Reinforcing the material learned (lesson 2)

a) Repeated reading of the text by students 1-2 times (aloud and silently).

b) Retelling the text according to plan.

c) Independent work. Writing a presentation.

Repetition of spelling rules. Final reading of the text by the teacher and students.

Writing a presentation based on illustration, plan and lexical expressions. Low-performing schoolchildren receive cards of different difficulty levels: complete the sentences; insert phrases; insert words; insert letters.

Summing up (done in a separate lesson)

a) Checking student work.

b) Grading.

c) Reading out the best works.

d) Carrying out work on errors.

Self-analysis of a reading lesson in 5th grade

Topic: K. Paustovsky “Cat Thief”.

General organization of the lesson.

Sequence and distribution of stages over time.

It was a lesson in learning new knowledge. In accordance with the type and objectives of the lesson, its structure was determined, consisting of 5 stages:

Organizational start of the lesson;

Homework repetition;

Main stage;

Consolidation of what has been read;

Summarizing.

The purpose of the organizational stage is to prepare students for work in the lesson. The inclusion in the work was to attract the attention of students to various subjects on the instructions of the teacher. It took 1 minute. The purpose of the homework review stage is to repeat the story read in the last lesson. The duration of the stage is 7 minutes. The goal of the main stage is to introduce children to a new story and work on reading comprehension. The duration of the stage is 22 minutes. The purpose of the consolidation stage is to divide the story into parts and prepare children for the retelling. Duration of the stage - 10 minutes. 2 minutes were allotted for summing up the results, 3 minutes for physical education. The structure of the lesson corresponded to its goals and type, the logical sequence and interconnection of the stages was observed. The distribution of time across stages was rational.

Organization of cognitive activity in the classroom.

To organize cognitive activity, the following forms of work were used: frontal, individual.

Compliance with the protective regime.

The office was ready for class. The room is ventilated and lit. During the survey, the children stood up, went to the board, and took a dynamic pause. The pictures presented by the teacher were close-up and aesthetically designed.

Summing up the lesson.

The planned plan was carried out. The lesson objectives were achieved. The children made the right conclusions during the lesson, the children understood the content of the story, were able to divide it into parts and retell it according to plan.

The educational goal of the lesson is to introduce a new story, teach students to read the text correctly and meaningfully; learn to express your thoughts correctly and consistently. The educational goal is to cultivate love for animals and a sense of responsibility for them. The correctional and developmental goal is to promote a more complete comprehension of what they read, develop and correct students’ speech. To achieve this goal, the following techniques were used:

Answers to questions about the content of what was read;

Dividing the text into parts, drawing up a story plan;

Retelling the story you read in parts and as a whole.

Correct selection of material for the lesson.

The formation of concepts in the lesson is carried out on the basis of the state program edited by V.V. Voronkova, which determines the amount of knowledge taking into account the development of children’s cognitive interests, broadening their horizons, and nurturing moral qualities.

The connection between theory and practice.

In order to overcome the shortcomings of students' personal qualities, the content of the lesson was linked to the life and subjective experience of people (caring for pets).

Organization of lesson repetition and its content. Connection of the repeated with the new material.

At the stage of repeating homework, conclusions were made about a positive attitude towards animals, which were confirmed when reading a new story.

Level of knowledge, skills, abilities.

Students in the class are able to answer the teacher’s questions, read in accordance with the requirements of the program, draw conclusions from what they read, and can retell in parts and in general the entire story.

Stages modern lesson

1. Modern lesson - constructing active interaction between student and teacher

2. General classification

3. Lesson objectives

4. The main stages of the lesson according to the Federal State Educational Standard: “Discovery of new knowledge”

5. Reflection lesson

6. Developmental control lesson

7. Lesson of general methodological orientation.

8. Conclusion.

9.Literature.

The modern lesson is the construction of active interaction between student and teacher.

In the first place is the creation of conditions for the education of a socially active personality;

The teacher must teach the child to learn - to be able to acquire knowledge himself, while the teacher retains the role of organizer of cognitive activity.

General classification

1.Discovery of new knowledge.

2. Reflection lessons.

3. Lessons of general methodological orientation.

4. Lessons on developmental control.

The educational objectives of the lesson are in the assimilation by students of a certain system of knowledge, the formation of general educational and special skills based on this knowledge.

General educational skills are:

Educational and organizational;

Educational and informational;

Educational and intellectual;

Educational and communicative.

Lesson stages according to Federal State Educational Standards

"Discovery of new knowledge"

1.Motivation in educational activities.

2.Updating and trial action.

3.Identification of the location and causes of the difficulty.

4.Building the project and solving the problem.

5.Implementation of the formed model.

6.Primary consolidation with speaking out loud.

7.Independent work with self-control.

8. Inclusion of knowledge and repetitions in the system.

9. Reflection on learning activities in the lesson.

Motivation

1.Creating conditions for the emergence of an individual internal need to carry out activities.

2.Updating the requirements for the student on the part of the teacher.

3. Establishing a thematic framework for activities.

Update and trial action:

1. Reproduced and recorded the skills, knowledge and abilities required to create a new model of behavior.

2. Activated mental operations and cognitive processes.

3. We activated the norm of educational action.

4.We tried to independently complete the task of applying new knowledge.

5. We recorded any difficulties that arose during the implementation of the trial action or during its justification.

Identifying problems

1.Analyzed all your actions.

2.Fixed the step or operation at which

there was a problem.

3. We correlated our own actions on the spot

difficulties with previously studied

ways and determined exactly what skill

not enough to solve the problem,

Algorithm for creating a lesson on discovering new knowledge

To make it easier to prepare for lessons and plan tasks, we offer a general algorithm that will help teachers design lessons of this type.

