Instructions

Specify a specific location lesson in the system of classes on this topic. Is it related to previous and subsequent ones? lesson mi. Are program requirements and educational standards fully taken into account during preparation? Answer the question: what do you see as the specifics of what you have prepared? lesson?

Specify goals lesson. Separately describe educational and training tasks. Provide information about what special knowledge and competencies were needed during preparation.

Justify the choice of structure and pace lesson, the nature of interaction and students during teaching. Indicate the methods and tools used in the lesson.

Talk about how the lesson contributes to the development of certain skills.

Follow and write how the theoretical and practical parts were carried out lesson. How was the learning of the material monitored? Was there any independent work for students? If yes, then in what form.

Note whether there were any changes as a result compared to the original plan lesson. Determine which ones and why they arose. How did they influence the final result?

Tell us about the advantages and disadvantages of the conducted lesson. Draw conclusions. Remember that self-analysis lesson develops the teacher’s ability to critically and adequately evaluate the results of his activities and make the necessary adjustments in his work.

For any school teacher or university teacher, it is important to be able to evaluate their professional activities. Carrying out a self-analysis of the lesson allows the teacher to identify shortcomings and weaknesses in the presentation of educational material, as well as adjust the plan for future educational activities. When analyzing a lesson, it is advisable to adhere to a certain structure and sequence.

Instructions

Evaluate the extent to which the lesson corresponded to the training session, its goals and objectives. Understand for yourself what caused possible discrepancies in the structure of the training event conducted and what was planned. If necessary, make changes to the structure, for example, by changing the sequence of its parts or their duration.

Determine whether the location of the lesson has been chosen correctly. In some cases, for high-quality presentation of educational material, the presence of visual aids or technical means is required. Could these funds be used more fully?

Answer the question how reasonable is the choice of the nature of the interaction and the trainees. Doesn’t the lesson turn into a monologue from the teacher, how much feedback and clarifying questions does he provide, how clear is the lesson material?

Write down in your self-analysis how you think the lesson combines the component and practical parts. Does it make sense to increase the amount of time spent practicing skills related to the course material?

Video on the topic

Does a person need introspection? Of course yes. And especially for those people who strive to become individuals. Why is becoming an individual the goal of many people? Because only those who comprehend their nature and essence become individuals. A person no longer lives simply because he was born, but knows how to think broadly, studies the world around him and his significance in it. You will need a notebook with many pages. It serves to record your spontaneous thoughts, experiences and emotions at any time. For a complete introspection but you need to analyze several moments of your life.

You will need

• Notebook, colorful pens

Instructions

Analyze your relationship with the opposite sex. Put everything on the back burner and have an honest conversation with yourself. Remember all those for whom you had feelings, who you liked, with whom you would like to connect your life. What did they have in common? What attracted you to them? Perhaps it's eye color, financial well-being or a successful career? Remember the reason for breaking up with each of them. In what cases did you break up completely, and in what cases did you remain friends? This will help you understand where you made mistakes that led to your relationship breaking up, and what helped you remain friends.

If your work has been reviewed and a reviewer has made suggestions or comments about it, consider their feedback. Do you agree with the corrections and comments? Scientific work presupposes independent research and freedom in drawing conclusions, so you have the right to challenge the review. Naturally, this is necessary in an adequate manner, observing scientific controversy.

Try to evaluate yourself. What did you succeed in doing? work, and what seemed difficult and required help? Are you satisfied with your work or would you like to redo something? What are the prospects for further work do you see now? Whatever the outcome, don’t stop there, there is no limit to perfection!

Motivating employees to better perform their job duties can be monetary or intangible. Of course, the first is always preferable, but you shouldn’t forget about the second option. Attention to employees from management is highly valued.

Instructions

Start writing your motivation with the goals you want to achieve. This could be an increase in labor productivity, an increase in the influx of new clients, processing more information, creating a favorable environment in the team, etc. The methods used to achieve a positive result depend on this.

Consider how performance indicators will be taken into account. This is easy for sales organizations. The one who brings in the most money is the best employee. But how much benefit did the conductor bring? In this case, writing a general motivation based on the hours spent on work is suitable.

The best motivation for software managers is the percentage of deals made. If this has already been entered, write down the competition for the best in the provision. Indicate how much money is due from new clients, and how much from existing ones. The person who meets or exceeds these requirements will receive an additional bonus.

Additionally, post a photo of the winner on your corporate website or honor board. Describe his achievements. This motivates others to achieve the same high results.

Employees who are not involved in making money for the company also need to be motivated. Even if enough funds are not allocated for this, try to designate certain bonuses for them. This could be voluntary health insurance at half the cost, tickets to performances, trips to the spa, etc. Give gift certificates to the best employee. If you are a publishing company, all this can be obtained through barter without spending government money.

Include in your motivation corporate parties celebrating the day, the end of the year, etc. They can even be carried out in. The main thing is that the manager prepares and delivers a speech in which gratitude for the work was expressed not only to the departments that bring in the money, but also to those who provide their work.

Video on the topic

Sources:

• how to write a motivated statement in 2019

Tip 8: How to write a self-analysis of teaching activity

Introspection pedagogical activities is a document that the teacher himself draws up in order to assess the level of growth of his skills over the past three years and demonstrate it to regulatory organizations. In general, self-analysis for teachers of various disciplines has a single structure.

Instructions

As an epigraph, you can choose a quote from classics or authors. In the introduction, write the main principle that guides you in your teacher's room. This will interest the reviewer and give him the opportunity to immediately evaluate you as a versatile person with his own position on key issues.

Begin the main part by indicating your teaching experience and current place of work. Describe the basic and additional workload that you bear in the educational institution (class management, clubs, yourself activities etc.) You can mention the name of the training courses you teach.

The structure of self-analysis of pedagogical activities, regardless of which one you are applying for, is this:
- results of work in accordance with state educational standards;
- correlation of work results with the set goals and stated objectives;
- understanding the value of one’s work in the context of educational work as a whole.

Write about the achievements of your students: participation in competitions and olympiads, receiving awards, and their subsequent studies in higher educational institutions. Describe what you see as the ultimate goal of your work (the development of what skills and abilities in students) and what methods you use to achieve this.

Finding the place and significance of your work in the context of the entire educational process is perhaps the most difficult place of self-analysis. You are required to demonstrate an understanding of how the discipline you teach relates to other subjects and courses, what the significance of your

Topic: “Self-analysis of the lesson in the context of the Federal State Educational Standard.”

“Each lesson should be a task for the teacher, which he must carry out, thinking about it in advance: in each lesson he must achieve something, take a step further and force the whole class to take this step” K. D. Ushinsky

SELF-ANALYSIS OF A LESSON ON GEF

Improving the teacher’s skills and the educational process largely depends on well-organized self-analysis of the lesson. The teacher experiences difficulties in modeling and designing a modern lesson; it is self-analysis that will allow him to identify the reasons for the lack of effectiveness in solving certain teaching and educational tasks in the lessons, and take them into account in the further design of the teaching and educational process. For a teacher, introspection of a lesson and reflective activity in general become especially important, because a teacher who has not learned to comprehend his own actions, who does not know how to look back and restore the course of the lesson, is unlikely to ever truly deeply master the second generation Federal State Educational Standard.

Self-analysis of the lesson -

This is a mental decomposition of a lesson taught into its components with deep penetration into their essence, tasks in order to evaluate the final result of one’s activities by comparing what was planned with what was carried out, taking into account the successes and advancement of students. Without self-analysis it is impossible:

Build a holistic training system;

Improve skills, develop creative abilities;

Summarize best teaching practices;

Reduce time spent on technical work;

Ensure psychological comfort and self-defense of the teacher.

