Table 4.4.

Hygienic criteria for rational lesson organization

Table 4.5.

Duration of continuous use technical means

learning in lessons

Requirements for computer teaching aids (TCT):

The brightness characteristics of electronic pages must meet the following parameters

– brightness - not less than 35 cd/m2 and not more than 120 cd/m2;

– negative and positive unevenness of brightness distribution - no more than ±20%.

The brightness ratio of characters and background must be at least 1:3 for a positive image and 3:1 for a negative image (reversal).

In the design of CSR electronic pages, a negative image should be used (light bold characters on a dark background). The most favorable color combinations are white or yellow signs on a blue background. When using an LCD display, use a positive image (dark characters on a light background). The most favorable color combinations are blue marks on a yellow background and black marks on a green background. The color combination of red characters and green background is favorable for all types of displays.

The font design parameters of text and/or symbolic information on electronic CSE pages for students in grades 1–4, depending on the volume of text for one-time reading, must meet the requirements set out in Table 4.6.

Table 4.6.

Line length in text information on an electronic page should not be less than 100 mm.

Font size of auxiliary elements of letters and numerical formulas must be at least 9 points, while the height of the capital letter is at least 2.3 mm.

The font size in tables must be at least 10 points, and the height of the capital letter must be at least 2.5 mm, with the possibility of displaying one or more table cells on separate electronic pages. On individual electronic pages, the font size in cells must be at least 12 points, and the height of the capital letter must be at least 3 mm. The distance between columns of text in the table must be at least 12 mm.

The font design of the vocabulary part of the CSR must comply with the parameters set out in the table.

For text and/or symbolic information in CSR the following should not be used:

narrow and/or italic font style;

more than four different colors on one electronic page;

red background;

“moving” lines horizontally and vertically.

As part of CSR, only one typeface of different styles, except narrow and italic, should be used. The font design of headings is not regulated.

The volume of electronic pages with text and/or symbolic information from the total volume of CSR electronic pages (excluding dynamic video materials) should not exceed 20%.

The optimal time to start preparing homework for students studying in the first shift is 16 hours, for students studying in the second shift – 9 hours. First grade classes are taught without homework. It is physiologically optimal if students start homework after spending 1.5–2 hours on fresh air. The following duration of homework is hygienically acceptable: for students in grades 2-3 up to 1.5 hours, in grades 4-5 - up to 2 hours, in grades 6-8 - up to 2.5 hours, in grades 9-11 – up to 3.5 hours. The teacher must give individual assignments in such a way that the student can complete them within the allotted (recommended) time. To create conditions for children to fully relax, the amount of homework on vacations and weekends should be minimized.

Physical education lessons that provide the bulk of the need for motor activity students must also be organized hygienically correctly. The lesson should provide real stress to the child’s body and recovery functional state to the start of the next lesson.

Motor density of the lesson (the ratio of the time spent by the child on performing movements and total duration classes, in percentage) should be at least 70% in classes in the hall, and at least 80% in the air. Positive effect from physical exercise is ensured by achieving an average level of heart rate (HR) in the range of 140-160 beats/min.

The structure of the lesson consists of 3 parts - introductory, main, final. The duration of the introductory part is 5-10 minutes, the increase in heart rate after the introductory part is 25-30%. The main part of the lesson lasts 25-30 minutes, the increase in heart rate is up to 80-100%. The duration of the final part is 3-5 minutes. Heart rate returns to its original values ​​after the end of the lesson or at 3-4 minutes of the recovery period during a break.

Depending on their health status (or based on health certificates), students are divided into 3 medical groups - basic, preparatory and special.

Students of the main physical education group are allowed to participate in all physical education and recreational activities in accordance with their age.

For students in preparatory and special groups, physical education and recreational work should be carried out taking into account the doctor’s opinion.

Students assigned to preparatory and special groups due to health reasons are engaged in physical culture with a decrease in physical activity.

Additional medical examination should be carried out for all students of the main and preparatory groups before sports competitions, as well as students after illnesses or injuries, states of overtraining and at the request of the teacher physical education or the student himself.

Students assigned to a special medical group are not allowed to participate in sports competitions and pass sports standards.

Changes at school are needed for rest and restoration of performance. First condition proper organization changes are their sufficient duration. The smallest change should last at least 10 minutes. This is the minimum time required to relieve fatigue and restore performance. If the change is not sufficient, then the accumulated potential energy will manifest itself in the next lesson and the children will behave badly. The schedule should provide for two large changes: (10 - 20 - 20 - 10; 10 - 10 - 20 - 20 - 10). During big changes, children eat food. A break lasting up to 30 minutes is irrational: in the next lesson a lot of time will be spent on getting used to it.

