The program is the design of organizational forms of educational activity of students. "Modern forms of organizing a lesson are the improvement of the methodology for constructing lessons, the desire to create optimal conditions for learning, educating and developing them.

Chapter 10. FORMS AND METHODS OF TRAINING

§one. Organizational forms and training systems

The activity of students in mastering the content of education is carried out in various forms of education, the nature of which is determined by various factors: the goals and objectives of education; the number of students covered by training; features of individual educational processes; the place and time of students' educational work; provision of textbooks and teaching aids.

In didactics, attempts are made to define the organizational form of education: “the most important component of the educational process, which expresses a clear, time-based organization of students' learning activities, interconnected with the activities of the teacher” (V.N. Maksimova); “interaction between a teacher and students, regulated by a certain, pre-established order and regime” (I.Ya. Lerner), etc.

The approach of I.M. Cheredov to the definition of organizational forms of education*. Based on the philosophical understanding of form as an internal organization of content, covering a system of stable connections of the subject, he defines organizational form of education how a special design of the learning process, the nature of which is determined by its content, methods, techniques, means, activities of students. Such a construction is an internal organization of content, which is the process of interaction between a teacher and students when working on a certain educational material. Consequently, the forms of learning should be understood as constructions of segments of the learning process, which are realized in a combination of the teacher's control activity and the students' controlled learning activity to assimilate a certain content of the educational material and master the methods of activity.

* Cm.: Cheredov I.M. The system of forms of organization of education in the Soviet general education school. - M., 1987.

The learning process is realized only through organizational forms that perform an integrative role, ensuring the unification and interaction of all its components. The set of forms, united on the basis of the connection between students and teachers through educational material and complementing each other, isorganizational learning system.

Organizational forms and systems of education are historical: they are born, develop, are replaced by one another depending on the level of development of society, production, science and educational theory and practice.

So, in ancient Greece, in Athens, children studied with a grammarian and a citharist, then in a palestra, there were also schools of an advanced type - gymnasium and ephebia. In schools, individual lessons were combined with collective ones. First, the teacher opened the scroll and the students, approaching in turn, read the text aloud, then they repeated what they had read in unison. Exercises were written in style on boards covered with wax. Dramatization was used, when the students acted as letters, from which syllables and words were formed. Mental training went on in easy conversations between the teacher and students and in discussions. Physical education and musical education took place in the form of individual and collective lessons. The educational process was carried out from sunrise to sunset. There were no homework assignments.

In the history of pedagogy and education, the most famous are three main organizational systems of education, which differ from one another in the quantitative coverage of students, the ratio of collective and individual forms of organization of students' activities, the degree of their independence and the specifics of the management of the educational process by the teacher: individual, class-lesson and lecture-seminar systems.

System individual training developed in primitive society as the transfer of experience from one person to another, from the elder to the younger. With the advent of writing, the elder of the family or the priest passed on the experience through speaking signs to his potential successor, studying with him individually.

With the development of scientific knowledge and the expansion of access to education for a larger circle of people, the system of individual education was transformed in a peculiar way into an individual-group one. The teacher still taught individually 10-15 people. Having presented the material to one, he gave him a task for independent work and moved on to the next. Having finished working with the latter, the teacher returned to the first, checked the completion of the task, presented a new portion of the material, gave the task, and so on until the student, according to the teacher, mastered science, craft or art. The content of the task was strictly individualized, so the group could have students of different ages, different degrees of preparedness. The beginning and end of classes for each student, as well as the terms of training, were also individualized. The teacher rarely gathered all the students of the group for collective discussions and instructions.

In the Middle Ages, due to the increase in the number of students, it became possible to select children of approximately the same age in groups. This necessitated the creation of a more perfect organizational system of training. She became classroom system, developed in the 17th century. Ya.A. Comenius and described by him in the book "Great Didactics". He introduced the school year in schools, divided students into groups (classes), divided the school day into equal segments and called them lessons. Lessons alternated with breaks. From the methodological point of view, all the lessons lined up quite clearly, they were a relatively complete whole. The structural parts of the lesson were the beginning, during which the teacher, with the help of questions, encouraged the students to recall and verbally state what they had learned earlier, the continuation, when the teacher explained the new material, and the end, when the students consolidated the material they had just heard and did the exercises. Ya.A. Comenius was against homework. In his opinion, the school is a training workshop, therefore, it is necessary to ensure success in learning in it, and not at home.

