Chemistry lesson: the problem of lesson classification, modern requirements for the lesson in the subject. Characteristics of the main types of chemistry lessons at school. Requirements for the structure of a modern chemistry lesson fgos ooo What are the basic requirements for a chemistry lesson
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Organizational forms teaching chemistry in high school.
Plan.
1. Lesson is the main organizational form of education. Requirements for a chemistry lesson.
2. Classification of chemistry lessons. The structure of chemistry lessons of different types.
3. Preparing the teacher for a chemistry lesson.
4. Optional classes in chemistry. Study tours in chemistry
5. Extracurricular work in chemistry.
Organizational forms of education are specially organized joint activities of the teacher and students, proceeding according to the established order in a certain mode. (G.I. Schukina).
Organizational forms of education are divided into :
1) educational : lessons, electives, elective courses, study tours and additional classes;
2) extracurricular : individual, group (chemical circle) and mass (chemical evenings, KVN, etc.).
Lesson- This is a systematically applied 45-minute lesson with a constant composition of students with the leading role of a teacher, during which certain educational tasks are solved.
Requirements for a chemistry lesson. (according to R.G. Ivanova)
1) focus on achieving specific goals of training, education, development of students (implementation of the principles of didactics);
2) scientific content: theoretically and methodologically correct disclosure of the basic theories, laws, concepts, facts of chemistry indicated in the school curriculum;
3) using all the possibilities of the content and teaching methods to develop students' interest in learning, logical thinking, and creative abilities; widespread use of problem-based learning;
4) training taking into account interdisciplinary connections;
5) a combination of various teaching methods that correspond to the objectives of the lesson and the content of the educational material, ensuring the accessibility of learning; expedient application of all types of chemical experiment and complexes of teaching aids, including technical means (teacher's skill);
6) instilling skills independent work students in the lesson in its frontal, group and individual forms;
7) the purposefulness and integrity of the lesson in all its parameters (content, didactic links), determined by the learning objectives, the consistency of all its parts; saving study time;
8) a calm, business-like atmosphere in the lesson, based on the goodwill and mutual trust of the teacher and students and a common interest in the success of the lesson.
Classification of chemistry lessons and their structure.
1. According to the main stages of the educational process:
introductory lessons;
lessons of initial acquaintance with educational material;
training lessons;
credit lessons.
2. According to the dominant teaching method (according to the method of conducting) :
lecture, conversation, seminar, practical lesson, etc.
3. The nature cognitive activity students :
lessons using the explanatory and illustrative method;
lessons using the heuristic method;
lessons using the research method;
Classification 2 And 3 relative, since with one leading method, the teacher usually uses many more auxiliary methods and techniques. Sometimes the variety of methods in a lesson is so great that it is generally impossible to accurately determine its type, but the methods should always be appropriate for the learning objectives, the content of the lesson and the specific conditions in the classroom.
4. For didactic purposes :
Specialized Lessons(one didactic goal is realized):
lessons in transferring and acquiring new knowledge;
lessons of consolidation and improvement of knowledge and skills;
lessons for checking learning outcomes.
Combined Lessons(several didactic goals are being implemented).
Such a classification is relative, because the teaching nature of the lesson involves, along with the transfer of new knowledge, to ensure their consolidation and control their assimilation.
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Methodological features of conducting chemistry lessons
Features of conducting a chemistry lesson Features of conducting the first lessons in chemistry
Features of the chemistry lesson
Despite the differences that are quite clearly defined in the characteristics of each of these types of chemistry lessons, there are three stages that are completely invariant (necessary) for the lesson - this is the beginning, the main part and the conclusion. We will dwell briefly on the characteristics of each of the stages of the lesson.