There must be a change the complete opposite lesson. You cannot “occupy your brain” during recess by repeating lessons, reading, playing checkers or chess. Students should leave classrooms that are cross-ventilated. During breaks, windows in corridors and recreation areas must be closed. During the warm season, schoolchildren spend their breaks in the school area. The teacher does not limit the children's physical activity. It is very good to organize outdoor games during recess. However, it is necessary to ensure that children do not become overexcited and to be aware of the risk of injury.

The duration of small changes is accepted as a hygienic norm - 10 minutes, a large one - 30 minutes, or two large ones of 20 minutes each. It is unacceptable to shorten the duration of breaks at school by delaying children in class or calling early from recess. Outdoor activities in the fresh air are useful. The task of the school administration is to provide conditions for physical activity of students that eliminate the likelihood of injury. There should be no objects in the halls and corridors of the school that could cause injury to a child if they fall on them. Outdoor games end 2-3 minutes before the bell rings for the next lesson. Moving breaks satisfy up to 10% of children’s daily need for movement, which amounts to about 20 thousand steps per day for students aged 11-15 years.

Hygienic requirements for the lesson

The educational process at school is built in accordance with hygienic standards and recommendations. The main document regulating the hygienic requirements for the organization of the educational process is SanPiN 14-46 - 96 " Sanitary rules and standards for the structure, content and organization of the educational process of institutions providing general secondary education.”

In preparatory and first grades, the duration of the lesson is 35 minutes. IN educational institutions located in areas contaminated with radionuclides, it is recommended to reduce the lesson duration in these classes to 30 minutes, in grades 2-3 to 35 minutes, in grades 4-9 to 40 minutes. In agreement with the sanitary and epidemiological surveillance authorities, lessons in lyceums, gymnasiums, and specialized schools may be reduced to 40 minutes. The duration of the lesson should not exceed 45 minutes.

The lesson structure is the same in all classes. Conventionally, the lesson is divided into three parts: introductory, main, final. The teaching load should increase gradually, reaching a maximum in the middle of the lesson, after which it decreases towards the end of the lesson. At the beginning of the lesson (10 - 15 minutes) there is practice. This time is reserved for organizational issues and questioning of students. During the main part of the lesson, during the period of best performance, the teacher explains new material making the most of this time. The duration of continuous explanation should be limited to the period of active attention to the unstable performance of students. For 6-7 year old children this is no more than 15 minutes, in middle grades - approximately 25 - 30 minutes, in senior classes - 30 - 35 minutes. The teacher should know that the nature of the explanation affects the timing of the onset of fatigue. Thus, explaining new material in the form of lectures is more tiring compared to explaining it in the form of a conversation, which makes the lesson more lively, emotional, interesting, and students learn and remember new material more easily. Interest in the material presented maintains performance at the proper level for a long time. On the contrary, lack of interest, inexpressive, monotonous speech or the teacher’s hostility contribute to the rapid development of extreme inhibition.

10 - 15 minutes before the end of the lesson, schoolchildren begin to get tired. The final part of the lesson is reserved for training reproduction. It is characteristic that junior schoolchildren“they don’t know how to really get tired.” With prolonged work, they develop extreme, or protective, inhibition, which protects the cells of the cerebral cortex from overexcitation and overwork. Older schoolchildren can continue to work when tired, which leads to overwork.

The school practices double lessons. The sanitary and epidemiological supervision authorities allow the combination of two lessons for laboratory and control work, computer science lessons, labor lessons, fine arts, for subjects with an increased and in-depth level of study, as well as when performing a ski training program. In the process of conducting a double lesson, it is necessary to alternate practical and theoretical parts, self-study assignments. In both lessons, a physical education break is required; the break between lessons is at least 10 minutes. In advance, before the lesson, the classroom should be ventilated.

Performance and the occurrence of fatigue among students in the classroom to a certain extent depend on the duration of the lesson and taking into account some hygienic requirements during its implementation. Years of experience have led to the establishment of a 45-minute lesson length. Lengthening the lesson leads to more severe fatigue of students. However, the age characteristics of higher nervous activity students require differentiated approach to establish the duration of the lesson. For children 7 years of age, i.e. for first grade schoolchildren, a 45-minute lesson is too long. Research has shown that the last 10 minutes of a lesson in first grade are too tiring for students and are pedagogically ineffective. Reducing lessons in first grade to 35 minutes significantly improves the functional state of the central nervous system students, maintains their performance throughout the school day. For middle and high school students, a 45-minute lesson length is reasonable. It allows you to make the lesson quite meaningful and prevents excessive fatigue.