The class-lesson system of education was further developed by K.D. Ushinsky. He scientifically substantiated all its advantages and created a coherent theory of the lesson, especially its organizational structure and typology. In every lesson K.D. Ushinsky singled out three parts connected in series with each other. The first part of the lesson is aimed at making a conscious transition from the past to the new and creating a target setting for students to intensively perceive the material. This part of the lesson, according to K.D. Ushinsky, is, as it were, the “door” of the lesson. The second part of the lesson is aimed at solving the main problem and is the defining, central part of the lesson. The third part is aimed at summing up the results of the work done and at consolidating knowledge and skills.

A. Diesterweg made a great contribution to the development of the scientific foundations of the organization of the lesson. He developed a system of principles and rules of teaching relating to the activities of a teacher and a student, substantiated the need to take into account the age capabilities of students. The class-lesson system has become widespread in all countries and, in its main features, has remained unchanged for more than three hundred years. However, already at the end of the XIX century. it began to be criticized in connection with the spread of dogmatism and scholasticism in teaching, the low quality of education. The search for organizational forms of education that would replace the class-lesson system was associated mainly with the problems of quantitative enrollment of students and management of the educational process.

So, at the end of the XIX century. In England, a system of education took shape, covering simultaneously 600 or more students. The teacher, being with students of different ages and levels of preparedness in the same room, taught the older and more advanced students, and those, in turn, taught the younger ones. During the session, he also observed the work of groups led by his assistant monitors. This learning system is called belle lancaster, by the name of its creators - priest A. Bell and teacher D. Lancaster. Its invention was driven by a desire to resolve the contradiction between the need for greater dissemination of elementary knowledge among workers and keeping the cost of education and training of teachers as low as possible.

Other scientists and practitioners directed their efforts to finding such organizational forms of education that would remove the shortcomings of the lesson, in particular, its focus on the average student, the uniformity of the content and the average pace of educational advancement, and the immutability of the structure. The disadvantage of the traditional lesson was that it hindered the development of cognitive activity and independence of students.

The idea of ​​K.D. Ushinsky that children in the lesson, if possible, work independently, and the teacher supervises this independent work and provides material for it, at the beginning of the 20th century. E. Parkhurst tried to implement it in the USA with the support of John and Evelyn Dewey, influential teachers at that time. In line with her proposed dalton plan traditional classes in the form of lessons were canceled, students received written assignments and, after consultation with teachers, worked on them independently according to an individual plan. However, work experience has shown that most students were unable to study independently, without the help of a teacher. The Dalton plan was not widely used.

In the 20s. the dalton plan was sharply criticized by domestic teachers, primarily for its pronounced individual orientation. At the same time, it served as the basis for the development brigade-laboratory organizational system of education, which practically replaced the lesson with its rigid structure. Such a system of education, in contrast to the Dalton plan, assumed a combination of collective work of the whole class with brigade (link) and individual work of each student. In general classes, work was planned, tasks were discussed, students prepared for excursions, the teacher explained difficult issues of the topic and summed up the overall activities. Determining the back teams, the teacher set the deadlines for completing the task and the mandatory minimum work for each student, individualizing the tasks if necessary. At the final conferences, the brigade leader, on behalf of the brigade, reported on the fulfillment of tasks, which, as a rule, was performed by a group of activists, while the rest were only present. Marks were exhibited the same for all members of the brigade.

For the brigade-laboratory system of organizing classes, which claimed to be universal, it was characteristic to diminish the role of the teacher, reducing his functions to periodic consultations of students. The reassessment of the learning abilities of students and the method of self-acquisition of knowledge led to a significant decrease in academic performance, the absence of a system in knowledge and the lack of formation of the most important general educational skills.

In response to criticism of the brigade-laboratory system of teaching the Research Institute of Methods of School Work, which was led by V.N. Shulgin, began to promote its transformation into a project system (method of projects). It was borrowed from the American school, where it was developed by W. Kilpatrick. The essence of this learning system is that students themselves choose the topic of project development. It should be connected with real life and, depending on the specialization (bias) of the study group, reflect its socio-political economic and production or cultural and everyday aspects. However, in the project-based learning system, as in the brigade-laboratory system, the teacher remained in the same role: he gave an introductory lecture, advised, and summed up the results.

With the advent of the first universities, lecture and seminar system learning. It has hardly undergone significant changes since its inception. Lectures, seminars, practical and laboratory classes, consultations and practice in the chosen specialty still remain the leading forms of education within the lecture-seminar system. Its invariable attributes are colloquia, tests and examinations.

The lecture-seminar system in its pure version is used in the practice of higher and postgraduate education, i.e., in conditions where students already have some experience in educational and cognitive activity, when the basic general educational skills have been formed, and above all the ability to independently acquire knowledge. It allows you to organically combine mass, group and individual forms of education, although the dominance of the former is naturally predetermined by the peculiarities of the age of the students: students, students of the advanced training system.

