Preparing a teacher for a chemistry lesson. Chemistry lesson: the problem of lesson classification, modern requirements for a lesson in a subject

ANO VPO

"European University "Business Triangle"

GRADUATE WORK

under additional professional educational program

professional retraining

"Pedagogical education: teacher of chemistry"

700 hours, 6 months

Topic:

"Chemistry lesson : the problem of classifying lessons, modern requirements for a lesson in a subject. Characteristics of the main types of chemistry lessons at school "

Graduation work prepared by: Chufistova Tatyana Alexandrovna

Job title: Teacher

Place of work: MAOU secondary school No. 71 of Yekaterinburg

Number and date of the contract: 2016/01-974-03 from 03/23/2016

_____________ October 11_2016 _____________

Yekaterinburg city. Sverdlovsk region

Russian Federation

Content.

Introduction…………………………………………………………………….….3

Chapter I .Lesson as an integral system………………………………………..5

Chapter II .Typology and structure of the chemistry lesson………………………....6

2.1.The structure of the chemistry lesson………………………………………….……6

2.2. Classification of lesson types in chemistry and their characteristics ...... 8

2.3. Preparing a teacher for a chemistry lesson. Planning…………….11

2.4. Preparing a chemistry lesson……………………………………………..14

2.5. Organization of educational activities in the classroom……………………..20

2.6. Modern lesson…………………………………………………..…23

2.7. Features and requirements for a modern chemistry lesson……….27

Conclusion………………………………………………………………………29

References……..……………………………………………………31

Introduction

No matter how reforms and modernizations improve, the lesson remains the main organizational form of education. On it rested and stands a modern school.

An analysis of the lessons conducted at school shows that their structure and methodology largely depend on the didactic goals and tasks that are solved in the process of studying a particular topic. All this allows us to talk about the methodological diversity of the lessons and highlight those that are characterized by a number of common features.

The lesson offers a solution to the problems of education, a value attitude to life, the development of a meaningful, motivated creative position by means of non-traditional organization of the educational process.

The relevance of the topic of qualification work lies in the fact that the lesson is the main dynamic and variable form of organizing the process of purposeful interaction between the teacher and students, including the content, forms, methods and means of teaching and systematically used to solve the problems of teaching, educating and developing the student. In the light of the concept of modern education, great attention is currently paid to training, education and development, since the development of scientific and technological progress in the 20th century has revealed the great need of all mankind to receive a quality education.

What should it be, a modern lesson? How should its structure change? These questions are not random. Recently, the interest of teachers in the problems of the modern lesson has sharply increased, including in such a difficult lesson as chemistry. Of course, the lesson must be systematic, consistent and strong in the assimilation of students' knowledge.

The effectiveness of the lesson largely depends on the skillful choice of teaching methods and their structure. Cognitive interest can be aroused or strengthened by the inclusion of all students in active learning activities available to them, bringing the joy of learning, a sense of satisfaction with success. To do this, it is sometimes advisable to put a problem or a problematic question, a heuristic or cognitive task in front of the class. To improve the memorization of the most important material, various techniques are used, in particular, fixing on a blackboard, a special poster or projection on a screen using technical means, basic semantic points - concepts, terms, main dates, names, diagrams, etc. - the main thing, the memorization of which contributes to the reproduction of all material.

The purpose of the study of course work is to identify the features of the main organizational form of teaching chemistry, the features of the modern lesson, as well as the development of lesson notes in chemistry.

Objectives of the course work: to consider the lesson as an integral system; analyze the goals and objectives of chemistry lessons; identify the typology and structure of lessons; reveal the main stages of the lesson, namely the preparation of the lesson, compiling a summary and organizational issues; evaluate the modern chemistry lesson.

The object of the research is the main form of organization of the educational process.

The subject of the research is a modern lesson.

Research methods - the study of methodological and scientific literary sources and the modeling of the lesson.

Chapter I . Lesson as a holistic system

The main organizational form of education in secondary schools is the lesson.

What is a lesson? The answer to this question is very difficult today. Until now, in pedagogical science, the prevailing opinion is that a lesson is a form of organizing training with a group of students of the same age, of a permanent composition, a lesson on a fixed schedule and with a single training program for all. In this form, all components of the educational process are presented: purpose, content, means, methods, organization and management activities, and all its didactic elements. The essence and purpose of the lesson in the learning process as an integral dynamic system is thus reduced to the collective-individual interaction of the teacher and students, as a result of which students acquire knowledge, skills and abilities, develop their abilities, experience, activity, communication and relationships, as well as improving the pedagogical skills of the teacher. Thus, the lesson, on the one hand, acts as a form of learning movement as a whole, on the other hand, as a form of organization of learning, predetermined by the basic requirements for the organizational construction of the lesson by the teacher, arising from the patterns and principles of learning. Thus, the lesson is a holistic functioning system in which the interaction between the processes of teaching and learning is ensured.

Chapter II . Typology and structure of the chemistry lesson.

2.1. The structure of the chemistry lesson.

The structure of the lesson and the forms of organization of educational work on it are of fundamental importance in the theory and practice of a modern chemistry lesson, since they largely determine the effectiveness of training and its effectiveness. The structure of any lesson is represented by three parts:

The introductory part (2-7 min.) is checking homework, updating and correcting basic knowledge and skills.

The main part (25-40 min.) consists of reporting the topic of the lesson, the goals and motivation of educational activities, generalization and systematization of knowledge, consolidation and application of the acquired KN (knowledge, skills and abilities); further in accordance with the didactic purpose of the lesson.

Final part (3-5 min.) Summing up the lesson, reporting homework.

The lesson includes the content of the material, methods and forms of teaching, methods of managing and monitoring educational activities, technical means, teaching aids, didactic materials for independent work, forms of organization of educational activities of students, the personality of the teacher, but are they components of the lesson? Of course not! Since it is not a component of the lesson and the purpose of the lesson. We cannot agree with the statement that there is no objectively constant structure of the lesson.

At the same time, scientists and teachers are unanimous in the fact that the structure of a lesson cannot be amorphous, faceless, random. The learning process is effective only when the teacher correctly understands the unity of the functions of each component separately and its structural interactions with other components of the lesson, when he realizes that each of the components of the didactic structure of the lesson is connected with the previous ones. The formation of new knowledge can be successful only based on existing knowledge, and the development of skills and abilities is successfully carried out after mastering the new. The methodological substructure of the lesson, developed by the teacher on the basis of the didactic structure, is characterized by great variability. So in one lesson, it can include a teacher's story, posing questions for students to reproduce the knowledge they have communicated, performing exercises according to the model, solving problems, etc .; in another lesson - demonstration of experiments, reproduction of experiments by students, solving problems using the same method in new, non-standard situations, etc .; on the third - the solution of search problems, with the help of which new knowledge is acquired, the teacher's generalizations, the reproduction of knowledge, etc. .

The essence of the lesson is the organization by the teacher of the diverse work of students to acquire new knowledge, skills and abilities, during which their upbringing and development is carried out. A modern lesson is a lesson in which the teacher uses all the possibilities of using various forms of organizing the cognitive activity of students. The organization of a modern lesson is possible subject to the following rules: defining the objectives of the lesson, the type and type of lesson, selecting its content, choosing teaching methods and techniques, lesson structure in accordance with the goals set. Any lesson is designed to comprehensively solve the triune goal of learning - educational, developing and educating students. Thus, the characteristics of the lesson in chemistry are as follows:

1. Each chemistry lesson is included in the school / gymnasium / lyceum schedule and is regulated by the time and volume of the program educational material.

2. A lesson is a permanent form of organization that ensures the systematic assimilation of program knowledge, skills and other components of the learning content by all students.

