Form of education at school. Other forms of education in a modern school

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In the modern world, parents and children have a choice of several forms of education. In addition to full-time education, the most common today, there are also such forms of education as family education, self-education, external studies and part-time education. Not everyone knows about them, not everyone dares to transfer their child to part-time or part-time education. Many are biased towards them, believing that children learn less in these forms of education. In fact, the requirements for certifications are quite complex, and if you have not studied the topics well, then you will not receive a good grade for them. Below I will briefly talk about different forms training and will give the pros and cons of each.

Full-time education

As I indicated above, this form of training is now the most common. It lies in the fact that the child goes to school every day and studies all subjects without exception at school.

Pros

1. The child, in addition to parental control, is also under the control of teachers, who force him to study and complete assignments - the task of parents, as a rule, is made easier.
2. If a child has problems with a school subject, and the parents themselves do not understand the subject and cannot help, then the teacher can explain an incomprehensible topic to the student.

Cons

1. If a child is well versed in a school subject even without the help of a teacher, if he is better than most of his classmates, then taking this subject will be a waste of time, because at self-study he would learn the material taught by the teacher much faster.
2. Often on full-time training the child spends a lot of time studying, and he has little time left for sports or creative activity.
3. Sometimes teachers cannot explain the material well or spend a lot of time on abstract topics.

So, full-time education is good for those who cannot organize themselves properly, i.e. someone who needs control, which for some reason cannot be fully provided by parents. Also, this form of training is necessary for those who have serious gaps in their knowledge of subjects, and studying them independently will require a lot of effort and time.

Family education

This form of education is part-time. It lies in the fact that the child, under the control of parents, tutors, or independently studies all school subjects, and comes to school only at the end of a quarter or half a year in order to take tests. To switch to this form of education, you need to write an application about this to the school and to the department of the Ministry of Education. After this you negotiate with the administration any schools about the deadlines for passing the certification. It is important to know that with family education the child not part of the school's student body. If the student is unable to pass the certification (receives a “2”), then the school may require the child to return to full-time education.

Pros

1. Parents and child can develop their own own program training, which, in their opinion, is most effective.
2. The child is under more strong control parents.

Cons

1. It is necessary to have a good understanding of all subjects, since parents cannot always help.
2. The child is not part of the school’s student body, so the school has no incentive to “pull” him out, and the requirements for certifications can be quite stringent.

Thus, the family form of education can be good only when the child is well versed in all subjects, or when the parents know school subjects well and can explain them to the child.

Self-education

In principle, this is almost the same as family education. The difference is that when choosing self-education, students in grades 10-11 can write an application themselves and switch to this form of education, and for this no need for parental consent.

Externship

This is also a part-time course of study. To switch to it, as well as to other correspondence forms of education, you need to write an application to the school and to the department of the Ministry of Education. To switch to this form of training you need agreement parents. This form of training is different in that the student can hand in some or all subjects in advance. For example, a child is 13 years old, that is, by age he should be in the 7th grade. But, having passed the subjects externally, he can immediately go, for example, to the 8th grade or even to the 9th grade and higher.

Pros

1. Time is freed up for the child’s creative and sports activities, better preparation for exams, etc.
2. If a child is clearly ahead of his peers in knowledge of subjects, then he can, after passing the certification, immediately move to the next class and, again, gain time.

Cons

1. It is not so easy to pass all subjects in advance to move on to the next grade, so studying externally can be difficult psychologically.
2. Not all children are able to quickly master the school curriculum.

Part-time and part-time education

I am in my second year of full-time and part-time education and consider this form of education to be the best. It differs in many ways from correspondence. Firstly, the student in this form of education is part of the school. This is very good, because the school is interested in the student having good grades. Secondly, the student must study some subjects at school, and some on his own, then come to school and take the test. Those subjects that the child understands well, he studies on his own, and the subjects with which he has problems, he studies at school. If during the course of training it turns out that it is difficult for the student to cope with some other subjects on his own, then you can rewrite the application and add new subjects to the list of subjects studied by the student at school.

Pros

1. Since the student is part of the school, the school is interested in him having good grades.
2. A student can independently study subjects that he knows well, and at school study subjects with which he has problems.
3. Thanks to self-study some items gain time.

Cons

The only problem that you may encounter is the biased attitude of teachers towards this form of education. On the other hand, if you know the subject well, then what difference does it make who thinks what :)

So, currently there are several forms of training. Depending on the circumstances, you can always choose the form of education that will be more convenient for the child and parents. If parents are not satisfied with the chosen form of education, they can transfer their child to full-time education at any time. Forms of training can be changed according to any time, at least every day :)

Attached to the record are templates for applications to the school and to the department of the Ministry of Education for the transition from full-time education to part-time or part-time.

FORMS OF TRAINING ORGANIZATION

1. The concept of forms of organization of training

Organizing effective teaching is possible only with knowledge and skillful use of various forms of organizing the pedagogical process.

As shown above, the teaching method acts as a way to organize the processes of students mastering new knowledge, developing skills and abilities, developing mental functions and personal qualities. Thus, the concept of “method” characterizes the content, or internal, side educational process.

The concept of “form of organization of training”, or, as they also say, organizational form of training, has a different meaning. Word format translated from Latin means external appearance, external outline. Thus, form in teaching means the external side of the organization of the educational process and reflects the nature of the relationship between participants in the pedagogical process.

The form of education is organically connected by the internal, content-based side of the educational process. The same form can be used in different teaching methods, and vice versa.

There are many organizational forms of training, but speaking about them, the following groups are distinguished:

• - teaching methods;
• - forms of organization of the entire training system (they are also called training systems);
• - forms of student educational activity (types);
• - forms of organizing the current educational work of a class or group.

Of course, each of these groups is, in fact, an independent and distinct phenomenon. However, pedagogy has not yet found separate names for them and has not determined their exact composition.

Methods of teaching. Very often, when talking about the form of training, they mean the method of teaching. Methods of learning have evolved as society has developed. The first way of learning was individual training. Its essence was that students communicated with the teacher one-on-one and completed all tasks individually. For example, a craftsman, an employee or a clergyman took on a student who, while living in their house, learned a craft or literacy. Today, an individual method of learning is used to “bring up” lagging students at school or in classes with a tutor in preparation for entering a university.

Following individual training, there appeared individual-group method. The teacher was working with a group of children, but the academic work was still individual character since the children were of different ages and various training. The teacher conducted educational work with each student separately, alternately asking each student about the material covered, explaining new things, and giving individual assignments. At this time, the others were busy with their tasks. With such an organization of education, children could start and finish their studies at any time of the year, and go to classes at different times of the day. During their training, they acquired basic reading, writing and counting skills. However, the overwhelming majority of children remained uneducated.

Already by end of XVI- beginning of the 17th century both individual and individual-group teaching methods did not meet the needs of society. The rapid development of production and the increasing role of spiritual life in society entailed the need to create a method of teaching that would allow teaching the bulk of growing children. In the 16th century the concept of group education for children was created, which found

application in fraternal schools in Belarus and Ukraine. She was the embryo class-lesson form of education.

At the beginning of our century, another method of teaching appeared in Russia, which was later V.K. Dyachenko named collective way of learning(CSR). Its principal developer and organizer was A.G. Rivin. In 1918, he organized a school where he taught about forty children of different ages (10-16 years old). Today we would call this school more like private courses. basis new form a method for students to work with each other emerged. During the training, students taught each other in pairs in the process of so-called organized dialogue. The composition of the pairs was constantly changing, and therefore they were called replacement pairs. Students, having studied various topics, explained them to other group members and, in turn, listened to their explanations and learned new material. Classes were held without lessons or schedule. The learning results were amazing - students mastered the material of three to four years of study in one year.

Not a single modern school has completely switched to a collective method of teaching, since permission for the experiment was not obtained. However individual elements this form of training is used in many educational institutions Russia.