We identify and formulate new knowledge. Essentially, we must highlight the quintessence of what new things each student should learn in a lesson. The wording is important because this will essentially be the topic of your lesson.

Nuance: we not only formulate a new topic, but also indicate the range of issues that will be addressed. At this stage, two levels can be distinguished: the minimum that every student must learn, and the maximum that can be offered to strong students.

We model a way to discover new knowledge.
We identify mental operations that will be involved during the lesson.
We record those learning skills that will develop during this lesson.
In accordance with the compiled list of ZUN, we select exercises. These exercises will be implemented during the actualization phase.
In the selected exercises, we select those conditions that may cause difficulties. It is very important here to provide a way in which students will record these difficulties.
We model a project for constructing new knowledge, select possible ways to implement it, and fix the means necessary to create the project.
We draw up a test paper and create an objective and convenient standard for checking it.
We think over the form of work at each stage of the lesson. We choose the techniques that will be used at these stages.
We draw up a technological map of the lesson (summary).
We follow the compiled outline and make corrections and clarifications if necessary.

This is a general algorithm that will allow you to prepare a lesson in discovering new knowledge and foresee all the difficulties and difficulties. Now let's look at the structure of this type of lesson in more detail.

Lesson structure for discovering new knowledge

There are 9 stages for the lesson on discovering new knowledge.

1. Stage of motivation (self-determination) for educational activities

The main task of this stage is to create such conditions for the student to gather his inner self, prepare and aim at “conquering new heights.” The teacher must touch on all three layers of motivation:

“I want” - we arouse interest in the lesson, in the activity;
“must” - we bring the student to realize the importance and necessity of new knowledge;
“I can” - we define the thematic framework of knowledge, we demonstrate that impossible and extremely complex tasks are not foreseen.

Techniques for the motivation stage:

Psychological training.
Graphic dictation.
"Not really".
Rhyming beginning of the lesson.
Epigraph for the lesson.
Quoting statements of famous people, proverbs or sayings, riddles.
The beginning of the lesson with elements of theatrical performance.
Taking "Fantastic Supplement".
Reception "Speaker".
Emotional input into the lesson (music, auto-training).
Intellectual warm-up.
Reception "Traffic light".

2. Updating and recording individual difficulties in a trial action

The main goal of this stage is for each student to internally recognize the need to discover new knowledge and skills. A trial action will allow everyone to record their own individual difficulties.

Exercises for this stage should be selected so that students can:

remember what they already know and know about this topic;
activated the mental processes that will be needed to assimilate new knowledge: analysis, comparison, analogy, classification, synthesis, generalization.
When trying to independently complete the proposed task, they were able to identify difficulties and record them.

Techniques for the actualization stage:

Video.
Analysis of homework completion.
Lotto.
A problematic issue or problematic situation.
Role-playing plot.
Delayed guess.
Role reversal.
Theatricalization.
A number of associations.
Intellectual warm-up.
"Repair the chain" technique.
Blind text.
"IDEAL".

3. Stage of identifying the location and cause of difficulties

The main goal of this stage is to enable students to realize what exactly the difficulty is, what knowledge, skills and abilities they lack to solve the trial task.

The work at this stage is structured as follows:

Students analyze their attempts to complete a test task and say out loud what they did and how they did it.
During the analysis, everyone records for themselves that step, that moment in the decision at which they “stumbled” - this is a trouble spot .
This stage of work ends with students remembering how they solved similar problems earlier and recording that now this knowledge is not enough for them. It is important to highlight what knowledge or skill is missing - this is the cause of the difficulty.

Techniques:

Brainstorm.
Leading dialogue.
"Bright Spot" technique.
Grouping.
Speculation.
"Bird Market" technique - students pronounce the new rule together (not in chorus, but all at once and out loud).

4. Stage of constructing a project to get out of the current situation

The main goal of this stage: formulating the main goals and topics of the lesson, choosing a way to solve the problem, choosing a method and means.

The work is structured like this:

Students talk through the problem of difficulties and make assumptions: what kind of new knowledge or new skill will help them solve the difficulty.
Based on these assumptions, the main goal of the lesson and its topic are formulated (the teacher can adjust the topic and goals of the lesson).
A method is chosen that will allow one to gain new knowledge:
- Method of clarification (if the method can be constructed from what students already know)
- The method of addition requires the introduction of new practices and skills.
The means by which the new topic will be studied are selected: formulas, already studied rules, concepts, algorithms, models, etc.

Techniques:

Business games.
Goal tree.
Press conference.
Experiment.
Problem series.
Leading dialogue.

5. Implementation of the completed project

The main goal of this stage: students themselves create an exit project and try to put it into practice. It is important here that the chosen new action is capable of resolving not only the difficulty that has already been fixed, but solving all problems of this type.

Techniques:

Questions to the text.
Report.
Catch the mistake.
Press conference.
Problem dialogue.
Fantastic supplement.
Business games.
Problematic search.
Diamond of associations.

6. Stage of primary consolidation with pronunciation in external speech

At this stage, students are offered several typical tasks on a new topic. Now students (in pairs, in groups) solve tasks for a new, developed project and be sure to talk through each stage, explain and justify their actions.

Techniques:

Commentary reading.
Questions to the text.
Catch the mistake.
Delayed guess.
Press conference.
Presentation.
"Snowball" technique.
Relay story.
"Surprise" technique.
Auction.
Advertising.
Table "? + !".

7. Stage of independent work with verification against the standard

At this stage, students independently complete standard tasks, check them against the proposed standard, first themselves, then with each other.