3. Class attendance is mandatory for all students.

The systemic nature of a chemistry lesson is manifested in the presence of such components as: the purpose of the lesson, its content, the rationally organized work of the teacher and the student, a set of consistent actions to achieve the set goals, the unity of long-term and lesson planning, inter-subject and intra-subject communications, the solution of triune tasks, taking into account the characteristics of the class and other factors.

2.2. Classification of lesson types in chemistry and their characteristics.

A lot of scientific works are devoted to the typology of lessons. To date, this problem remains controversial in modern didactics of chemistry. There are several approaches to the classification of lessons, each of which has a defining characteristic. Lessons are classified based on the didactic purpose, the purpose of organizing classes, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, ways of organizing students' learning activities. Of the teachers of the past, K. D. Ushinsky gave the most harmonious classification of lessons, which still retains its scientific significance. Didactics basically retains the classification of lessons developed by K. D. Ushinsky, but somewhat clarifies it. The main types of lessons that are held at the school are the following:

1) Classification K.D. Ushinsky.

mixed or combined lessons;

lessons of communication of new knowledge by the teacher;

lessons of consolidation of the studied material;

lessons of repetition and generalization of the studied material;

lessons seminars and conferences;

lessons of checking and evaluating knowledge.

In addition, the following types of classifications are distinguished:

3) The third classification is based on the nature of the activities of the teacher and students: lecture, seminar, test, conference, KVN, travel, oral journal, business game, dispute, creative report, consultation, competition, auction, competition, public review of knowledge, pedagogical studio, using a computer

4) The following classification of lessons is presented in the works of M.I. Makhmudov. He proposes to classify lessons according to the purpose of organizing classes, the general pedagogical goal, the nature of the material being studied and the level of students' learning. In accordance with this approach, all lessons are divided into 4 types:

lesson learning new material,

a lesson on improving knowledge, skills and abilities,

combination lesson,

lesson of control and correction of knowledge, skills and abilities.

5) The following classification of lessons (according to V.A. Onischuk) practically does not differ from the previous one:

learning lesson,

a lesson in mastering skills and abilities,

a lesson in the application of knowledge, skills and abilities,

lesson of control and correction of knowledge, skills and abilities,

lesson of generalization and systematization of knowledge.

The well-known Russian didacticist M. A. Danilov noted: “... in an endless stream of many lessons, one can notice a certain repetition and turn off the lesson structures that occur more often than others.” The structure of the 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 training session is based on the logic of the process of mastering knowledge: perception - comprehension - memorization - application - generalization - reflection

The set of stages of the training session that form its structure is as follows:

organizational stage

homework check step

the stage of updating the subjective experience of students

the stage of studying new knowledge and ways of activity

stage of primary verification of understanding of the studied

stage of consolidation of the studied

stage of application of the studied

stage of generalization and systematization

stage of control and self-control

correction stage

homework information stage

debriefing stage

reflection stage

From this set of stages, the teacher creates a wide variety of combinations in accordance with the tasks to be solved in the lesson.

2.3. Preparing a teacher for a chemistry lesson. Planning.

Thematic planning. Planning the educational work of a chemistry teacher is an important link in the preparation of a lesson. Planning is a teacher's creative activity, consisting of the preliminary development of an annual thematic plan, as well as plans and notes for individual lessons.

The annual thematic plan covers all educational material for the course, taking into account the distribution of time throughout the academic year. The annual plan outlines the general tasks of teaching chemistry, provides for a set of educational work in the system, taking into account the characteristics of the class and the level of preparation of students, determines the place of educational excursions, an approximate direction of extracurricular work. The annual plan reflects its main component - thematic planning of chemistry, that is, the development of plans for the study of program topics. The course material for the year is divided into separate topics and lessons, practical, control and accounting, lessons of generalization and systematization of knowledge are highlighted.

The main work of a chemistry teacher on drawing up a plan consists in the following sequence:

Introduction to the curriculum.

Familiarization with the content of the textbook.

Selection and viewing of additional literature.

Understanding the connections of the material of the topic with other topics of the course and with other subjects.

The breakdown of each topic into lessons.

Highlighting in terms of practical exercises, tests, lessons of generalization and systematization of knowledge, excursions.

Drawing up a list of teaching and visual aids to the topic.

Text design of the plan.

Preparation of each chemistry lesson is a great creative work of the teacher. It begins with an analysis of previous lessons based on the intended goals. Then the question is raised, what will be the next lesson, intra-subject communication and triune tasks, the nature of the organization of the cognitive activity of students, taking into account their individual characteristics, the choice of an effective set of methods and teaching aids are determined.

When preparing for a chemistry lesson, the teacher:

determines the place of this lesson in the system of lessons (intra-subject connection), guided by the program and thematic plan, reveals the connection of the lesson with other lessons and subjects - biology, physics, mathematics, etc. (inter-subject connection);

determines and clarifies the volume and content of educational information to be studied by students, according to the textbook and additional literature;

studies methodological literature on the topic of the lesson;

determines the structure of the lesson, highlighting the main didactic task, chooses the type of lesson, determines the essence of new concepts and the deepening of those already studied;

determines the methodology for performing chemical experiments with their obligatory preliminary conduct;

identifies other teaching aids, including informational, visual aids, texts of assignments, tasks, etc.;

models the sequence of the course of the lesson.

draws up a plan or summary of the lesson;

The teacher's lesson plan is a more general form of lesson design, and is at the discretion of the teacher. Regardless of the chosen form of recording, the plan must reflect:

the topic of the lesson;

lesson objectives and a list of teaching aids;

questions to be asked to students;

texts or task numbers of assignments, exercises for testing or consolidating knowledge and skills;

thesis content of the new material by points (questions);

dates, constants, terms, definitions, formulas, reaction equations, names of scientists - all that the teacher does not hope to keep in memory;

a list of chemical experiments or other visualization indicating their place in the lesson;

homework.

The simplest form of planning covers only the content of the course and limits the planning process to the distribution of educational material into topics and individual lessons in approximate accordance with the number of hours provided for in the program. The most complex form of planning is reminiscent of a teacher's lesson plans, because it includes the formulation of learning, upbringing, and development goals for each lesson; a summary of the content; leading lesson methods; equipment for the lesson; material for repetition; homework and often other details of the lessons.

Often the form of the thematic plan is set by the school. Thus, the forms of thematic planning cannot be fixed once and for all. The annual thematic plan must comply with the requirements of the State Educational Standard. The annual plan is usually endorsed by the Associate Director of Education and approved by the Principal.

2.4. Preparing a chemistry lesson.

The lesson is the main component of the educational process. The educational activity of the teacher and the student is largely focused on the lesson. That is why the quality of students' preparation in a particular academic discipline is largely determined by the level of the lesson, its content and methodological richness, and its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own idea, plot and denouement, like any work of art. How to construct such a lesson? How to make sure that the lesson not only equips students with knowledge and skills, the significance of which cannot be disputed, but that everything that happens in the lesson arouses sincere interest in children, genuine enthusiasm, and forms their creative consciousness.

So, in preparation for such a lesson:

1) The first thing to start with is to clearly define and formulate for yourself its topic; determine the place of the topic in the curriculum; determine the leading concepts on which this lesson is based, in other words, look at the lesson retrospectively; and, conversely, identify for yourself that part of the educational material that will be used in the future, in other words, look at the lesson through the prism of the perspective of your activity.

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

3) Plan educational material: select literature on the topic, while, if we are talking about new theoretical material, you should try to include an encyclopedic publication, a monograph (original source), a popular science publication in the list. It is necessary to select from the available material only that which serves to solve the tasks set in the simplest way.

