing it.

Rule 3. Taking into account the students’ working capacity zone

It has been experimentally proven that the biorhythmological optimum of performance in schoolchildren has its peaks and valleys both during the school day and on different days of the school week. Performance also depends on the age characteristics of the children. The performance characteristics of students are presented in the diagrams.

Rule 4. Distribution of intensity of mental activity

When organizing a lesson, there are three main stages from the point of view of health conservation, which are characterized by their duration, volume of load and characteristic types of activities. The data is presented in table 1.3.

The effectiveness of students’ knowledge acquisition during the lesson is as follows:

5-25th minute - 80%;

25-35th minute - 60-40%;

35-40th minute - 10%.

Almost all researchers agree that a lesson organized on the basis of the principles of health conservation should not lead to children finishing their studies with strong and pronounced forms of fatigue.

Fatigue - a temporary deterioration in a person’s functional state that occurs as a result of work, expressed in a decrease in performance, in nonspecific changes in physiological functions and in a subjective feeling of fatigue. But fatigue should not be viewed only as a negative phenomenon. This is a protective, protective reaction of the body, a stimulator of its recovery processes and increased functionality. Indeed, constantly occurring and chronic fatigue, especially developing into overwork, has a negative impact on the body.

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Slide captions:

Imanov Timur Kuanyshevich Stages of a modern lesson. Meshcheryakovsky 2013.

Introduction main differences between lessons 1. The first indicator of differences is the goals of the lesson, with the awareness and formulation of which the teacher’s preparation for any lesson begins 2. The second indicator of the differences between traditional and modern lessons is the change in the role and functions of the teacher in the lesson. 3. Changing the relationship between teacher and students, an atmosphere of cooperation 4. Differences in planning the stages of a lesson 5. Connection with other subjects 6. Communication of students in the process of educational work

The main goal of the modern lesson is to introduce schoolchildren to systematic independent work of a creative nature. Indicators of the quality of a lesson can no longer be only the erudition and methodological skill of the teacher. Its main indicator is the organization of students’ activities, which should help prepare them for life, for behavior in nature, at work, and in society.

Universal Learning Actions (ULA) mean the ability to learn, that is, the subject’s ability to self-development and self-improvement through the conscious and active acquisition of new experience. Cognitive Ability to define concepts, create generalizations, classify, select criteria for classification. Establish cause and effect relationships. Build logical reasoning, draw conclusions Ability to create, apply and transform signs and symbols, diagrams for solving educational problems Semantic reading Formation and development of environmental thinking, the ability to apply it in one’s practical activities

Communicative Work in a group, pair, the ability to coordinate actions The ability to consciously use speech means, proficiency in oral and written speech, monologue speech Development of competence in the field of using ICT Regulatory 1. Independent goal setting, self-analysis of motives 2. Choosing ways to achieve the goal 3. Self-control and correction in the process of work 4. Evaluation of performance results 5. Mastery of the basics of self-control, self-esteem, decision-making, informed choice Universal Learning Activities

Stage 1 Repetition of what has been learned To test knowledge, you can use several types of survey: chain survey, “quiet survey” (conversation with one or more students), programmed survey (choosing an answer from several proposed ones), mutual survey, frontal class survey, training survey (students ask questions to each other and only then answer the teacher), an ideal survey (the student himself assesses the degree of his readiness and informs the teacher about this), an answer at the board in pairs or threes, a demonstrative answer (one person comes to the board, and his classmates ask him questions) . Methods of written control: test, dictation on terms, selective control (("pitfall") - everyone takes notebooks, and 5-6 are checked by choice), quick survey (answers are given quickly, without thinking), training test (marks are given optional). (P.K.)

Stage 2. Motivation The motivation stage in any lesson is very important. You can start with a statement by a famous person, a proverb, a saying, or a “delayed answer” technique (that is, a question, an unfinished sentence, a story), the answer to which can be found out during the lesson. An excerpt from a film, a poem, or a problematic question is also possible. The main task of this stage is to interest, intrigue, and tune in to the working wave.