Forms of organizing group training or training systems. Currently, forms of organizing group training are often called training systems. It must be said that this name is not entirely accurate. The fact is that the concept of a learning system is much broader and includes all elements of the learning process that are in relationships and connections with each other. Therefore, if we approach strictly, the system should include the content of education, levels of preparedness of students and teachers, teaching methods, material support and other training elements. However, due to the fact that the term “system” is widely used in pedagogical literature, we will also use it.

The theoretical development of the classroom form was brilliantly carried out by Ya. A. Komensky (XVII century). He also widely popularized it. Currently, the classroom-lesson form of education is predominant throughout the world, despite the fact that its main provisions were developed and implemented about 400 years ago.

This form of training is characterized by the following elements:

• - grouping students of the same level of training into classes (distributing students into classes by age);
• - permanent class composition for the entire period of schooling;
• - work of all students in the class according to one plan at the same time;
• - obligatory classes for everyone;
• - the main unit of classes is the lesson;
• - availability of a schedule of classes, breaks, a single academic year and vacations.

Despite wide recognition in the world, the classroom-lesson form of education is not without a number of disadvantages. The most significant of them are the following: limited quantity students, focus mainly on the average student, high learning difficulty for the weaker, inhibition of the development of the stronger student, impossibility of full consideration and implementation in the educational process individual characteristics students. Therefore, attempts to improve the lesson do not stop. In particular, such variants of the classroom form as the Bell Lancaster system, the Batavian system, and the Mannheim system were developed and tested.

Bell-Lancaster system mutual teaching arose in 1798. Its main goal was to increase the number of students taught by one teacher. This was due to the need of large machine industries for a large number of skilled workers. The system got its name from the English priest L. Bell and teacher J. Lancaster, who simultaneously applied it in India and England. They tried to use the students themselves as teachers. The older students first studied the material themselves under the guidance of the teacher, and then, having received appropriate instructions, taught their younger comrades. This made it possible to carry out mass education of children with a small number of teachers. However, this system was not widely used, since shortcomings in the organization did not provide the necessary level of training for children.

Batavian system appeared in the USA in late XIX V. It was an attempt to correct such major shortcomings of the classroom form as focus on the average student and insufficient consideration of the individual characteristics and capabilities of children. It was supposed to conduct selective training for students, dividing all classes into two parts. The first part is conducting regular lessons, in which the teacher works with the whole class. Second part - individual lessons with those students who do not have time and find it difficult to master the material, or with those who wish and are able to study the proposed material more deeply.

Mannheim system arose simultaneously with the Batavian, but not in the USA, but in Europe. Its main task, like that of the Batavian system, was the selective training of students, who were distributed into classes depending on ability, level

development and degree of preparedness. There were classes of strong, average and weak students. Class selection was based on psychometric examinations, teacher characteristics, and examination results. It was assumed that students from weaker classes would be able to move to higher-level classes as they were prepared. However, this did not happen, since existing system preparation did not allow weak students to reach a high level.

Elements of this system have survived to this day in Australia, where schools create classes for more able and less able students, and also in the United States, where schools have separate classes for slow and bright students. In Russia, elements of a similar form were also reflected in the creation specialized schools for especially gifted children, schools of a new type (gymnasiums, colleges, lyceums), teaching students at a higher level of complexity.

The use of the ideas of the Mannheim system can be found in schools where correction classes are organized. However, the practice of working in such classes shows that, as a rule, the development of children enrolled in them is not corrected; the school does not prepare them for the subsequent transition to regular class. It’s just that in these classes the requirements for students are significantly reduced and, consequently, the development of children proceeds at a slower pace. From the point of view of the requirements for the psychological conditions for the development of students, the creation of correction classes in schools where children without developmental disabilities study is absolutely unjustified.

The improvement of the classroom-lesson education system in Russia has led to the emergence of so-called developmental education. One of the first attempts to implement the ideas of developmental education was made by L.V. Zankov. In the 50s and 60s he developed a new system primary education. This idea was developed in a somewhat different direction by D.B. Elkonin and V.V. Davydov. The main idea of ​​this system substantiated the possibility and expediency of education focused on the advanced development of the child. Learning can be considered fruitful only when it advances the child’s development. Knowledge, skills and abilities are not ultimate goal learning, but only a means of student development. The essence of learning is the child’s self-change. This system views the child not as an object of the educational influences of teaching, but as a self-changing subject of teaching. To date, this system seems to be one of the most promising.

The shortcomings of the classroom-lesson system led not only to the emergence of its new variants, but also to the creation of new forms of education.

In 1905, a form of individualized education arose, called Dalton plan. It was first used by teacher Elena Parkhurst in the American city of Dalton (Massachusetts). This system is also called a laboratory or workshop system, since instead of classes, laboratories and subject workshops are created in the school.

The main goal of this form of educational organization is to adapt the pace of the school to the capabilities and abilities of each student. In the laboratory, students studied individually, receiving assignments from the teacher present in the workshop. Assignments for each subject were given to students for the whole year. Then they were specified by month. Students had to complete these assignments and report on them within a month.

If any difficulties arose, the student could turn to the teacher for help. Group-wide (frontal) work was carried out for 1 hour per day. The rest of the time, students studied the material individually and reported on the completion of each topic to the teacher of the corresponding subject.

This form has created many effective methods for organizing educational activities. For example, in order to stimulate students' work and give them the opportunity to compare their achievements with the achievements of their peers, the teacher compiled special tables (progress screens), in which he monthly noted the students' progress in completing their assignments.

The Dalton plan began to quickly spread in the practice of schools in many countries. Thus, in the USSR in the 20s, a modification of the Dalton plan called the brigade-laboratory system was used. The difference was that a group of students (team) took on tasks to study the topic. They worked (independently or jointly) in laboratories and reported collectively. However, very soon it became obvious that the level of students' preparation was steadily declining, and their responsibility for learning outcomes was falling. It became clear that students were unable to quickly master the material without explanation from the teacher. Independent assimilation of the material requires more time, although the strength of independently acquired knowledge is higher. For these reasons, the Dalton Plan did not take root in any country in the world.

2. Types of student learning activities

Often, forms of learning activity refer to types of learning activities of students. The types of organization of a student’s educational activities are firmly connected with the structure of communication

between teachers and students. It can be said that forms of educational activity of students are ways of organizing the activities of students, differing in the characteristics of the child’s relationship with the people around him.

The following forms of student educational activity are distinguished:

1. Steam room. This is a one-on-one work between a student and a teacher (or peer). This type of training is usually called individual training. It is rarely used in schools due to insufficient teacher time. Widely used for additional classes and tutoring.

2. Group, when the teacher simultaneously teaches a whole group of students or a whole class. This form is characterized by separate, self-execution students of educational tasks with subsequent monitoring of results. This form is also called whole-class or frontal work.

3. Collective. This is the most complex form of organizing student activities. It is possible when all students are active and teach each other. A typical example of a collective form is the work of students in rotating pairs.

4. Individually isolated. It is also often called student independent work. A child doing homework is... typical example this form of educational activity. It is also widely used in lessons in general education institutions. Tests and independent work, independent completion of tasks at the board or in a notebook during the lesson also belong to this form.

In practice, schools most often use group and individual forms of education. In lessons, pair work and classes in small groups (units, teams) are almost never used. Created in the 20th century, it is only being tested. collective form.

The group form of organizing educational work is represented by only two varieties: whole-class (frontal) classes and classes in small groups.

During general class and group classes The group listens to one speaker. The number of listeners is always greater than the number of speakers. The difference between communication in a small group (link) and in large group(class) not in structure, not in construction, but in the number of simultaneously listening. Therefore, whole-class (front) and unit (small group) classes are one and the same group form of organizing educational activities. In both cases, the group works together at every moment of time.

A teacher, parent, school principal, or group member can speak to a group or class. Anyway communication

is built as a group. Specific tasks can be very different: simple and complex, differentiated and undifferentiated.