Select training tasks, the purpose of which is: recognition of new material; reproduction; application of knowledge in an unfamiliar situation; creative approach to knowledge. Arrange learning tasks in accordance with the principle "from simple to complex".

4) Compose three sets of tasks: tasks that lead the student to reproduce the material; tasks that contribute to the understanding of the material by the student; assignments that help the student to consolidate the material. Think about the "zest" of the lesson.

Each lesson should contain something that will cause surprise, amazement, delight of students - in a word, something that they will remember when everyone forgets. It can be an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

5) Group the selected educational material.

To do this, think about the sequence in which the work with the selected material will be organized, how the change in the types of students' activities will be carried out. The main thing when grouping material is the ability to find a form of organizing a lesson that will cause increased activity of students, and not a passive perception of the new.

6) Plan control over the activities of students in the lesson, why think: what to control; how to control; how to use the results of the control.

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

7) Prepare equipment for the lesson. Make a list of the necessary teaching aids, instruments, etc. Consider the type of blackboard so that all new material remains on the board in the form of a reference outline.

8) Think over tasks for home: its content, as well as recommendations for its implementation.

A lesson prepared in this way should go into a project - this is the final stage of preparing a lesson and it ends with drawing up a summary of the lesson, in which important points are recorded.

Consequently, the preparation of a lesson is the development of a set of measures, the choice of such an organization of the educational process, which, under given specific conditions, provides the highest final result. The preparatory work is reduced to "adaptation" of educational information to the possibilities of the class, evaluation and selection of such a scheme that will give the maximum effect. Thus, for a lesson to achieve its purpose, it must be carefully prepared.

Preparing every chemistry lesson- This is a great creative work of the teacher. It begins with an analysis of previous lessons based on the intended goals. Then the question is raised, what will be the next lesson, intra-subject communication and triune tasks, the nature of the organization of the cognitive activity of students, taking into account their individual characteristics, the choice of an effective set of methods and teaching aids are determined.

Determining the objectives of the lesson determines its effectiveness. The main didactic goal of a lesson is largely determined by the type of lesson, its forms, and didactic means. Any action of the teacher in the lesson is aimed at achieving a specific, thoughtful goal. Achievement of educational goals can be monitored already during the lesson, during the testing work or at the stage of consolidation. The achievement of general pedagogical goals (education, development of students) is difficult to control directly, their achievement can be judged indirectly. The general pedagogical goals of the teacher are usually determined by the study of the entire topic. Practice shows that teachers formulate methodological and didactic goals without difficulty, and with great difficulty - general pedagogical ones. As a result, the goals of upbringing and development turn out to be non-specific, random, and the lesson does not fully use the educational and developing potential of the subject, means, methods and forms of teaching.

Requirements for the didactic goal of the lesson are as follows:

a clear definition of the educational objectives of each lesson;

rationalization of the information content of the lesson, optimization of the content, taking into account social and personal needs;

introduction of the latest technologies of cognitive activity;

a rational combination of various types, forms, methods and methodological techniques;

creative approach to the formation of the structure of the lesson;

a combination of various forms of collective and individual activity of students;

providing operational feedback, effective control and management;

scientific calculation and mastery of the lesson.

Requirements for educational orientation lesson:

determination of the educational opportunities of the educational material, the activities of students in the classroom, orientation towards realistically achievable educational goals;

education of moral values ​​in students, the formation of vital qualities: attentiveness, independence, responsibility, commitment, accuracy, etc.

To constantly implemented in all lessonsdevelopment requirements students include:

development of positive motives for educational and cognitive activity, interests, creative initiative and activity;

development of logical operations of thinking to establish cause-and-effect relationships of the didactic chemical triangle "composition-structure-properties";

providing conditions for the further evolution of the named triangle into a square: "composition - structure - properties - application", a pentagon: "composition - structure - properties - application - obtaining" and a hexagon: "composition - structure - properties - application - obtaining - being in nature ".

The algorithm for preparing a teacher for a chemistry lesson can be illustrated as follows:

In addition to the above-mentioned requirements for a chemistry lesson, others stand out: organizational, managerial, requirements for optimal communication between the teacher and students, cooperation, as well as sanitary and hygienic and determined by safety rules when working in a chemistry room (laboratory).

Thus, each chemistry lesson should be aimed at solving educational problems through planning and further implementation, which is determined by the content, structure, methods used and ways of organizing the lesson.

2.5. Organization of educational activities in the classroom.

In the search for ways to more effectively use the structure of different types of lessons, the form of organizing the learning activities of students in the lesson is of particular importance. In pedagogical literature and school practice, there are mainly three such forms - frontal, individual and group. The first involves the joint actions of all students in the class under the guidance of a teacher, the second - the independent work of each student individually; group - students work in groups of 3-6 people or in pairs. Tasks for groups can be the same or different.

Frontal form of organization of educational activities of studentsThis type of activity of the teacher and students in the lesson is called when all students simultaneously perform the same work common to all, discuss, compare and summarize the results of it with the whole class. The teacher works with the whole class at the same time, communicates with students directly in the course of his story, explanation, demonstration, involvement of students in the discussion of the issues under consideration, etc. This contributes to the establishment of particularly trusting relationships and communication between the teacher and students, as well as students among themselves, instills a sense of collectivism in children, allows students to be taught to reason and find errors in the reasoning of their classmates, form stable cognitive interests, and intensify their activity.

When studying new material and consolidating it, the frontal form of organizing a lesson is most effective, but it is best to organize the application of the acquired knowledge in changed situations, making the most of individual work. Laboratory work is organized frontally, however, even here it is necessary to look for opportunities for the maximum development of each student. You can finish the work by answering questions-assignments of varying degrees of complexity. Thus, it is possible to optimally combine the best aspects of different forms of education in one lesson.

The individual form of organizing the work of students in the lesson assumes that each student receives a task for independent completion, specially selected for him in accordance with his training and learning opportunities. Such tasks may be work with a textbook,

other educational and scientific literature, various sources (reference books, dictionaries, encyclopedias, readers, etc.); solving problems, examples, writing abstracts, reports; conducting all kinds of observations, etc. Individual work is widely used in programmed learning.

It is advisable to carry out individual work at all stages of the lesson, when solving various didactic problems; for the assimilation of new knowledge and their consolidation, for the formation and consolidation of skills and abilities, for generalization and repetition of the past, for control, for mastering the research method, etc.

The main features of group work of students in the lesson are:

the class in this lesson is divided into groups to solve specific learning problems; each group receives a specific task (either the same or differentiated) and performs it together under the direct supervision of the group leader or teacher;

tasks in the group are performed in such a way that allows you to take into account and evaluate the individual contribution of each member of the group;

The composition of the group is not permanent, it is selected taking into account that the learning opportunities of each member of the group can be realized with maximum efficiency for the team.

Group leaders and their composition can be different in different subjects and they are selected on the principle of uniting schoolchildren of different levels of education, extracurricular awareness in this subject, student compatibility, which allows them to complement and compensate for the advantages and disadvantages of each other. There should not be students in the group who are negatively disposed towards each other.

The group form of work of students in the lesson is most applicable and expedient in carrying out practical work, laboratory and practical work in natural science subjects; In the course of such work, collective discussions of the results, mutual consultations when performing complex measurements or calculations, when studying historical documents, etc. are used to the maximum. And all this is accompanied by intensive independent work.

Each of the considered forms of organization of education solves its own specific educational tasks. They complement each other.

2.6. Modern lesson.

Modern is both completely new and not losing touch with the past, in a word - relevant. Actual [from lat. actualis - active] means important, essential for the present time. And also - effective, modern, directly related to the interests of a living person today, vital, existing, manifesting itself in reality. In addition, if the lesson is modern, then it certainly lays the foundation for the future.