Lesson self-analysis as one of the tools for teacher self-improvement, formation and development of his professional qualities makes it possible:

to form and develop creative consciousness, manifested in the ability to formulate and set goals for one’s own activities and the activities of students;

develop the ability to establish connections between the conditions of your pedagogical activities and means of achieving pedagogical goals;

develop the ability to clearly plan and anticipate the results of one’s teaching work;

to form the pedagogical self-awareness of the teacher, when he gradually begins to see and understand the necessary and essential connection between the method of his actions and the final result of the lesson.

The ability of a teacher to plan, organize, control, and regulate his teaching activities largely depends on the ability to analyze his own lesson, specific pedagogical situations that arise during it, the results of pedagogical influences on the student, and the results of his work. The pedagogical skill of the teacher and the productivity of his teaching work largely depend on the self-analysis of the lesson.

Basic requirements for teacher analysis of a lesson:

The purpose and task of analyzing the topic;

Knowledge of the basics of didactics, psychology, methodology, programs, regulatory requirements and methodological recommendations;

The ability to highlight positions and indicators by which you need to analyze your lesson;

Characteristics of students’ characteristics and their consideration in class work;

Justification of educational, educational and developmental objectives of the lesson;

The validity of the intended lesson plan, its type, structure, content, methods and means;

Psychological and pedagogical assessment of the system of educational tasks, assignments and exercises performed by students in class;

Assessing the development of students’ independent thinking at various stages of the lesson;

Completing the planned objectives of the lesson;

Assessing the pedagogical appropriateness of actions and facts in the lesson;

The ability to show the relationship between the stages of a lesson and evaluate them;

Satisfaction (dissatisfaction) with the lesson conducted (or its individual stages);

Planned measures to eliminate deficiencies.

Self-analysis and self-assessment of the lesson by the teacher .

During self-analysis of the lesson, the teacher gives:

A brief description of the goals set and analysis of their achievement;

Information about the volume of material and the quality of its assimilation by students;

Characteristics of the methods used to work with students and evaluates them;

Assessing the activity of students and justifying the methods used to organize their work;

Self-assessment of individual aspects of one’s activities (speech, logic, nature of relationships with students).

In conclusion, the teacher expresses his suggestions for improving the quality of the lesson and outlines measures to improve his teaching skills.

Lesson Self-Reflection Levels

1. Emotional– an involuntary level when a teacher feels satisfied or dissatisfied with his teaching activities.

2. Evaluative, when the compliance of the lesson result with the intended goals and plan is assessed.

3. Methodical, when the lesson is analyzed from the perspective of existing requirements for the lesson.

4. Reflective when the causes and consequences arising from them are determined. This is the highest level of analysis, for the implementation of which it is necessary to involve psychological and pedagogical theory.

Among the main disadvantages of lesson analysis by teachers are: the unsystematic nature of the analysis, too general comments on the lesson, the desire to retell the lesson, highlighting unimportant advantages and disadvantages, the indecisive nature of the analysis, etc.

During self-analysis, many teachers find it difficult to explain (prove) the appropriateness of choosing certain teaching methods and the structure of the lesson, their dependence on the content of the educational material, the goals of the lesson, and the level of preparation of students in a particular class.

Self-analysis of the lesson makes it possible to:

Correctly formulate and set goals for your activities and the activities of students in the lesson;

Develop the ability to establish connections between the conditions of one’s teaching activities and the means of achieving goals;

To develop the ability to clearly plan and anticipate the results of one’s teaching work;

Form a student’s self-awareness when he begins to see the connection between methods of action and the final result of the lesson.

Self-analysis of the lesson - a means of teacher self-improvement

We often face a problem: by what criteria should we evaluate a modern lesson, how best to analyze its effectiveness and quality? The lesson, as if in focus, concentrates all the activities of the teacher, his scientific training, pedagogical skills, methodological skills, and the ability to organize the independent work of all schoolchildren. The real value of a lesson is its result; the degree of mastery of the material by students. The main criteria for assessing a lesson include, first of all, compliance with the principles of teaching, as well as the criteria for assessing the activities of the school, approved by the Ministry of Education. Based on these requirements, we can analyze the very structure of the educational process in the lesson, identify the optimality of tasks, the rationality of the lesson content chosen by the teacher, forms and methods of teaching. But the effectiveness of teaching is ultimately determined not by what the teacher wanted to give, but by what the students received during the lesson. Therefore, when assessing a lesson, it is necessary to identify the level of solution of all its main tasks - educational, educational, as well as development tasks for schoolchildren. Analysis and self-analysis of the lesson should be aimed at comparing the put forward general educational, educational and developmental goals with the achieved results. The purpose of the analysis is to identify methods and techniques for organizing the activities of the teacher and students in the classroom, which do or do not lead to positive results. The main task in this case is to find reserves for increasing the effectiveness of the work of teachers and students.

Types of lesson analysis and self-analysis

1 – short (evaluative) analysis is a general assessment of the teaching and educational function of the lesson, the achievement of the main goals and objectives;

2 – structural ( step-by-step) analysis is the identification and assessment of the dominant structures (elements) of the lesson, their appropriateness, ensuring the development of students’ cognitive abilities;

3 – system analysis – this is consideration of the lesson as a single system from the point of view of solving the main didactic task and simultaneous solution of the developmental tasks of the lesson, ensuring the formation of knowledge, skills and abilities of students, their mastery of learning methods;

4 – full analysis – this is a system of aspect analyses, including assessment of the implementation of lesson objectives, carried out with the aim of studying and analyzing all aspects 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 – this is an assessment (simultaneous) of the main didactic goal of the lesson and structural elements;

7 – psychological analysis – this is the study of fulfilling the psychological requirements for the lesson (ensuring the cognitive activity of students of the developmental type);

8 – didactic analysis – this is an analysis of the main didactic categories (implementation of the principles of didactics, selection of methods, techniques and means of teaching and learning schoolchildren, didactic processing of lesson material, pedagogical guidance of students’ independent cognitive activity, etc.);

9 – aspect analysis – this is a consideration of individual elements of a lesson from the point of view of some aspect or a separate goal of the lesson in connection with the results of students’ activities;

10-comprehensive analysis - in the unity and interconnection of goals, content, forms and methods of lesson organization.

The most common types of analysis are complete, comprehensive, brief and aspectual.

Main types of analysis of a modern lesson –

Brief Analysis- is carried out immediately after the lesson and is not final. It gives rise to another analysis. While observing a lesson, the analyzer evaluates the fulfillment of the goal or lesson and compares the tasks and the result obtained with the predicted one.

Structural analysis- is the basis for all analyzes and is carried out after the summary. It determines the logical sequence and interrelation of the structural elements of the lesson and highlights the dominant stages of the lesson.

System analysis - This is the consideration of a lesson as a single system from the point of view of solving the main didactic task and at the same time solving the developmental tasks of the lesson, ensuring the formation of knowledge, skills and abilities of students, and their mastering of teaching methods. Combined analysis- this is an assessment of the main didactic goal of the lesson and structural elements.

Aspect analysis- carried out on a structural basis. The main attention is paid to the analysis of one aspect of the lesson:

Purpose of the lesson;

Lesson structure and organization;

Teacher's activities in the classroom;

Student activities in the lesson;

Homework;

Sanitary and hygienic conditions of the lesson;

Psychological aspect of the lesson.

Comprehensive analysis- this is a simultaneous analysis of the didactic, psychological and other foundations of the lesson (most often the lesson system)

Full analysis is a system of aspect analyses. A complete analysis can be carried out simultaneously by several analyzers or is the sum of generalized conclusions on all aspects of the lesson. It is carried out during the certification of a teacher, when summarizing teaching experience, or a conflict situation with a teacher. We recommend an approximate diagram of a complete lesson analysis, on the basis of which you can easily create a diagram of any type of analysis. We offer questions that will help a teacher of any subject conduct self-analysis of the lesson.