The essence of this form can be expressed in the most general form by the formula: one person teaches many at the same time, a group. The number of students in a group may vary. Limit number It is difficult to establish groups of students, but the minimum is two people.

Class-wide, or frontal, work of students in a lesson can take not only a group form. If the teacher gave all the students the same task and each student completes this task individually, without interacting with the teacher or with other students in the class, then such student work is individually isolated. The main sign of individually isolated work of students is the lack of live, direct contact between the student and other people.

Collective form of student’s educational activity arose only in the 20th century. in Russia. This is a specific form of educational activity, fundamentally different from other existing forms.

Whole-class work, which we encounter in almost every lesson in a modern school, is not collective. First of all, because during class work student body has no common goal. The teacher sets before the students not a common goal, but a goal that is the same for everyone. Accordingly, students develop an attitude toward learning activities not as something joint and creative, but as something individual and obligatory. Activities aimed at achieving a common goal unite, and when the same goal is achieved, it causes competition, rivalry and disunity.

A common shared goal is easy to distinguish from a goal that is the same for everyone. If the goal set by the teacher can be achieved by one student or all of them independently, then this is the same goal for everyone. And if the goal can only be achieved by all students together in a given period of time? joint efforts, then such a goal is common, or joint. Joint task can only be performed by a group of people. One person cannot accomplish it.

The educational goal can be joint if during the training, in addition to mastering new knowledge, skills and abilities, a group of people (class) trains each of its members. This involves the systematic participation of each group member in training everyone.

No matter how many students a teacher teaches at the same time (one, two, five, ten or forty), he cannot create

collective learning. He can teach one student or a group of students at the same time. Collective learning appears only when all its members take an active and systematic part in the training of a given group, i.e. the group becomes self-learning. Therefore, collective learning is possible where a self-learning group or self-educational team operates.

It is impossible to create such a team without a highly qualified teacher. A teacher organizing this form of teaching must know and be able to do much more than an ordinary teacher teaching using traditional methods.

In the work of a small group (team), as in frontal (whole-class) work, there is no single common goal, but only a coincidence of individual goals. Research shows that only one or two people in a group study a common topic (or question) well. These are usually students who performed the role of a teacher (foreman or consultant). The rest do not reach the level of mastering the material and constantly need the help of a teacher. One member of a group (team) learns much more than the entire group as a whole. This is a clear sign that no teamwork, in which the overall result would be higher than the result of each member of the team taken individually.

In a collective form of organizing educational work, the leading role is played by communication and interaction of students with each other. Collective and productive communication becomes when it has a changing pair structure, i.e. Students communicate in rotating pairs. Only this kind of work is responsible modern concept teamwork.

The following general characteristics of teamwork are distinguished:

1. The presence of a common, joint goal for all its participants.
2. Division of labor, functions and responsibilities.
3. Cooperation and comradely mutual assistance.
4. Availability of operating bodies, organizations, involvement of work participants in control, accounting and management.
5. The socially useful nature of the activities of each and every participant individually.
6. The amount of work performed by a team as a whole is always greater than the amount of work performed by each individual member or part of the team.

3. Forms of organization of current educational work

In contrast to the forms of student activity, the forms of current classroom work are more diverse. Today at

educational institutions use such traditional forms educational work, such as lesson, excursions, homework, extracurricular activities, forms outside great job(subject clubs, clubs, studios, Olympiads, competitions, etc.).

As a result of reforming the education system, new forms of educational work appear in schools. Yes, in high school educational complexes"school - university" practice is to use university forms of educational work. These are primarily lectures and seminars, credit system. In ordinary schools, such a transfer of work forms from the university most often does not justify itself. Students due to their age characteristics are not yet ready for such forms of work. However, in special schools and in schools with in-depth study of a particular subject (or subjects), such a transfer gives a certain positive result. Most often, it is effective in schools that prepare their students for admission to a higher educational institution with which the school works jointly.

In connection with the development innovative technologies teaching in schools, and especially in primary schools, teachers began to use new forms of educational work. Using a game shell for a lesson, instead of regular lessons, they conduct games in the form of a competition, competition, or travel. Creativity lessons are also used, in which there is no mastering of new material in the traditional sense of the word. In elementary school, such lessons are used to repeat and find in the material covered elements that are close and consonant with the child’s experiences, i.e. to build motives for learning activities in general.

A lesson is the main form of organizing current educational work. The main form of education in the world today is the classroom-lesson form of education, when the main form of organization of educational work is the lesson. Lesson - basic unit educational process, clearly limited by time frame (most often 45 minutes), work plan and composition of participants.

Everyone who has graduated from school knows that lessons even in the same subject bear little resemblance to each other. An analysis of the lessons conducted at school shows that their structure and methodology largely depend on the didactic goals and objectives that are solved during the learning process.

Attempts to classify lessons and break them into several simple types have been made for a long time. K.D. Ushinsky identified the following types of lessons: mixed lessons, in which the teacher explains new material, reinforces it and repeats what has been covered previously; lessons of oral and practical exercises, the purpose of which is to repeat knowledge and develop the necessary skills; writing exercise lessons that have that

the same goal; knowledge assessment lessons that are held after a certain period of study and at the end of the school year.

Modern didactics analyzes the lesson more deeply. Much has been devoted to identifying types of lessons. scientific works. And yet, today this problem does not have a clear solution. Several approaches to classifying lessons have been developed. Each classification is based on one defining feature: didactic purpose (I.T. Ogorodnikov); goals of organizing classes (M.I. Makhmutov); the main stages of the educational process (S.V. Ivanov); teaching methods (I.N. Borisov); ways of organizing students' educational activities (F. M. Kiryushkin).

The didactic goal is the most important structural element of the lesson, therefore the classification according to this criterion is closest to the real educational process. If we take into account the active position of the student in mastering the material and developing skills and abilities, then the classification according to the didactic goal will look like this:

• - lessons on learning new educational material;
• - lessons in the formation and improvement of skills and abilities;
• - lessons in generalizing and systematizing knowledge;
• - lessons of control and correction of knowledge, skills and abilities;
• - combined (mixed) lessons.

Let's briefly look at the characteristics of each individual type of lesson.

Lessons on learning new educational material. The purpose of this type of lesson is for students to master new material. This includes the teacher’s work in conveying new material, organizing students’ activities aimed at understanding and assimilating it, initially consolidating new material, and developing students’ skills and abilities to apply knowledge in practice.

The structure of such lessons is relatively simple. They are characterized by the following stages: a) organization of students; b) a brief survey of students on the most important sections of the material covered, which will be needed when mastering new material; c) developing students’ motivation for activities to master new material, including setting the topic and determining the main goals of the lessons; d) students mastering new material; e) a brief survey of students on new material to monitor what they have learned and carry out initial consolidation of the material; f) assignment of homework.

The most effective process of mastering new concepts and methods of action is carried out by students during active work. Whatever methods were used (teacher’s story, doing exercises, independent

search activity), best result will be obtained if students are interested, they have a high level of motivation for this type of activity and they take an active part in it, showing initiative.

Often for better learning large volumes The teacher uses a large-block method of studying new material. In one lesson, he helps students study the material of several lessons at once (for example, four), and then in the remaining three lessons he practices skills and a deeper study of the topics covered. Mastering new material can be carried out various methods. For greater variety and increase the level of interest of students in academic work along with passive species Students’ activities (listening to a teacher’s story, classmates’ retelling) and active types (practical and independent work of a research type) are also used.

During the lesson, the teacher uses all kinds of techniques to enhance the cognitive activity of schoolchildren: he makes the presentation of new material problematic, uses vivid examples and facts, involves students in discussion, reinforces certain theoretical positions with his own examples and facts, uses visual-figurative material and technical teaching aids . All this is aimed at meaningful and deep mastery of new material and supporting a high level of attention and mental activity of students.