The development of scientific and technological progress in the 20th century revealed the need of all mankind to receive a quality education. In any field of activity, deep special knowledge, a high professional level, skills worked out to automatism, the ability to quickly navigate in complex and rapidly changing situations of the modern world are required.

The school should lay down fundamental basic knowledge and ideas, based on which the student will be able not only to choose the direction of his future activity that interests him, but also to build a further pyramid of professional erudition on a solid foundation. The school should teach how to acquire knowledge on your own, work with a book, notes, modern technical means of education. How to get information in lectures and during practical classes, how to synthesize various disciplines into a single worldview theory. How, finally, to navigate in a complex and saturated information space, what beacons to find in it.

Thus, complex, responsible and diverse tasks fall on school pedagogy. How can a teacher deal with them? What you need to know how to build a learning process? Of course, the modern teacher needs to tie together three components:

1) deep knowledge of the subject, the ability to captivate students with it, to interest, to show the “highlights” of their particular discipline;

2) understanding the psychological characteristics of students, both individually for each child and as a team, with its general collective psychology, mores, traditions, ideals and values. You will have to adapt to these traditions, carefully and unobtrusively adjust ideals and values ​​in the process of joint work, and take into account the psychology of each individual person;

) possess special pedagogical knowledge, i.e., know not only what to teach, but also how to teach, master pedagogical technologies, methods and techniques. Constantly improve these methods and techniques.

a) Methods for improving the classic lesson

The positive side of the classic lesson scheme is that both teachers and students are prepared for such a lesson by past student and teacher experience, there are developments to make the lesson more effective, to find individual approaches to children. With a modern lesson, instead of a survey when checking homework, individual cards can be issued for ongoing monitoring. At the same time, the work of the student in the lesson is activated, the role of the teacher becomes less noticeable, but more effective from the teacher, and additional efforts are required, both to create handouts and to control.

The next step is to entrust the preparation of assignments to students. At the same time, they are also entrusted with the functions of verification, while the class is naturally divided into groups: some find themselves in the role of trainees, others in the role of teachers and supervisors. Groups should periodically change functions. With this construction of the lesson, the student ceases to be a passive object of learning - the receiver. He becomes an active participant in educational activities, in which creativity is in demand. In this case, the teacher has a fundamentally different function. From a lecturer, a source of information, an infallible judge, he turns into a lesson organizer, a manager. One of the most difficult tasks in this form of conducting a lesson is the task of selecting roles that are most psychologically comfortable for students. The process of emancipation, the skill of working with the audience develops gradually. Here, the teacher is required to take into account the individual psychological characteristics of children. With such a lesson, some educational tasks are solved automatically.

b) The variety of forms of modern lessons

Using the principles of student-centered learning and an activity approach to learning, modern didactics offers a variety of forms of lessons, such as:

Workshop;

Game training;

Modular learning;

Collaborative learning;

Group training;

Critical Thinking Development Technology (TRKM);

Method of projects;

Portfolio;

Pedagogical workshop.

Modern pedagogy has freed itself from a number of stereotypes and not only allows, but also recommends variable methods of conducting lessons. For example, they can include in the course - excursions conducted outside the walls of the school, lectures to which highly qualified specialists are involved, demonstrations of films and video materials, even lessons-concerts prepared by students. The form of conducting a lesson in the reading room of the library can be considered interesting. Attending a concert or performance is a kind of lesson, since it carries an educational, educational and developmental load.

To improve the effectiveness of teaching, the school is provided with a set of technical means. So, chemistry lessons are unthinkable without laboratory work. For such lessons, it is important to have reagents, flasks, test tubes.

Of particular importance in our time is the use of TVs and VCRs in the classroom. There is a rich collection of teaching materials on video cassettes. Their use allows you to use several senses, increases interest in the subject.

A special role is given to the use of computers in the educational process. Without touching the subject of informatics itself, we note that a computer can be used in the same way as a TV set, since a significant number of multimedia CDs have been released in support of academic disciplines. Unlike the TV, which provides the child with the role of a passive receiver of information, the computer enables two-way communication in an interactive mode. Good curricula provide for the variability of tasks and questions depending on the level of previous answers.

The ability to find information is important in the modern world. Today, the main source of information along with the book is the Internet. The ability to quickly find the necessary information, use it is necessary for the success of further work. There is confidence that in the future the use of a computer in various lessons will become popular.

2.7. Features and requirements for a modern chemistry lesson.

The profession of a teacher requires daily work on oneself. When preparing for a lesson or an extracurricular event, the teacher needs to work with a large amount of information, study, rethink the special and methodological literature.

Problems of improving the modern chemistry lesson:

1. Increasing the educational focus of each lesson in terms of its content, methods and techniques of work, organization of the lesson, its structure, communication style. The teacher must be aware of the purpose of each topic and a separate lesson in solving the problems of teaching, educating and developing students, in shaping the worldview.

2. Solving the problem of effective employment of each student throughout the lesson. It is necessary to search for an increase in the effectiveness of the educational work of schoolchildren in the classroom, the formation of a responsible attitude to learning.

3. Increasing the role and proportion of independent work of students in the classroom when learning new material, consolidating and repeating.

4. The development of students' speech and the improvement of the presentation of the material by the teacher in the lesson.

5. Choosing the best methods of using technical and other didactic tools in order to individualize the learning process.

6. The use of the optimal combination of collective and group forms of organizing the work of students in the process of education and upbringing.

7. The use of new pedagogical and innovative technologies for the preparation and conduct of the lesson.

Conclusion

A lesson is a holistic functioning system, where it is necessary to think through all the stages, goals, structure and scheme of the lesson in detail. The teacher who manages to change the course of the lesson in such a way that not only he, but also the students like it, strives to improve his activity further, making it creative and exciting, involving students in this process.

Any lesson needs modernization, improvement of forms of educational activity. The more varied the lesson, the more interesting it is for the teacher and students. The teacher is not released from his main function - to teach, and begins to teach in a new way, but the lesson remains.

The use of technical means, the use of methods and recommendations contributes to the conduct of a quality lesson, however, no technique, no method will give a result if the teacher does not find a common language, common interest with the students, does not become a friend for them, an example to follow. To do this, he has 45 minutes of study time in each lesson.

In this paper, we considered the lesson as a form of learning. We found out that the lesson is the most common form of learning, but the types of lessons should be varied as much as possible. We considered the mechanisms of interaction of all types of lessons and their importance in the education and development of students.

Summing up the course work, it should be noted that each lesson is aimed at achieving a triune goal: to teach, educate, develop. With this in mind, the requirements for the lesson are specified in didactic, educational and developmental requirements, in addition to these requirements for the lesson, others are also distinguished: organizational, psychological, managerial, requirements for optimal communication between the teacher and students, requirements for cooperation, aesthetic, etc.

The problem of improving the lesson of chemistry is an important problem of the educational process of teaching chemical and biological disciplines at school, the greatest attention is paid, first of all, to finding ways to use new methods and forms of organization of students in the lesson. As a result of the research, we can conclude that a modern lesson must meet a number of requirements: compliance of the content and methods with the goals; rationality of time distribution in the lesson (for chemical experiments and theoretical material); the consistency and consistency of the presentation of the content and the independent activity of students organized by the teacher; the correspondence of the teacher's vocabulary to the active vocabulary of schoolchildren; moderate pace of the lesson; constant feedback from the class at all stages of the lesson; variety of activities of schoolchildren in the lesson; reliance on the life experience of the children; favorable style of business communication in the classroom and its general psychological climate; tact of the teacher; timeliness and reliability of the assessment of the educational activities of schoolchildren; reliance on the individual and age characteristics of children; a combination of reproductive and creative activities of students in the classroom.