Full lesson analysis includes:

Lesson Objective Analysis

Analysis of the structure and organization of the lesson

Analysis of lesson methodology (teacher activities)

Analysis of students' work in class

Homework analysis

Assessment of sanitary and hygienic conditions of the lesson

Psychological analysis of the lesson(conducted by a psychologist)

GENERAL CONCLUSIONS ABOUT THE LESSON

SELF-ANALYSIS LESSON PLAN

1. Class characteristics:

Interpersonal relationships;

Disadvantages of biological and mental development;

Disadvantages of class preparedness.

2. Place of the lesson in the topic being studied:

The nature of the connection between the lesson and the previous and subsequent lessons.

3. Characteristics of the general goal of the lesson, specified for didactic purposes: educational, developmental and nurturing.

4. Lesson plan characteristics:

Teaching methods;

Teaching techniques;

Forms of organization of cognitive activity

5. How the lesson was structured according to the plan:

Analysis of the stages of the lesson, i.e. how the teaching and educational elements used influenced the course of the lesson (positively, negatively) and the final result.

6. Structural aspect of self-analysis of the lesson:

Analysis of each element of the lesson;

His contribution to achieving the result;

Evidence of the optimal choice of each lesson element.

7. Functional aspect:

To what extent did the lesson structure correspond to the overall goal;

Compliance with class capabilities;

Analysis of the style of relationships between teacher and students;

Influence on the final result of the lesson.

8. Aspect of assessing the final result of the lesson:

Formation of universal educational actions in the classroom;

Determining the gap between the overall goal of the lesson and the results of the lesson;

Reasons for the breakup;

Conclusions and self-assessment.

SYSTEM APPROACH TO PEDAGOGICAL SELF-ANALYSIS OF THE LESSON

I. Brief general characteristics of the class

1. General preparedness of the class:

The ability of children to work in pairs;

Children’s ability to work in small groups;

The ability to listen to each other and interact frontally;

The ability to self-evaluate oneself and mutually evaluate each other.

2. General characteristics of communication.

3. What prevails: competition or cooperation? The problem of leaders and outsiders.

4. Involvement of children in educational activities and the general level of its formation in the class.

5. General characteristics of mastering the program by this time.

II. ANALYSIS OF THE EFFECTIVENESS OF THE LESSON PROJECT

1. The reality of the purpose of the lesson.

2. How to organize work in the lesson?

3. What was planned to be studied? For what? The role of this material in the subject. Does the teacher himself know this material deeply enough?

4. What concepts were the students intended to learn? What other concepts do they (it) rely on? What concepts are the basis for?

5. What do students know about the concept being studied?

6. The essence of the characteristics of the concept being studied, which should be the focus of students’ attention.

7. What learning activities should students carry out in order to master this concept and general method of action?

8. How was the student’s water designed into the learning task?

9. How were the implementation of the remaining stages of solving the educational problem designed?

10. Did the lesson plan provide for real difficulties that children might encounter while solving a learning task? Were possible student errors predicted?

11. What criteria for mastering this material were outlined in the lesson project?

12. General conclusion about the reality and effectiveness of the lesson project.

III. HOW WAS THE LESSON IMPLEMENTED BASED ON ITS INTENTION?

1. Does the purpose of the lesson coincide with its final result? What is the gap? Was it possible to implement the planned program? If so, why? If not, why not?

2. Does the form of organization correspond to the stated purpose of the lesson? Was the teacher able to take on the role of an equal member of the discussion?

3. How did the teacher create a situation of success at the beginning of the lesson?

4. By what means was the situation of students’ acceptance of the learning task created? How did it influence the further course of her decision?

5. Was the learning task accepted by the students?

6. How effectively was the stage of transforming the problem conditions carried out?

7. How did the teacher create a situation in which children accepted learning activities such as modeling and transforming the model?

8. What forms did the teacher use to organize the solution of particular problems? The level of the tasks, their “interestingness” from the point of view of linguistic or mathematical material?

9. How was control organized? Did the control take place as an independent action or was it included as part of other actions? What did the student control: the process of performing the action or only the result? When was control exercised: at the beginning of the action, during the action, or after its completion? What arsenal of means and forms did the teacher use to master the action of control by children?

10. When working, did the children rely on their own assessment or resort to the teacher’s assessment?

IV. ASSESSMENT OF LESSON INTEGRITY

1. To what extent did the content of the lesson meet the requirements of the Federal State Educational Standard?

2. At what level was student-student, student-student interaction organized in the lesson?

teacher, student-group?

3. Characterize the interaction of the stages of a learning task during self-solution. Identify the strongest and weakest stages (in terms of the quality of their implementation) and their impact on the final result of the lesson.

4. Reflective activity of students as a result of solving a learning task.

Types of modern lesson.

Typology of lessons is an important didactic problem. It should help put lesson data in order, a system for a wide range of purposes, as it represents the basis for a comparative analysis of lessons, for judging what is similar and different in lessons. The lack of an accurate and justified typology of lessons hinders the increase in the effectiveness of practical activities.

The type of lesson reflects the design features of the leading methodological task.

Self-reflection does not have to cover every aspect of the lesson. It all depends on what the open lesson is being held for: whether it was a lesson to confirm a category, or as part of a week in a subject, or as part of a festival of creative excellence, etc.

Here are some examples of algorithms that will help the teacher create his/her self-analysis:

Self-analysis of a lesson conducted as part of a competition, festival, etc.

What is your teaching ethos, and how did the lesson help you reflect that?

Explain the choice of lesson content and technology chosen.

What methods and techniques are used in the lesson and evaluation of their effectiveness.

What was/was not achieved?

What could be changed during the lesson, are these changes necessary? If so, why?

Brief plan for a comprehensive lesson self-analysis

1. Choosing the topic of the lesson, its place in the program. The connection of this lesson with previous ones, and its influence on the following lessons.

2 .Brief description of the class: number of strong/weak students; what features of the class were taken into account when planning the lesson.

3 .A brief analysis of the goals and objectives of the lesson and assessment of their implementation.

4 .Choice of the lesson form and techniques/methods used in the lesson, the relationship between theory and practice. It is advisable to analyze the main stage of the lesson in more detail. This makes it easier to show the interconnection of all stages of the lesson, to show how the other stages worked towards the main, main stage.

5 Justify the choice of didactic material, TSO, and clarity. And how it helped achieve the stated goals.

6. How is the control of students’ knowledge organized (at what stage, in what form). Evaluate the effectiveness of the chosen method.

7 .Psychological atmosphere in the lesson, student interest, communication with the teacher. Did you manage to avoid overload, fatigue, and maintain motivation?

8. Is the volume and content of homework correctly determined, taking into account the characteristics of the class and the degree of assimilation of new knowledge?

9 .How do you yourself evaluate the results of the lesson: have all the problems been solved, if not, then why?

In a nutshell: prospects for your future activities.

Thus, self-analysis of the lesson helps the teacher look at his lesson from the outside, objectively assessing its “pros” and “cons”. This is reflection that allows you to highlight unaccounted for reserves, develop your own style, and form your own pedagogical credo.

Self-analysis of the lesson on the Federal State Educational Standard

Indicate the topic of the lesson.

Give a brief description of the class: how many children are in the class, the number of strong/weak students, what psychological characteristics of the students were taken into account in preparation for this lesson.

Indicate the type of lesson according to the Federal State Educational Standard. Write how the lesson fits into the plan for studying the topic, how it will work for further study of the topic.

Indicate the UUDs that were planned for the lesson and what methods were chosen to form them.