Often, in the course of studying new material, work is also going on to organize and consolidate what has been previously learned. Some types of new material cannot be studied without remembering, without analyzing the material already covered and without applying it to the conclusions of some new principles. Therefore, combined lessons are more often conducted (synthesis of a lesson on studying new educational material with a lesson on the formation and improvement of skills; a lesson on studying new educational material with a lesson on generalizing and systematizing knowledge).

“Pure” lessons for learning new material, i.e. lessons that only focus on mastering new material are applicable in working with middle and older schoolchildren. This is due to the fact that, firstly, it is in middle and high school that large volumes of new material are studied, and, secondly, at this age students are ready for long work with unknown material and associated heavy loads.

However, in elementary school, lessons that focus solely on mastering new material are difficult to conduct due to students’ unpreparedness for heavy workloads. Usually a mixed lesson is used, interspersed with a small dose of new material.

Lessons in the formation and improvement of skills. In lessons of this type, the following didactic tasks are solved: a) repetition and consolidation of previously acquired knowledge; b) application of knowledge in practice to deepen and expand previously acquired knowledge; c) formation of new skills and abilities; d) monitoring the progress of studying educational material and improving knowledge, skills and abilities.

Lessons of this type include doing independent work; laboratory work; practical work; some types of excursions; lessons-seminars.

The organization of students' educational activities in a lesson of this type involves repetition of acquired knowledge, their application in other situations, elements of systematization of knowledge, consolidation of skills, as well as bringing their activities to an interthematic and interdisciplinary level. Along with repetition, you can organize control and systematization of knowledge. It is not excluded, of course, the possibility of constructing a lesson in such a way that the teacher plans only the current repetition within the topic, for example, before a test.

When organizing repetition and improving skills, it is necessary to remember that repetition in four different lessons for 10 minutes gives an incomparably greater effect than repetition throughout the entire lesson for 40 minutes. However, this issue cannot be approached mechanically. Different learning situations and the level of complexity of the material determine different methodological approaches to lesson construction. Much also depends on the purpose of the lesson, the didactic tasks that are solved in the lesson, and the specifics of the subject.

Lesson of generalization and systematization of knowledge. A lesson of this type is aimed at solving two main didactic tasks: 1) to test and establish the level of students’ mastery of theoretical knowledge and methods of cognitive activity related to key issues academic subject; 2) repetition, correction and deeper understanding of the material on these issues and the relationship of its individual elements.

Psychologically, such lessons stimulate students to systematically repeat large sections, large blocks of educational material, allow them to understand it systemic nature, reveal solutions typical tasks and gradually acquire the experience of transferring them to non-standard situations when solving new unusual problems that arise before them.

Lessons on generalization and systematization of knowledge have their own specifics. Usually, when conducting such a lesson, the teacher names questions for repetition in advance, indicates sources,

which students should use, sets preparatory tasks to the house. In addition, in high school, when preparing for generalization and systematization lessons, teachers first conduct review lectures, group consultations, individual interviews, provide recommendations on preparing for independent work.

The most common types of generalization and systematization lessons are discussion lessons, seminar lessons, which deepen or systematize certain content of the studied section of the program or program material in general, as well as lessons in solving creative problems.

Lessons on control and correction of knowledge, skills and abilities. Lessons of this type are intended to monitor the level of students’ assimilation of theoretical material, the formation of skills and abilities and the correction of the knowledge acquired by students, accumulated skills and abilities.

The lesson can use oral (frontal, individual, group), written surveys, dictations, presentations, solutions to problems and examples, etc. , test, test practical (laboratory) work, workshops, control independent work, etc. Such lessons can be conducted after studying entire sections and topics of the subject being studied. Most complex shape The final test of students' knowledge and level of learning is an exam on the subject as a whole. Lately Various tests began to be widely used to diagnose the state of learning of children. They can be used to monitor the level of mastery of a certain section of educational material and the annual (full) stage of training in the subject.

A control and correction lesson usually consists of: an introductory explanatory part (teacher instruction and psychological preparation of students for the upcoming work - solving problems, writing an essay, dictation, creative work, etc.); the main part - students’ independent work, operational control, teacher consultations to maintain students’ calm and confidence in their abilities and in what they are doing; the final part - analysis of the control carried out and identification of typical errors and carrying out corrective work.

Sometimes this type of lesson includes an organizational part; explanation of the task by the teacher; answers to student questions; students completing the task; submitting the completed task (or checking its completion); homework assignment; end of the lesson.

Convenient to carry out special lesson work on typical mistakes students in knowledge, abilities, skills and methods of organizing educational and cognitive activities. Such lessons

allow not only to check knowledge, but also to carry out necessary work to eliminate identified deficiencies.

Of course, in school practice, other structural combinations of lessons are possible. In connection with increasing attention to the issues of enhancing the cognitive activity of students, involving them in solving search and research problems as independent type lesson moves forward problematic lesson, in which the leading role is played by the motivational activity of students. The problem lesson contains the following elements: organization of students, their psychological preparation to actively participate in the upcoming work - creating a problematic situation; formulating the problem, putting forward a hypothesis (assumption about what the result might be) and solution options, searching practical solution problems, discussion of results; teacher's comments and generalizations; homework assignment; the end of the lesson - summing up the work. The set of elements of such a lesson largely depends on the particular tasks and creativity of the teacher himself.

Combined lesson. This is the most common type of lesson in modern schools. It solves the didactic tasks of several (sometimes all) of the types of lessons described above. It is a combination of several lessons, which is why it got the name - combined.

Depending on the nature of the learning situation and level pedagogical excellence teachers, various didactic tasks can be combined, intersect, transform into each other, and change their sequence. The structure of the combined lesson can be anything. Thus, in the experience of advanced teachers, the process of students mastering knowledge can occur during their independent work, and knowledge testing can be woven into the organization of classes and show the activity of schoolchildren in commenting on the progress of their work and the level of their learning.

In the process of learning new material, its initial consolidation and initial experience of application are often organized. When consolidating the material, it is convenient to simultaneously monitor what has been previously studied, as well as develop skills in applying this knowledge in various, including non-standard, situations. Synthesis of all these structural elements lesson makes it diverse, dynamic and interesting for students.

A combined lesson places more stringent demands on the teacher. In addition to selecting and linking various elements of the lesson, choosing the forms that are most compatible with each other, the teacher has to strictly monitor the time allocated to each of the elements. After all, if you spent more time on some element, then on another element (maybe more necessary)

may not be enough. It is unacceptable when testing students’ knowledge takes 20-25, or even 30 minutes, leaving 15-20 minutes to work on a new topic. Naturally, from such a lesson, students take away a very vague idea of ​​the new material, and difficulties will inevitably arise when doing homework.

The effectiveness of a combined lesson depends on a clear definition of the lesson's objectives (after all, not all elements of the lesson are the main ones) and on the mood that the teacher can create. Good lesson- this is the lesson where a businesslike creative atmosphere reigns, where the desire of schoolchildren to “invent” and “find” is in full swing, where they rush to enter into dialogue with the teacher, with each other, with the authors of certain theoretical concepts, without fear of making mistakes. Success will be in the class in which the teacher creates in students the idea that no mistake is scary, that everything can be corrected, the main thing is to invent, create, see something new, unfamiliar, before others do it.

4. Extracurricular forms of organizing current educational work

Along with the lesson, other forms of educational work are used in general education institutions. The most common forms are excursions, homework, extracurricular activities, extracurricular activities (subject clubs, studios, Olympiads, competitions, etc.).

Excursion. In practice, the lesson system described above is complemented by a number of other forms of educational organization. One of the most interesting forms for students is an excursion. An excursion is a form of organizing educational work in which students go to the location of the objects being studied (nature, historical monuments, production) to directly become familiar with them. It connects the learning process at school with real life and helps students, through direct observation, become familiar with objects and phenomena in their natural environment.