Thus, only if the specified requirements are met, the lesson will acquire the status of the most effective form of education and fulfill its mission.

Bibliography.

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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

Table 6

Table 7

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 knowledge is consolidated (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 imparting new knowledge comes to the fore, it is given the main importance, and the solution of other tasks acts only as a condition and consequence of the solution of 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

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 student activity 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 Table 2, 3, 4, 5 can go one after another in the lesson or intertwine, activating students and creating better conditions for students to master the material.

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 grades VII-VIII, laboratory work is 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

Table 10

Considered a modern lesson in chemistry from the standpoint of the Federal State Educational Standard

A modern chemistry lesson, taking into account the requirements of the Federal State Educational Standard.

A modern lesson is a lesson in which the student turns from a passive listener into an active participant in the process.

An ancient Chinese proverb says:

"Tell me and I'll forget

Show me and I will remember

Give me a try and I'll learn."

The main aspects of the modern lesson within the framework of the Federal State Educational Standard (slide 2)

• subjectivization educational process (the student is an equal participant in the educational process along with the teacher)
• Metasubjectivity(formation and development of universal abilities of students)
• Activity approach(knowledge is not presented to the student in finished form, but is obtained in the course of search and research activities)
• Communication educational process (interaction of students in the classroom, exchange of information)
• reflexivity(the student is put in a situation where he needs to analyze his activities during the lesson)
• improvisation the educational process (the teacher must be ready to change and correct the course of the lesson in the process of conducting it)

A modern chemistry lesson from the standpoint of the requirements of the Federal State Educational Standard has the following features:

The lesson is student-oriented. Now the personal, not the objective, result becomes the goal. It is important what changes will occur with the personality of the student, and not what amount of knowledge will accumulate in the learning process. slide 3

The methodological basis of the new generation standards is a system-activity approach. Based on the development of universal methods of activity, the personality of the student develops. Exactly activity, and not a body of knowledge, is defined by the Standard as the main value of learning.

The focus of the modern lesson is the competence of the student. The ability to apply the knowledge gained in practice is what needs to be taught in the classroom. A graduate must be competitive in a dynamically changing situation in the country and the world. To do this, it is not enough to possess a certain amount of knowledge, skills and abilities (standard). It requires mastery of the basic ways of interacting with the world and with oneself, such as research, design, organization, communication and reflection, which, together with knowledge, skills and abilities, constitutes the graduate's competence.

The child must learn to independently acquire new knowledge, collect the necessary information, put forward hypotheses, draw conclusions and conclusions. Instead of a simple task of transferring knowledge, skills, skills from teacher to student, the priority goal of school education is to develop the student's ability to independently set learning goals, design ways to achieve them, monitor and evaluate their achievements, in other words, the ability to learn. From a passive consumer of knowledge, the student becomes an active subject of educational activity.

Slide 4. The main structural elements of the modern lesson are:

• Mobilization stage(inclusion of the student in active intellectual activity)
• goal setting(formulation of the objectives of the lesson according to the scheme: remember-learn-learn)
• The moment of realizing the lack of knowledge(explanation of new material)
• Communication
• Mutual check and mutual control
• Reflection

Learning is purposeful interaction teacher and student in the course of education. The relationship between teacher and student can only be goal setting. slide 5

Goal setting is the most important part of designing a lesson, planning a lesson should go from the goal, not from the content.

• Goals should be:
• Diagnosable. Diagnostic goals means that there are means and opportunities to check whether the goal has been achieved. Measurability criteria are qualitative and quantitative.
• specific.
• Understandable.
• Conscious.
• Describing the desired result.
• Real.
• Incentive e (to encourage action).
• Accurate. The goal should not be vague.

Goal setting techniques slide 6

• "Theme-question"
• "Working on the concept"
• "Exception"
• "Thinking"
• "Modeling of life situations"
• "Group"
• "Collect the Word"
• "Problem Situation"

Feature of chemistry lessons slide 7

Teaching chemistry in many schools starts from the 8th grade and on the scale of difficulty this subject is among the first. Therefore, the primary task of constructing lessons, especially starting from the 8th grade, is to reduce the threshold of difficulty. A specific component in the methodological system of teaching chemistry is the presence of a developing dialogue between the student and the teacher, and between students; the presence of a practical component for conducting a chemical experiment and solving computational and practical problems. The content of a separate chemistry lesson is not autonomous. Each lesson builds on previously learned material and creates the basis for a correct understanding of the material in subsequent lessons. This is another specificity of the logic of presenting the subject material in chemistry lessons.

Another feature of chemistry lessons is the need to build a level differentiation of educational material in terms of complexity: first, the creation of basic knowledge, then exercises for their application in standard and new situations.

Mandatory condition: systematic updating. This makes chemical knowledge functional, and therefore durable. The stage of actualization of the subjective experience of students provides the motivation for learning and their inclusion in joint activities. Updating knowledge and skills, which is often limited at this stage, is not enough. A person consciously assimilates only those scientific knowledge that acquire personal meaning. In order for such a meaning to appear, it is necessary to refer to the student’s already existing personal meanings in the topic being studied. Neglecting this stage will lead to a lack of motivation for learning, a lack of interest, a student’s unwillingness to work and, as a result, failure to fulfill the objectives of the lesson. Establishing interdisciplinary connections conscious by students will strengthen mastering.

It has been proved in didactics that the worst enemy of learning is boredom. Therefore, in the work of the teacher in the classroom, knowledge of the subject, professional skills and artistry should be integrated. Of great importance for the correct organization of the educational process is taking into account the age-related characteristics of perception.

Definitely, interest in the subject is not just a demonstration of experiments that characterize the properties of a substance, but specifically a problematic, entertaining, spectacular chemical experiment that students remember on an emotional level and then there is a desire to understand why this happens. Due to their age characteristics, students actively learn the features of chemical reactions using examples of entertaining experiments in chemistry.

Within the framework of the chemistry lesson, collective, frontal, group, pair and individual (including differentiated by difficulty and types of technique) forms of work of students are used. The group form of education, mutual learning in groups, as a whole, reflects the practice of real scientific research.

Careful diagnostics, forecasting, design and planning of each lesson will help to create a unified system of lessons.

How to convey the educational material to the students? How to cause their active cognitive activity? How to educate everyone: both those who study with interest and those who do not have it? These "eternal" questions the teacher has to solve every time when preparing a lesson. And the answer to them is possible if the lesson is an integral functioning system in which the integration of teaching and learning processes is ensured.

Every teacher wants his subject to arouse deep interest among schoolchildren, so that students can not only write chemical formulas and reaction equations, but also understand the chemical picture of the world, be able to think logically, so that each lesson is a holiday, a small performance that brings joy to students and teacher. We are used to the fact that in the lesson the teacher tells, and the student listens and learns. Listening to ready-made information is one of the most inefficient ways of teaching. Knowledge cannot be transferred from head to head mechanically (heard - learned). It seems to many that you just need to make the student listen and things will immediately go smoothly. However, the student, like any person, is endowed with free will, which cannot be ignored. Therefore, it is impossible to violate this natural law and subdue them even for good purposes. The desired result cannot be achieved in this way.

It follows from this that it is necessary to make the student an active participant in the educational process. The student can learn information only in his own activity with interest in the subject. Therefore, the teacher needs to forget about the role of the informant, he must play the role of the organizer of the student's cognitive activity.

The most important principle of didactics is the principle of independent creation of knowledge, which lies in the fact that knowledge is not obtained by the student in a finished form, but is created by him as a result of a certain cognitive activity organized by the teacher.