List the methods and forms chosen for each stage? For what purpose was this or that method chosen, the expected results.

Formulate what the main stage is and how other parts of the lesson work towards it.

Analyze how rationally the time is allocated for each type of work and for each stage of the lesson. How logical is the structure, how are the connections between the stages of the lesson organized?

What visual, didactic materials, TSOs were used in the lesson. Is the selection of these materials consistent with the intended purposes?

Monitoring the learning of knowledge: at what stage of the lesson it was conducted, how it was organized, in what form.

Your assessment of the results of the lesson: were the goals achieved? If not, please indicate the reason why the difficulty arose?

Self-analysis of the lesson

1. Assessing the overall structure of the lesson.

What type of lesson can this lesson be classified as? What is the place of the lesson in the topic, section, course? Are the elements of a lesson of this type clearly identified and is the amount of time allocated to each part of the lesson correctly determined?

2. Implementation of the main didactic goal of the lesson.

Are all the requirements of the program on this topic (issue) reflected in the lesson? How active were students when familiarizing themselves with new material (perception, understanding, awakening cognitive interest)? Is the methodology for solving individual “blocks” of new material thought out correctly?

How and what should have been changed in learning new material and why?

Did the organization of primary, accompanying consolidation take place (in the process of familiarization with new things, at a specially designated stage of the lesson)? How was the quality of students’ knowledge, skills and abilities checked (what was the scope of students, the principle of challenge, etc.)?

3. Implementation of student development in the learning process.

Did students engage in basic mental operations (analysis, synthesis, generalization, classification, systematization)? Were there intra-subject and inter-subject connections? Were tools used to develop creative thinking? Was any information provided during the lesson for general development? Did students develop aesthetically?

4. Education during the lesson.

Have the educational potential of the content of the educational material been fully utilized? What work was done to shape the worldview? How was the connection between learning and life ensured in the lesson? Have educational opportunities for assessing knowledge been used? What was the educational impact of the teacher’s personality?

5. Compliance with the basic principles of didactics.

Were the activities of the teacher and the activities of students organized correctly from the standpoint of implementing the principles of learning?

6. Choice of teaching methods.

Were the general requirements for the choice of teaching methods observed (depending on the general target orientation, didactic purpose, specifics of educational material, subject, age and individual characteristics of students, etc.)?

7. Teacher’s work in the classroom.

What types of teacher activities took place during the lesson and in what proportion (speech activity, listening, writing, helping students, etc.)? Was contact achieved with the class?

8. Students’ work in class.

What was the activity of students at different stages of the lesson? What were the students' activities during the lesson? Has attention been paid to work culture? What discipline was in the lesson and why?

9. Hygienic conditions of the lesson.

Is there sufficient lighting in the classroom: Are students seated based on their health, height, and academic performance? Is the schedule worked out well?

10. Some social tasks.

Tasks related to the decision of the teachers' council, the method of unification, or dictated by the school's research.

Depending on the moment, the analysis may not be carried out according to all parameters, but according to two or three of the listed ones.

Self-analysis is already the beginning of the teacher’s preparation for the next lesson. Currently, many scientists and practitioners agree that teachers must master various lesson plans and analyze the lesson in relation to various goals.

Self-analysis of the lesson

Group ____________number of people present ________ number on the list_______

Lesson topic_______________________________________________________________

Type of lesson and its structure______________________________________________________________

1. What is the place of this lesson in the topic? How does this lesson relate to the previous one?

2. Brief psychological and pedagogical characteristics of the group (number of students present, number of “weak” and “strong” students, students’ activity in the lesson, organization and preparedness for the lesson)

3. What is the triune didactic goal of the lesson (teaching, developing, educating). Assess success in achieving the lesson’s goals, justify the indicators of the lesson’s reality.

5. Was the time allocated for all stages of the lesson rationally distributed? Are the “connections” between the stages logical? Show how other stages worked towards the main stage.

6. Selection of teaching materials, TSS, visual aids, handouts in accordance with the objectives of the lesson.

7. How is control over the acquisition of knowledge, skills and abilities of students organized?

At what stages of the lesson? In what forms and by what methods was it carried out? How is the regulation and correction of students’ knowledge organized?

8. Psychological atmosphere in class

9. How do you evaluate the results of the lesson? Did you manage to achieve all the objectives of the lesson? If it failed, then why?

10. Outline the prospects for your activities.

Self-analysis of the lesson.

It would be naive to think that the majority of teachers will themselves master the methodology of systematic self-analysis of the lesson. This must be taught persistently and systematically. And the first teachers should be school leaders who have mastered the method of systematic lesson analysis.

The method of systematic self-analysis of a lesson is basically not much different from the method of a systematic approach to lesson analysis by a school leader, but nevertheless has its own specific specifics associated with the subject of analysis - the teacher. Therefore, the ability to conduct self-analysis will bear fruit for those who regularly use it in their work.

Literature.

1 .Zotov Yu.B. Organization of a modern lesson / Ed. P.I. Pidkasistogo, M., 2004.

2 .Ilyina T.A. Pedagogy. Course of lectures. M., 2004.

3 .Kirillova G.D. Theory and practice of the lesson in the conditions of developmental education. M., 2000.

4 .Culture of the modern lesson /Ed. N.E. Shchurkova. - M., 2004.

5 .Makhmudov M.I. Modern lesson 2nd ed. - M., 2005.

6 Omishchuk V.A. Lesson in a modern school. - M., 2005.

7 .Selevko G.K. test aspect analysis of the lesson. - M., 2006.

8 .Kanarzhevsky Yu.A. Lesson analysis M., 2008.

9 .Pedagogy. UMP. A. Ya. Varlamova, P. V. Kirillov. – Volgograd, 2004.

10 . V. Ilyukhina. How to analyze a lesson. Newspaper "Primary School", No. 5, 2007.

Bibliographic description:

Nesterova I.A. Self-analysis of the lesson [Electronic resource] // Educational encyclopedia website

It is the most important element of pedagogical activity regulated by the Federal State Educational Standard. It is self-analysis that allows the teacher to identify his own mistakes and make every effort to overcome them.

Every teacher should devote time lesson self-analysis, as this will allow you to study your results and improve the effectiveness of your lessons. Due to frequent changes in approaches and requirements for a modern lesson, a teacher may have problems with time management and the structure of classes. Why is lesson self-analysis necessary? It's very simple. A teacher who does not know how to analyze and identify shortcomings in his activities will not be able to fully comply with the ideology of the second generation standards.

In pedagogical universities, unfortunately, very little attention is paid to the problem of self-analysis of the lesson. As a result, it is difficult for young teachers to independently analyze their activities in the classroom. It takes a lot of effort and dedication to learn to look at your teaching activity not from the subjective, but from the objective side.

It is difficult for a young teacher to understand all the subtleties and innovations of the modern Federal State Educational Standard. Hence the lack of desire for introspection. In addition, the abundance of paperwork and the discrepancy between the existing equipment in schools and the recommended ones completely discourages the desire to delve into the intricacies of teaching, turning it into a soulless routine.

The role of lesson self-analysis

In modern pedagogy, there is a clearly defined definition of self-analysis of a lesson. This definition is recorded in the second generation Federal State Educational Standard and allows us to fully understand the essence and role of lesson self-analysis in the activities of a teacher.

Lesson self-analysis is a tool for teacher self-improvement, formation and development of his professional qualities

It is important to understand that it is the self-analysis of the lesson that plays an important role in identifying insufficiently effective methods and techniques that interfere with achieving the set educational objectives within the allotted time frame.