In addition to the duration of the lesson, the timing of the onset of fatigue is also influenced by its structure. When planning a lesson, it should be borne in mind that the performance of schoolchildren undergoes some changes from its beginning to its end.

Physiologists, considering the dynamics of schoolchildren’s performance in the classroom, distinguish five phases: 1) transition to new level; 2) establishing a maximum level of performance; 3) optimal performance; 4) unstable performance; 5) decline in performance.

The duration of the first phase in the 1st lesson is approximately 10 minutes, in each subsequent lesson - 5 minutes. The period of optimal performance is characterized by most active, and its duration is determined by the duration of active attention, depending on age, health and some other factors. By the end of the lesson, activity, attention and other mental functions decrease.

When planning a lesson, the teacher needs to focus on presenting the most difficult material in the first three quarters of the lesson, and often use the last quarter for relatively easy mental work.

The duration of explanation of new material varies depending on different classes and depends on the duration of active attention of students. Primary school students have active attention spans

is 15-20 minutes, for average students - 25-30 minutes, and therefore the duration of explanation of new material in lessons should not exceed these values. In high school, due to the increase in the duration of active attention, new material can be explained within 30-35 minutes. It is advisable to conduct lecture lessons only in the Xth grade, where students can concentrate, without interruptions, engage in the same type of activity for about 45 minutes.

The timing of the onset of fatigue is also influenced by the nature of the explanation. It has been found that conversation-type explanations are less tedious than lecture-type explanations. A conversation, when the teacher poses questions that activate the thinking and creative abilities of students, when students actively participate in the analysis of new material, makes the lesson more interesting, contributes to easier learning and memorization.

A variety of activities is of great importance in preventing fatigue. It is necessary to intersperse an explanation of the material with notes in a notebook, a story - using visual aids and technical means of training, problem solving - with oral calculation, etc. Such alternation of classes switches attention, promotes the emergence of excitation in different parts of the cerebral cortex, which leads to the preservation of performance for a longer time.

Interest in the lesson and new material is of great importance to avoid early fatigue. Interesting event lesson remains operational for more high level, and, conversely, an uninteresting story leads to early fatigue and makes the lesson ineffective. Interest in the lesson depends not only on the content of the material, but also on the teacher’s ability to present it, on the teacher’s behavior, and his speech. Quiet, monotonous speech contributes to extreme inhibition, drowsy state, and the educational material is difficult to comprehend.

When conducting a lesson, it is necessary to take into account the fact that the second signaling system, as a phylogenetically late add-on to the higher nervous activity of a person, is more depleted than the first. In addition, in girls aged 11-13 years and boys aged 13-15 years, due to neuroendocrine changes associated with development, there is a weakening of the second signaling system and, as a result, an increase in the function of the first signaling system. Therefore, all schoolchildren, especially primary and secondary school students, more easily perceive stimuli of the first signal system that directly affect the senses. To prevent early and excessive fatigue, teaching should be structured taking into account the functionality of the first signaling system, i.e., with the maximum use of visual aids.

Currently, in lessons in various disciplines, technical teaching aids (TST) are increasingly used. Their use increases the volume of information and the intensity of mental workload, makes it possible to present educational material in a more interesting and intelligible form, evokes positive emotions in schoolchildren, which increases the efficiency of the educational process. The effectiveness of TSO is also due to increased visibility, which makes lessons using TSO expedient from a hygienic point of view. However, failure to comply with some hygienic conditions when using TCO, it can contribute to early fatigue and overstrain of the central nervous system.

Among TSE, programmed instruction, television, filmstrips and educational films are most widely used in schools. Programmed learning can be carried out through the use of printed programmed material and programmed audio recording. The performance of schoolchildren studying with printed cards is slightly higher compared to the performance of students studying with traditional method. This is explained by the interest of students, their active mental activity and good organization of the lesson. However, lessons using programmed sound recordings require strict dosing. The maximum permissible duration of work with programmed sound recordings should be 15-20 minutes in mathematics lessons, and 20-25 minutes in Russian language lessons. But even if this requirement is met, lessons with programmed recordings are very tedious, so it is not advisable to use them for more than two lessons in a row. You should also not use sound recordings at the very beginning and end of the lesson, in the last lessons, in the second half of the 4th quarter, since conducting lessons using programmed sound recordings against the background of reduced performance of schoolchildren leads to a sharp deterioration in the functional state of their central nervous system.