Self-discovery of the smallest grain of knowledge by a student gives him great pleasure, allows him to feel his abilities, elevates him in his own eyes. The student asserts himself as a person. The student keeps this positive range of emotions in his memory, strives to experience it again and again. So there is an interest not just in the subject, but what is more valuable - in the very process of cognition - cognitive interest. Various types of technologies contribute to the development of cognitive and creative interests of students (slide 8): computer technology, technology of problem and research learning, game learning technology, use of tests.

1. computer technology

The use of a computer and multimedia technologies give positive results in explaining new material, modeling various situations, collecting the necessary information, assessing ZUN, etc., and also allow you to put into practice such teaching methods as: business games, problem-solving exercises , presentations and more. In my lessons I use various programs on CDs that help me to explain new or repeat old topics, to consolidate and systematize the knowledge gained. I have a multimedia board in my office, and very often, when studying new topics, I show reactions in the lessons that require a lot of preliminary preparation, or are impossible in the laboratory, a large catalog of such reactions has a website single collection of digital educational resources here you can download in advance a large number of demonstrative experiments. This is always of great interest to students. I also have CDs, for example “Cyril and Methodius. Virtual laboratory”, in which there are tests, experiments, etc. on many topics of the lesson. The use of computer technology increases the level of education and arouses students' interest in the subject.

1. Problem learning technology

The technology of problem-based learning involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities and the development of mental abilities. Problem situations in the lesson can arise in the most unexpected way, and they can be used at any stage of the lesson. For example, in the 8th grade, when studying the topic “Acids”, at the beginning of the lesson, a number of substances can be given: several oxides, bases, acids. Ask for options to write out formulas, oxides, and bases. As a result, the acids remained untouched. Announcement of the topic of the lesson, setting goals and objectives. And then, with the help of a dialogue, solving problematic issues: what do the substances that remained untouched have in common (hydrogen in the first place), how do they differ (the number of hydrogen atoms, some have oxygen in their composition, others do not). The study of characteristic reactions is also the solution of problematic problems.

At the end of the lesson, when studying the topic of sulfuric acid, the following problematic situation can be posed: At the plant, for a long time, sulfuric acid was pumped from storage to the workshop through a steel pipeline. But one day the pipes leaked, and the workshop was flooded with acid. Clarification of the circumstances of the accident showed that, violating the rules of technology, the pipeline was used for a whole year to transport acid, which has not 93%, but 45% concentration. Why did the change in acid concentration cause pipeline corrosion? Give the reaction equation.

1. Exploratory learning technology

The research activity of schoolchildren is a set of actions of a search character, leading to the discovery of unknown facts, theoretical knowledge and methods of activity. In this way, students get acquainted with the main methods of research in chemistry, master the ability to independently acquire new knowledge, constantly referring to theory. Attracting basic knowledge to solve problem situations involves the formation and improvement of both general educational and special skills of students (to conduct chemical experiments, correlate observed phenomena with changes in the state of molecules, atoms, ions, conduct a thought chemical experiment, simulate the essence of processes, etc.) . Research can be carried out with the aim of obtaining new knowledge, generalization, acquiring skills, applying the acquired knowledge, studying specific substances, phenomena, processes.

The research work of students takes more time in the lesson than the execution of tasks according to the model. However, the time spent is subsequently compensated by the fact that students quickly and correctly perform tasks, can independently study new material. In addition, the awareness and strength of their knowledge increases, and a steady interest in the subject appears.

When studying the topic in grade 9 sulfuric acid at the beginning of the lesson, a number of problematic questions for research can be formulated: 1. What properties can be expected from sulfuric acid based on the fact that we are dealing with ACID?

1. How can sulfuric acid be detected?
2. Based on the oxidation state of sulfur in the composition of sulfuric acid, what properties (oxidizing or reducing) will sulfuric acid have?
3. What are the special properties of sulfuric acid?
4. Game learning technology

This is perhaps the most interesting technology for children. My favorite ones are tic-tac-toe, the third is extra, I believe - I don’t believe, find the mistake. These games do not require much preparation, and allow you to defuse intense work. For example, the game I believe, I don’t believe, can even be used as a physical education minute: for example, if the children agree with my statement, they get up, if not, they sit down.

1. Using tests in chemistry lessons

The use of tests in chemistry classes is also prominent in the process of introducing new technologies. This allows mass testing of students' knowledge. Test methodology is a universal means of testing knowledge and skills. Tests are an economical targeted and individual form of control. Systematic testing of knowledge in the form of tests contributes to a strong assimilation of the subject, cultivates a conscious attitude to learning, forms accuracy, diligence, purposefulness, activates attention, and develops the ability to analyze. During test control, equal testing conditions are provided for all students, that is, the objectivity of knowledge testing is increased. This method brings variety to the educational work, increases interest in the subject. I often conduct final examinations in classes in the form of a test.

Lesson reflection slide

• Current reflection(can be carried out in the course of each task of the lesson)
• Final reflection(at the end of the lesson)

Requirements for a modern lesson: slide

• Independent work of students at all stages of the lesson
• The teacher is an organizer, not an informer
• Mandatory reflection in the lesson
• High degree of student's speech activity

Teacher requirements:

• Formulates tasks accurately and clearly
• Does not provide new knowledge in finished form
• Does not comment on students' answers and does not correct them, invites students to do it themselves
• Anticipates the difficulties of students and changes the task during the lesson if the children could not complete it the first time
• Selects a complex task

Modern chemistry lesson: requirements, problems, directions of improvement Elena Adamovna Segen methodologist of management of educational and methodological work The concept of the academic 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 used 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 - the 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. THE 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 emotional mood of the teacher 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 (learning material in the lesson); Teaching aids: a minimum educational complex Requirements for a modern lesson Teaching methods: an 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 the 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 studied 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 learned 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 minutes 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 In order 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!!!

Designing a modern chemistry lesson in the context of the requirements of the Federal State Educational Standard.

“A lesson is a mirror of the general and pedagogical culture of a teacher, a measure of his intellectual wealth, an indicator of his outlook, erudition”,- wrote the famous teacher V.A. Sukhomlinsky.

A modern lesson should reflect the mastery of the classical structure of the lesson against the background of the active use of their own creative developments, both in terms of its construction, and in the selection of the content of educational material, the technology of its presentation and training. A modern lesson is, first of all, a lesson aimed at the formation and development of universal educational activities (UUD).

Methodical principles of the modern lesson.

The modern lesson is a time-limited period of the everyday life of a teacher and a student, which is filled with hard work and creative searches, routine work and the joy of success.

A lesson is an integral, logically complete part of the educational space, limited by a certain time frame, in which all the main elements of the educational process are presented: content, means, methods, organizational moments.

The effectiveness of the lesson depends on the ability of the teacher to correctly identify each of these components and their rational combination. An important component of the design of a modern lesson is the construction of a technological map of the lesson. Technological cards- this is a methodological toolkit that provides the teacher with high-quality teaching of a new curriculum by moving from lesson planning to designing the study of a topic. Technological maps define tasks, planned results (personal and meta-subject), indicate possible interdisciplinary connections, propose an algorithm for passing the topic and diagnostic work (intermediate and final) to determine the level of mastering the topic by students. Training using a technological map allows you to organize an effective educational process, ensure the achievement of subject, meta-subject and personal results (universal learning activities) in accordance with the requirements of the second generation of the Federal State Educational Standards.