Figure 1. Lesson self-reflection

The role of lesson self-analysis within the framework of the new generation Federal State Educational Standard is determined by its extensive capabilities in the field of directing the pedagogical skills of each individual teacher through regular self-observation and work on mistakes. A teacher’s ability to analyze his own lessons is one of the most important factors in improving the level of education as a whole.

Types of Lesson for Self-Reflection

In order to correctly conduct self-analysis of a lesson, you must clearly understand what each type of lesson should include. First of all, the teacher must be well versed in the types of lessons that are enshrined in the Federal State Educational Standard.

Lesson Self-Reflection Plan

Currently, a standard plan for drawing up lesson self-analysis can come to the aid of the teacher. It will allow you to properly structure your work and not lose sight of any important aspect.

Lesson Self-Reflection Plan necessarily includes the structure of the characteristics of the class in which the analyzed lesson was conducted.

I. Class characteristics include the following:

1. interpersonal relationships;
2. deficiencies of biological and mental development;
3. deficiencies in class preparedness.

An important element lesson plan is the role or in other words, the place of the lesson in the topic being studied and in the study of the subject as a whole.

II. Place of the lesson in the topic being studied in terms of self-analysis of the lesson, it is reflected by identifying the nature of the connection of the lesson with the previous and subsequent lessons on the subject.

III. Characteristics of the general goal of the lesson, specified for didactic purposes as indicated in the Federal State Educational Standard, namely:

1. educational purpose of the lesson,
2. developmental goal of the lesson,
3. educational purpose of the lesson.

Following the description of the lesson purpose is the description of the lesson plan.

A lesson plan is necessary for the teacher in order to achieve all the set goals with maximum efficiency and solve the tasks of the lesson in a given time.

IV Lesson plan features include:

1. content of educational material;
2. teaching methods;
3. teaching techniques;
4. forms of organization of cognitive activity.

The next step in the lesson self-reflection process is to examine how the lesson was structured as planned, i.e. to what extent the volume of completed tasks coincides with the planned volume.

V. Compliance of the actual structure of the lesson with the planned one.

As part of this point of the plan, the teacher analyzes the stages of the lesson, namely, analyzes how the teaching and educational elements used influenced the course of the lesson and the final result.

VI. Structural aspect of lesson self-analysis:

1. analysis of each lesson element;
2. his contribution to achieving the result;
3. evidence of the optimal choice of each lesson element.

Separately, the functional aspect should be highlighted as part of the self-analysis of the lesson. It is necessary to identify teacher errors in calculating the complexity of tasks. In addition, this aspect allows you to assess the level of achievement of the goals and objectives formulated on their basis.

VII. Functional aspect:

1. to what extent the lesson structure corresponded to the overall goal;
2. compliance with class capabilities;
3. analysis of the style of relations between teacher and students;
4. influence on the final result of the lesson.

VIII. Aspect of assessing the final result of the lesson:

1. formation of universal educational actions in the classroom;
2. determining the gap between the overall goal of the lesson and the results of the lesson;
3. reasons for the breakup;
4. conclusions.

In modern conditions, self-analysis of the lesson should confirm a worthy teacher competence level. The Federal State Educational Standard requires teachers to have a high professional level of subject knowledge and teaching skills. A competent teacher in modern conditions is characterized by the presence of critical thinking, namely the ability to choose the optimal one among many solutions. In order not to lose a high level of competence, the teacher must constantly improve his knowledge. Hence, accordingly, follows the important role of the criteria of technological competence, which are reflected in the Federal State Educational Standard and are clearly shown in Figure 2.

Figure 2. Criteria for technological competence

Lesson self-analysis example

Below is a simple example of a self-analysis lesson.

Self-analysis of an open English lesson in 5th grade

The class in which the lesson was taught was quite complex in behavior. There are guys in it who know how to think creatively, analyze, and look for solutions.

The purpose of the lesson: the formation of communicative and cognitive competence, which facilitates communication in a foreign language.

During the lesson, it was planned that the development of creative abilities in the process of collective discussion leads students to realize the need to study a foreign language, as a result of which the students’ horizons broaden and creative thinking develops.

The stages of the lesson are logically traced, there is a smooth transition from one to another. You can trace the integrity and completeness of the lesson. I believe that the chosen structure of the lesson is rational, because it allows us to implement all the goals and objectives of the lesson in a comprehensive manner.

During the lesson, I tried to activate the mental and creative activity of each child, using the following techniques and methods: conversation, story, visualization, partial search method, working with a textbook and the method of independent work.

The goal of the lesson was achieved. The tasks are completed. This was facilitated by the use of various forms of work. All students actively participated in the process of summarizing the studied material. The students' interest was demonstrated during practical work and while working at the board. At the final stage, I summed up the lesson, graded it, and also commented on the homework.

For me, the participation of each child in educational activities was important, and knowledge of the real capabilities and abilities of students helped them express themselves and gave them the opportunity to self-actualize.

I think that the children felt comfortable in the lesson, thereby fulfilling one of the requirements for a modern lesson - creating a situation of success; the children left the lesson satisfied with how the lesson went.

STRUCTURE OF EACH TYPE OF LESSON ACCORDING TO GEF

1. Lesson structure for learning new knowledge:

1) Organizational stage.

3) Updating knowledge.

6) Primary consolidation.

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

8) Reflection (summarizing the lesson)

2 Structure of a lesson on the integrated application of knowledge and skills (consolidation lesson)

1) Organizational stage.

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

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

4) Primary consolidation

§ in a familiar situation (typical)

§ in a changed situation (constructive)

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

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

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

1) Organizational stage.

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

3) Updating knowledge.

4) Generalization and systematization of knowledge

Preparing students for general activities

Reproduction at a new level (reformulated questions).

5) Application of knowledge and skills in a new situation

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

7) Reflection (summarizing the lesson)

Analysis and content of the work results, drawing conclusions based on the studied material

5. Structure of a lesson for monitoring knowledge and skills

1) Organizational stage.

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

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

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

4) Reflection (summarizing the lesson)

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

1) Organizational stage.

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

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

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

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

5) Reflection (summarizing the lesson)

Formation of UUD

SELF-ANALYSIS OF A LESSON ON GEF

Improving the teacher’s skills and the educational process largely depends on well-organized self-analysis of the lesson. The teacher experiences difficulties in modeling and designing a modern lesson; it is self-analysis that will allow him to identify the reasons for the lack of effectiveness in solving certain teaching and educational tasks in the lessons, and take them into account in the further design of the teaching and educational process. For a teacher, introspection of a lesson and reflective activity in general become especially important, because a teacher who has not learned to comprehend his own actions, who does not know how to look back and restore the course of the lesson, is unlikely to ever truly deeply master the second generation Federal State Educational Standard.

Introspection lesson allows you to:

- correctly formulate and set goals for your activities and the activities of students in the lesson;

- develop the ability to establish connections between the conditions of one’s teaching activities and the means of achieving goals;

- develop the ability to clearly plan and anticipate the results of one’s teaching work;

- to form the student’s self-awareness when he begins to see the connection between methods of action and the final result of the lesson.

Self-analysis of the lesson - a means of teacher self-improvement

SELF-ANALYSIS LESSON PLAN

1. Class characteristics:

- interpersonal relationships;

- deficiencies of biological and mental development;

- deficiencies in class preparedness.

2. Place of the lesson in the topic being studied:

- the nature of the connection between the lesson and the previous and subsequent lessons.

3. Characteristics of the general goal of the lesson, specified for didactic purposes: educational, developmental and nurturing.

4. Lesson Plan Features:

- content of educational material;

- teaching methods;

- teaching techniques;

- forms of organization of cognitive activity.

5. How the lesson was structured according to the plan:

- analysis of the lesson stages, i.e. how the teaching and educational elements used influenced the course of the lesson (positively, negatively) and the final result.