Stage 3. Goal setting, topic of the lesson Modern requirements are such that the topic, goal and objectives of the lesson must be voiced by the student himself. In grades 6-7, you can start with a riddle (the answer will be the topic of the lesson). "Noisy Theme" technique. The topic is written with the addition of other letters, without spaces. Students must see and name the topic. Read an excerpt from a fairy tale, a situation from life. You are lost in the forest, you have a map, a compass, but you cannot find your way. Why? "Surprise!" technique. The teacher finds a point of view in which even the mundane becomes surprising. (Water) Mobile communication reception. Many children love to play mobile phones during class. Of course, the teacher forbids him. But this game does not prohibit playing with a mobile phone, and it is even necessary in the lesson. Each number on the cell phone panel corresponds to a letter, its serial number is in brackets. For example, 2(4); 3(2); 5(3); 2(4); 6(1); 2(1); 7(1);4(1); 9(4) (Geography) In 8-9, introductory dialogue to formulate goals. (K.R.) - pronunciation and awareness, dialogue with the teacher (P, R, K.) _ learn, remember, compare, analyze, draw conclusions

Stage 4. “Discovery” of new knowledge A task is set, material for the upcoming activity is provided. Independent work Stimulates students' voluntary attention, since when doing it, students focus on comparing and contrasting directly studied objects and are distracted from other stimuli. The more interesting the task, the question, the greater the concentration of attention. The work must be organized so that the student can overcome feasible difficulties, and age characteristics must also be taken into account. Before work, you need to instruct students on what needs to be done, how to do it, and why this work is needed. An example would be working with a map. A map is the most important source of information that helps to understand the relationships between objects and phenomena.

And studying reading is especially important in the initial period of studying geography. Students get acquainted with the text (you can read it out loud, you can do it independently). After reading, ask a few questions and a practical task (using the knowledge gained to acquire new ones). The example does not explain some concepts, but when performing a practical task, these terms become clear without any effort.

FULL NAME. Research work Allows you to more deeply take into account and use personal characteristics, makes it possible to design the educational process and ensure learning results. Some research methods: comparison (geographical position of mountains, continents, countries), observation and description of phenomena, significance in human life, modeling (identification of patterns, connections between the components of nature P, K, R

Explanation using an interactive whiteboard (show presentation) Planets of the solar system: giant planets, terrestrial planets (features of terrestrial planets group 1, features of giant planets group 2) Comparison of planets (P), dialogue (K) - The uniqueness of our planet, features other planets (P)

Dynamic breaks Allow children to rest, relieve fatigue, and change activities. You can do several exercises to relieve physical fatigue. Physical education sessions can also be done while sitting at a desk. To do this, you can offer tasks so that students can turn around, clap their hands, raise their hands up, and stretch.

Physical exercise can be done on a geographical topic. Fan Students write down definitions for any word on a given topic on a piece of paper and fold them in the shape of a fan. For example, natural zones: 1st row - tundra, 2nd row - taiga, 3rd row - steppe; land waters - river, lake, swamp; atmospheric phenomena - rain, snow, hail, soil. Roll Call To test knowledge of geographical nomenclature, ask students to come up with a name for a given topic. The teacher calls out the answers, the students stand up if the intended word is spoken. For example: plan for 1 city - the center of ferrous metallurgy. Deaf telephones This physical education session can be carried out while studying any topic. At the first desks, students are given a word written on a piece of paper, they must pass it in a whisper to the next student. The last student stands up and says the word. Students determine what it is.