Requirements for a modern lesson:

A well-organized lesson in a well-equipped classroom should have a good beginning and a good ending;

The teacher must plan his activities and the activities of students, clearly formulate the topic, purpose, objectives of the lesson;

The lesson should be problematic and developing: the teacher himself aims at cooperation with students and knows how to direct students to cooperate with the teacher and classmates;

The teacher organizes problem and search situations, activates the activity of students;

The conclusion is made by the students themselves;

A minimum of reproduction and a maximum of creativity and co-creation;

Time saving and health saving;

The focus of the lesson is children;

Taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, the mood of children;

The ability to demonstrate the methodological art of the teacher;

Feedback planning;

The lesson must be good.

The main didactic structure of the lesson is displayed in the lesson plan and in its technological map. It has both static elements, which do not change depending on the types of lesson, and dynamic elements, which are characterized by a more flexible structure.

Rules for every day , to help the teacher:

I am not a source of knowledge in the lesson - I am the organizer of the lesson and the assistant to the guys;

The child must know why he needs it, i.e. the goals of the lesson must be formulated in the lesson together with the children, and these goals are in the sphere of interests of the child;

Eliminated the words “wrong answer”, “wrong”, etc. from my vocabulary. Instead, constantly addressing everyone, I propose to discuss: “What do you think ...”, “I think that ..., but maybe I'm wrong ...”;

No monologues in class! Only dialogue, alive, in which everyone participates.

What is the main thing in the lesson?

Each teacher has his own, completely firm opinion on this matter. For some, success is ensured by a spectacular start, literally captivating students immediately with the appearance of a teacher. For others, on the contrary, summing up the results, discussing what has been achieved is much more important. For the third - an explanation, for the fourth - a survey, etc. The times when teachers were forced to adhere to strict and unambiguous requirements for organizing a lesson are over. The time for “ready-made” lessons is gradually moving away. The novelty of modern Russian education requires the teacher’s personal beginning, which allows him to either “teach”, filling students with knowledge and skills, or give a lesson, developing an understanding of this knowledge, skills, skills, creating conditions for generating their values ​​and meanings. One can argue for a long time about what the lesson should be. One thing is indisputable: it must be animated by the personality of the teacher

It should be remembered that information is most effectively absorbed, which:

consistent with the current, perceived needs and interests of the person;

is combined with the current situation, with known information;

affects the feelings of a particular person;

actively conducted through different channels of perception

is the basis for decision making

At each lesson - work in groups: pairs, fours, large groups. We learn to communicate, argue, defend our opinion, ask for help or offer it to others.

The most important - emotional mood lesson. Teacher strategy:

I know how to manage my emotions and teach this to children.

If after my lesson the child has no questions left, he has nothing to talk about with his comrades or with me, he doesn’t want to tell anything to those who were not with him at the lesson - that means, even if the lesson was good from my point of view, then he left no trace on the child.

What main points should a teacher take into account when preparing for a modern lesson in accordance with the requirements of the Federal State Educational Standard? In my report I will try to dwell on the main stages of work on this problem.

The educational process begins with the lesson and ends with it. The lesson was and remains the main element of the educational process, but in the conditions of GEF LLC, in my opinion, its function, the form of organization is significantly changing. The lesson should not be subject to communication and testing of knowledge (although such lessons are needed), but to identify the experience of students in relation to the content presented. To do this, in my lessons I strive to:

create an atmosphere of interest for each student in the work of the class;

encourage students to speak, use different ways to complete tasks without fear of making a mistake, getting the wrong answer, etc.

use during the lesson didactic materials that allow the student to choose the most significant type and form of educational content for him;

evaluate the student's activity not only by the final result (correct - incorrect), but also by the process of achieving it;

to encourage the student's aspirations to find his own way of working (solving the problem), to analyze the ways of work of other students, to choose and master the most rational ones;

create pedagogical situations of communication in the classroom, allowing each student to show initiative, independence, selectivity in the ways of working; create an environment for the natural expression of the student.

How to design a lesson?
How to design a lesson that would form not only subject, but also meta-subject results?

Traditional and modern lessons differ in the following indicators: the objectives of the lesson, the role and functions of the teacher in the lesson, changes in the relationship between the teacher and students, the logic of building the learning process, the use of interdisciplinary connections, the introduction of collective learning activities. The goals of the traditional lesson are aimed at the assimilation of knowledge and skills, while the issues of education are carried out spontaneously. The goals of the modern lesson are the formation and development of personality using all the components of education.

The teacher is called upon to carry out covert management of the learning process, to be the inspirer of students. The words of William Ward now take on relevance: “A mediocre teacher expounds. A good teacher explains. Outstanding teacher shows. A great teacher inspires."

What main points should a teacher take into account when preparing for a modern lesson in accordance with the requirements of the Federal State Educational Standard?

First of all, it is necessary to consider lesson design stages :

Definition of the topic of educational material.

Definition of the didactic purpose of the topic.

Determination of the type of lesson: a lesson of studying and primary consolidation of new knowledge; consolidation of new knowledge; integrated application of knowledge, skills and abilities; generalization and systematization of knowledge; verification, assessment and correction of knowledge, skills and abilities of students.

Thinking about the structure of the lesson.

Security of the lesson (table).

Choice of teaching methods.

The choice of forms of organization of pedagogical activity

Assessment of knowledge, skills and abilities.

Lesson reflection.

The structure of the modern lesson

The structure of the modern lesson- this is the sequence of individual stages of the lesson, their logical relationship, as well as the relationship of the stages of the lesson and the options for their interaction with each other that arise in the learning process. An important aspect of the activity of a chemistry teacher in the context of the introduction of the Federal State Educational Standard is the preparation and conduct of both a demonstration experiment in chemistry and a “workshop” for students (laboratory and practical work). It should be noted that a virtual experiment, in any case, cannot be alternative to the actual experiment. The use of electronic educational resources (hereinafter EER) is a logical addition to the practical part (or an illustration in the case of a dangerous experience). Analyzing educational and methodical sets in chemistry, the programs can conclude that the educational chemical experiment serves as an illustration of chemical processes, phenomena, and the problem-research experiment is involved to a small extent. Thus, under the conditions of the introduction of the Federal State Educational Standard, taking into account the need to achieve meta-subject results in the organization of a chemical experiment, including in a small-class school, the following should be implemented: - problem-search and problem-research experiment; - a home experiment in the form of a mini-project with a mandatory photo (video) fixation and a student's description of its progress and results; - an experiment that allows the use of intersubject communications; - virtual experiment, as an illustration or "problem" at the stage of introduction to a new topic; - work with virtual experiments as part of homework to consolidate previously studied material or prepare for practical work; - excursions into nature using mini-research tasks (determination of pH, sampling of water, air, soil, etc.

“The desire to learn is inherent in the very nature of man - this is the thesis from which it is necessary to build on when organizing training.”(P. Shchedrovitsky)

To achieve modern requirements for the results of teaching chemistry, it is necessary to use tasks in which the chemical content is integrated with practice. The experience of pedagogical activity shows that it is advisable to use the methods and means of contextual learning to solve the identified problems. The essence of contextual learning is defined as the organization of such activities that require the acquisition of new knowledge and their subsequent application, explains and justifies the efforts expended on their assimilation. One of the means of contextual learning that will be most effective in terms of mastering the requirements of the Federal State Educational Standards are contextual tasks. . Context task- this is a task of a motivational nature, in the condition of which a specific life situation is described that correlates with the existing socio-cultural experience of students (known, given); the requirement (unknown) of the task is the analysis, comprehension and explanation of this situation or the choice of a method of action in it, and the result of solving the task is a meeting with a learning problem and awareness of its personal significance. With the help of contextual tasks, not only subject knowledge and skills are revealed, but also their consistency and functionality, independence and creativity of thinking, and other personal characteristics.

Conclusion

The federal state educational standards of general education have a number of significant differences from the state educational standard, which must be reflected by the teacher in the process of designing educational activities, starting from the level of the work program of the academic subject and ending with the level of a particular lesson.

