STRUCTURE OF EACH TYPE OF LESSON ACCORDING TO GEF

1. Structure of a lesson in mastering 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 Lesson structure complex application knowledge and skills (consolidation lesson)

1) Organizational stage.

2) Checking homework, reproduction and correction background knowledge students. 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 new situation (problematic 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. Definition typical mistakes 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 teacher skills and educational process largely depends on well-organized self-analysis of the lesson. The teacher has difficulty in modeling and constructing 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 classroom, and to take them into account in the further design of the teaching and educational process. For the teacher, self-analysis of the lesson and reflective activity in general acquires a special 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 your pedagogical activity and means of achieving goals;

- develop the ability to clearly plan and anticipate the results of your pedagogical 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;

- 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 in didactic purposes: educational, developing and nurturing.

4. Lesson Plan Features:

- content of educational material;

- teaching methods;

- teaching techniques;

- forms of organization 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 self-analysis lesson:

- 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 relationship style between teacher and students;

- Influence at final result lesson.

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

- formation of universal educational activities at the lesson;

- defining the gap between common goal lesson and lesson results;

- 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 communication.

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

4. Involvement of children in educational activities and general level her 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 class?

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 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 actions?

8. How was the student's water projected into the learning task?

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

10. Did the lesson plan include real difficulties that children might encounter while solving a learning task? Were they predicted? possible mistakes students?

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 tasks, their “interestingness” from the point of view of linguistic or mathematical material?

9. How was control organized? The control went like independent action or was included in other activities? 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. Did the children rely on their own assessment or resorted to teacher evaluation?

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 wide range goals, as it represents the basis for comparative analysis lessons, to judge what is similar and different in the 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

Bad teacher presents the truth, a good one teaches to find it.
Adolf Disterweg

THE PURPOSE OF STANDARDS
GENERAL EDUCATION OF THE SECOND GENERATION

orientation of the education system towards new educational results, related to the understanding of personality 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 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 and other participants educational process, the educational process itself, objects of knowledge, results educational activities etc.
Meta-subject results – mastered by students on the basis of several or all educational subjects generalized methods of activity applicable both within the educational process and in real life life situations
Subject results - are expressed in the students’ mastery of specific elements social experience, studied within individual academic subjects.

Systemically - activity approach - methodological basis of primary standards general education 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 constructed 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 special formation control and evaluation activities of 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 of “I - ideal student”, conscious submission of oneself to the system regulatory requirements educational activities and production internal readiness to 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 trial educational action, its implementation and recording of individual difficulties. Accordingly, this stage involves:

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

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

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

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

5. Implementation of the constructed project. At this stage, the constructed project is being implemented: various options proposed by students are discussed, and the optimal option is selected, which is recorded in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused the difficulty. Finally, it is specified general character new knowledge and overcoming a 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) decide typical tasks on new way actions with speaking the solution algorithm out loud.

7. Independent work with self-test according to the standard. When carrying out this stage, it is used custom uniform work: 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 LESSON

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

What's the place like this lesson on 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 didactic materials, TSO, visual aids in accordance with the objectives?

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 achievements modern pedagogy and psychology, determining further prospects for improvement pedagogical excellence. 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 to improve pedagogical 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. On self-analysis he gives brief description lesson, the goals that he set, analyzes their achievement, the volume of material content and the 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, 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, 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 independent development 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 colleagues' lessons in the presence of the director, head teacher - good school cultivating demandingness towards oneself and others, comments and recommendations to the teacher must be clearly formulated and written down in a special notebook.

SELF-ANALYSIS 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 chosen 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 they play? visual aids in achieving the set 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? Above 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(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!

Lesson topic: Movement tasks.
Lesson objectives:
Educational: :
- strengthen the ability to solve movement problems arithmetic way based on diagrams, tables, short notes, using knowledge of the relationship between quantities characterizing motion processes (distance traveled, speed, time)

Create conditions for developing the ability to see, compare, generalize and draw conclusions;
Educational:
- develop computing skills by engaging entertaining material, creating problematic situations;
- develop logical thinking, imagination, perception, speech.
Educational:
- cultivate responsibility, collectivism, mutual assistance, accuracy, independence, discipline, observation)
- cultivate a desire to learn and make discoveries;
-develop the ability to listen to others.
During the learning process, I form the following blocks of UUD.
Personal UUD:
-internal position of the student;
- educational and cognitive interest in new educational material;
-focus on understanding the reasons for success in educational activities;
- self-analysis and self-monitoring of results;
-the ability to self-assess based on criteria for the success of educational activities.
Cognitive UUD:
-search and selection of necessary information;
-application of information retrieval methods;
- the ability and ability of students to produce simple logical actions(analysis, comparison).
Communication UUD:
- I develop the ability to explain my choice, construct phrases, answer questions, and give arguments; ability to work in pairs and groups, taking into account the position of the interlocutor; organize and implement cooperation with the teacher and peers.
Regulatory UUD:
- control in the form of comparison of the method of action and its result with a given standard;
-correction;
-grade.
Resources:Computer, projector, presentation. Textbook “Mathematics”, 3rd grade (authors Demidova T.E., Kozlova S.A.. Tonkikh A.P.)