Stage 5. Consolidation, application of new knowledge “I assert that...”. Digital dictation in oral form (“I assert that ...”), students signal their agreement or disagreement to the teacher using signal cards, adjusting their answer. Competition for the best cheat sheet. (ability to condense information) (P, R) Fragments (students receive text from fragments of phrases. It is necessary to arrange them into sentences). Students receive a record in the form of two columns: the first column is the beginning of the phrase, the second is the end of the phrase. You need to collect phrases. (K, P) Restoration (students receive a text, a drawing with gaps, missing elements. It is necessary to fill in the “gaps”). (P, K) Catch the mistake (students receive a text with specially made mistakes (K)

From life experience, we all know that there are questions that are easy to answer “yes” or “no,” but much more often there are questions that cannot be answered unambiguously. However, we often find ourselves in situations where the person asking the questions requires an unambiguous answer from him. Therefore, for more successful adaptation in adult life, children must be taught to distinguish between those questions that can be answered unambiguously (thin questions) and those that cannot be answered so definitely (Thick questions). Thick questions are problematic questions that invite ambiguous answers. (K, R, P) Thin questions Thick questions who... Give an explanation why.. what... Why do you think so.... when... Why do you think... maybe... What's the difference... will... Guess what will happen if.. could... What if... what was your name... was it... do you agree... right... Technique “Match the correspondence” (P) Two stacks of cards are offered, in one stack there are terms, in the other their functions, or characteristics, etc. Technique “Thick and thin questions”

Stage 6. Reflection What is reflection? Turning back (in Latin) Reflection on the internal state, self-knowledge (dictionary of foreign words) Self-analysis (explanatory dictionary of the Russian language) In modern pedagogy, reflection is understood as self-analysis of activity and its results. Types of reflection: - Reflection of mood and emotional state is advisable at the beginning of the lesson in order to establish emotional contact with the group and at the end of the activity. - Evaluative (correlation of new information and existing knowledge, development of one’s own position, evaluation of the process

Basic techniques of reflection "Plus, minus, interesting" To summarize the lesson, you can use the exercise "Plus-minus-interesting". This exercise can be performed both orally and in writing, depending on the availability of time. For written completion, it is proposed to fill out a table of three columns In the “P” - “plus” column, everything that you liked during the lesson, information and forms of work that aroused positive emotions, or in the student’s opinion may be useful for him to achieve some goals is written down. In the “M” - “ column minus" is written down everything that was not liked during the lesson, seemed boring, caused hostility, remained incomprehensible, or information that, in the student’s opinion, turned out to be unnecessary for him, useless from the point of view of solving life situations. In column “I” - “ interesting" students write down all the interesting facts that they learned about in the lesson and what else they would like to know about this problem, questions for the teacher. The "Sinquain" technique is a poem that is a synthesis of information in a laconic form, which allows you to describe the essence of a concept or carry out reflection based on the knowledge gained.” The word comes from the French “5”. This is a poem of 5 lines, which is built according to the rules: 1 line - topic or subject (one noun); Line 2 – description of the item (two adjectives); Line 3 – description of the action (three verbs); Line 4 – a four-word phrase expressing an attitude towards the subject; Line 5 – a synonym that generalizes or expands the meaning of a topic or subject (one word).

“Reflective screen” Students in a circle speak in one sentence, choosing the beginning of a phrase from the reflective screen on the board: today I learned... it was interesting... it was difficult... I completed the tasks... I realized that... now I can... I felt that... I gained ... I learned... I succeeded... I was able... I'll try... I was surprised... he gave me a lesson for life... I wanted...

Questionnaire At the end of the lesson, you can give the children a short questionnaire, which allows them to carry out self-analysis and give a qualitative and quantitative assessment of the lesson. Some points can be varied and supplemented, it depends on what elements of the lesson you pay special attention to. You can ask students to justify their answer. 1. I worked in the lesson 2. I worked with my work in the lesson 3. The lesson seemed to me 4. For the lesson I 5. My mood 6. The material of the lesson I would 7. The homework seems to me active / passive satisfied / not satisfied short / long not tired / tired got better / got worse understandable / not clear useful / useless easy / difficult interesting / not interesting

Stage 7. Homework Information about homework, instructions on how to complete it Mandatory and systematic completion of the stage within the boundaries of the lesson, before the bell rings. To complete the educational task of the stage, it is necessary to allocate special time, quite sufficient for the task to be completed. Not at the very end of the lesson, or even give it after the bell. The task must be completed with the full attention of the entire class. It is necessary that students consider this stage of the lesson as no less important than all the others, as work that largely determines the entire success of their learning process. Students should be prepared for this stage throughout the lesson. Homework, being an integral part of it, seems to flow from it, interacts with it, for it is generated by all its coldness and development. Ensure that the content of homework is understood by all students without exception.