Organizational moment of the chemistry lesson
The beginning of the lesson includes the organizational moment and the preparation of students for the study of new material. The organizational moment is a certain period of time for organizing the start of educational work. Many teachers include here everything related to the beginning of the lesson: from the call to the lesson to checking the readiness of students for the lesson. At the same time, the very concept of "organizational moment" is considered not as a single moment, but as an integral system that determines the beginning of the lesson. The organizational moment should psychologically set students up for the upcoming lesson and provide a normal environment for work throughout the lesson. Preliminary organization of the class includes greeting the teacher and students; absentee check; checking the condition of the classroom; checking workplaces, appearance and working posture of students; organizing student attention. The teacher can receive information about absentees orally or by a note from the attendants. In practice, often the teacher, having looked into the class, himself marks the list of students, which significantly saves the lesson time. At the beginning of the lesson, it is necessary to determine the cleanliness of the classroom itself, the correct arrangement of tables and chairs, the general readiness of the students' workplace, the availability of the necessary notes on the board, that is, everything that organizes students at the beginning of the chemistry lesson (including the dampness of the rag). Comments must be corrected immediately. The teacher should always pay attention to the appearance of students, the posture of students during work, etc. The requirement of some young teachers to keep textbooks closed is not pedagogically justified. With the optimal organization of the survey, students do not have the need or desire to look into the textbook. You can start the next stage of the lesson only if the teacher owns the attention of the students of the whole class. The entire organization of the class should take no more than 1-2 minutes. Often there is a problem with students being late, which distracts students, unnerves the teacher and takes up lesson time. The actions of teachers on this are different:
“Sit down quickly. Don't be late again." The student escaped with a slight fright and immediately concluded for himself: being late is not scary. The teacher explains to the student for a long time that it is impossible to be late, organizing an unnecessary monologue and taking time from the class. “Late? Stay at the door!" As a result, the figure of the student at the door distracts the attention of the entire class. "Sit down two!" or “Late? Go answer!" In pedagogical terms, the first option is non-pedagogical, since the teacher does not have the right to evaluate the student unsatisfactorily due to being late for the lesson. The second technique inspires doubts, but in practice, apparently, it gives its results.
Depending on the type of lesson, different stages can be used after the organizational moment (see lesson types).
Practical advice. Greeting the chemistry teacher at the beginning of the lesson should express mutual respect and sympathy, so the greeting procedure cannot be carried out formally. Checking the condition of the classroom is also an important part of the organizational moment. Appearance The classroom in which the lesson takes place has a certain educational task. If it is convenient for work, bright, clean, comfortable, pleasing to the eye with order and beauty, then love for cleanliness, order, beauty, respect for one's working environment and even disciplined behavior are brought up. One of important rules for a young teacher is the following - "In the noise you started the lesson - in the noise you will finish it."
Actualization of the studied material at the chemistry lesson
When organizing the actualization, it must be remembered that at the beginning of this stage of the lesson, one must also set a micro-goal and strive to fulfill it. It is impossible to start learning new material without determining the level of assimilation of previously studied material.
In practice, the teacher uses various forms survey: frontal survey, work at the blackboard or from the spot, work on cards or testing, etc. Some teachers start the lesson not with a survey, but with a conversation or story in combination with a variety of techniques. At the same time, the connection between the issues under consideration and the studied material is established and, against the general background of the active acquisition of knowledge and skills by students, the most important questions. It is not enough just to memorize the material mechanically; it is necessary to check the awareness of assimilation and the ability to practical application acquired knowledge, the development of logical thinking of students. As a result of a thoughtful survey, the teacher receives not only objective information about the assimilation of the previously studied material by the students, but can also diagnose the reasons for the misunderstanding of the material by the students. It is necessary to formulate the question in such a way that the student can answer it in full. It is not allowed to transfer the survey into a dialogue between a teacher and one student, which is most often observed in the lessons of young teachers.
In no case should you start the lesson with the question "Who did not do their homework?". This not only discourages students, but also accustoms them to the idea that failure to homework- this is the norm. Consider the reasons for this: the inability of the student to organize their learning activities without being distracted by games, programs, communication with peers on the Internet, etc.; lack of normal living conditions for independent work (it is necessary to clarify this issue with the class teacher in advance); family problems; lesson material not understood in time, etc.
The teacher needs to tactfully determine all this in advance, and not find out the reason for the student’s unpreparedness in front of the whole class (sometimes the student simply cannot answer in this personal situation), and even more so - to shame or insult him (“Of course, you are not able to prepare for the lesson and complete homework!"). All this is unacceptable on the part of the teacher in relation to the child.
Practical advice. When organizing a survey, a young teacher must remember that the questions of the lesson should not be spontaneous. All questions, their “targeting” (who is supposed to ask this question) and the answers to them should be thought out by the teacher in advance. At the same time, it should be remembered that it is advisable to first ask a question, and then call (preferably by name) the person to whom it is intended. In this case, the work of the entire class is assumed, and not just the “lucky one” to whom the question itself is intended.
Chemistry lesson motivation
Motivation of the lesson, as one of the goal-setting stages of the lesson, has its own specific didactic significance, since it is at this stage that students' interest in learning new material is formed. Sometimes the name of the topic itself attracts attention if it is formulated in a somewhat unusual way. Schoolchildren are often interested in problems of cognitive significance, which is used when creating a problem situation in the lesson. Thus, the essence of motivating students to learn new topic is to correlate what they heard with the problem that was posed to them at the beginning of the lesson.