The teacher's task is to create a situation of success for each student.

Techniques:

Business games.
"Yes-no" technique.
Find a match.
Creative

MAIN STEPS OF A MODERN LESSON

organizational moment, characterized by the external and internal (psychological) readiness of students for the lesson;

checking homework;

testing students' knowledge and skills to prepare for a new topic;

setting the lesson goal for students;

organization of perception and comprehension of new information;

initial check of understanding;

organizing the assimilation of methods of activity by reproducing information and exercising in its application (including changing options) according to a model;

creative application and acquisition of knowledge, mastering methods of activity by solving problematic problems built on the basis of previously acquired knowledge and skills;

generalizing what is learned in the lesson and introducing it into the system of previously acquired knowledge;

control over the results of educational activities carried out by the teacher and students, assessment of knowledge;

homework for the next lesson;

summing up the lesson.

DIVERSITY OF LESSON STRUCTURES OF DEVELOPMENTAL TYPE OF TRAINING

The structure of a lesson is a set of different options for interactions between the elements of a lesson that arises in the learning process and ensures its purposeful effectiveness.

Lesson structure for learning new material:

initial introduction of material taking into account the laws of the cognition process with high mental activity of students;

indicating what students should remember;

motivation for memorization and long-term retention in memory;

communication or updating of memorization techniques (working with memory support materials, semantic grouping, etc.);

primary consolidation under the guidance of a teacher through direct repetition and partial conclusions;

monitoring the results of primary memorization;

regular systematic repetition at short and then longer intervals in combination with various requirements for reproduction, including differentiated tasks;

internal repetition and constant application of acquired knowledge and skills to acquire new ones;

frequent inclusion of supporting material for memorization in knowledge control, regular assessment of the results of memorization and application.

The structure of the lesson to consolidate and develop knowledge, skills and abilities:

telling students the purpose of the upcoming work;

reproduction by students of the knowledge, skills and abilities that will be required to complete the proposed tasks;

students completing various assignments, tasks, exercises;

checking the completion of work;

discussion of mistakes made and their correction;

homework assignment (if necessary).

Structure of a lesson on developing skills and abilities:

setting the lesson goal;

repetition of formed skills and abilities that are a support;

conducting testing exercises;

familiarization with new skills, showing a sample of formation;

exercises to master them;

exercises to consolidate them;

training exercises based on a model, algorithm, instructions;

transference exercises to a similar situation;

creative exercises;

lesson summary;

homework assignment.

Review lesson structure:

organization of the beginning of the lesson;

setting educational, educational, developmental goals;

checking homework aimed at repeating basic concepts, conclusions, fundamental knowledge, skills, methods of activity (practical and mental). In the previous lesson, knowing about the upcoming repetition, you need to select the appropriate homework;

summarizing the results of repetition, checking the results of educational work in the lesson;

homework assignment.

Structure of a knowledge test lesson:

organization of the beginning of the lesson. Here it is necessary to create a calm, business-like environment. Children should not be afraid of tests and tests or worry excessively, as the teacher checks the children’s readiness for further study of the material;

setting the lesson objective. The teacher tells the students what material he will be testing or monitoring. Asks children to remember the relevant rules and use them at work. Reminds students to check their work themselves;

summing up the lesson. The teacher selects good student work, analyzes mistakes made in other works and organizes work on mistakes (sometimes this takes the next lesson);

identification of typical errors and gaps in knowledge and skills, as well as ways to eliminate them and improve knowledge and skills.

Structure of a lesson on applying knowledge, skills and abilities:

organization of the beginning of the lesson (psychological mood of students);

message about the topic of the lesson and its objectives;

learning new knowledge necessary to develop skills;

formation, consolidation of primary skills and their application in standard situations - by analogy;

exercises in applying knowledge and skills in changed conditions;

creative application of knowledge and skills;

skills exercise;

homework;

summary of the lesson with an assessment of the work done by students.

Structure of a repeating and generalizing lesson:

Organizing time;

the teacher's introductory speech, in which he emphasizes the significance of the material of the topic or topics studied, communicates the purpose and plan of the lesson;

completion by students individually and collectively of various types of oral and written tasks of a generalizing and systematizing nature, developing generalized conceptual knowledge based on a generalization of facts and phenomena;

checking the progress of work, making adjustments (if necessary);

formulating conclusions based on the studied material;

assessment of lesson results;

summarizing;

homework (not always).

The structure of a combined lesson (it usually has two or more didactic goals):

organization of the beginning of the lesson;

checking homework, setting lesson goals;

preparing students to perceive new educational material, i.e. updating knowledge and practical and mental skills;

studying new material, incl. and explanation;

consolidation of the material studied in this lesson and previously covered, related to the new one;

generalization and systematization of knowledge and skills, connection of new ones with previously acquired and formed ones;

summarizing the results of the lesson;

homework assignment;

preparation (preliminary work) necessary for students to study a new topic (not always).

Structure of lessons for innovative teachers:

Teaching system L.V. Flywheel:

overview type story on the entire topic;

lesson of students asking teacher questions and additional clarifications

lesson - practical work;

a general lesson with task cards that focus on identifying and mastering the main elements of educational material;

final survey on theoretical material;

solving problems on the topic using microcalculators.

The lesson system developed by N.P. Guzik for studying each topic:

lessons of theoretical analysis of the material by the teacher;

lessons on independent analysis of the topic by students (divided into groups) according to a given program, plans, algorithms;

lessons-seminars;

workshops;

lessons of control and evaluation.