6. Structural aspect of lesson self-analysis:

- analysis of each lesson element;

- his contribution to achieving the result;

- evidence of the optimal choice of each lesson element.

7. Functional aspect:

- to what extent the lesson structure corresponded to the overall goal;

- compliance with class capabilities;

- analysis of the style of relations between teacher and students;

- influence on the final result of the lesson.

8. Aspect of assessing the final result of the lesson:

- formation of universal educational actions in the classroom;

- determining the gap between the overall goal of the lesson and the results of the lesson;

- reasons for the breakup;

- conclusions and self-esteem.

SYSTEM APPROACH TO PEDAGOGICAL SELF-ANALYSIS OF THE LESSON

I . Brief general characteristics of the class

1. General preparedness of the class:

- children's ability to work in pairs;

- children's ability to work in small groups;

- the ability to listen to each other and interact frontally;

- the ability to self-evaluate oneself and mutually evaluate each other.

2. General characteristics of communication.

3. What prevails: competition or cooperation? The problem of leaders and outsiders.

4. The involvement of children in educational activities and the general level of its formation in the class.

5. General characteristics of mastering the program by this time.

II . ANALYSIS OF THE EFFECTIVENESS OF THE LESSON PROJECT

1. The reality of the purpose of the lesson.

2. How to organize work in the lesson?

3. What was planned to be studied? For what? The role of this material in the subject. Does the teacher himself know this material deeply enough?

4. What concepts were intended for students to understand? What other concepts do they (it) rely on? What concepts are the basis for?

5. What do students know about the concept being studied?

6. The essence of the characteristics of the concept being studied, which should be the focus of students’ attention.

7. What learning activities should students carry out in order to master this concept and general method of action?

8. How was the student’s experience designed into the learning task?

9. How were the implementation of the remaining stages of solving the educational problem designed?

10. Did the lesson plan provide for real difficulties that children might encounter while solving a learning task? Were possible student errors predicted?

11. What criteria for mastering this material were outlined in the lesson project?

12. General conclusion about the reality and effectiveness of the lesson project.

III . HOW WAS THE LESSON IMPLEMENTED BASED ON ITS INTENTION?

1. Does the purpose of the lesson coincide with its end result? What is the gap? Was it possible to implement the planned program? If so, why? If not, why not?

2. Does the form of organization correspond to the stated purpose of the lesson? Was the teacher able to take on the role of an equal member of the discussion?

3. How did the teacher create a situation of success at the beginning of the lesson?

4. By what means was the situation created for students to accept the learning task? How did it influence the further course of her decision?

5. Was the learning task accepted by the students?

6. How effectively was the stage of transforming the problem conditions carried out?

7. How did the teacher create a situation in which children accepted learning activities such as modeling and transforming the model?

8. What forms did the teacher use to organize the solution of particular problems? The level of the tasks, their “interestingness” from the point of view of linguistic or mathematical material?

9. How was control organized? Did the control take place as an independent action or was it included as part of other actions? What did the student control: the process of performing the action or only the result? When was control exercised: at the beginning of the action, during the action, or after its completion? What arsenal of means and forms did the teacher use to master the action of control by children?

10. When working, did the children rely on their own assessment or resort to the teacher’s assessment?

IV . ASSESSMENT OF LESSON INTEGRITY

1. To what extent did the content of the lesson meet the requirements of the Federal State Educational Standard?

2. At what level was student-student, student-teacher, student-group interaction organized in the lesson?

3. Characterize the interaction of the stages of a learning task during self-solution. Identify the strongest and weakest stages (in terms of the quality of their implementation) and their impact on the final result of the lesson.

4. Reflective activity of students as a result of solving a learning task.

Types of modern lesson.

Typology of lessons is an important didactic problem. It should help put lesson data in order, a system for a wide range of purposes, as it represents the basis for a comparative analysis of lessons, for judging what is similar and different in lessons. The lack of an accurate and justified typology of lessons hinders the increase in the effectiveness of practical activities.

The type of lesson reflects the design features of the leading methodological task.

TYPES OF LESSON

Lesson type

A bad teacher presents the truth, a good one teaches you to find it.
Adolf Disterweg

THE PURPOSE OF STANDARDS
GENERAL EDUCATION OF THE SECOND GENERATION

orientation of the education system towards new educational results associated with an understanding of personal development as the goal and meaning of education.
PURPOSE

1. Set the main educational outcomes - general and by level

2. Characterize and regulate the planned results, reflected in:

· educational programs (subject, meta-subject, personal)

· programs of extracurricular activities (personal, meta-subject).

Personal results – motives of activity formed in the educational process, the system of value relations of students - in particular, to themselves, other participants in the educational process, the educational process itself, objects of knowledge, results of educational activities, etc.
Meta-subject results – generalized methods of activity mastered by students on the basis of several or all academic subjects, applicable both within the educational process and in real life situations
Subject results - are expressed in the assimilation by students of specific elements of social experience studied within the framework of individual academic subjects.

Systemically - activity approach - methodological basis of the standards for primary general education of the new generation. The essence is the formation of activity abilities that a graduate must master. Activity-oriented lessons on goal setting can be divided into four groups:

1. lessons of “discovery” of new knowledge;

2. reflection lessons;

3. lessons of general methodological orientation;

4. lessons of developmental control.

ONZ LESSON STRUCTURE.

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

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

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

4. Construction of a project for getting out of a difficulty – 5-6 min.

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

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

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

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

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

Students' ability to learn:

1-4 min. – 60% information

5 - 23 min. – 80% of information

24 -34 min. – 50% information

35 -45 min. – 6% information

HOW TO BUILD A LESSON TO MEET THE REQUIREMENTS

SECOND GENERATION STANDARDS?

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

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

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

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

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

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

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

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

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

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

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

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

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

LET'S CONSIDER A SAMPLE STRUCTURE OF A LESSON INTRODUCING NEW KNOWLEDGE WITHIN THE FRAMEWORK OF AN ACTIVITY APPROACH.

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

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

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

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

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

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

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

4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means). At this stage, students in a communicative form think about the project of future educational actions: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of introductory dialogue, then with stimulating dialogue, and then with the help of research methods.

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

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

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

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

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

SCHEME OF THE LESSON DISCOVERY OF NEW KNOWLEDGE (ONZ)

IN ACCORDANCE WITH THE REQUIREMENTS OF FSES NOO

FOR PRIMARY TEACHERS

Lesson topic:

Lesson objectives:

Activities of a teacher

SELF-ANALYSIS OF THE LESSON

Class:__
Lesson topic:_ “_______________”
Type of lesson and its structure: ______________________

What is the place of this lesson in the topic? How is this lesson related to the previous one, how does this lesson work on subsequent lessons?

Brief psychological and pedagogical characteristics of the class (number of weak students, strong students...) What characteristics of students were taken into account when planning the lesson?

What UUDs were formed during the lesson?

In the process of building work with children on this topic, I planned to form the following UUD

Personal:

Cognitive:

Regulatory:

Communicative:

Ensuring students' motivation and acceptance of the goals of educational and cognitive activities

Selection of content, forms and methods of teaching in accordance with the purpose of the lesson. Highlight the main stage and give a full analysis of it, based on the learning results in the lesson? What combination of teaching methods was chosen to explain the new material?

I think that the main stage of the lesson is

Implementation of student development in the learning process (implementation of meta-subject matter)

"model and method"

"drawing and diagram"

"role and position"

"content and form"

"change and development"

Was the time allocated for all stages of the lesson rationally distributed? Are the “connections” between these stages logical? Show how other stages worked on the main stage?

Selection of didactic materials, TSO, visual aids in accordance with the goals?