It is quite difficult to create problem situations, since for this you need to clearly understand their origin. A problem situation is not just a question, but a question of a special kind, affecting something important for students that they have not thought about before. At the same time, the problematic situation reveals to them already known material or a phenomenon from a completely new perspective. For example, even backward students know that non-oxidizing acid solutions do not react with copper. However, already in Ancient Egypt very bright and beautiful paint verdigris (copper acetate) was obtained by reacting weak acetic acid with copper. Thus, a problem arises that needs to be solved, since it always means a contradiction between the knowledge known to the student and the new information that should be studied.
Learning new material in a chemistry lesson
Learning new material is a major component in teaching chemistry. When drawing up a lesson plan, the teacher determines the part of the time for each stage of the lesson. New educational material can be studied different ways(methods). For example, it can be stated by the teacher himself, by organizing the joint work of the teacher with students or in the order of independent work of students. Before learning new material, the teacher must clearly and completely define the objectives of the lesson. A young teacher must firmly remember the law: new knowledge must be clearly understood by all students in the classroom. Homework can only be of auxiliary importance, mainly for better memorization and improvement of the application of what has been learned and understood in the lesson. The study of new material must be designed in such a way that the student can in turn explain it to the whole class, classmate, etc. When explaining new material, one must adhere to the plan of the textbook, but this does not imply a simple retelling of the textbook paragraph by the teacher. This immediately levels the teacher in the eyes of the students. Oral explanation must be combined with other teaching methods: demonstration of experiments, visual aids, use of handouts, charts and drawings on the board, audio and video materials, computer technology, etc. All these visual teaching tools can illustrate teacher messages, making them more persuasive and convincing. Visual aids, secondly, can have another purpose - as raw material for teacher-led explanation. In this case, a demonstration experience, a model, a presentation, etc. are used to analyze facts and phenomena. And the necessary scientific generalizations and conclusions should follow from the demonstration.
A young teacher should not turn the explanation of new material into a monologue for 30 minutes of the lesson without receiving feedback on determining the level of assimilation of the studied. At the same time, it is desirable to use questions such as “What conclusion did we draw?”, “How did we approach it?”, “Give your own examples”, “Where can we use what we have learned now?”, “Are there other ways solution to this problem?" etc. It is advisable to welcome any student question on a given topic, and not be afraid of having raised hands. The absence of questions does not always mean a general understanding of the material by the class. Sometimes this is due to ordinary indifference to the issue being studied, which means that the teacher could not properly organize the stage of lesson motivation. In the course of studying new material, the teacher, together with the students, needs to draw conclusions for each micro-stage, which, in general, will lead to a general conclusion. A logical indicator of the level of assimilation of the lesson material will be the conclusion that was made not by the teacher, but by the students themselves. Because highest value has the fact not of memorizing the material of the lesson, but of students' understanding of its essence.
“We know that if a zinc granule is lowered into a solution of sulfuric acid, a reaction will begin with the release of hydrogen and the formation of a salt. And if copper shavings are lowered into the same acid solution, the reaction will not go at all. Can we expect any changes if we take concentrated sulfuric acid instead of a solution? is an example of a cognitive task for a lesson on the properties of sulfuric acid. What follows is an experiment demonstrating the non-evolution of hydrogen in the reaction of concentrated sulfuric acid with zinc; at the same time, the acid reacts with copper. Here the teacher reformulated and expanded the content of the cognitive task, which is defined as an essential moment of its solution. Having answered this question, the teacher again expands and reformulates the cognitive task. "How will sulfuric acid react with other metals depending on their activity?" Thus, methodologists note that the solution of any cognitive task (from a logical-psychological point of view) is reduced to a series of successive reformulations of this task ().
The study of the material through the experiment involves the use of laboratory experience or demonstration of the experiment by the teacher himself.
Independent study by students of the material in the lesson involves the study of new material according to a predetermined plan, or as an answer to the question posed (“Can it be argued that “glass molecules consist of oxides”?), Annotation or abstracting of the material (for high school students). The organization of independent work of students with a textbook is that each student independently and thoughtfully study the program material from the textbook, comprehending the facts contained in it, examples and the theoretical generalizations arising from them (rules, concepts, conclusions), while simultaneously mastering new material he acquires the ability to work with educational literature.
Primary and subsequent consolidation of the material in a chemistry lesson
This stage is often not considered specifically defined in the general structure of the lesson, so it is necessary to assess the level of knowledge of students at each of the stages, which means the need for primary consolidation of knowledge. The main pedagogical goal of this stage of the lesson is not only to control the assimilation of the material, but also to develop in students the skills to use the acquired knowledge, skills and abilities. At the same time, you can raise a question, for example, not about solving a problem, but invite students to model an algorithm for solving it or raise a question of comparison (“Today we studied the properties of carbon; tell us how you will study the properties of silicon”), etc. In any case, this stage of the lesson should not be reduced to attempts to memorize or memorize the text of the textbook.