Lesson type: lesson consolidation of new knowledge.
I built my lesson in accordance with the Federal State Educational Standard, using information and communication technologies.
This lesson is presented as part of the study of the “Movement Problems” section.
During the lesson, the age and psychological characteristics of the students were taken into account. In the content of the lesson, I included elements of teaching schoolchildren universal educational actions: the goals of the lesson were determined by the students themselves, based on the corresponding problem situation.
In this lesson, an activity-based teaching method was used, which was implemented in the following types of activities: educational and educational-research.
Any process of cognition begins with an impulse that encourages action. Motivation is needed to encourage the student to begin the activity. With this in mind, I thought through each stage of the lesson, composed assignments, selected questions, used various techniques activation of students.
At all stages of the lesson, students were involved in active thinking and practical activities research nature, children had to not only use existing knowledge, but also find a new way to perform an action they already knew.
The stages of the lesson were closely interconnected and alternated different kinds activities. Mental Actions were based and supported by practical ones.
A situation of success was created for each student, which also helped to increase motivation and maintain cognitive interest to learning.
When asking questions and determining assignments in class, I took into account individual characteristics students, gave only positive characterization results of their activities, which stimulated children and increased their activity in the lesson.
The educational information was attractive to the children. Due to the attractiveness of the content of the assignments and the presentation of educational material, the students’ opportunities to achieve their goals in the lesson increased.
Study time in the lesson was used effectively, the planned volume of the lesson was completed. The intensity of the lesson was optimal taking into account physical and psychological characteristics children.

Self-analysis of a Russian language lesson conducted by a primary school teacher.

The Russian language lesson was held in ….. class ………… city.
According to the calendar and thematic planning, the topic of the lesson is “Word Transfer”, section “Graphics and Spelling”.
The purpose of this lesson is to create conditions for developing the skill of transferring words.

The teacher’s tasks were defined: to form new methods of action, to teach work according to a plan, an algorithm; develop emotional sphere, creative thinking; establish contact with life experience child.

By type of lesson, this is a lesson in discovering new knowledge using problem-dialogical technology.
In accordance with the topic of the lesson, purpose and objectives, forms of organization were chosen academic work: individual, pair and group. Equipment also used: …..
The lesson on this topic is the first and familiarization with the transfer rules (according to the textbook) does not occur fully; the structure of the lesson was chosen.
Lesson structure
Compliance of the lesson with the requirements of the Federal State Educational Standard:
1. Focus on new educational results
2. Focused activities on the formation of UUD
Planned results:
subject: the student will learn
· highlight syllables in words
· transfer words from one line to another according to the algorithm
the student will have the opportunity to learn:
· choose language means in accordance with the goals and conditions of communication for effective solution communicative task;
· participate in dialogue, take into account different opinions and strive for coordination various positions in cooperation
personal: student
· shows educational and cognitive interest in new educational material
understands the reasons for success in educational activities
Universal learning activities:
regulatorystudent
· determines the purpose of the activity in the lesson with the help of the teacher;
· learn to work according to the plan proposed by the teacher;
educational student
· uses sign-symbolic means when drawing up transfer rules;
· draws conclusions about the result collaboration class and teacher;
· composes an algorithm under the guidance of a teacher;
communicative student
· listens and understands the speech of others;
negotiates and comes to general decision V joint activities with classmates, including in situations of conflict of interests.

3.Use of modern educational technologies- problem-dialogue technology, ICT, health-saving technology (Beltz eye simulator, motor physical exercises, dosage of tasks, timely change of student activities)

Instructions

Specify a specific location lesson in the system of classes on this topic. Is it related to previous and subsequent ones? lesson mi. Have they been fully taken into account in preparation? software requirements, educational standards. 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 anyone school teacher or a university teacher, it is important to be able to evaluate one’s professional activity. 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, visual aids or technical means. 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 teacher’s monologue, how completely does he feedback and clarifying questions to determine how clear the lesson material is?

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. 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 and its meaning 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 assumes independence of research and freedom in 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 do their best job responsibilities may 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. It depends on what methods you will have to achieve positive result.