Television as a technical means of education has a number of hygienic and pedagogical advantages. However, when organizing the viewing of television programs, it is necessary to take into account that a large amount of information and visual strain in lessons using television lead to rapid fatigue in students. The timing of the onset of fatigue in students during such lessons depends on the duration of the program, its content and viewing conditions. The maximum permissible duration of watching television programs in class should not exceed 15-20 minutes for students in grades I-II, 20-25 minutes for grades III-IV, 20-25 minutes for grades V-VI, and 25-35 minutes for grades VIII-X.

The content of the program is no less important. A program structured like a conversation or lecture, i.e., with a predominance of words over images, causes significant functional tension in the central nervous system in schoolchildren and leads to early fatigue. Television programs, where the presenter's words alternate with the display of interesting footage, evoke positive emotions in children, thereby helping them maintain stable performance throughout the lesson.

The duration of filmstrip display is for students I-II classes 5-7 minutes, III-IV - 15-20 minutes, V-VI - 20-25 minutes; duration of educational films for students I-IV classes 15-20 min, V-VII - 20-25 min and VIII-X - 25-30 min. When showing filmstrips, you should avoid frequent changes the level of light in the room, as this tires the eyesight. In order to protect your eyesight, it is recommended to gradually turn on and off general lighting. It is even better to use settings that allow you to avoid darkening the room when viewing filmstrips, transparencies and educational films.

Compliance with sanitary and hygienic requirements for the lesson provides optimal conditions for the student’s life during the lesson. These requirements are due to the fact that...

• providing conditions in the classroom for the proper functioning of the body - important factor student health;
• normal course physiological processes is a necessary condition successful mental activity of the individual, effectiveness cognitive processes: perception, memory, imagination, thinking.

1. Optimal air condition. This requirement is implemented through room ventilation. Any classroom-office must be equipped with a ventilation system; in addition, it is recommended to ventilate the classroom during breaks. Even stricter requirements for air conditions in such classrooms, where experiments and laboratory work are carried out during the lesson, where students work physically or experience other intense physical activity. So, in a chemistry classroom there must be a fume hood, and in a training workshop or in a gym after each lesson, not only ventilation is necessary, but also wet cleaning to reduce dust in the air.

2. Sufficient lighting. Fulfillment of this requirement consists of the following components: natural and artificial lighting.

For quality natural light location has a decisive influence classroom, number and size of windows. The windows should be large, and the curtains on the windows should not block the flow of light. It is important that the light is not obscured by trees growing on the street, as well as buildings located nearby. The ideal option is windows facing the sunny side. It is recommended to provide classrooms with this arrangement for primary school students and for academic subjects that require DC voltage vision for reading, writing, drawing, drawing (accordingly, the best illumination is required in the classrooms of the Russian language, mathematics, and fine arts).

The quality of artificial lighting depends on the number and location of lighting fixtures in the classroom, as well as on the type and power of lamps. Artificial lighting in the classroom should provide good illumination of the chalkboard surfaces and student work areas.

Illumination is measured in suites(reduction: OK), which are accepted to indicate intensity luminous flux falling on one square meter of surface. Luminous flux is measured in lumens(reduction: lm).
Example. A regular 40 W incandescent lamp produces a luminous flux of 415 lm. According to SanPiN 2.2.1/2.1.1.1278-03, the illumination of the chalkboard surface should be 500 lux. If the area of ​​the board is 2 square meters. meter, then the directed luminous flux of two such lamps for its artificial illumination will not be enough.

3. Proper thermal conditions. The air temperature in the lesson should also be comfortable for the body. For different classrooms, the optimal temperature ranges from +15 to +22 degrees Celsius. The most low temperatures recommended for premises where stay is associated with high physical activity. So, in gyms and training workshops the optimal temperature is +15...+17 degrees, and in ordinary classrooms - +18…+21.

4. Alternation of different types of educational activities. The meaning of this requirement is that when alternating types of activities, the fatigue of students is significantly reduced, which has a positive effect on their health and performance. When organizing educational and cognitive activities of schoolchildren in the classroom, the teacher must avoid tedious monotony. IN elementary school Physical education classes are required in class.