Organizing homework in chemistry class
The teacher should accustom students to doing homework in such a way that students treat it not just as a repetition of the material studied in the classroom, but as a continuation of the study of the material in the process of independent homework. Therefore, methodologists advise: 1) homework can be given at any stage of the lesson; 2) homework must be necessarily (!) explained with the general attention of the whole class. You can't just give the paragraph number and the question page; 3) homework should be varied in form and content. The most common types of homework in chemistry are working on the text of the textbook, performing various exercises and solving problems, experimenting at home, compiling a message using additional literature or the Internet; 4) Homework must be done.
Features of the first lessons in chemistry
Much depends on how the first chemistry lesson in grade 8 will be held, including the motivation of students to study chemistry as a school subject. Of course, the first chemistry lesson is important both for the teacher going to the first lesson and for the student trainee preparing for the first chemistry lesson. In this regard, the teacher faces a difficult task - not only to select educational material, but also to determine the entire set of forms, methods and methodological techniques that will make the lesson more effective and informative. Teachers usually use additional facts from the history of chemistry or areas of its application, spectacular entertaining experiments that, already in the first lesson, teach students not just to look, but to observe and draw conclusions. During the lesson, you can demonstrate the extinguishing of a burning candle with carbon dioxide, the interaction of iron (III) chloride with potassium thiocyanate, etc.
Discipline in the chemistry lesson. The problem of discipline in the classroom often becomes a serious issue. Sometimes it seems that regardless of the careful and thoughtful preparation for the lesson, it is still difficult to bring the students together. Despite the variety of approaches in the methodological literature on resolving this issue, there is no single and universal way out of this situation and is unlikely to be. And the point is not that it is difficult to come up with such a way out, but that it is simply impossible to determine it. It is impossible to develop a universal tool by which any teacher in any class will receive ideal discipline. Why? Because there are no two identical classes, two identical teachers, two completely identical pedagogical situations created during a chemistry lesson. But even this seemingly unsolvable question still finds its solution. You know perfectly well that it is easier not to treat the disease, but to prevent it. The same happens in pedagogical activity chemistry teacher. It is necessary to study each class, each student, microgroups of the class, internal relations between them, etc. All this is really time-consuming, but it has its result, the main thing is NOT to allow contradictions to ripen in the lesson.
Thus, the reasons for the occurrence of a violation of discipline in the lesson can be explained as follows:
Reasons related to the general mood of the class, Reasons related to the mood of any student from the class.
In any case, it is necessary to conduct a lesson in such a way that it is interesting for all students, so that they do not have the opportunity to be distracted by extraneous things. To manage a class during a chemistry lesson, three conditions must be met: first, the remark must be made, albeit in a calm, but completely authoritative, indisputable tone, otherwise it will not make an impression. Secondly, remarks, even business ones, should be made as rarely as possible. Thirdly, the requirement expressed in the remark must necessarily be addressed to a specific student and brought to immediate and consistent implementation.
But a completely different noise occurs when the students are not involved in the course of work, or the information they need to learn is not interesting to them. There is an unspoken rule - "In the noise you started the lesson - in the noise you will finish it." During the entire lesson, the teacher should not lose the attention of the class, less often turn his back to the class, sit less at his desk, etc. It is necessary to see the eyes of each of the students. This is how the teacher receives information about the feedback on the level of the learned material. Best position teachers in the office - in front of the class between the blackboard and the front row of desks. The teacher's walking around the classroom during the presentation weakens the impression, so it is necessary to see all the students at the same time. At the same time, the transition of the teacher from one place to another, coinciding with the transition to a new question, excites the attention of students.
Analysis and reflection of a chemistry lesson
Lesson analysis is carried out both by the teacher himself (lesson self-analysis), and by other persons (colleagues, administration, methodologists, inspectors, etc.) when attending open lessons. Self-analysis is carried out by the teacher to determine more effective ways to improve his methodological system in teaching chemistry. Visiting and analyzing lessons by other persons usually pursues various goals: studying the teacher's experience; checking the teacher's use of the latest pedagogical technologies; establishing teacher qualifications; learning by students of relevant competencies.
There are several options for analysis of the lesson.