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 most best motivation for managers - a percentage of concluded transactions. 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. It may be voluntary health insurance half price, tickets to shows, 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 view, 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 own position By key issues.

Begin the main part by indicating your teaching experience and current place of work. Describe the basic and additional load, which you carry in the educational institution ( cool tutorial, mugs, itself 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 labor results with the set goals and stated objectives;
- understanding the value of your work in context educational work generally.

Write about the achievements of your students: participation in competitions and olympiads, receiving awards, their subsequent studies in higher education educational institutions. Describe what you see final goal your work (formation of what skills and abilities in students) and what methods you use for 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

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

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 becomes 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

Lesson Self-Reflection 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 accepting 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. Assessing the integrity of the lesson

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

Routing.

Self-analysis of the lesson

Tracking the level of development of cognitive processes of students in this class, we can say that based on the results of the first half of the year high level 56% of students (14 people) have academic performance, the average is 44% (11 people). That's why I use it in my lessons differentiated approach for the development of each student, taking into account his individual abilities and interests.

I have identified the following goals and objectives of the lesson:

generalize knowledge about cases of writing the unstressed ending of a noun;

practice spelling " Letters o-e in the endings of nouns after sibilants and c"

practice writing unstressed endings;

develop spelling vigilance;

continue work on developing memory, speech, thinking,

develop interest in the subject;

cultivate discipline, perseverance, and attentiveness.

The goal set is realistic, achievable and appropriate.

During the lesson we worked with the textbook, workbook“We write correctly.”

Taking into account the place of the lesson in the topic (this is the last lesson on the topic “Spelling unstressed endings of nouns”) and the nature of the content of the lesson, I determined the type of lesson - consolidation of the studied material.

Features of the lesson content, its type and age characteristics determined the choice of lesson form. This is a standard lesson (individual and collective form of communication).

As part of the chosen form of the lesson, I constructed it from the following structural elements:

Organizing time.

Goal: to motivate students’ activities in the classroom;

Emotionally prepare children for work.

2. Vocabulary and spelling work.

Goal: inclusion of new vocabulary word V written speech students.

At this stage I used the primary visual perception students of the vocabulary word, developed speech motor and motor spelling memory, worked on lexical meaning vocabulary word.

3. Statement of the topic and purpose of the lesson.

Goal: to prepare for the upcoming work.

4. Updating knowledge.

Goal: to activate mental activity;

Create positive motivation to repeat learned material.

5. Consolidation of the studied material.

Goal: ensuring the strength and systematization of knowledge of the material covered

At this stage I used frontal and independent work. She developed in schoolchildren the ability to use the acquired knowledge in the course of practical and independent work.

6.Lesson summary.

Goal: forming a conclusion on this topic.

To organize educational activities and motivate students, the following were selected in the lesson: methods and techniques:

1. By source of knowledge:

Verbal.

Visual.

Practical.

2. Depending on the nature of cognitive activity:

Problematic method.

Partially – search

3. For didactic purposes.

6. Method of repetition, consolidation of knowledge.

7. Method of applying knowledge.

During the lesson I used the following forms of work:

frontal

independent

individual

educational dialogue

Complied principles of science and accessibility proposed educational information. All tasks turned out to be feasible for the students. Problem posed at the end of the lesson - perfect example connections between theory and practice.

Didactic side of the lesson

The material is easy to understand.

The stages of the lesson are interconnected and sequential

The children tried to conduct research themselves

Students understood the questions and found answers to them

A visual method was used

Methodological side of the lesson

The lesson is purposeful. Compiled in accordance with modern requirements to the lesson.

She thought through and solved the problems of education, upbringing and development in unity. Provided a practical orientation to the educational process, created real opportunities application by students of acquired knowledge in practice.

Psychological side of the lesson

The lesson took place in a business atmosphere. The students responded clearly to all the teacher’s actions and completed assignments productively. The pace of the teacher’s speech is moderate, allowing students to consciously perceive all the information. I tried to create an emotional atmosphere, encouraging students to actively think.

Hygienic requirements for the lesson

Considered sanitary - hygienic requirements. Maintained the correct working posture of students. To prevent fatigue and overwork, physical education was carried out in a timely and high-quality manner to prevent scoliosis.

The lesson time was organized extremely productively due to the well-thought-out structure of its organization. There was a rotation of activities. TSO was not used during the lesson, but visual aids made by the teacher contributed to a more meaningful understanding of the problems of the lesson.

I think that the objectives of the lesson have been solved. Children are not overloaded. Each stage of the lesson had a comprehensive impact on the children. The pace of the lesson is average.