There are different excursions. Depending on the didactic purpose, there are introductory excursions conducted before the actual study of new material; current and final, which are carried out to control and better consolidate the studied material. According to the subject content, excursions can be divided into natural science, historical and literary, local history, industrial, etc.

In schools, excursions are held infrequently, and therefore it is better that one excursion contains information immediately on

several academic subjects so that students can compose more full picture real reality. Such excursions are called comprehensive excursions. For example, you can take a field trip to the forest, studying the types of trees growing there and at the same time orally solving mathematical problems in which the main characters are the trees being studied. Such excursions harmoniously include the teacher’s stories about his region and its history, environmental problems of this territory.

Excursions are usually planned for the entire academic year and are held on specially designated days free from other activities. Each school draws up a plan for excursions. It includes both educational and extracurricular excursions conducted according to the plan of the class teacher. Most often, all excursions are associated with the study of material included in the program for the subjects.

Each of the excursions, even if it is complex and includes several parts from different subject areas, has its own clearly defined purpose. Some are designed for learning new material, others are used to consolidate what has already been learned. Final excursions help students review a topic or section covered. As a rule, final excursions are associated with students completing thematic assignments; they serve as a kind of preparation for the lesson-defense of the thematic assignment.

When conducting an excursion, there are three stages: a) preliminary preparation for the excursion in class; b) departure of students to the object being studied and carrying out the planned amount of educational work on the topic of the lesson (collection of natural material, drawings, drawings, etc.); c) working with the collected material and summing up the results of the excursion.

Of course, the success of any excursion depends primarily on the thorough preparation of the teacher or teachers, if the excursion is complex. When preparing for an excursion, the teacher conducts a thorough study of the object of the excursion and its location. Preparing for an excursion first of all includes determining its purpose and objectives. After this, the teacher selects the content of the material to be transmitted and the types of activities that students will engage in during preparation, during and after the end of the excursion. The teacher chooses methods for showing and viewing the excursion object, ways to involve students in active perception, involving specialists in the show and story, etc.

To achieve the greatest effectiveness in students’ perception of educational material on an excursion, they need to be prepared for this. This is achieved by clearly setting goals,

which must be achieved during the excursion and in the subsequent processing of the collected material, by formulating general and individual tasks. The preparation also includes teaching students how to collect material: how to take notes, sketches, the basics of photography, sound recording of the guide’s stories, etc. Before going on the excursion, an introductory conversation is held, tasks are clarified, the forms, order and timing of their completion, the time allotted for the excursion and the materials to be collected are determined. Before the excursion, the teacher distributes creative tasks for students: write essays, prepare reports, compile albums, make special issues of newspapers, compile herbariums and collections, prepare handouts for lessons, school exhibitions, museums, etc. Particular attention during this conversation is paid to the rules of conduct and basic safety precautions.

The excursion can last from 40-45 minutes to 2-2.5 hours. This period does not include the time spent by students on the road. Typically, the excursion time is determined by the nature of the excursion subject, the content and complexity of the material and, of course, the age of the students.

The tour may end with a final conversation. However, in subsequent lessons after the excursion, the teacher must return to it, use the materials and knowledge of the students obtained during the excursion, and, if possible, repeat and generalize the material learned during the excursion.

Homework. Learning can only be effective if the academic work in the classroom is supported by well-organized educational work at home. Homework is a necessary element of learning. The main activity for assimilation and consolidation of educational skills, as well as repetition and partial analysis of new material falls on the student’s homework.

There are sometimes publications in the press that talk about the supposed best practices of individual teachers who teach their students without giving them homework. At the end of such an article, it is usually proposed to abolish homework in schools, since it is supposedly possible to teach without it, but it greatly overloads schoolchildren. Such proposals are most often the result of the author’s ignorance of the characteristics of the child’s cognitive activity. Any new material that a student has learned in class must be consolidated and the skills and abilities corresponding to it developed. During lessons, no matter how well they are conducted, concentrated memorization and translation of knowledge into operational,

short-term memory. To translate knowledge into long-term memory students need subsequent repetition, i.e. dispersed assimilation, which requires performing a certain amount of work. Most often, such work is assigned to the home. It is also important for the education of students, as it contributes to the formation of skills independent activity. Of course, you don’t have to assign homework, but then the practice process must take place in class and additional time must be allocated for this.

However, this is not the only disadvantage of working without homework. Due to individual characteristics, each student learns the material and develops his skills at his own pace. As a result of scientific research, it has been determined that students of approximately the same grade spend on homework different quantities time. The difference can be very great: a 20-minute lesson for one person can be carried out by another for 40 minutes or even 1 hour. Therefore, each of the students studying in the same class will need a different amount of time to master and practice them. This makes it difficult to determine the time required to master the material and practice study skills when taught in a classroom setting.

Students' homework is the independent completion of educational tasks outside the framework of the existing lesson schedule. The main tasks facing homework as a form of organizing educational work are the assimilation and repetition of the material being studied, the improvement of educational skills, and the accumulation of independent work experience by students.

Homework usually includes: a) mastering the material being studied from the textbook; b) performing oral exercises; c) performing written exercises; d) performing creative work; e) conducting observations (of nature, weather).

The goals of the assignments that the teacher assigns at home may be different. Some tasks are designed to perform training exercises for the accelerated development of practical skills, others are designed to identify and overcome gaps in students’ knowledge on individual topics that have already been covered. Still others include tasks of increased difficulty to develop their creativity.

Despite the fact that all the goals presented above are important and their achievement is necessary when doing homework, the scope of homework assignments is limited. Large quantity

tasks require significant time to complete, and elementary school students do not have much “extra” time - they definitely need to walk for 1.5-2 hours every day, playing their games, since they are a necessary developmental element of a child’s life. Many students attend additional classes in drawing, dancing, and various sports sections.

In order for the child to manage everything and at the same time be able to relax and gain strength for the next working day, it is necessary to imagine how much real working time he has to complete his homework. This time is written in Sanitary rules and standards (SanPiN 2.4.2 - 576-96). They define the time allocated for completing homework in all subjects combined. So, in grade I it should not exceed 1 hour, in grade II - 1.5, in grades III-IV - 2, in grades V-VI - 2.5, in grades VII-VIII - 3, in grades IX-XI - 4 hours .

Not all homework gives good result. If students have not mastered the basics of working with a textbook and have not gained experience in independent work, the completed homework does not achieve its result. The main disadvantages of home schooling are the following:

• - semi-mechanical reading of the material being studied, without dividing it into separate semantic parts (students, having memorized the material, do not understand its meaning);
• - inability to organize one’s working time, often associated with the lack of a firmly established routine for the student’s life at home (this leads to constant haste, the child worries that he will not have time to complete the work, and, as a result, to serious stress);
• - execution written assignments without first mastering theoretical material (in this case, students simply do not comprehend and assimilate the material).

Sometimes teachers themselves incorrectly use the capabilities of this form of ongoing educational work and thereby contribute to overload of students. This most often happens in two cases. First, in an effort to get students to work harder in their subject, teachers give assignments that are too long or overly complicated. Secondly, paying too much great attention checking homework, teachers provide poor preparation of students on new material. In this case, students do not learn the new material well enough in class and go home without knowing how to complete their homework.

All this suggests that the structure of the lesson and work to improve its quality are directly related to homework and students’ technique for completing them. The teacher needs to constantly work to improve this relationship

and train students to complete homework correctly. Homework rules may come in handy for this.

Rules for doing homework

1. Homework must be completed on the day it is received. Any material learned in class is quickly forgotten. The German psychologist G. Ebbinghaus in 1885, based on experiments, established the rate of forgetting. In the first hours after memorizing fresh material, the completeness of memorization rapidly declines. It is during these hours that the bulk of information disappears. During the first 10 hours after memorization, 65% of the information received is lost. Then the intensity of forgetting decreases and by the end of the second day another 10% of the information is lost. Thus, after two days, only 25% of what he remembered earlier remains in a person’s memory.