To analyze a chemistry lesson, it is necessary, first of all, to know the content of the subject, its structure, construction, the educational goals of the lesson and the scientific nature of its content, and to present a system of lessons. The analysis of the lesson is preceded by keeping a record of it, indicating the following headings: class; surname, name, patronymic of the teacher; date, day of the week, what lesson according to the account in the schedule of the day; lesson objectives (according to the observer). The observer must constantly consider the lesson in two aspects - from the side of the activities of the teacher and students, and fix how this corresponds to the goals of the lesson. The analysis takes into account the nature of each stage of the lesson, the activities of the teacher and students, methods of updating knowledge to prepare for the perception of new material (content, specificity and accuracy of questions, the use of visual aids, a chemical experiment, didactic material), methods of activating the class and their effectiveness, commenting and evaluation of students' answers, the timeliness of detecting errors in answers, the employment of the class during the recording of knowledge, summing up, explaining homework. The protocol indicates teaching methods, the adequacy of their content and age characteristics of students, fixes the methodology for using other teaching aids in the lesson, including computer technology and TAVSO. The protocol should also note the method of using the blackboard.
When characterizing the work of students, they note discipline in the lesson, the type of activity of students (productive, reproductive), activity, attention, interest in the lesson.
At the end of the lesson, there is a discussion of the results. First, the floor is given to the teacher himself, who conducts self-analysis of his lesson. At the same time, it is necessary to note the main goal and objectives of the lesson, the methods and teaching methods that are supposed to be carried out by the teacher and have a methodological effect, indicate the means of teaching. In the course of self-analysis, the teacher should analyze his lesson, pointing out the shortcomings and possible reasons their appearance. When discussing the lesson, recommendations are made to the teacher to help with further work.
The very word reflection (from English) is synonymous with the usual terms " Feedback”, “giving back”, “self-esteem and introspection”, “mutual understanding and interaction”. The ability of a person to imagine how he is perceived by others is called reflection, that is, this is reflection, self-observation, self-knowledge. Reflection is considered as follows: 1) the reflective activity of students organized by the teacher (in the form of self-assessment of their work in the classroom or throughout the school year), and the activities of the teacher; 2) teacher's pedagogical reflection, i.e., analysis and evaluation of their activities based on the results received from students, as well as on the basis of self-assessment and introspection. Thus, a reflective teacher is a thinking, analyzing professional. This is an attentive listener, an intelligent observer, an insightful interlocutor.
Questions and tasks
What factors determine the lesson as the main form of learning? Define and brief description listed types of lessons. What are the conditions for organizing the active activity of students in the classroom? How is the educational work of the school teacher planned? Think about which of your school teachers would you now call a reflective teacher? Was this teacher different from all the other teachers? How was the reflective ability of this teacher manifested in relation to you?
Modern chemistry lesson: requirements, problems, directions of improvement Elena Adamovna Segen methodologist of management of educational and methodological work The concept of the subject "Chemistry" System-structural approach Integrative approach Competence-based approach Culturological approach Personal-activity approach The goals of the subject "Chemistry" Formation of systemic chemical knowledge Formation and development of the subject -special and key competencies Boden and Marton: "If you have no idea what situations your students may face in the future, teach them what they can apply in any situation." Key competencies Key competencies are the most general (universal) abilities and skills that allow a person to understand the situation and achieve results in personal and professional life in the context of the increasing dynamism of modern society. Key competencies - a set of a successful person Learning to think Solve problems Search for information Be able to navigate Cooperate Get down to business Adapt Communicate Lesson A lesson is a logically complete, holistic, limited segment of the educational process, in which educational work is carried out with a constant composition of students of approximately the same age . A lesson is a dynamic variable form of organizing the process of purposeful interaction (activity and communication) between a teacher and students (permanent staff), including content, forms, methods and means of teaching and systematically applied to solve the problems of education, upbringing and development of the student in the learning process. Motivation (from lat. "movere") - an incentive to act; a dynamic process of a physiological and psychological plan that controls human behavior, determines its direction, organization, activity and stability. Conditions for the educational motivation of a modern student 1. Providing freedom of choice 2. The maximum possible removal of external control 3. Learning objectives come from the needs and interests of the student 4. The lesson is interesting from beginning to end 5. Creating an atmosphere of cooperation MAIN COMPONENTS OF A MODERN LESSON: 1. Organizational - the organization of the class throughout the lesson, the readiness of students for the lesson, order and discipline. 2. Target - setting learning goals for students, both for the entire lesson and for its individual stages. MAIN COMPONENTS OF A MODERN LESSON: 3. Motivational - determining the significance of the material being studied both in this topic and in the entire course. 