The lesson system proposed by R.G. Khazankin:

lesson-lecture on the entire topic;

lessons-solving key problems;

lesson-consultation;

test lesson.

Lesson -the main component of the educational process. The educational activities of the teacher and the student are largely focused on the lesson. That is why the quality of students’ preparation in a particular academic discipline is largely determined by the level of the lesson, its content and methodological content, and its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own concept, beginning and ending, like any work of art.

How to construct such a lesson? How to make sure that the lesson not only equips students with knowledge and skills, the significance of which cannot be disputed, but that everything that happens in the lesson arouses sincere interest in children, genuine passion, and shapes their creative consciousness? The recommendations below may help the teacher in preparing such a lesson. We will present them in the sequence in which the lesson is being prepared. So:

1. The first thing to start preparing for the lesson:

· clearly define and formulate its topic for yourself;

· determine the place of the topic in the training course;

· identify the leading concepts on which this lesson is based, in other words, look at the lesson retrospectively;

· and, conversely, identify for yourself that part of the educational material that will be used in the future, in other words, look at the lesson through the prism of the perspective of your activity.

2.Identify and clearly formulate for yourself and separately for students the target setting of the lesson - why is it needed at all? In this regard, it is necessary to identify the teaching, developing and educating functions of the lesson.

3.Plan training material

To do this you need:

Select literature on the topic. At the same time, if we are talking about new theoretical material, you should try to ensure that the list includes a university textbook, an encyclopedic publication, a monograph (primary source), and a popular science publication. It is necessary to select from the available material only that which serves to solve the assigned problems in the simplest way.

Select training assignments , the purpose of which is:

·learning new material;

· playback;

·application of knowledge in a new situation;

·application of knowledge in an unfamiliar situation;

·creative approach to knowledge.

Arrange learning tasks in accordance with the principle “from simple to complex.”

Create three sets of tasks:

· tasks that lead the student to reproduce the material;

· tasks that help the student comprehend the material;

· tasks that help the student retain the material.

4.Think over the “highlight” of the lesson.

Each lesson should contain something that will cause surprise, amazement, delight to the students - in a word, something that they will remember when they forget everything. This could be an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

5.Group the selected educational material.

To do this, think about the sequence in which work with the selected material will be organized, and how the students’ activities will change.

The main thing when grouping material is the ability to find a form of lesson organization that will cause increased student activity, rather than passive perception of new things.

6.Plan monitoring of student activities in the lesson , why think:

what to control;

· how to control;

· how to use the control results.

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

7.Prepare equipment for the lesson. Make a list of necessary educational visual aids, instruments, etc. Think about the type of chalkboard so that all new material remains on the board in the form of a supporting note.

8.Think over homework assignments : its content, as well as recommendations for its implementation.

9.The lesson prepared in this way should be included in the notes. What to remember when cooking lesson notes ? The summary should contain three main parts:

·formal;

·analytical.

The formal part looks like this:

Lesson No.__________

Subject:____________

Target:____________

Tasks:

training:_____________________

developing:_________________

raising:_______________

Equipment:________________ ______________________________

The sequence of individual stages of the lesson.

1 .texts of all assignments, new educational material, problem solving, recommendations for completing homework.

2. a table that records what the teacher and students do at what stage of the lesson. It might look like this:

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

 clear formulation of educational objectives in general and their constituent elements, their connection with developmental and educational objectives. Determining the place in the general system of lessons;

 determining the optimal content of the lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of training and preparedness of students;

 predicting the level of students’ mastery of scientific knowledge, the development of skills and abilities both in the lesson and at its individual stages;

 selection of the most rational methods, techniques and means of teaching, stimulation and control, their optimal impact at each stage of the lesson, a choice that ensures cognitive activity, a combination of various forms of collective and individual work in the lesson and maximum independence in student learning;

 implementation of all didactic principles in the lesson;

 creating conditions for successful learning of students.

Psychological purpose of the lesson:

1. Designing the development of students within the study of a specific academic subject and a specific lesson;

2. Taking into account the psychological task of studying the topic and the results achieved in previous work in the target setting of the lesson;

3. Provision of separate means of psychological and pedagogical influence of methodological techniques that ensure the development of students.

Lesson style:

1. Determination of the content and structure of the lesson in accordance with the principles of developmental education:

 the ratio of the load on students’ memory and their thinking;

 determining the volume of reproductive and creative activity of students;

 planning the assimilation of knowledge in finished form (from the words of the teacher, from a textbook, manual, etc.) and in the process of independent search;

 implementation of problem-heuristic learning by the teacher and students (who poses the problem, formulates it, who solves it);

 taking into account the control, analysis and assessment of schoolchildren’s activities carried out by the teacher, and mutual critical assessment, self-control and self-analysis of students;

 the ratio of encouraging students to act (comments that evoke positive feelings in connection with the work done, attitudes that stimulate interest, volitional efforts to overcome difficulties, etc.) and coercion (reminders of grades, harsh remarks, notations, etc. ).

2.Features of teacher self-organization:

 preparedness for the lesson and most importantly - awareness of the psychological goal, internal readiness for its implementation;

 working well-being at the beginning of the lesson and during its course (composure, alignment with the topic and psychological purpose of the lesson, energy, persistence in achieving the set goal, an optimistic approach to everything that happens in the lesson, pedagogical resourcefulness, etc.);

 pedagogical tact (cases of manifestation);

 psychological climate in the lesson (maintaining an atmosphere of joyful, sincere communication, business contact, etc.).