This psychological phenomenon finds its explanation in physiology. The fact is that newly formed nerve connections are fragile and easily inhibited. Inhibition is most pronounced immediately after the formation of a temporary connection. Consequently, forgetting occurs most intensely immediately after the perception of the studied material. That is why, in order to prevent forgetting the knowledge learned in the lesson, it is necessary to immediately work to consolidate it. That is why in all teaching aids it is strongly recommended to complete home study assignments on the day you receive them. So, if a lesson on the subject " The world around us“was on Tuesday, and the next one will be in a week, then you need to learn your homework on Tuesday after school. A week later, on Monday evening, on the eve of the next assignment, you need to repeat what you learned earlier.

Educational material reinforced on the day of its perception is retained in memory longer. Therefore, most of the work on assimilation and consolidation of the studied material in memory should be carried out on the day of its perception, followed by repetition on the eve of the next lesson.

2. Completing written assignments should begin with a repetition of theoretical material, i.e., by working on a textbook.

The repetition of theoretical material necessary to complete written assignments is caused mainly by two reasons.

Firstly, before completing written assignments, it is always good to remember the theoretical material in order to make it easier to find a way to solve written assignments and justify your choice.

Secondly, repetition of material as a result of oral and written work increases the strength of consolidation of the material. The fact is that there are four types of memory: visual, auditory, motor (motor) and mixed. Most people have developed mixed memory, i.e. they have, to varying degrees, developed elements of all three main types of memory (visual, auditory and motor). In this case, it is useful to use all techniques more or less evenly: reading to oneself, writing, listening, and retelling one’s own.

According to the psychology of perception, even if a person has a type of memory with a pronounced dominance of one main type (for example, only visual memory), then he learns the material much better if he uses all three main methods.

When working with the textbook, the order of actions for students is as follows:

• - remember what remains in memory from the lesson (based on notes in the notebook and drawings in the textbook);
• - read the textbook paragraph assigned for homework, highlighting the main idea of ​​the text and highlighted rules;
• - try to reproduce the material (retell it out loud or silently, make a plan of what you read, answer the questions in the textbook);
• - if difficulties arise, you need to study the textbook again and achieve fluent reproduction of the material.

Active reproduction of knowledge and self-control in the process of assimilation of the studied material increase the student’s interest in comprehending and assimilating knowledge. Thanks to this, the material is remembered more firmly.

The work of mastering and reproducing difficult educational material has its own specifics. It is advisable to divide complex material (text) into several semantic units. If the text is very large and complex, then each part must be taught and reproduced separately. At the same time, it is advisable to arrange between each of the parts short rest(5-10 min).

When doing homework, as well as with any other form of educational work, the level of interest of students in the issue being studied plays an important role and this species educational work. High level interest not only enhances perseverance and perseverance in mastering knowledge, but also increases the desire of students to overcome difficulties on their own - the student diligently performs exercises and selects the most convenient ways and techniques of educational work.

The degree to which students understand the material being studied is very important. Knowledge based on understanding

patterns and cause-and-effect relationships persist for a longer time. According to Professor N.A. Rybnikov, the productivity of meaningful memorization is 20 times higher than mechanical memorization. Therefore, when mastering the material being studied, you do not need to primarily pay attention to memorizing the rules and conclusions. Quite the contrary, the teacher should direct his main efforts to searching intercom knowledge, so that students see and understand the reasons that led to the appearance of a particular phenomenon. And then, when the student understands “why,” move on to memorizing the rules and generalized conclusions. It is necessary that conclusions and generalizations are not memorized mechanically, but appear in the minds of schoolchildren as a logical consequence of the analysis of the material being studied.

3. Getting started practical tasks, you should review the exercises that were performed in class, and remember how they were performed and why that way. This technique helps students connect homework with training exercises in class and quickly remember the features of completing tasks of this type.

4. It is best to complete your homework in several cycles.

This means that after completing tasks in all subjects, you need to take a break for 10-15 minutes, and then repeat the completed tasks, reproducing them in the same sequence as the first time. Such delayed repetition increases the degree of memorization of the material and helps the student develop the skill of quickly switching from one topic to another.

Loops are especially effective when completing tasks high degree complexity or creative tasks when the child cannot immediately solve the problem. Typically, students do such tasks junior classes leave it “for the parents” and turn to them for help. Parents (grandparents), seeing that the child does not know the solution to this problem, solve it for him and then explain the solution or (which happens much less frequently, since not all parents have developed pedagogical abilities) “guide” the student to the correct one. way to solve the task. This way of completing the task also has a positive meaning, but if the student had completed this task independently, the effect would have been much higher. Therefore, it is necessary to offer students a cyclical way of completing complex tasks.

If a child was unable to solve a problem while doing math homework, then do not despair, but should simply put this task aside and finish completing the rest

assignments on this subject. After this, you should start doing assignments in another subject. When assignments in all other subjects are completed, you need to take a break. After a short break, moving on to the second cycle, the student repeats what has already been completed and again returns to solving the unfinished task. Here he, having repeated the theoretical material of the lesson taught in class, again makes an attempt to solve the problem. If the task is still not solved, then after some time he leaves it and finishes repeating other subjects. After finishing the second cycle, you need to take a short break and try to solve a difficult problem for the third time.

This cyclical approach to the task allows you to increase the likelihood of solving it. This is mainly due to the fact that during breaks and performing other tasks, the condition of a complex task continues to be mastered and understood. After all, if a child is dissatisfied that the task cannot be solved, then even when completing tasks in other subjects, work on this intractable task continues in the subconscious. It has been established that after the perception and assimilation of the studied material, the process of consolidating it in the mind continues even after the educational work stops. This “latent solidification” of knowledge occurs within 10-20 minutes after moving on to other tasks.

It is very useful to carry out the last repetition cycle for 10-15 minutes immediately before going to bed in a calm state. This creates optimal conditions for a deeper understanding of the material being studied.

5. It is very important that the child has his own permanent place to do homework and is allocated the same time of day for this. This rule, despite its apparent simplicity, is essential for the effectiveness of homework. A constant place and time contribute to the rapid concentration of the student’s attention and teach discipline to the learning process.

These are the most essential rules for the optimal organization of mental work that all students should know and which they must adhere to when doing homework.

The variety and complexity of the rules for doing homework necessitate special work with students to develop the appropriate skills and abilities. Students should be helped to acquire skills in working with a textbook and the correct sequence of completing written and oral tasks, master the techniques of repetition and self-control, develop a rational mode of work and rest, etc.

Optional and additional classes. Along with compulsory classes in general education institutions, various forms of educational work carried out outside the framework of training sessions(lesson schedules). Such forms of educational activities are called extracurricular or extracurricular activities.

First of all to extracurricular activities include elective classes. As an independent form of organizing current work, they appeared in the late 60s and early 70s during the next reform of the education system, which mainly affected the content of school education. Extracurricular activities are extracurricular classes, the right to choose which remains with the student, and attendance is on a voluntary basis.

Optional classes are designed to solve the following tasks: a) satisfy students’ needs for in-depth study of individual academic subjects; b) develop educational and cognitive interests and contribute to increasing cognitive activity; c) promote the development of creative abilities and individual characteristics of students.

In addition to the classes that are compulsory for all students, additional classes are held specifically for low-performing students. Additional classes are extracurricular activities with one or a group of students to further practice the material covered in class.

The form and time of additional classes are not strictly regulated. This could be a consultation session, in which the teacher once again presents new material for those who did not understand it in class, or a conversation with two or three students on the topic of class work, which includes written assignments. The duration of such classes can be 20 minutes or 1 hour. It is also possible for students to do independent work, after which they leave.

Other forms of extracurricular educational work. It is generally accepted that extracurricular work is voluntary for students and is designed to satisfy their various cognitive and creative needs, and they do not require the full class to carry them out. It is also believed that students can participate in them at their own request. various classes. To such

forms of extracurricular educational work include subject clubs, scientific societies, Olympiads, competitions, etc.