4. Communicative - the level of communication between the teacher and the class and children among themselves MAIN COMPONENTS OF A MODERN LESSON: 5. Content - selection of material for study, consolidation, repetition, independent work, etc. 6. Technological - the choice of forms, methods and teaching methods that are optimal for a given type of lesson, for a given topic, for a given class, etc. MAIN COMPONENTS OF A MODERN LESSON: 7. Control and evaluation - the use of assessment of the student's activities in the lesson to stimulate his activity and develop cognitive interest. 8. Analytical - summing up the results of the lesson, analyzing the activities of students in the lesson, analyzing the results of their own activities in organizing the lesson. Modern lesson 1. Designing active interaction between a student and a teacher 2. Structure of a lesson 3. Health of students 4. Personality of a modern teacher Lesson as a system Purpose of SPS Content Teacher Students Result Who does not clearly see the goal - is very surprised when he comes to the wrong place ... Teaching purpose of the lesson: Possession students with the following skills: be able to apply theoretical knowledge (concepts, laws and theories of chemistry), draw up chemical formulas and equations, carry out calculations using formulas and equations, be able to conduct a chemical experiment in strict accordance with safety rules Educational tasks form the worldview of students, their system of views and beliefs. To teach and educate is like a zipper on a jacket: both sides are tightened simultaneously and firmly by the unhurried movement of the lock - creative thought. This idea is the main thing in the lesson. The developing goal of the modern lesson To set a goal in the lesson, formulating it as follows: to teach children to think, it means never to achieve it. The ability to think consists of students mastering the ability to analyze, highlight the main thing, compare, systematize, prove, explain, pose and solve problems. Pedagogical tasks of the modern lesson: 1. Informational: What will we teach and what will we learn? 2. Operational: How and in what way will we learn? 3. Motivational: Why do we need this? 4. Communicative: With whom and where? Rules for every day: I am not a source of knowledge in the lesson - I am the organizer of the lesson and the assistant to the children. The child should know why he needs it? the goals of the lesson must be formulated in the lesson together with the children, and these goals should be in the sphere of interests of the child; Rules for every day: No monologues in class! Only dialogue, alive, in which everyone participates. Almost at every lesson there is work in groups: pairs, fours, large groups. We learn to communicate, argue, defend our opinion, ask for help or offer it. The most important thing is the teacher's emotional mood Classification of lessons According to the main didactic goal According to the form of conducting The main types of lessons according to the form of conducting lesson-lecture; lesson-seminar; lesson-test; practical lesson; lesson-excursion; lesson-discussion; The main types of lessons in the form of a lesson-consultation; integrated lesson; theatrical lesson; lesson-competition; lesson with didactic game; lesson - business game; lesson - role-playing game; The main types of lessons for the didactic purpose Combined lesson Lesson for studying new material Lesson for consolidating and applying ZUN Lesson for repetition and generalization Control lesson Requirements for a modern lesson Structure: interpenetration of lesson stages, a decrease in the proportion of combined lessons; Purpose: diagnostic goal-setting, preservation of the triune goal of the lesson (ZUN, key competencies, values); Content: highlighting the most significant (main) material and its repeated study (mastering the educational material in the lesson); Teaching tools: minimum educational complex Requirements for a modern lesson Teaching methods: the optimal combination of different groups of methods (with a predominance of problem-based and research teaching methods); Forms: IR, PR, GR, KR DZ: optimal, based on the principles of individualization and differentiation. Compliance with psychological and hygienic requirements The structure of a lesson is understood as the logical mutual arrangement and connection of its elements, ensuring the integrity of the lesson. The allocation of the stages of the lesson is based on the logic of the process of mastering knowledge: perception - comprehension - memorization - application - generalization - reflection A set of stages of the lesson that form its structure stage of studying new knowledge and methods of activity 5. stage of primary verification of understanding of what has been learned A set of stages of a training session that form its structure 6. stage of consolidating what has been learned 7. stage of applying what has been studied 8. stage of generalization and systematization 9. stage of control and self-control 10. stage of correction 11. stage of information about homework 12. stage of summing up the lesson 13. stage of reflection Student health Firstly, it is rational to organize a lesson, which involves physical education minutes at 20 and 35 minutes of the lesson, emotional discharge, a change in the types of teaching and activities of students. Game warm-ups can become moments of rest. Health of students Secondly, the main thing that allows you to maintain mental health is a moral atmosphere, which is determined by the teacher. An atmosphere of friendliness, respect is what keeps our health and the health of our children Health of students Thirdly, do not be lazy and do not miss the opportunity to connect the topic of your lesson with the problems of maintaining health: physical, mental, social Fourthly, the teacher must be healthy himself . A sick teacher will not teach children to take care of their health. The personality of a modern teacher To successfully perform the professional work of a teacher, a person must have certain personal qualities, the basis of which is interest (positively colored emotional attitude) to life, interest in a person, interest in culture. For the lesson to be successful, it is necessary: Formation of subject competence Development of cognitive activity Formation of information culture Development of thinking Development of creative abilities Formation of communicative competence Creation of a comfortable environment Change of activities Be proud that you are a teacher! And enjoy the ability to be the best!!!