Technique “Three-level assignment” The teacher simultaneously assigns homework of two and three levels. The first level is a mandatory minimum. The main property of this task: it must be absolutely understandable and feasible for any student whose teaching you undertake. The second level is training tasks. It is performed by students who want to know the subject well and master the program without much difficulty. At the discretion of the teacher, these students may be exempted from the first type of assignment. The third level is a creative task. It is usually done on a voluntary basis and is encouraged by the teacher with high marks and praise. The range of creative tasks is wide. However, typical groups can be distinguished among them. For example, students are asked to develop: - Ditties, fables, fairy tales, fantastic stories on educational topics;

Meshcheryakovskaya school

Approximate structure of each type of lesson according to the Federal State Educational Standard

1. Lesson structure for learning new knowledge:

1) Organizational stage.

3) Updating knowledge.

6) Primary consolidation.

7) Information about homework, instructions on how to complete it

8) Reflection (summarizing the lesson)

2 The structure of a lesson on the integrated application of knowledge and skills (a lesson on consolidation).

1) Organizational stage.

2) Checking homework, reproducing and correcting students’ basic knowledge. Updating knowledge.

4) Primary consolidation

in a familiar situation (typical)

in a changed situation (constructive)

5) Creative application and acquisition of knowledge in a new situation (problem tasks)

6) Information about homework, instructions on how to complete it

3. Structure of a lesson on updating knowledge and skills (repetition lesson)

1) Organizational stage.

2) Checking homework, reproducing and correcting the knowledge, skills and abilities of students necessary for creative solution of assigned problems.

3) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

4) Updating knowledge.

in order to prepare for the test lesson

in order to prepare for studying a new topic

6) Generalization and systematization of knowledge

4. Lesson structure of systematization and generalization of knowledge and skills

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Generalization and systematization of knowledge

Preparing students for general activities

Reproduction at a new level (reformulated questions).

5) Application of knowledge and skills in a new situation

6) Monitoring learning, discussing mistakes made and correcting them.

7) Reflection (summarizing the lesson)

5.Structure of a lesson on testing knowledge and skills

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed

4) Reflection (summarizing the lesson)

6. Structure of a lesson for correcting knowledge, skills and abilities.

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.

Depending on the diagnostic results, the teacher plans collective, group and individual teaching methods.

4) Information about homework, instructions on how to complete it

5) Reflection (summarizing the lesson)

7. Structure of a combined lesson.

1) Organizational stage.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Primary assimilation of new knowledge.

5) Initial check of understanding

6) Primary consolidation

7) Control of assimilation, discussion of mistakes made and their correction.

8) Information about homework, instructions on how to complete it

9) Reflection (summarizing the lesson)

Lesson structure ONZ.

1. Motivation (self-determination) for educational activities (“need” - “want” - “can”) 1-2 min.

2. Updating and recording individual difficulties in a trial learning activity – 5-6 min.

3. Identifying the location and cause of the difficulty – 2-3 min.

4. Building a project for getting out of a problem – 5-6 min.

5. Implementation of the completed project - 5-6 minutes.

6. Primary consolidation with pronunciation in external speech – 4-5 minutes.

7. Independent work with self-test using a standard – 4-5 minutes.

8. Inclusion in the knowledge system and repetition – 4-5 minutes.

9. Reflection on learning activities – 2-3 min.

Students' ability to learn:

1-4 min. – 60% information

5 - 23 min. – 80% of information

24 -34 min. – 50% information

35 -45 min. – 6% information

How to build a lesson to implement the requirements Second generation standards?

To construct a lesson within the framework of the Federal State Educational Standard of Education, it is important to understand what the criteria for the effectiveness of the lesson should be.