Organization of cognitive activity of students:

1. Determination of measures to ensure conditions for productive work of thinking and imagination of students:

 planning ways for students to perceive the objects and phenomena being studied and to comprehend them;

 use of attitudes in the form of persuasion, suggestion;

 planning conditions for sustained attention and concentration of students;

 use of various forms of work to update in students’ memory previously acquired knowledge and skills necessary for the perception of new ones (conversation, individual questioning, repetition exercises);

2.Organization of students’ thinking and imagination activities in the process of forming new knowledge and skills;

 determination of the level of development of knowledge and skills among students (at the level of concrete sensory representations, concepts, generalizing images, “discoveries”, formulation of conclusions);

 reliance on psychological patterns of formation of ideas, concepts, levels of understanding, creation of new images in the organization of mental activity and imagination of students;

 planning methods and forms of work that ensure the activity and independence of students’ thinking (a system of questions, creating problem situations, different levels of problem-heuristic problem solving, using problems with missing and redundant data, organizing students’ search and research work in the classroom, creating surmountable intellectual difficulties during independent work, increasing the complexity of tasks in order to develop students’ cognitive independence);

 management of increasing the level of understanding (from descriptive, comparative, explanatory to generalizing, evaluative, problematic) and the formation of reasoning and inference skills;

 use of various types of creative work by students (explaining the purpose of the work, the conditions for its implementation, training in the selection and systematization of material, as well as processing the results and design of the work);

3. Consolidation of work results:

 developing skills through exercises;

 training in the transfer of previously acquired skills and abilities to new working conditions, prevention of mechanical transfer.

Student organization:

1.students’ attitude to learning, their self-organization and level of mental development;

2. possible groups of students according to their level of learning, taking these circumstances into account when determining the combination of individual, group and frontal forms of student work in the lesson.

Taking into account the age characteristics of students:

1. lesson planning in accordance with the individual and age characteristics of students;

2. conducting a lesson taking into account strong and weak students;

3.differentiated approach to strong and weak students.

1.temperature conditions;

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

3. lighting;

4.prevention of fatigue and overwork;

5. alternation of activities (changing listening to performing computational, graphic and practical work);

6. timely and high-quality physical education sessions;

7. maintaining the correct working posture of the student;

8. correspondence of classroom furniture to the height of the student.

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

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

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

4.an atmosphere of goodwill and active creative work should dominate;

5. whenever possible, the types of activities of students should be changed, and various teaching methods and techniques should be optimally combined.

The structure of a lesson is a set of lesson elements that ensures its integrity and the preservation of basic teaching and educational properties in various options. The structure of a lesson is determined by the composition and sequence of its parts (stages), from which any type of lesson is constructed. The components (elements) of the lesson are closely interconnected and are carried out in a certain sequence.

The lesson stage is the division of the lesson into time periods. When describing each stage of the lesson, the time allocated for this stage is indicated. Each stage has its own content, methods, and forms of organizing the activities of the teacher and students. Sometimes the stages of a lesson are distinguished by its content. The ratio of lesson stages naturally changes depending on the content and didactic goals, methods and use of technical teaching aids.

THAT. The structure of a lesson is a directed connection of components in the system, i.e. directed interaction of lesson stages, interaction including the activities of the teacher and students.

Thus, the content of the academic discipline " Ecology ", implemented through the structure of the lesson, can be presented in the form of the following parts or stages:

I. Organizational moment

II.Checking previously studied material (homework survey);

III. Updating knowledge;

IV. Learning new material;

V. Consolidation of new material (Generalization and systematization of knowledge);

VI. Lesson summary or grade correction;

VII. Homework.

The name of the type of lesson often determines the “leading stage”: in a lesson of studying new material, the leading stage of the same name, and parts “Checking previously studied material”, the stage “Generalization and systematization of knowledge” may be absent; in the structure of a control lesson, parts III may be missing, etc. d.

The leading stage determines the main function of the lesson:

A lesson in learning new things performs a motivational and orientational function, presents the conceptual apparatus of the topic, and reveals in general the content of the section (topic);

Lesson of consolidation and repetition; a generalizing lesson contributes to the implementation of the plan presented at the staged lesson; include solving tasks for the purpose of mastering, consolidating, practicing practical skills, etc.;

The lesson of control and correction of knowledge is intended to identify the actual level of mastery of the topic.

It is known that the structure of the lesson influences the learning process, favors or inhibits its development. When designing any type of lesson, it is necessary to take into account that the didactic task is related to the way of organizing the educational process, and teaching methods determine the selection of pedagogical means.

Designing a lesson involves considering it in the content and methodological logic of the educational and pedagogical process as a whole. School practice and pedagogical research convince us that the most successful lesson structure cannot be universal. Freedom to choose the structure of the lesson, methods and means of teaching presupposes the scientific validity of the lesson structure: the logic of presentation of the material, reliance on didactic principles, etc.

Let's consider the main types and types of lessons on ecology and their structure:

1 type: Learning new material.

In the lesson of studying new material, the activities of the teacher and students include work methods that contribute to the formation of scientific concepts, the disclosure of patterns in the processes and phenomena being studied, supported by scientific facts, in order to lead schoolchildren to a certain conclusion, the formulation of a law, and teach specific methods of scientific research. These tasks predetermine the choice of various ways to organize the educational process through the use of experimental teaching aids.

Types of lesson:

Lesson-lecture,

Lesson with elements of conversation

Lesson-seminar,

Lecture with presentation elements

Lesson with demonstration of experience,

Lesson conference,

Lesson-excursion,

Independent research work,

Film lesson,

Mixed lesson.

The purpose of the lesson: learning new knowledge and its primary consolidation.