5. Matching furniture to the individual characteristics of students. This requirement is especially important for developing correct posture in children. The height of the chairs in the classroom should correspond to the height of the students. And modern tables for schoolchildren have adjustments for height and surface inclination. The teacher’s task is to ensure that students feel comfortable sitting at the tables during the lesson, if necessary, to remind them that they need to adjust the table surface, and if necessary, to help them do this.

6. Use of special educational and laboratory equipment. Equipment for educational organizations passes mandatory certification, in which its safety and compliance with the psychophysiological characteristics of students are especially taken into account. For example, laboratory furniture for schools has significant differences from its “adult” counterparts, and machines and devices for educational workshops are much more compact and safer than production equipment.

Hygienic requirements for the lesson:

temperature regime;

physical and chemical properties of air (need for ventilation);

lighting;

prevention of fatigue and overwork;

alternating types of activities (changing listening to performing computational, graphic and practical work);

timely and high-quality physical education sessions;

maintaining the correct working posture of the student;

Correspondence of classroom furniture to the height of the student.

Requirements for lesson technique:

the lesson should be emotional, arouse interest in learning and cultivate a need for knowledge;

the pace and rhythm of the lesson must be optimal, the actions of the teacher and students must be complete;

full contact is required in the interaction between teacher and students in the lesson, pedagogical tact and pedagogical optimism must be observed;

the atmosphere of goodwill and active creative work;

If possible, students’ activities should be changed, optimally combined various methods and teaching methods;

ensure compliance with the uniform spelling mode schools;

The teacher must ensure that every student is actively learning.

STEPS OF PLANNING A LESSON AND PREPARING THE TEACHER FOR IT

Development of a lesson system on a topic or section.

Determination of educational, educational and developmental objectives of the lesson based on the program, teaching aids, school textbook and additional literature.

Selection of the optimal content of lesson material, dividing it into a series of complete semantically blocks, parts, identification of supporting knowledge, didactic processing.

Highlighting the main material that the student must understand and remember in the lesson.

Developing the structure of the lesson, determining its type and the most appropriate methods and techniques for teaching it.

Finding connections between this material and other subjects and using these connections when learning new material and developing new knowledge and skills in students.

Planning all actions of the teacher and students at all stages of the lesson and, above all, when mastering new knowledge and skills, as well as when applying them in standard situations.

Selection of teaching aids for the lesson (films and filmstrips, paintings, posters, cards, diagrams, auxiliary literature, etc.).

Checking equipment and technical training aids.

Planning of notes and sketches on the board by the teacher and completion of similar work by students on the board and in notebooks.

Providing for the volume and forms of students’ independent work in the classroom and its focus on developing their independence.

Determination of forms and methods of consolidating acquired knowledge and acquired skills in the classroom and at home, methods of generalizing and systematizing knowledge.

Compiling a list of students whose knowledge will be tested using appropriate forms and methods, taking into account their levels of development; planning to test students' skills.

Determining the content, volume and forms of homework, thinking through the methodology for assigning homework.

Thinking over forms for summing up the lesson.

Planning extracurricular activities on this topic.

Record lesson plan and progress as required.

TECHNOLOGICAL REQUIREMENTS FOR THE LESSON

1. A clear focus of the lesson, what will be done for general mental development:

what gaps will be filled;

that will simply be restored;

which will require thorough consolidation;

What specific goals have been set (for low-performing and strong students).

by the beginning of the lesson, students should be in their places and ready for the lesson;

the office is in perfect order;

educational materials and technical aids for the face;

Cool magazine, cool. board, chalk - at the ready;

observation of work and learning on this basis, i.e. evaluation of the teacher’s own work; develop self-control skills in students: how it works and why it doesn’t work.

SAMPLE OUTLINE OF THE THEMATIC PLAN

General plan questions: 1- date; 2 - lesson number on the topic; 3 - topic of the lesson; 4 - lesson type; 5 - the triune task of the lesson; 6 - teaching methods; 7 - repeatable material that updates the basic knowledge and skills of students; 8 - types of knowledge control and feedback; 9 - planned knowledge, skills and abilities, the formation of which will be in the lesson.

Specific issues addressed during the lesson: 1 - realization of the educational potential of the lesson; 2 - the ongoing connection of educational material with life, with practice; 3 - didactic means of the lesson; 4 - independent work of students in the lesson; 5 - methods of consolidating what was learned in the lesson; 6 - homework (reproductive and creative).