In recent years, elements of the lecture-seminar system of education have been used in general education schools, combined with the forms of education of the class-lesson system. The experience of directly transferring the lecture-seminar system to the school did not justify itself.

So, in the 60s. gained great fame trump plan, named after its developer, American Professor of Pedagogy L. Trump. This form of organization of education involved a combination of classes in large classrooms (100-150 people) with classes in groups of 10-15 people and individual work of students. 40% of the time was devoted to general lectures using various technical means, 20% to the discussion of lecture material, in-depth study of individual sections and the development of skills and abilities (seminars), and the rest of the time the students worked independently under the guidance of a teacher or his assistants from strong students.

Currently, only a few private schools are working according to Trump’s plan, and only its individual elements have taken root in the mass ones: teaching by a team of teachers of one subject (one lectures, others conduct seminars); involvement of assistants who do not have special education to conduct classes with a large group of students; organization of independent work in small groups. In addition to the mechanical transfer of the university system of education to the general education school, the Trump plan asserted the principle of individualization, which is expressed in providing the student with complete freedom in choosing the content of education and methods of mastering it, which was associated with the rejection of the leading role of the teacher and ignoring education standards.

In the 70s. the modernization of the class-lesson system of education was carried out by a teacher from the Odessa region N.P. Guzik. He called it "lecture-seminar", although it would be more correct to call it lecture-laboratory*.

* Cm.: Guzik N.P., Puchkov N.P. Lecture and seminar system of teaching chemistry. - Kyiv, 1979.

The prototype of the training system he developed was the brigade-laboratory one. The teacher presents the material to students in large blocks, each of which includes one large or several small topics. For example, seven lessons are given on the topic "Spirs and phenols". In the first lesson, the teacher gives a lecture, the purpose of which is to analyze the underlying theory. This allows students to learn causal relationships in the whole complex of phenomena on a given topic. In the second lesson, the teacher conducts a secondary analysis of the same topic, including elements of a conversation in the lecture, conducts an educational experiment and shows an educational film, students comprehend the logic of the disclosure of the topic and write down the main thoughts, formulas and calculations in a notebook. The next four lessons are devoted to laboratory classes, in which students work on the topic on their own.

Assignments are given to students differentially, according to three options. They differ in the degree of complexity: in option A there are 5–6 tasks, in each of which the student is required to propose a hypothesis explaining this phenomenon and test it in the experiment; in option B there are already 8–9 tasks, which are somewhat simpler, and the student is required to reproduce the existing knowledge and apply them in the development of tasks; option C contains 10-12 simple tasks. Students become familiar with all three options and choose the one they think they can handle in the allotted time. The teacher helps the students during the work. The last lesson on the topic is credit.

So, organizational forms of education are an external expression of the coordinated activity of teachers and pupils, carried out in the prescribed manner and in a certain mode. They have a social conditionality, regulate the joint activities of the teacher and pupils, determine the ratio of the individual and the collective in the educational process, the degree of activity of students in educational activities and ways of managing it by the teacher.

§2. Types of modern organizational forms of education

In modern didactics, organizational forms of education, including compulsory and optional, classroom and homework, are divided into frontal, group and individual(I.M. Cheredov).

At frontal learning the teacher manages the educational and cognitive activities of the entire class working on a single task. He organizes the cooperation of students and determines the same pace of work for all. The pedagogical effectiveness of frontal work largely depends on the ability of the teacher to keep the whole class in view and at the same time not lose sight of the work of each student. Its effectiveness increases if the teacher manages to create an atmosphere of creative teamwork, maintain the attention and activity of schoolchildren. However, frontal work does not take into account their individual differences, it is focused on the average student. Therefore, some students lag behind the given pace of work, while others languish from boredom.

At group forms learning teacher manages the educational and cognitive activities of groups of students in the class. They can be subdivided into link, brigade, cooperative group and differentiated group. Link forms of education involve the organization of educational activities of permanent groups of students. In the brigade form, the activities of temporary groups of students specially formed to perform certain tasks are organized. The cooperative-group form involves dividing the class into groups, each of which performs only a part of a common, as a rule, voluminous task. The differentiated group form of education has the peculiarity that both permanent and temporary groups unite students with the same educational opportunities and the same level of formation of educational skills and abilities. Pair work of students is also referred to group forms. The teacher manages the activities of the study groups both directly and indirectly, through his assistants - link and team leaders, whom he appoints taking into account the opinion of the students.