The whole variety of lessons currently used in the practice of teaching can be divided into several types and types, depending on what educational tasks are set for the lessons and what methods these tasks are solved.
the construction of lessons affects their content. But this influence does not manifest itself directly, but through teaching methods, which, as we saw above, are nothing more than a form of movement of the content itself in the process of teaching the basics of science.
Most often, all the main tasks of teaching are set before the lesson, that is, communication, consolidation, repetition, accounting, generalization and systematization of knowledge, the formation of skills, and the organization of students' homework. Such lessons^ are called mixed or combined. Before individual lessons, not all of the above are set, but separate tasks, for example, to transfer new knowledge and skills or to consolidate, generalize and take them into account. Such lessons are called lessons in the transfer of new knowledge, skills and abilities, lessons in consolidating and generalizing knowledge, lessons in taking them into account. Depending on the methods by which these tasks are carried out, these types of lessons are divided into types.
Below, in table 5, we give a classification of lessons based on the above signs of division, with teaching tasks serving to divide lessons into types, and teaching methods to divide each type into types.
Table 5
| Lesson types | Types of lessons of this type |
| I. Mixed (combined) lessons | 1. Blended lessons using mostly visual methods 2. Blended lessons using practical methods and students' independent work 3. Blended lessons using mostly verbal methods |
| II. Lessons in transferring and acquiring new knowledge, skills and abilities | 4. Lessons in transferring and acquiring new knowledge, skills and abilities using mainly visual methods 5. The same using practical methods 6. The same with the use of verbal methods (lessons of verbal presentation, lessons-conversations, lessons-lectures) 7. Lessons of self-acquisition of knowledge and skills by students |
| III. Lessons of repetition and consolidation of knowledge, skills and abilities | 8. Lessons-conversations and lessons-conferences 9. Lessons-exercises 10. 10. Lessons - practical exercises |
| IV. Lessons of generalization and systematization of knowledge | 11. Summarizing conversations, 12. Review lectures 13. General conferences |
| V. Control and accounting lessons | 14. Written tests 15. Control practical exercises |
Table 6
| Mixed lessons using mainly: |
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| demonstration experiment and visual aids | verbal presentation |
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| 3. Questioning students on questions covered in previous lessons; repetition, clarification, consolidation and assessment of knowledge, skills and abilities of students 4. Communication to schoolchildren of the purpose of the upcoming work and then communication of new knowledge, skills and abilities by: |
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| a) demonstration of experiments and visual aids with their explanation by the teacher or, at his suggestion, by students | b) organization of laboratory experiments, work with handouts and a book, accompanied by teacher's explanations | c) presentation of new material, accompanied by a demonstration of tables, transparencies and other visual aids |
| 5. Homework 6. Summarizing the reported information, checking students' understanding of them and consolidating knowledge in memory (questioning, problem solving). |
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Table 7
| Lessons of communicating and acquiring new knowledge, skills and abilities using all methods and mainly: | Lessons of self-acquisition of knowledge and skills by students |
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| demonstrations of experiments and visual aids | laboratory experiments and other types of independent work of students | verbal |
|
| 1. Accounting for absent students 2. Communication to students of the purpose of the lesson, the communication of new knowledge, the formation of new skills by: |
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| a) demonstration of experiments and visual aids and explanations of them | b) setting up laboratory experiments, working with handouts and a book, and teacher's explanations | c) verbal presentation, conversation | 3. Organization of practical laboratory classes, independent work with a textbook, book, handouts, etc. 4. Summing up the results of independent work of students 5. Homework |
| 3. Homework 4. Summarizing the stated knowledge, checking students' understanding of them, consolidating knowledge in students' memory (interrogation, problem solving). |
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Of course, II-V types of lessons are also mixed in some respects, since when transferring new knowledge (II type of lessons) there is a repetition and consolidation of previously acquired ones; when consolidating knowledge (type III), they are generalized and systematized, they are tested and evaluated; when generalizing and systematizing knowledge (type IV), their consolidation and accounting; in the control and accounting of knowledge (V type) - their consolidation, repetition, generalization and systematization. However, in type II lessons, the task of communicating new knowledge is brought to the fore, it is given the main importance, and the solution of other tasks acts only as a condition and consequence of solving this main task. In the same way, the main, predominant value in the III type of lessons is the consolidation of knowledge, in IV - systematization and generalization, in V - knowledge accounting, and all other tasks are solved as conditions and consequences of the successful implementation of these main tasks. In mixed lessons (I type) all tasks of educational work
Table 8
| Lessons-conversations and lessons-conferences | Lessons-exercises | Lessons - practical exercises |
| 1. Accounting for absent students 2. Checking students' homework | 2. Checking students' understanding of the description of the upcoming practical lesson (frontal or by links). Checking student work plans |
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| 3. Setting the goal of the forthcoming work | 3. Preparation by students of workplaces for a practical lesson |
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| 4. Setting a system of questions by the teacher in order to find out the students' assimilation of the material covered and fix it in memory or listening to and discussing the students' reports 5. Homework | 4. Exercises (for example, in drawing up formulas of substances and reaction equations, in solving computational and experimental problems, etc.) and at the same time taking into account and assessing knowledge 5. Cleaning jobs | 4. Independent laboratory practical work students under the supervision and control of the teacher and in the provision of assistance on his part; accounting and evaluation of student work 5. Homework 6. Washing dishes; delivery of sets of dishes, reagents, materials and accessories to the laboratory assistant, cleaning the workplace |
are equivalent, none of them is put forward especially and does not have a predominant value, although they take a different amount of time.