1. Lesson goals are set with a tendency to transfer functions from teacher to student.

2. The teacher systematically teaches children to carry out reflexive action (assess their readiness, detect ignorance, find the causes of difficulties, etc.)

3. A variety of forms, methods and techniques of teaching are used to increase the degree of student activity in the educational process.

4. The teacher knows the technology of dialogue, teaches students to pose and address questions.

5. The teacher effectively (adequate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.

6. During the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).

7. The teacher ensures that all students understand the educational material, using special techniques for this.

8. The teacher strives to evaluate the actual progress of each student, encourages and supports minimal success.

9. The teacher specifically plans the communicative tasks of the lesson.

10. The teacher accepts and encourages the student’s own position, a different opinion, and teaches the correct forms of their expression.

11. The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.

12. In the lesson there is a deep personal impact “teacher - student” (through relationships, joint activities, etc.)

Let's consider the approximate structure of a lesson introducing new knowledge within the framework of the activity approach.

1. Motivation for educational activities. This stage of the learning process involves the student’s conscious entry into the space of learning activity in the lesson.

For this purpose, at this stage, his motivation for educational activities is organized, namely: 1) the requirements for him from educational activities are updated (“must”);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);

3) a thematic framework is established (“I can”). In the developed version, processes of adequate self-determination in educational activities and self-reliance in it occur here, implying the student’s comparison of his real “I” with the image “I am an ideal student,” conscious subordination of oneself to a system of normative requirements educational activities and the development of internal readiness for their implementation.

2. Updating and recording individual difficulties in a trial educational action. At this stage, preparation and motivation of students for proper independent implementation of a trial educational action, its implementation and recording of individual difficulties are organized. Accordingly, this stage involves:

1) updating the studied methods of action sufficient to construct new knowledge, their generalization and symbolic fixation;
2) updating of relevant mental operations and cognitive processes;
3) motivation for a trial educational action (“need” - “can” - “want”) and its independent implementation;
4) recording individual difficulties in performing a trial educational action or justifying it. 3. Identifying the location and cause of the difficulty. At this stage, the teacher organizes for students to identify the location and cause of the difficulty. To do this, students must:

1) restore the operations performed and record (verbally and symbolically) the place - step, operation where the difficulty arose;

2) correlate your actions with the method of action used (algorithm, concept, etc.) and on this basis identify and record in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are lacking to solve the original problem and problems of this class or like in general

4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means). At this stage, students in a communicative form think about the project of future educational actions: 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 introductory dialogue, then with stimulating dialogue, and then with the help of research methods.

5. Implementation of the constructed project. At this stage, the constructed project is being implemented: various options proposed by students are discussed, and the optimal option is selected, which is recorded in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused the difficulty. At the end, the general nature of the new knowledge is clarified and the overcoming of the previously encountered difficulty is recorded.

6. Primary consolidation with pronunciation in external speech. At this stage, students, in the form of communication (frontally, in groups, in pairs), solve standard tasks for a new method of action, pronouncing the solution algorithm out loud.

7. Independent work with self-test according to the standard. When carrying out this stage, an individual form of work is used: students independently perform tasks of a new type and self-test them, step by step comparing them with the standard. At the end, a performance reflection on the progress of the implementation of the constructed project of educational actions and control procedures is organized. The emotional focus of the stage is to organize, if possible, a situation of success for each student, motivating him to engage in further cognitive activity.

8. Inclusion in the knowledge system and repetition. At this stage, the boundaries of applicability of new knowledge are identified and tasks are performed in which a new method of action is provided as an intermediate step. When organizing this stage, the teacher selects tasks that train the use of previously studied material that has methodological value for introducing new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the learned norms, and on the other, preparation for the introduction of new norms in the future.

9. Reflection on learning activities in the lesson (result). At this stage, new content learned in the lesson is recorded, and reflection and self-assessment of students’ own learning activities is organized. At the end, its goal and results are correlated, the degree of their compliance is recorded, and further goals of the activity are outlined.