How is control over the acquisition of knowledge, skills and abilities of students organized? At what stages of the lesson? In what forms and by what methods was it carried out? How is the regulation and correction of students’ knowledge organized?

How do you evaluate the results of the lesson? Did you manage to achieve all the objectives of the lesson? If it failed, then why?

TYPES OF LESSON ANALYSIS

The purpose of the analysis is to evaluate the teacher’s work from the standpoint of compliance of his lesson with the achievements of modern pedagogy and psychology, and to determine further prospects in improving pedagogical skills. Analysis of a lesson allows you to implement a number of functions: control (auxiliary), teaching (main) and educational (helping the teacher determine the direction of self-education and self-education). In this regard, the analysis of the lesson should clearly characterize, firstly, the scientific nature of the material being studied, its compliance with the program, the quality of the knowledge obtained at the institute (control function); secondly, the achievements and shortcomings of the teacher’s work are noted, the compliance of teaching methods with best practices and scientific recommendations is given, specific advice is given on improving teaching skills (teaching function); thirdly, the teacher’s business and aesthetic qualities, his speech, communication culture, etc. (educational function) were assessed.

Analysis of a lesson should begin with self-analysis and end with self-assessment, the teacher’s specific requirements for himself. During self-analysis, he gives a brief description of the lesson, the goals he set, analyzes their achievement, the volume of material content and quality of learning, the methods used and their assessment, the activity of students, their techniques and the organization of their work, self-assessment of the qualities and aspects of their personality (speech, logic, the nature of relationships with students). In conclusion, the teacher expresses his proposals for improving the quality of the lesson, draws general conclusions and outlines measures to improve his teaching skills. But the teacher can explain why he decided to conduct the lesson this way, what made him choose this methodology, the style and nature of his own activities, the work of the students. Any lesson technique is justified if it gives the maximum teaching and educational result and corresponds to the strengths and abilities of the given teacher.

When analyzing a teacher’s lesson, it is necessary to take into account his individuality, characteristics, talents, and strengths. You cannot impose common identical recommendations, techniques, and methods. What is suitable for one is not suitable for another. Any recommendations for improving the conduct of lessons must necessarily be based on the teacher’s achievements and his strengths. Disadvantages and weaknesses must be explained in such a way that it is clear how to work on oneself. When analyzing lessons, it is important to encourage their creative implementation, to encourage the teacher to independently develop the structure and methodology of the lesson.

Lesson analysis can be carried out not only by individuals (methodologists, inspector, director, head teacher), but also by a group of people, which includes a representative of the school administration, fellow workers, and advanced teachers. Group lesson analysis is especially important for teachers with underdeveloped self-criticism and low demands on themselves. Sometimes group analysis of a lesson is also necessary as a means of teaching teachers an integrated approach to teaching methods. As a way to exchange experience and generalize it. With group analysis, a more in-depth analysis is possible; an approach to assessing the actions of teachers and students, a more objective self-assessment.

Mutual visits to lessons are very advisable. Analysis of the lessons of colleagues in the presence of the director, head teacher - a good school for instilling demands on oneself and others, comments and recommendations to the teacher should be clearly formulated and recorded in a special notebook.

SELF-ANALYSIS OF THE LESSON

Class:
Lesson topic:
Lesson type and structure:
1.What is the place of this lesson in the topic? How is this lesson related to the previous one, how does this lesson work on subsequent lessons?

2. Brief psychological and pedagogical characteristics of the class (number of low-performing, strong students...)

What features of the student were taken into account when planning the lesson?

3. What is the triune didactic goal of the lesson (its teaching, developmental, educational object), to assess the success in achieving the TDC of the lesson.

5. Was the time allocated for all stages of the lesson rationally distributed? Are the “connections” between these stages logical? Show how other stages worked on the main stage?

6.Selection of didactic materials, TSO, visual aids in accordance with the goals?

7. How is control over the assimilation of knowledge, skills and abilities organized by students? At what stages of the lesson? In what form and by what methods was it carried out? How is the regulation and correction of student knowledge organized?

8. Psychological atmosphere in the lesson and communication between the teacher and the student.

9. How do you evaluate the results of the lesson? Did you manage to achieve all the objectives of the lesson? If it failed, then why?

10. Outline the prospects for your activities.

SELF-ANALYSIS OF A LESSON ON GEF (1 OPTION)

What is the place of this lesson in the topic? How does this lesson relate to previous Next, how does it work for subsequent lessons?

What are the purpose and objectives of the lesson (educational, educational, developmental)? What result did you want to get by the end of the lesson?

How well was the lesson content selected in accordance with set goal?

Can we consider that the selected combination of methods (presentations of knowledge) tions, reinforcement, control, stimulation of activity), techniques and teaching aids in the lesson is optimal for this class?

Was time allocated rationally between the stages of the lesson?

Were the “connections” between the stages of the lesson logical?

What role did visual aids play in achieving the goal? goals?

How successfully was quality control carried out in the lesson? military knowledge, skills and correction?

Is the volume and content of homework determined correctly? volume of goals, characteristics of the class and quality of learning the material at the lesson ke?

Psychological atmosphere of the lesson. Did the students get satisfaction from the lesson?

How do you yourself evaluate the results of your lesson? Was it possible to implement complete all the assigned lesson objectives? If it failed, then why? By Did you get satisfaction from the lesson? What needs to be fixed? Over what need more work?

SELF-ANALYSIS OF A LESSON ON GEF OPTION 2.

Today's lesson... (No.) in the system of lessons on the topic (section)....

Its goal is ..., I included ... among the educational objectives of the lesson, and ... among the educational objectives, the lesson was also designed to promote the development of students ....

In this class..., so I....

This is a type of... lesson, it included... stages:.... The main stage was ..., the tasks of the ... stage were ..., and the ... stage was ....

When conducting the lesson, I was guided by the principles of teaching: ....

To solve the purpose of the lesson, I selected... (content: examples, questions, assignment).

The lesson material turned out to be... (difficult, easy, interesting for students).

At the ... stage of the lesson, I used ... (what?) teaching methods, because .... At the stage... -... (what?) methods.

During the lesson at the ... stage ... (individual, frontal, group, collective) was organized, and at the ... stage ... the work of students, because ....

The tasks... were focused on the development... of students.

The teacher’s guidance when performing ... tasks was ... (operational, instructive), because ....

Students had the opportunity to choose...

I (failed) to meet the deadline. The time distribution was…. The pace of the lesson….

It was... (easy...) for me to teach the lesson, the students... got involved in the work.... I was pleased..., surprised..., saddened... (which of the students?), because....

Notes on the board... Visual material (other teaching aids)….

The purpose of the lesson can be considered: ..., lesson plan: ..., material ...; I believe that (everyone) has learned… because….

Homework (will not) cause difficulties for ... students because ....

In general, the lesson can be considered…. Primary school teacher websites http://romanev.ucoz.ru/index/poleznye_ssylki/0-36

GOOD WORK TO YOU, COLLEAGUES!

Self-analysis of a lesson in elementary school according to the Federal State Educational Standard: diagram, example and sample

With the introduction of modern innovations in the educational industry, qualitative self-analysis of a lesson in elementary school according to the Federal State Educational Standard becomes especially relevant. The school needs new teachers, professional and competent, proficient in the latest pedagogical technologies, and ready for further self-improvement and self-development.

Specifics of implementation of Federal State Educational Standards

As federal state standards of the second generation are introduced into modern schools, among the tasks assigned to teachers, priority is given to the development of universal learning skills in schoolchildren, implying the ability to analyze the information received and monitor their work. To make it easier for a teacher to work, a self-analysis of a lesson in an elementary school according to the Federal State Educational Standard has been developed. Not all teachers in reality are able to adequately evaluate their activities, so the samples offered by professionals are relevant and help young specialists cope with the tasks assigned to them.