Lesson structure:

A lesson in learning new material includes:

Primary introduction of material taking into account the laws of the cognition process with high mental activity of students;

Indicating what students should remember;

Motivation for memorization and long-term retention in memory;

Message or updating of memorization techniques (working with memory support materials, semantic grouping, etc.);

Primary consolidation under the guidance of a teacher through direct repetition, partial conclusions;

Monitoring the results of primary memorization;

Regular systematic repetition at short and then longer intervals in combination with various requirements for reproduction, including differentiated tasks;

Internal repetition and constant application of acquired knowledge and skills to acquire new ones;

Frequent inclusion of supporting material for memorization in knowledge control, regular assessment of the results of memorization and application.

What all these types of lessons have in common is that the lesson time is allocated for students to work with new material, during which they apply all sorts of methods for activating the cognitive activity of schoolchildren: giving the presentation of new material a problematic nature, the teacher’s use of vivid examples and facts, involving students in discussing them, reinforcing certain theoretical positions with their own examples and facts, the use of visual-figurative material and technical teaching aids.

All this is aimed at a meaningful and deep explanation of new material by the teacher and the ability to maintain the attention and mental activity of students when working with it. In addition, what is common is that during the lesson, while learning new material, work is also going on to organize and consolidate what has been previously learned. It is impossible to study new material without remembering, without analyzing, without relying on the material already covered, without applying it to the conclusions of some new provisions.

Type 2: Lesson to consolidate knowledge and develop skills.

A lesson in which consolidation, repetition of knowledge, and the formation of skills and abilities takes place may include the following types of lessons:

Types of lesson:

Lesson with problem solving,

Lesson-excursion,

Laboratory and practical work,

Business game,

Round tables,

Lesson - discussion.

The purpose of the lesson: Secondary consolidation of acquired knowledge, development of skills for their application.

Lesson structure:

I. Organization of the beginning of the lesson (2 minutes). Interest children, attract their attention to the lesson, communicate the topic and purpose of the lesson.

II. Checking homework (3 minutes). A certain level of mastered material from the previous topic and preparation of schoolchildren to perceive new information.

III. This part is changing.

IV. Monitoring and self-testing of students' knowledge.

V. Summing up the lesson (2 minutes). Find out what the children learned in the lesson, what new things they learned and justify the assessment of students’ knowledge.

VI. Homework information (3 minutes). Report homework and explain how to complete it.

The lesson on consolidating and developing knowledge, skills and abilities includes:

Informing students about the purpose of the upcoming work;

Reproduction by students of the knowledge, skills and abilities that will be required to complete the proposed tasks;

Students completing various assignments, tasks, exercises;

Exercises to master them;

Exercises to consolidate them;

Training exercises according to the model, algorithm, instructions;

Transference exercises to a similar situation;

Creative exercises;

Checking completed work;

Discussion of mistakes made and their correction;

Lesson summary; homework assignment (if necessary).

Type 3: Lesson of generalization and systematization of knowledge.

A lesson of this type is aimed at solving two main didactic tasks - establishing the level of students’ mastery of theoretical knowledge and methods of cognitive activity on key issues of the program, which are crucial for mastering the subject as a whole, and testing and assessing students’ knowledge, skills and abilities across all program material, studied over long periods - quarters, half-years and the entire year of study. Generalization and systematization lessons provide all the main types of lessons that are used within all five types of lessons.

Their specificity is that each time a lesson is taught, the teacher identifies questions in advance - problems for repetition, indicates in advance the sources that students need to use, conducts review lectures if necessary, assigns tasks to students for collective and group completion outside the lesson, and conducts consultations both group and individual interviews as students prepare for the upcoming lesson, gives recommendations for independent work.

A lesson in which generalization and systematization of knowledge takes place may include the following types:

Types of lesson:

Lesson-seminar,

Lesson-conference,

Generalized lesson

Lesson with independent written work,

Interview lesson,

Lesson discussion, debate.

In high school, the most common type of generalization and systematization lessons are lessons in which problem discussions are held, or seminar lessons in which certain content of the studied section of the program or program material as a whole is deepened or systematized, as well as lessons in which students purposefully (separately or in groups) solve creative problems of a theoretical or practical nature.

The purpose of the lesson: Generalization of student knowledge into the system. Testing and assessing students' knowledge.

This type of lesson is used when reviewing large sections of the material studied.

Lesson structure:

I. Organization of the beginning of the lesson (2 minutes). Interest children, attract their attention to the lesson, communicate the topic and purpose of the lesson.

III. Monitoring and self-testing of students' knowledge.

IV. Summing up the lesson (2 minutes). Find out what the children learned in the lesson, what new things they learned and justify the assessment of students’ knowledge.

V. Information about homework (3 minutes). Report homework and explain how to complete it. (Optionally)

Summary lesson includes:

Organizing time;

The teacher's introductory speech, in which he emphasizes the significance of the material of the topic or topics studied, communicates the purpose and plan of the lesson;

Students individually and collectively perform various types of oral and written tasks of a generalizing and systematizing nature, developing generalized skills, forming generalized conceptual knowledge, based on a generalization of facts and phenomena;

Checking the progress of work, making adjustments (if necessary);

Formulating conclusions based on the studied material;

Evaluation of lesson results;

Summarizing;

Homework (not always).

Type 4: Lesson of control and correction of students' knowledge, skills and abilities.

The lesson of control and correction of knowledge allows you to use all the available variety of verification methods: oral questioning; listening to special messages (mini-reports), written tests on flashcards, tasks and exercises from a special collection; written report on laboratory, practical work or excursions; programmed control. Each student can receive 3-4 grades in one lesson, which allows the teacher to fairly comprehensively assess the depth and range of existing knowledge, skills and abilities. A lesson of this type should not turn into a pursuit of an abundance of grades, since in general such work should benefit every student in the class.