GENERAL QUESTIONS FOR ATTENDING AND ANALYZING THE LESSON

Features of the function internal school control:

Studying the activities of the teacher, accumulating information about his work based on analytically sound goals and well-designed observation programs.

Subordination of control to the tasks of providing the teacher with specific and timely methodological assistance, all possible assistance in the growth of his teaching qualifications.

Establishing a cooperative relationship between school leaders and the teacher based on careful attention to his creative quests, deep interest in the development of the individual identity of the teacher, sincere belief in the potential of the teacher to work better, to work at the level of modern requirements.

Planning “objects”, goals and objectives of control, taking into account the opinions of the teaching staff, conclusions methodological associations subject teachers and teachers primary classes, proposals of certification commissions.

Coordination of the content and forms of control directly with the teacher, taking into account his considerations about existing difficulties in work and unresolved problems in pedagogical practice.

Development of transparency in the system of intra-school control, both in the sense of proactive notification of the teaching staff about specific areas, and in relation to promptly informing teachers about the results of checking the state of affairs in the school.

The teacher unconditionally retains the right to assert his opinion and justify the legitimacy and pedagogical expediency of his theoretical views and methodological positions.

Information ensuring control over the quality of teaching and learning activities of students:

teacher’s work in preparing for the lesson (thematic and lesson planning, selection teaching aids, didactic materials etc.)

determination by the teacher of educational, educational and developmental goals of the lesson, their actualization

mobilizing beginning of the lesson, setting goals, explaining to students the order and working conditions;

implementation of didactic teaching principles in the classroom;

compliance of the teaching methods chosen by the teacher with the objectives of the lesson, the content of the material being studied, the level of preparedness of students in a given class (explanatory-illustrative, reproductive, problem-solving and investigative and other methods);

organic combination of teaching, education and mental development of students in the lesson;

activation mental activity students, involving them in the creative process of educational activities, students’ conscious assimilation of the lesson material;

formation of cognitive interests among schoolchildren;

the teacher’s knowledge of each student and the use of this knowledge to form cognitive interests and development creativity students;

practical orientation of the lesson, connection between learning and life, local history content of the lesson;

interdisciplinary connections in the learning process;

forms of organizing the learning process (frontal, group, individual);

use of TSO and visual aids;

correct selection of training exercises and practical task necessary for developing skills and abilities;

establishment feedback during the lesson;

formation in schoolchildren of skills and abilities of independent educational work, stimulating students’ independent work, abilities to analyze, generalize, compare, and draw conclusions;

worldview conclusions and generalizations to which students are drawn;

observance in the lesson of uniform requirements for the culture of speech and writing of students;

elements of the scientific organization of work of students and teachers in the classroom;

methods of organizing homework (volume, nature, differentiation, timeliness);

repetition of previously studied, consolidation of new material;

rational use of the opportunities and advantages of the classroom teaching system;

differentiation of the learning process, implementation of an individual approach;

practical solution in a lesson on a school-wide methodological topic;

assessment of students' knowledge, skills and abilities;

lesson density, time saving;

emotional intensity of the lesson;

compliance with safety rules and sanitary and hygienic requirements during the lesson.

Class attendance system

Attendance at all lessons allocated to study the topic in a given class in order to become familiar with the teacher’s work system, assess the optimality of the chosen lesson structure, and the optimal combination of teaching methods and techniques.

Attending teacher lessons throughout the workday in different classes to study compliance methodological techniques training age characteristics students.

Attending lessons of different teachers during the day in one class in order to assess the amount of information students receive during the school day, the total amount of homework, whether students fulfill uniform requirements, the intensity of their work in different lessons, style and comparative methodology work.

Attending classes during working week in one class in order to study the systematic work of each student, his independence, activity and initiative, and the quality of homework.

Attending lessons with different teachers in order to study individual problems of the educational process (the effectiveness of organizing independent work, the degree of development of special and general educational skills in students, the formation of interest in the subject, etc.).