In the question of how a modern lesson should be, one should see not so much the form of work, the organization of cognitive activity (although this is undoubtedly important), as a meaningful component that allows learning to be carried out at the modern level of requirements for the quality of education. And if the education and upbringing of students is provided, if this allows the development of the student's personality, then all forms can take place.

In the modern lesson there are features due to time. This is no longer the voicing of some educational information, but such a creative interaction between the student and the teacher, which provides education at the level of competence, allows everyone to manifest and cognize themselves. The level of didactic culture, culture of relations affects its organization.

At present, based on the analysis of the experience of teachers, the works of famous theorists and practitioners, we can conclude that a modern lesson should have its own structure, but it should not interfere with the teacher's creative work. The teacher today is free to choose the structure of the lesson, as long as it contributes to the high effectiveness of training, education and development. The structure of the lesson is also changing as a result of the use of new teaching technologies in the lessons. A modern lesson should be interesting, informative, and the material is understandable to students, the task of the teacher is to find such methods of organizing the educational process that would not only combine theoretical knowledge and practical skills of schoolchildren, but also contribute to the formation of their worldview as a whole. Considering the foregoing, the modern lesson is a time-limited period of the daily life of a teacher and a student, which is filled with hard work and creative searches, routine work and the joy of success. There are three forces that make children learn: obedience, passion, and purpose. Obedience pushes, purpose beckons, and passion moves. If children are indifferent to the subject, study becomes a heavy duty. Therefore, in teaching the natural sciences, and in particular in chemistry, the main task of the teacher is, first of all, to interest and captivate students in the process of cognition: to teach them to raise questions and try to find answers to them, to explain the results, to draw conclusions.

Chemistry lesson constructor in grade 8 on the topic

"Chemical properties of bases"

The purpose of the lesson: to create conditions for the development of research skills in the study of the topic of the chemical properties of bases.

Lesson stages: organizational - motivational, updating of basic knowledge and skills, goal setting, learning new things, information exchange, evaluating results, self-control and mutual control, reflection, homework.

The development of these UUDs in the classroom is facilitated by the use of modern pedagogical technologies: critical thinking technology, project activities, research work, discussion technology, collective and individual mental activity.

Students learn new material by performing laboratory work using instruction cards.

For example, instruction card No. 1 "The action of indicators on the grounds"

Target: find out the ratio of alkalis to indicators.

Procedure:

1. Read the information provided.

2. In test tubes with alkali, drop indicators in turn: litmus, phenolphthalein, methyl orange.

Record your answers in the table:

No. p / p Indicator Coloring

2 phenolphthalein

3 methyl orange

3. Prepare a report based on the questions:

How do indicators act on bases?

Reagents (formula and name of the substance)

Observations

Tasks for repetition and consolidation:

1. Find the chemical formula of the base: HCl, BaO, SO3, Ca(OH)2.

2. Litmus in an alkaline medium: blue, red, yellow, green.

3. Phenolphthalein in an alkaline medium: blue, red, yellow, green.

4. Methyl orange in an alkaline medium: crimson, blue, red, yellow.

5. Continue the reaction: 1) HCl + Сu(OH)2 =

At the reflection stage, students fill out an evaluation card, where they communicate with classmates express their attitude to the lesson using, for example, such questions: did you like the lesson? What did you like? How did the lesson enrich you? What grade did you give yourself for the work in the lesson?

Examples of context tasks

8th grade

Molecular weights of substances

Task 1.It has been established that nettle increases the content of hemoglobin and the number of red blood cells in the blood. Therefore, it is a good "blood-cleansing" remedy and is extremely useful in a wide variety of blood diseases; it is also used to treat boils, acne, lichen and other skin diseases. Hemoglobin is found in red blood cells. It is a red pigment (heme) containing iron combined with protein. When blood passes through the lungs, oxygen is attached to the iron atom of the heme C34H32O4N4Fe.

Exercise. Calculate the relative molecular weight of heme. ( Answer: 616.)

The amount of substance. Molar volume of gas

Task 1. Zinc phosphide Zn3P2 is highly toxic and is used to control rodents. The lethal dose for the average gray rat is 20.56 mg, and for the mouse - 4.1 mg.

Question: How many mice and rats can die from 0.16 mmol of zinc phosphide? ( Answer: 10 mice, 2 rats.)

Task 2.Sulfur dioxide can be used to kill microbes and bacteria, it is also used as a preservative for drying prunes and other fruits.

Exercise: Calculate the volume occupied by 1.5 moles of sulfur dioxide (n.a.). ( Answer: V(S02 ) = 33.6 l.)

Task 3. In the past, there were frequent cases of carbon monoxide poisoning of people in coal mines. Since carbon monoxide(2) is odorless, the danger approached imperceptibly. The miners, descending into the mines, took with them a canary in a cage as a kind of indicator: canaries faint from the presence of traces of CO in the air. Exercise: Calculate the volume (n.a.) occupied by 0.5 mol of CO; 56 g CO. (Answer: 11.2l; 44.8l.)

Lesson constructor in grade 7

on the topic “Class amphibians. Habitat, external structure, skeleton and musculature of amphibians.

The purpose of the lesson: to create conditions for the formation of knowledge about the features of the external structure of amphibians in connection with the habitat. Find out the features of the structure of the skeleton and muscles of amphibians.

The following stages are distinguished in the lesson: an organizational moment with an element of psychological attunement to work, an orienting-motivational moment - communication of the topic, goals and objectives of the lesson, the stage of updating the zone of mastering optimal knowledge, the stage of forming new knowledge (organization of educational activities of students), the stage of consolidating knowledge, the stage summing up, conclusions, reflection, evaluation, announcement of homework.

At these stages, cognitive, personal, regulatory, subject, communicative UUD are developed.

The following teaching methods contribute to the development of these UUD in the lesson: verbal, visual, developing, research, problem-search, creative.

The following equipment is used in the lesson: computer presentation for the lesson, "Amphibians" table, frog skeleton, printed material for independent work: information cards, blank reference notes, self-examination test, terms.

Type of lesson: a lesson in obtaining new knowledge. Students learn new material by performing laboratory work using instruction cards.

The class is divided into groups. Each group completes their task, fills out a card and presents a report to the class.

For example, Instructional map No. 1 "Environmentalists"

Problem: to determine how the habitat affects the lifestyle and behavior of the frog.

Task: Study the features of the habitat and behavior of the frog. Read paragraph 36 paragraph 1, 2 and information sheet.

Prepare a message for the class by answering the following questions:

1. Where are frogs most often found?

2. What time of the year are they most active?

3. How does the frog behave with the onset of cold weather?

4. What environmental factors does frog activity depend on?

5. What species of amphibians are found on the territory of the Leningrad region?

Actualization of basic knowledge and skills is implemented through the performance of a test that helps to organize the repetition of the basic concepts that will be required in this lesson.

Students are offered homework to choose from: solve creative problems. Write a quatrain or draw a poster in defense of amphibians.

At the stage of reflection, students are invited to answer the questions: how did the lesson enrich you? What discovery did you make in class? What has changed in your outlook?

What interested you the most? What else would you like to know? Evaluate your work in class. In what mood do you leave the lesson? Raise a card of the corresponding color: with excellent - green; good - yellow; with bad - red color.

Bibliography

1. Rulina, L.N. Modern lesson. [Electronic resource] - Access mode: http:// ruliene.bsu.ru, free. Title from the screen.

2. Raevskaya, M.V. Lecture materials 6.7. Designing a modern lesson in grades 7-8: the continuity of the propaedeutic and main courses [Text].