Presented in the following types:

Types of lesson:

Lesson - test,

Lesson-exam,

Test.

The purpose of the lesson: Determine the level of knowledge, skills and abilities of students and identify the quality of students’ knowledge, reflection of their own activities.

Lesson structure:

I. Organization of the beginning of the lesson (2 minutes). Interest children, attract their attention to the lesson, communicate the topic and purpose of the lesson.

II. Main part. Learning new material (20 minutes). Scientific, exciting, accessible presentation of new material with the involvement of students.

III. Summing up the lesson (2 minutes). Find out what the children learned in the lesson, what new things they learned and justify the assessment of students’ knowledge.

IV. Reflection.

Lesson on control and correction:

Organization of the beginning of the lesson. Here it is necessary to create a calm, business-like environment. Children should not be afraid of tests and tests or worry excessively, as the teacher checks the children’s readiness for further study of the material;

Setting lesson objectives. The teacher tells the students what material he will be testing or monitoring. Asks the children to remember the relevant rules and use them in their work. Reminds students to check their work themselves;

Statement of the content of the test or test work. Assignments in terms of volume or degree of difficulty must correspond to the program and be feasible for each student;

Summing up the lesson. The teacher selects good student work, analyzes mistakes made in other works and organizes work on mistakes (sometimes this takes the next lesson);

Identification of typical errors and gaps in knowledge and skills, as well as ways to eliminate them and improve knowledge and skills.

5 type: Combined or mixed lesson.

This is the most common type in school practice. It solves didactic problems of all previous types. In the process of studying new material, you can organize its consolidation and application, and during consolidation, control the knowledge and use of this knowledge in various situations.

This type of lesson can be of the following types:

Types of lesson:

Workshop lesson,

Lesson-conference,

Lesson-seminar,

Test,

Lesson with demonstration,

Lesson-discussion.

The purpose of the lesson: Developing the skills to independently apply knowledge in a complex manner and transfer it to new conditions.

Lesson structure:

I. Organization of the beginning of the lesson (2 minutes). Interest children, attract their attention to the lesson, communicate the topic and purpose of the lesson.

II. Checking homework (3 minutes). A certain level of mastered material from the previous topic and preparation of schoolchildren to perceive new information (depending on the form of training, it may not be present).

III. Main part. Learning new material (20 minutes). Scientific, exciting, accessible presentation of new material with the involvement of students.

IV. Primary consolidation of knowledge (5 minutes). You can use special tasks after explaining new material. Conduct a conversation to develop skills and apply knowledge.

V. Summing up the lesson (2 minutes). Find out what the children learned in the lesson, what new things they learned and justify the assessment of students’ knowledge.

VI. Homework information (3 minutes). Report homework and explain how to complete it.

A combined lesson (usually it has two or more didactic goals) may include:

Organization of the beginning of the lesson;

Checking homework, setting lesson goals;

Preparing students to perceive new educational material, i.e. updating knowledge and practical and mental skills;

Studying new material, including explanation;

Consolidation of material studied in this lesson and previously covered, related to new ones;

Generalization and systematization of knowledge and skills, connection of new ones with previously acquired and formed ones;

Summing up the results of the lesson;

Homework assignment.

Traditional lessons have “+” and “-”:

Folk traditions in teaching ecology. According to the Concept of the educational subject "Ecology", the use of folk traditions can provide significant assistance in achieving the set learning goals. “Tradition (from Latin traditio - transmission) are elements of social and cultural heritage that are passed on from generation to generation and preserved in certain societies, classes and social groups for a long time” (Philosopher, encyclical dictionary, 1963). Traditions are norms of behavior, material and spiritual values, customs, etc. Folk traditions as a message of collective experience establish a historical connection between generations (V.Ya. Propp, 1946; Voytk E., 1972).

Tradition as a way of transmitting information evokes a certain attitude in people, which over time leads to the formation of stereotypes, especially in the sphere of actions, moral assessments, and emotions. The value system formed by folk traditions over time may turn out to be the most important factor in the socio-cultural orientation of society. In connection with the global deterioration of the state of the natural environment, it is necessary to build an education system so that any child, starting from preschool age, can feel, understand and accept the idea of the inextricable connection between man and nature, that is, gradually return to people's consciousness the idea of the interdependence of man and nature.

Pedagogical influences of traditions on students:

Adaptation: inclusion of an individual in economic activity from early childhood;

Training: communication of knowledge, demonstration of skills, independent learning through imitation; polishing skills, accumulating original experience.

Formation: orientation towards certain spiritual and moral values;

Education: specialized training in skills (eg trade);

Development, training and consolidation of skills, observation, ingenuity, independent search for one’s own techniques and methods;

Ecology lessons allow us to remind schoolchildren that every people, every nation has its own experience of interacting with nature. Folk culture of relations to nature is a storehouse of accurate and time-tested knowledge about the relationships in it. Ecological knowledge was a prerequisite for human survival at all stages of its historical formation and development. A reverent attitude towards nature was preserved in the life of the Russian state, as evidenced by the legal codes of Kievan Rus; Under Peter I, unauthorized cutting down of “ship timber” was punishable by death. Nature was protected not only by laws, but also by the people themselves.

An integral part of traditions is folklore (from the English “wisdom of the people”); varieties of colloquial genres of folklore - proverbs and sayings, riddles, jokes, legends, etc. The works of folklore embody national ideas of education and national traditions, they contain instructions and teachings, consecrated by the authority of generations and “transferred” to us for development.