Classification of the purposes of attending lessons:

by duration(long-term, short-term, constant and variable). This depends on the content of the main and auxiliary tasks facing the school, the main directions methodological work, characteristics of issues discussed at teacher councils and production meetings:

in terms of breadth and depth of aspects studied:

large-scale goals characterized by a general didactic orientation (cognitive development, formation of general educational skills, etc.);

local targets, characterized by a particular didactic orientation (the effectiveness of work on the development oral speech, organization in the lesson creative work students);

General requirements to lesson analysis. Scientific approach to lesson analysis, relying on psychological and pedagogical science and advanced teaching experience. Depth and comprehensiveness of analysis; assessment of the lesson taking into account the relationship of all its components and their didactic conditionality and logical relationship. Consideration of the lesson in connection with previous lessons on the topic being studied. The emphasis in the analysis is on the most significant aspects of the lesson, which decisively determine the degree of mastery of educational material, the quality of knowledge, and the development of students’ intelligence. Objectivity of assessments. Scientific validity of assessments, characteristics and conclusions; their specificity, evidence and persuasiveness. Taking into account the specifics of this educational subject. Offers.

Types and planning of lesson visits. Visiting and analyzing lessons as a method of intra-school control. Types of lesson attendance: selective, thematic, parallel, targeted. A comprehensive study of teaching in a single classroom over a full school day.

Planning of class visits: long-term (for a year and half a year), current (for a month and a week), calendar and graphic.

Preparing to attend a lesson. Determining the purpose of visiting the lesson. Getting to know curriculum, with factual material this lesson and the methodology for its implementation (according to the textbook, methodological manuals, instructions from public education authorities, educational institutions, etc.). Familiarization with the availability of educational visual aids on the subject. Establishing the state of implementation of state programs, accumulation of grades and current performance students, the timing and number of tests carried out, provided for by the program in the subject, the implementation of the practical part of the programs (practical and laboratory work, excursions) and the amount of homework. View conclusions, suggestions and assignments (they are given to the teacher after visiting the lesson during its analysis). Getting to know student works. Determining the forms of personal testing of the quality of students’ knowledge and selecting the materials necessary for this. Resolving the issue of inviting other school teachers to the lesson. Determining the purpose of such an invitation.

Scheme of observations and techniques for recording the progress of the lesson. The lesson observation scheme is a condition for the rational organization of the inspector’s work, ensuring a clear, consistent recording of the lesson progress and its subsequent analysis.

Preparing the assessor to analyze the lesson attended. View records of lessons attended by a given teacher, comments and suggestions. Formulation of questions addressed to the teacher related to the lesson plan and its implementation. Determining the form of lesson analysis and the place for summing up (conversation, discussion at a meeting of the subject commission, at the pedagogical council). Step-by-step assessment of the progress of the lesson and the activities of teachers and students. Conclusion based on the results of checking the quality of knowledge, skills and abilities of students. Identification of the advantages of the lesson, the teacher’s creative findings that deserve to be studied and introduced into the practice of school teachers. Disadvantages of the lesson and necessary help to the teacher. Formulating a general assessment, conclusions and suggestions to the teacher.

Analysis of the lesson by the teacher. Basic requirements for self-analysis: the place of the lesson being analyzed in the system of lessons on the topic being studied, justification of the educational and educational goals of the lesson and the implementation of the planned lesson plan, characteristics of the class and motivation for selecting educational material for this lesson, psychological and pedagogical assessment of the system educational assignments and exercises performed by students in the lesson, assessment of the development of independent thinking of students in the lesson. Motivation for the choice of lesson methods, assessment of the compliance of these methods with the goals and content of the lesson, the fulfillment of the assigned educational and educational tasks, the teacher’s satisfaction or dissatisfaction with the lesson (his in separate parts): measures planned by the teacher to eliminate the noted deficiencies, assessment and justification of the results achieved in the lesson. Self-esteem as one of the conditions for a teacher’s creative work.

Analysis of the lesson by the assessor.

Analysis of lesson objectives. Assessing the correctness and validity of setting the educational and educational goals of the lesson, taking into account the characteristics of the educational material, the place of this lesson in the system of lessons on the topic, and the level of preparedness of the class. Setting up and communicating lesson ideas to students. The degree to which lesson objectives have been achieved.

Analysis of the structure and organization of the lesson. Compliance of the lesson structure with its goals. The thoughtfulness of choosing the type of lesson, its structure, the logical sequence and relationship of the stages of the lesson. The expediency of distributing lesson time between them. Rationality of choosing forms of training. Availability of a lesson plan and organization of its implementation by the teacher. Lesson equipment. Rational organization of work for teachers and students.

Lesson content analysis. Compliance of lesson content with the requirements of government programs. Completeness, reliability, accessibility of presentation. Scientific level the material presented. The degree of moral influence, the educational orientation of the lesson. Generalization of the main ideas of the lesson (topic, course). The polytechnic orientation of the lesson, its connection with life, labor education and career guidance. Implementation of the developmental opportunities of the lesson in terms of the formation of active learning activities, independent thinking, and cognitive interests. Leading students to reject new knowledge. Identification of the main idea of ​​the new material. Formation of new concepts. Updating basic knowledge.