The main thing in the construction of each type and type of lessons is the maximum activation of students, since knowledge, skills and abilities are acquired in independent purposeful activity and the more quickly and thoroughly, the more actively it proceeds.
Lessons should be in the nature of active independent work of students, and verification, communication, consolidation, systematization and generalization of knowledge mutually penetrate and reinforce each other.
An important characteristic of lessons is their structure.
The structure of lessons of type I mixed lessons is shown in table 6.
The above 3rd, 4th, 5th and 7th moments of the lessons can follow each other, as indicated in the table, or penetrate each other. In the experience of Lipetsk teachers, they penetrate each other, which results in greater activity of students in the classroom and an increase in student performance. Structurally, the lessons of Lipetsk teachers consist of the following three parts - preparatory, main, final.
The structure of the lessons of transferring and acquiring new knowledge, skills and abilities is visible from Table 7.
The moments indicated in the table 2, 3, 4, 5 can go one after another in the lesson or intertwine, activating students and creating Better conditions for student learning.
The structure of the lessons of repetition and consolidation of knowledge is shown in table 8.
The structure of the lessons of generalization and systematization of knowledge is shown in Table 9.
The structure of control and accounting lessons is visible from table 10.
The above structure of the lessons cannot be considered as immutable. There shouldn't be a pattern here. The structure of the lessons can and should be changed by the teacher depending on the development of students, their assimilation of educational material, and the availability of educational equipment. Separate moments of the lessons can be moved, completely excluded and new ones inserted instead. In this case, the type of lesson can be saved, but it can also turn into a different type and even type. In grades IX-XI, mixed lessons are used less frequently than in grades VII-VIII, and lessons for communicating new knowledge, on the contrary, are used more often. In the 7th-8th grades laboratory works are more common than in grades IX-XI. In high school, practical classes are more often used. In the 7th grade, the lessons of verbal presentation are used mainly in the form of a story-conversation, in the 10th-11th grades - mainly in the form of a lecture. To generalize knowledge in grades VII-VIII, as a rule, generalizing conversations are used, and in grades IX-XI, overview lectures are used. At each lesson, the students write in their notebooks what the teacher or the students called by him write on the board.
Table 9
| Summarizing talks and conferences | Overview lectures |
| 1. Accounting for absent students 2. Checking students' homework 3. Telling students the purpose of the upcoming conversation, conference, lecture |
|
| 4. Asking students questions compiled by the teacher to systematize and generalize what has been learned; reports of individual students, collective discussion of them; demonstration by students of individual experiments; additions made by the teacher in order to facilitate the assimilation of new generalizations by students; solving qualitative and quantitative problems, including experimental ones, helping to systematize knowledge; accounting and assessment of students' knowledge 5. Homework 6. Summary teacher of the results of the conversation | 4. Teacher's lecture: a) introduction; b) a review of what has been covered in order to generalize and systematize it, accompanied by a demonstration of individual experiments and visual aids; Finally 5. Homework 6. Answers to students' questions and posing questions to students in order to check their assimilation of the main ideas of the review lecture |
Table 10
| Written tests | Control practical exercises |
| 1. Accounting for absent students 2. Organization by the teacher of independent work of students (distribution of tasks, instructions on the technique of upcoming work, etc.) |
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| 3. Independent written work of students 4. Warning the teacher that there are 5 minutes left until the end of the lesson 5. Collection of written works | 3. Written solution of experimental problems, drawing up a plan for conducting experiments and a list of necessary reagents, materials and accessories 4. Preparing the workplace for the lesson 5. Setting up experiments and compiling written reports by students; accounting and evaluation by the teacher of students' work. Submission of written reports to the teacher 6. Washing dishes; delivery of sets of reagents, materials and accessories to the laboratory assistant; workplace cleaning |