Subject clubs and scientific societies are created on a voluntary basis from students of the same parallel or, if there are few volunteers, from students of neighboring classes (V-VI, VII-VIII grades, etc.). They include students who strive to expand and enrich their knowledge, who have a penchant for drawing, modeling, technical creativity, and conducting experimental work in biology, chemistry, physics, etc. The work of the clubs is led by subject teachers.

Club work includes a more in-depth study of individual curriculum issues that arouse the interest of students. The content of their activities may be the study the latest achievements science and technology, experimental work, modeling, familiarization with the life and creative work of outstanding scientists, writers, and cultural figures.

Olympiads, competitions, exhibitions of student creativity are organized to increase the cognitive activity of students in academic disciplines (mathematics, physics, chemistry, native and foreign languages, literature) and the development of their creative abilities. The implementation of these forms of extracurricular work is prepared in advance: a plan for conducting such events in the school is drawn up, a series of preparatory activities are carried out, students are given tasks, and the best students are openly identified. Carrying out such events attracts the attention of students and increases their interest in the subject. In addition, olympiads and competitions help identify and develop more capable and gifted students. The nature, breadth and depth of preparation for them make it possible to indirectly assess the teacher’s work style and the level of his creative and organizational abilities.

Security questions

1. What is the difference between a teaching method and a form of training?
2. What forms of organizing student activities do you know? What is their main difference from each other?
3. What forms of organization of educational work did teachers use when you were at school? What other forms of organizing current educational work could teachers use?
4. What forms of training are there? Name the main features of each of them.
5. What classifications of lessons do you know? Which classification is most convenient? Why?
6. What homework rules should students know and follow?
7. What forms of organizing current educational work are most effective for learning?
8. Why are forms of extracurricular educational work needed? Which ones would you use in your school?

Literature

• Dyachenko V.K. Organizational structure of the educational process and its development. - M., 1989.
• Kupisevich Ch. Fundamentals of general didactics / Transl. from Polish O.V. Dolzhenko. - M., 1986.
• Makhmutov M.I. Modern lesson. - M., 1983.
• Kharlamov I.F. Pedagogy: Textbook. - 2nd ed. - M., 1990.
• Cheredov I.M. System of forms of organization of education in the Soviet secondary school. - M., 1987.

One of the elements of the pedagogical system is organizational forms of training- purposeful, clearly organized, content-rich and methodologically equipped systems of cognitive and educational communication, interaction between teachers and students. This category refers to the external aspect of the organization of the learning process, determining when, where, who and how learns. The establishment of forms of education depends on the goals, content, methods and means, the composition of students and teachers, as well as the material conditions of education.

In the modern pedagogical process, three main organizational forms of training are used, which can be characterized as curriculum-based: individual training and education, class-lesson system, lecture-seminar system. These forms have educational and educational significance, contribute to the development of worldview, and ensure that children master specific academic disciplines, development of certain skills and abilities.

The most common organizational forms of training are the classroom-lesson system for secondary education and the lecture-seminar system for higher education. The creator of the classroom-lesson system, as already noted, is considered to be Ya.A. Comenius, before him, predominantly individual education was used (which lost its importance with the spread of mass education). However, certain features of the class-lesson system were present in monastery schools, for example, a special room (class) for group classes, communication between children in a group, the presence of desks for students and a chair for the teacher, and a bell announcing the beginning and end of classes. Comenius theoretically substantiated this system and promoted it in his books. He developed a clear, economical organizational structure, quite simple to manage, creating conditions for interaction between students and their education in the educational process.

The classroom-lesson system is characterized by the following features:
the class consists of students of approximately the same age and level of training;
During the training period, a largely constant composition is maintained;
training is carried out according to a unified annual curriculum and programs, according to a permanent schedule;
The basic unit of classes is the lesson.

The lesson is conducted with a permanent group of students for a certain time (usually 45 minutes; in elementary school it can be 30-35 minutes). There are several types of lessons. The most common is a combined lesson, consisting of an organizational part (1-2 minutes), checking homework (10-12 minutes), studying new material (15-20 minutes), consolidating it and performing practical tasks (10-15 minutes), summarizing results (5 minutes), assignment of homework (2-3 minutes).

Opportunity simultaneous training one teacher of a group of students (30-50 people) of the same age and the same level of training was also substantiated for the first time by Komensky. Main task The role of a teacher in such a teaching system is to transfer ready-made knowledge to students. Lessons alternate with a constant sequence according to a schedule drawn up for six months or even a year. The student in the lesson is only an object pedagogical impact. Lesson. remained practically the only form organization of training sessions until the mid-1960s.

The main disadvantage of this system is the difficulty in taking into account the individual characteristics of students and in organizing individual work with them, both in content and in the pace and methods of teaching. Strict organizational structure interferes with the connection between learning and real life, locks it into school. All this pushes teachers to look for other teaching systems. Let's look at some of them.

In Europe and the USA at the beginning of the 20th century. many systems have been tried individual training aimed at ensuring active independent learning work.

According to the most radical of them - the “Dalton Plan” - the student took assignments for the year in each subject and reported on them within a set time frame. This idea belonged to the American teachers E. Parkhurst and E. Dewey and was first used in schools in Dolton (hence the name). In the 1920s in a slightly modified form and under the name “brigade-laboratory method”, it began to be introduced in Soviet schools. It was soon discovered that, while developing the independence of students, this system reduces the level of training, creates individualism, and belittles the role of the teacher. The Dalton Plan was criticized by Soviet pedagogy and canceled in 1932.

In the 1920s spread in Europe new system training, called Mannheim. Its author, the German teacher I. Sickinger, who lived in Mannheim, proposed forming classes depending on the development of students, the level of their abilities and training. Selection into classes was determined by exam results. Sickinger identified four series of classes: 1) basic (normal) - for students with average abilities (education for 8 years); 2) classes for low-ability students (such students high school don't cum); 3) auxiliary - for mentally retarded children (4 years); 4) transitional (foreign language classes) - for the most capable children who want to continue their education in secondary schools (6 years).

This system did not leave the opportunity for weak students to reach a high level.

In the Soviet education system, dividing students into classes based on their level of mental ability was not recognized. It was believed that by testing, determining the intellectual quotient of children, schools capitalist countries They carry out class selection, nominating the future elite of society from among the rich, and from among the workers - the people who serve it.

IN modern Russia This division of students is treated differently. Along with mass secondary schools, there are elite educational institutions: lyceums, gymnasiums, schools specialized in subjects - foreign languages, physics, mathematics, economics, music, fine arts, choreography, etc. In secondary schools open lyceums or gymnasium classes. There are also special schools, boarding schools, classes for children with physical and mental development, leveling classes, auxiliary schools.

In the 1950s American professor of pedagogy L. Trump developed a system that stimulates individual learning and uses flexible forms of teaching. It entered pedagogical science under the name “Trump plan”. The proposed system included three forms of work: 1) lectures by qualified teachers or specialists on a specific topic using technical means for large groups (100-150 students), for which 40% of the training time was allocated; 2) work in groups of 10-15 people (20% of the training time) with a teacher or with a well-trained student; 3) individual work (up to; 40% of teaching time). With such an organization of classes, there is no class as such: students study in a large group, in a non-permanent group, and individually. There are no lessons in the usual sense, but there are lectures, discussions, and consultations. make the most effective use of teachers, depending on their qualifications. At the same time, much attention is paid to individual work with students.

Since the mid-1960s. Such types of educational activities as practical training of students, including at industrial and agricultural enterprises, excursions, classes in clubs, workshops, seminars, etc., are being introduced into the educational process of the Soviet school. Certain elements of the lesson have undergone changes (for example, its structure, duration) .