Folklore has a powerful educational force, as it preserves the history, philosophy, and ethics of the people for future generations. Folk culture, like the language of the people, is a specific environment in which each of us lives; knowledge of origins, respect for the historical memory of generations influence the spiritual world of a person, help to understand the interconnection of phenomena in nature, the unity of man and nature, and as a result contribute to the formation of an ecological culture. The people were able to “spot”, notice and put into a vivid, memorable form environmental patterns that can be used in their own practical activities.

Introducing students to folk traditions is one of the conditions for the formation of national self-awareness, the development of a civic position, and the realization of creative potential. Understanding the ethnic characteristics of one’s people and interest in the culture of other peoples help to understand the role of each nation in historical development, develop mutually respectful principles of intercultural communication, and overcome interethnic barriers. A deep awareness of one’s roots contributes to the formation of the experience of an emotional and value-based attitude towards the world, the people around us, and nature. The inclusion of an ethnocultural component in the content of environmental education requires an appeal to the socio-historical memory of the people: students develop a knowledge system more effectively and develop a positive emotional and value-based attitude towards nature.

For each age period, its own folklore genre can be recommended as the most effective for achieving the goals of education and development. The older the student, the more often sayings and proverbs are included in the learning process. Experts consider them the most convenient form of oral transmission of knowledge from generation to generation. Sayings have complex genre features that make it difficult for children of preschool and primary school age to understand their meaning. Proverbs and sayings summarize a wide variety of knowledge about nature in a vivid, easy-to-remember, extremely laconic form. Memorizing them develops memory, thinking, and broadens your horizons.

In the educational process, the original nature of traditions is expressed in pedagogical techniques. We include proverbs and sayings in a separate part of the ecology lesson - “The ABC of Folk Wisdom” (the content of this structural part and its implementation in school practice are discussed in the third chapter).

Ways to organize students' learning activities in an ecology lesson. The psychological and pedagogical literature discusses the idea that joint educational and cognitive activities should equip students not only with knowledge, but also with ways to effectively assimilate it. Therefore, the function of teaching ecology is not only the students’ mastery of knowledge, but also the methods of activity during which knowledge can be obtained and reconstructed.

The very form of organization - the lesson - presupposes the variability of relationships in the "teacher-student" and "student-student" systems, which requires certain methods of pedagogical management of students' cognitive activity. The main methods of guiding students' learning activities in the classroom - individual and mass (frontal) - have evolved over the centuries of school operation, and this also includes group forms of learning activities.

Frontal learning provides the teacher with significant opportunities to manage the learning activities of students in the entire class; collective forms of educational activities create psychological prerequisites for learning in schoolchildren and stimulate activity in educational cognitive activity. However, frontal teaching to some extent weakens individual relationships in the “teacher-student” system and does not allow taking into account the individual capabilities of each specific student; does not take into account social relationships between students, but the development of group relationships is an important aspect of a real learning situation, which allows creating a favorable atmosphere for learning.

Individual work presupposes the individualization of training and the use of a differentiated approach, while frontal work is practically unable to provide this. Therefore, it is realistic that there is a certain percentage of students who do not take an active part in educational work. We cannot be satisfied with this situation, since the material of the course “Fundamentals of Ecology” requires the mandatory “entry” of each student into the topic being studied. Therefore, in a number of lessons containing a significant amount of information that requires not only students’ personal experience, memory, but also active thinking, we propose using group forms of work.

Group forms of work (GWF) in the classroom (ways of managing learning activities). Group learning is based on the following principles: 1) the idea of the uniqueness of the student’s personality (L.S. Vygotsky, A.N. Leontiev, V.V. Serikov, I.S. Yakimanskaya, etc.): the student’s personality acts as a subject of activity , a bearer of subjective experience that develops long before the influence of specially organized training at school; 2) the concept of value exchange (H.J. Liimets, R.L. Krichevsky), carried out in interpersonal interaction. In the process of interaction, such specific relationships as empathy, competition, sympathy develop, which are realized in emotional contacts through cooperation, personal communication, etc.

Group work teaches responsibility, subordination, readiness to help others, and partnership; contributes to the realization of cognitive goals, increases student productivity, develops their cognitive activity and independence; allows you to create broader social contacts for each student than is possible with traditional forms of the classroom system. The educational value of GFR also lies in the shared experience caused by solving problems as a group and forming their scientific beliefs on this basis (V. Okon, 1990).

The methodology for teaching ecology is based on the general principles of organizing GFR:

The principle of combination: the effectiveness of GFR is higher if they are combined with individual and frontal forms of educational work;

The principle of “mobility” of groups: staffing was carried out depending on the goals and objectives of the lesson. If the goal of the lesson is to achieve mastery of the basic material by each student, then groups of mixed composition were formed and the “strong” helped the “weak”; if the task was to master the material depending on the individual capabilities and abilities of the students, homogeneous groups were formed, each progressing at its own pace;

The principle of problem-solving: the task for the State Financial Research Unit represents a problem, the solution of which stimulates the active activity of schoolchildren;

The principle of collective responsibility: the group is responsible for the mastery of the material by each of its members; “mutual learning” in groups takes place through hard work and gives good results;

The principle of visual presentation of the results of the work: the result of the group’s work was presented visually in several versions (on the board according to a pre-prepared table form; on a group report sheet given to each group; in the form of a supporting summary compiled by each group);

The principle of a differentiated approach to learning: development of students in accordance with their abilities;

Taking into account the principles of group recruitment: dependence on specific goals of training and education; change of leaders and variation in group composition.