Organization of independent work of students. Nature of training exercises, types independent work, degree of complexity, variability, taking into account the level of preparedness of class students. Instruction and assistance from the teacher. The degree of assimilation of new material (efficiency). Connection of the new with the previously learned. Repetition (organization, forms, techniques, volume).

Analysis of the lesson methodology. Determining the validity and correctness of the selection of methods, techniques and teaching aids, their compliance with the content of the educational material, the set goals of the lesson, the educational capabilities of the class, the correspondence of the methodological apparatus of the lesson to each of its stages and the tasks of activating students, the variety of techniques and methods used by the teacher. Emotional presentation of material. The effectiveness of using visual aids, didactic handouts and technical teaching aids. Assessment of teacher's methodological equipment and pedagogical equipment.

Analysis of work and behavior of students in the classroom. Overall assessment of the class's work. Attention and diligence. Interest in the subject. Class activity, student performance at different stages of the lesson. Organization of independent academic work students, development of rational methods of students’ educational work. Assessing the feasibility and effectiveness of the applied forms of educational work. Formation of general educational and special skills. Fulfillment of uniform requirements. Individual work with weak and strong students. The combination of collective and individual work. Class discipline and methods of maintaining discipline.

The culture of communication between the teacher and students, the teacher’s compliance with the norms of pedagogical ethics and tact, the assessment of the moral and psychological climate created by the teacher in a given children's team.

Quality of knowledge, skills and abilities. Depth, awareness and strength of knowledge. The ability to identify leading ideas in the lesson material, apply knowledge in different situations, acquire new knowledge using existing knowledge. Degree of mastery of practical skills. The nature of testing students' knowledge by the teacher. Types of verification. Accumulation, objectivity of grades, their motivation, nurturing and stimulating character.

Analysis of homework received by students. Purpose, volume. The ratio between the amount of work done in class and the amount of work assigned at home. The nature of the homework (creative, training, consolidating, developing its feasibility). Teacher's comments and instructions on homework.

Assessment of sanitary and hygienic conditions of the lesson.

Self-Awareness Assessment made by the teacher while answering questions posed by the examiner; conclusion on self-analysis.

General assessment of the degree to which the educational and educational goals of the lesson have been achieved. General motivated assessment of lesson results: optimality of the teacher’s teaching actions; quality of knowledge, skills and abilities of students; the tendency of shifts in their development and education. Reasoned description of the advantages of the lesson.

Elements of creativity worthy of study and implementation in the practice of school teachers.

Disadvantages of the lesson. Diagnosis of causes and trends in their development. Suggestions for their elimination.

Scientific validity of conclusions and assessments, reliance on the achievements of psychology pedagogical science and best teaching practices. The specificity of conclusions and proposals, their evidence and persuasiveness.

Final word teachers.

Style of conversation with the teacher. Friendliness, respect and tact in conversation with the teacher, focusing on the positive. Accounting individual characteristics teachers: character, type of nervous activity, experience and degree pedagogical excellence, general outlook and pedagogical erudition.

FORMS OF ANALYSIS AND SELF-ANALYSIS OF THE LESSON

1 - brief (evaluative) analysis - this is a general assessment of the teaching and educational function of the lesson, characterizing the solution of educational, educational and developmental tasks and assessing their implementation;

2 - structural (stage-by-stage) analysis - this is the identification and assessment of the dominant structures (elements) of the lesson, their feasibility, ensuring development cognitive abilities students;

3 - system analysis is the consideration of a lesson as a unified system from the point of view of solving the main didactic task of simultaneously solving the developmental tasks of the lesson, ensuring the formation of knowledge, skills and abilities of students, their mastery of teaching methods;

4 - full - this is the system aspect analyzes, including assessment of the implementation of lesson objectives, the content and types of educational activities of students according to such characteristics as the levels of students’ assimilation of knowledge and methods of mental activity, the development of students, the implementation of didactic principles and the effectiveness of the lesson;

5 - structural-temporal analysis - this is an assessment of the use of lesson time for each of its stages;

6 - combined analysis is an assessment (simultaneous) of the main didactic goal of the lesson and structural elements;

7 - psychological analysis is the study of fulfilling psychological requirements for a lesson (ensuring cognitive activity students of developing type);