In the second half of the 1980s. The “stagnant” school and domestic pedagogical science were subjected to harsh criticism. New types of schools have been proposed, educational technologies, innovative teaching methods, alternative curricula, etc., the very concept of “lesson” expanded. Changes in the lesson as a form of organization of classes also arose with the introduction of the so-called concentrated training (learning “by immersion” - for studying within one subject major topic, section), specialized training(in high school), creating leveling classes, etc.

Still unresolved problems lessons remain: irrational waste of educational time, the need for multi-level training, for which the structure of existing classroom groups is unacceptable, etc. Therefore, in modern pedagogical science and practice, the search for new forms of teaching goes in the direction of individualization, psychologization, and technicalization of training.

In addition to planned forms of training, there are also unscheduled ones, which include consultations, conferences, clubs, excursions, classes in advanced and auxiliary programs. They allow students to improve their knowledge and expand their horizons. Auxiliary forms(group and individual classes, equalization groups, tutoring) provide differentiation and individualization of the educational process, contribute to both overcoming the backlog of individual students and the accelerated advancement of schoolchildren who are successfully mastering the curriculum.

Not all schools can offer a student all of them at once; this depends on the permissions received and the occupancy of the educational institution.

Full-time education

This is a familiar form of education at school, recommended for all students. Most children use it school age. It is based on attending classes every day, doing homework, writing verification work, direct teacher control over the progress of each student. With this format of education, the student spends a significant amount of time at school, and his success directly depends not only on himself, but also on the work of the teacher.

Evening course

In this case everything characteristic features daytime education are also valid for evening education: it also consists of direct communication student and teacher, only it happens in the evening. Usually, in the evening, either adult students study who once had to leave school, but want to complete their secondary education, or several classes are switched from daytime to when there are too many children in the school, so there are not enough classrooms for everyone.

Externship

This is a rather unusual form of education; it is not allowed in all schools. For such training, the student does not have to come to school every day; classes are organized for him every few weeks or every week at a certain time, where the teacher goes through new topics with such students and works through the most complex issues. Studying is especially convenient for those children who are actively involved in sports sections or choreographic clubs, who often go to competitions, or for those children who want to devote maximum time to certain subjects, preparing for exams and not wasting time going to school every day. They can study according to a regular or enhanced program, completing several classes in one year.

Homeschooling

This form of education can be prescribed by a doctor if a child becomes ill with a serious illness, or chosen by a parent if he wants to teach the child at home on his own. The school does not have the right to prohibit this form of education or not provide a place for such a child. Then the student does not need to attend classes throughout the year; he can come to school only at the end of the academic semester to take the necessary tests or exams to confirm the level of knowledge and transfer to the next one. However, if like a child consultation or assistance from teachers is required and should be provided to him. Family education is becoming increasingly popular among some parents who believe that schooling kills creativity in their children, teaches them to obey the system, and breaks the child’s psyche. However, teaching your children yourself for 11 years is quite problematic; usually such families use the help of educational sites, the services of tutors, or invite school teachers to their home.

Active forms of learning in primary school

When the teachers stop teaching,

The students will finally begin to learn.

La Rochefoucauld

Modern changes in education provide for the orientation of the educational environment not only towards the student’s assimilation of a specific body of knowledge and skills, but also poses the defining task of developing the individual, his cognitive and creative abilities.

Therefore, one of the main tasks of a modern school is to reveal the abilities of each student, to cultivate the qualities of an individual capable of living in a high-tech, competitive world.

Therefore, education in primary school is based on the principles of the system-activity approach:

Operating principle.

The principle of continuity.

The principle of a holistic view of the world.

Minimax principle.

The principle of psychological comfort.

The principle of variability.

The principle of creativity.

These principles make it possible to activate educational activities. Children should be directly involved in the learning process, since 70% of personal qualities are developed in primary school. And in life, a child will need not only basic skills, such as the ability to read, write, count, but also the ability to listen to others, express their opinions, analyze, compare, solve emerging problems, be responsible, and so on.

In their work, primary school teachers combine traditional and active forms of learning. They encourage students to think and practical activities in mastering educational material. Here such personality qualities as independence, initiative, the ability to acquire knowledge and apply it in practice, and the development of creative abilities are cultivated.

Here are some of the forms used in the work of a primary school teacher.

1. Get ready to work.

Before starting a lesson, I try to create a friendly, comfortable atmosphere in the class. Exercises such as “Smile at each other”, “Gather energy in your palm”, “Rubbing the tips of your ears” help with this.

Young teachers very actively use the classroom space to create a working environment. Children create posters visual aids, which are hung in the classroom and help in the study of subject topics.

2. Problem-based learning.

This is a form of learning in which the process of student cognition approaches search and research activity. The main didactic technique is the creation of a problematic situation in the form of a cognitive task. Such tasks should be accessible in terms of their difficulty, take into account the cognitive abilities of students, and be meaningful for them.

Students should not just master information, but actively become involved in discovering new knowledge for themselves.

For example, when studying the topic “Units of Length” in 2nd grade, children are asked to work with the measurements of the studied units of length (millimeter, centimeter, decimeter). The group receives an individual task - to measure the length of a pencil, stand, matchbox, cabinet, classroom. In this case, the group must explain the choice of unit of length to measure their object.

When almost all groups have completed their tasks, we notice that the group with the task of measuring the length of the class has not yet completed it. Why? The measurements are small. How to cope with the task? The guys suggest measuring with window openings and other measurements. This is how students approach the discovery of a new unit of length - the meter.

3. Project-based learning technology.

A characteristic feature of this method is the presence of a significant social or personal problem of the student, which requires integrated knowledge, research search for solutions, project activities. The role of a teacher is that of a mentor, advisor, but not a performer.

The goal of project-based learning is to master general skills and abilities in the process of creative independent work, to develop the communicative properties of the individual.

Primary school children enjoy participating in projects.

Educational project “Words with uncheckable spellings.” In Russian language lessons we get acquainted with such words and write them down in dictionaries. Why not design them as a crossword puzzle? The guys get acquainted with various types crossword puzzles, design them and present them on spelling minutes Russian language lessons.

"Gift for a first grader." All third graders participate in this project. The guys decide what they can give to first-graders for the “Initiation into Lyceum Students” holiday, how to do it, and imagine.

4. Interactive technologies– this is an organization of the process that is based on the direct interaction of students with the surrounding information environment. The learner's experience is the central activator educational cognition. The main method is communication. Form – learning in collaboration, in a group, in pairs.

For example, when working out morphemic analysis I use group work where each student is responsible for his own stage of analysis (searching for endings, roots, prefixes, suffixes). The group then presents their work to the whole class.

Children often do vocabulary work in pairs and creative tasks.

5. Gaming technologies.

Primary school teachers are well aware that no matter how difficult and serious the knowledge in our curriculum is, children remain children. They want to play, love to play, and feel the need for it even more than they did a few years ago.

Game situations and plots help to intensify the learning process and master a number of educational elements.

Games "Bingo", "Escalator", "Detectives" ( lexical meaning words), “Mime theater” (phraseological units), “Yes-no”, etc.

The game can be played on different stages lesson. At the beginning of the lesson, the goal of the game is to organize and interest children and stimulate their activity. In the middle of the lesson, you must solve the problem of mastering the topic. At the end of the lesson it can be creative and exploratory in nature.

6. Physical exercises.

Of course, keeping students active throughout the lesson is very difficult. A constant change of activity is needed, moments of rest that do not take the child out of the educational process, but allow him to change activities while being on a given topic.

The kids and I are learning different rhyming exercises and doing them in class.

If the work was very active, the guys communicated a lot in pairs and groups, expressed their opinions, proved that physical minutes help to calm down, come into balance with the outside world, and restore attention. (“Movement while counting”, “Sounds around you”, etc.).

Lessons using active forms learning is interesting not only for students, but also for teachers. They help ensure the effective organization and consistent implementation of the educational process to achieve the involvement and interest of students in educational, project, and research activities, the formation of personality traits, moral attitudes, and value guidelines that meet the expectations and needs of students, parents, and society.