Features of the assessment of the conducted lesson

Self-analysis of a lesson according to the Federal State Educational Standard is an important moment in the activity of any modern school teacher. A lesson is a logically completed, holistic, time-limited segment of the educational process. It consists of a complex interaction of the main elements of the educational process: goals, objectives, content, methods, means, forms, interrelated activities of the teacher and students. Self-analysis of a lesson in elementary school according to the Federal State Educational Standard is based on certain rules, but does not exclude the creative component.

When drawing up lesson planning, the teacher relies on the pedagogical and psychological laws of the educational process, the requirements put forward by educational standards. Self-analysis of a lesson in elementary school according to the Federal State Educational Standard is a necessary element of pedagogical creativity. The teacher evaluates the lesson “from the outside,” recognizes it as a phenomenon, and comprehends the totality of personal theoretical knowledge, techniques, and ways of working in interaction with specific students and the class.

Sample lesson self-analysis

Self-analysis of a lesson according to the Federal State Educational Standard is a reflection that allows you to assess the strengths and weaknesses of a teacher’s activities, identify unused resources, and some features of an individual teaching style. This publication offers an example of self-analysis:

“Lesson topic: “Prefix as a separate part of speech.”

The lesson was conducted according to the program of N. F. Vinogradova “Primary school. 21st century."

Type of lesson: lesson in introducing new knowledge.

The goal of the lesson was to obtain information about the console. During the lesson it was achieved in full.

It was possible to form an idea among the children about how to find prefixes in words.

I believe that the meta-subject objectives were fully implemented during the lesson. Schoolchildren worked in groups and individually, improved their speech, and developed visual memory. Among the shortcomings of the lesson, I would like to note the lack of time for physical exercises. The duration of each stage of the lesson: introducing new knowledge, consolidating the information received, explaining homework - was fully consistent with the time frame.

Particular importance was given to practicing the acquired knowledge. For this purpose, multi-level tasks for groups were proposed. For self-assessment, each student was offered individual exercises, the level of training was taken into account, and a differentiated approach was taken to each child.

The stage of repeating previous material was not included in the structure of the lesson, since the emphasis was on gaining new knowledge. The homework was given in sufficient volume; the individual characteristics of each child were taken into account.

All tasks and goals were achieved in full. The lesson was a success, the guys received complete information on the issue under consideration.”

With the help of such an assessment of a teacher’s pedagogical skills, it is possible to identify the main difficulties, provide timely support and assistance to the teacher, and monitor professional growth.

Criteria for assessing a modern lesson

Experts often have the problem of adequately assessing the professionalism of a certified teacher. Self-analysis of a lesson in elementary school according to the Federal State Educational Standard in mathematics is carried out according to a certain algorithm. This procedure involves mentally dividing the lesson into separate components. The teacher compares his own activities with the tasks that were previously assigned to him in the lesson.

In addition, self-analysis of a lesson in elementary school according to the Federal State Educational Standard in mathematics also implies an assessment of the independent work of schoolchildren, a search for the real value of the lesson. Analysis of any lesson involves comparing the individual teacher’s own professional activities with the criteria approved by the Ministry of Education of the Russian Federation.

Analysis algorithm

The scheme of self-analysis of a lesson according to the Federal State Educational Standard implies an analysis of the structure of the educational process in the lesson, identification of optimal educational tasks, assessment of the rationality of the forms, content, and teaching methods selected by the teacher. The effectiveness of an individual lesson is determined not by the tasks set by the teacher, but by the knowledge acquired by the students during the lesson.

In the process of assessing the educational process, the level of solution of educational, educational, and developmental tasks by the younger generation is revealed. Self-analysis of a lesson in an elementary school according to the Federal State Educational Standard in the Russian language is aimed at comparing developmental, educational, educational tasks with the results obtained.

Types of analysis

There are several options for modern teachers to evaluate their teaching activities. The first type is associated with a brief (evaluative) analysis, which involves assessing the educational direction of the training session, analyzing the achievement of the main goals and objectives. For example, a self-analysis of a lesson in elementary school according to the Federal State Educational Standard on the world around us is compiled by the teacher, taking into account the program content and the focus of the subject.

Step-by-step analysis

Structural analysis is an assessment and identification of the dominant elements of a lesson, their focus, which ensures the development of students' cognitive interest.

System analysis in a modern school considers a lesson as a unified system from the standpoint of achieving the main didactic goal. It involves solving all developmental tasks in the lesson, creating conditions for the formation of schoolchildren’s skills and abilities by the teacher, forming knowledge, and practicing practical skills.

Full analysis

A complete self-analysis of a lesson in an elementary school according to the Federal State Educational Standard on the surrounding world is considered in the form of a system that includes an assessment of the complete implementation of the objectives of the educational lesson. This analysis is necessary to study and fully analyze all the structural elements of the lesson.

Structural and psychological analysis

The structural-temporal type of analysis is considered in pedagogy as an option for assessing the rationality of using time frames at certain periods of the lesson. A combined version of checking the effectiveness of a teacher’s work involves assessing the main didactic goal of the lesson and analyzing the main structural elements of the lesson. Psychological analysis is aimed at checking the teacher’s compliance with the psychological requirements for the educational lesson. Aspect and complex analysis consist in the relationship of content, goals, methods and forms of lesson organization. Among the most common types of analysis, the leading ones are:

brief;

complex;

full;

aspect.

How to create a full-fledged self-analysis of a lesson in elementary school according to the Federal State Educational Standard?The example analysis diagram below can be used in any academic subject.

General information is indicated: calendar date, name of the school, last name, first name, patronymic of the teacher, topic of the lesson.

Compliance with sanitary and hygienic standards and compliance with safety requirements is analyzed.

The main points of the lesson, the duration and purpose of each structural element of the lesson are considered. The combination of management and self-government in the classroom, group, pair, individual, joint work is analyzed. The stage of consolidation and repetition of educational material is assessed.

The goals set by the teacher for the lesson are compared with the degree of their assimilation.

In addition, during self-analysis, the content of the training session is assessed from the standpoint of solving general didactic principles:

scientific character presupposes taking into account innovative pedagogical methods;

visibility consists of using graphic information and recording material;

consistency presupposes a logical structure of the presented material, absence of cyclicity, emphasis on complex concepts and terms;

connection with practice, orientation of the content of the academic discipline to the requirements of modern society.

Conclusion

Why do you need self-analysis of a lesson on the Federal State Educational Standard? The sample structure proposed above fully answers this question. The teacher, telling colleagues about the results of his activities, notes all the positive and negative aspects. Among the mandatory elements included in the self-analysis of the lesson, we highlight the elaboration of the teacher’s methods of activity during the training session. The teacher tells colleagues about the ways in which students were involved in mastering the material. The freedom of mastery of the topic by schoolchildren and teachers is also assessed in self-analysis.

The rationality of organizing multi-level assignments and creating conditions for helping weak students does not go without close attention. Self-analysis includes material related to methods of consolidating and developing students’ interest in the taught discipline. In assessing his activities, a teacher should pay special attention to feedback from students and to creating conditions for the full self-development of each student. In the conclusions to the lesson, the teacher notes the completeness of the lesson plan, achievement of the goal, interesting and instructive moments.The atmosphere that will prevail during the lesson analysis process is also important.

If colleagues are friendly and objective, it is much easier and more comfortable for the certified teacher to note the shortcomings that he identified for himself in the lesson (event). After the introduction of the second generation federal state standards, some changes were made to the structure of self-analysis. The classic version in the new realities no longer allows us to obtain a complete picture of the teacher’s activities, and therefore is not used when diagnosing the professionalism of a modern school teacher.