Individual training students does not involve their direct contact with other students. In its essence, it is nothing more than the independent execution of tasks that are the same for the whole class or group. However, if the student performs an independent task given by the teacher, taking into account learning opportunities, then such an organizational form of learning is called individualized. For this purpose, specially designed cards can be used. If a teacher pays attention to several students in a lesson while others are working independently, this form of teaching is called individual-group.

The considered organizational forms of training are general: they are used as independent and as an element of a lesson, seminar and other classes.

In modern general educational practice, two general organizational forms are most often used: frontal and individual. Much less often in practice, group and paired forms of training are used.

Neither frontal nor group forms of education are collective, although they are trying to be presented as such. M.D. draws attention to this fact. Vinogradov and I.B. Pervin. They note that not all work that formally takes place in a team is essentially collective. By its nature, it can be purely individual*.

* Cm.: Vinogradova M.D., Pervin I.B. Collective cognitive activity and education of schoolchildren. - M., 1977.

Teamwork , according to X.J. Liimets, arises only on the basis of differentiated group work. At the same time, it acquires the following characteristics:

the class is aware of the collective responsibility for the task given by the teacher and receives an appropriate social assessment for its implementation,

the organization of the task is carried out by the class and separate groups under the guidance of the teacher,

there is such a division of labor that takes into account the interests and abilities of each student and allows each to better express themselves in common activities,

there is mutual control and responsibility of each to the class and the group.

VC. Dyachenko, an active supporter of collective learning, emphasizes that in class-wide (frontal) work, cooperation and comradely mutual assistance, distribution of duties and functions are almost excluded. All students do the same thing, they are not involved in management, since only the teacher manages the educational process. Collective learning, in his opinion, is such learning in which the team trains and educates each of its members and each member actively participates in the training and education of their comrades in joint educational work.

The collective form of organization of educational work is the communication of teachers and trainees in dynamic chests or pairs of shifts*. The collective method of learning (CSE) is not new; it was used in the 20-30s during the eradication of illiteracy. Its advantages are indisputable, but wide distribution is constrained by the difficulties of an organizational and methodological nature.

* Cm.: Dyachenko V.K. The collective structure of the educational process and its development. - M., 1989.

Based on the goals of education and the systematic use of all the diverse organizational forms are divided into basic, additional and auxiliary.

Lesson as the main form of education. From the standpoint of the integrity of the educational process, the main organizational form of learning is the lesson. It reflects the advantages of the class-lesson system of education, which, with the mass coverage of students, ensures organizational clarity and continuity of educational work, and is economically beneficial, especially in comparison with individual education. The teacher's knowledge of the individual characteristics of students and students of each other makes it possible to use the stimulating influence of the class team on the learning activities of each student with great effect. The class-lesson system of education, like no other, implies a close connection between compulsory educational and extracurricular (extracurricular) work. Finally, its undeniable advantage is the ability to organically combine frontal, group and individual forms of learning within the lesson.

Lesson- this is such an organizational form of education in which the teacher, for a precisely set time, manages the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using the means and methods of work that create favorable conditions for all students to master the basics of the subject being studied directly during the lesson, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren (A.A. Budarny).

In this definition, it is possible to single out specific features that distinguish a lesson from other organizational forms of education: a permanent group of students, managing the activities of schoolchildren, taking into account the characteristics of each of them, mastering the basics of the subject being studied directly in the lesson. These signs reflect not only the specifics, but also the essence of the lesson.

Each lesson consists of certain elements (links, stages), which are characterized by different types of activities of the teacher and students in accordance with the structure of the process of mastering knowledge, skills and abilities. These elements can appear in various combinations, thus defining the structure of the lesson, which should be understood as the composition of the elements, their specific sequence and the relationship between them. The structure of a lesson can be simple or quite complex. It depends on the content of the educational material, on the didactic purpose of the lesson, the age characteristics of the students and the characteristics of the class as a team. The variety of lesson structures implies a variety of their types.

There is no generally accepted classification of lessons in modern didactics. This is due to a number of circumstances, but above all, the complexity and versatility of the process of interaction between the teacher and students in the classroom. The most developed and used in practice is the classification proposed by B.P. Esipov, which is based on the leading didactic goal and the place of the lesson in the system of lessons and other forms of organization of education. Several lesson types: purposes. Forbiddenreplicationinformationresources With purpose

In science, the concept forms considered from both purely linguistic and philosophical positions. In the explanatory dictionary of S. I. Ozhegov, the concept of "form" is interpreted as a type, device, type, structure, construction of something, due to a certain content. In other words, the form- this is an external appearance, an external outline, a certain established order. The form of any object, process, phenomenon is determined by its content and, in turn, has the opposite effect on it. In the "Philosophical Encyclopedia" the concept of form is defined as the internal organization of content; the form "embraces the system of stable connections of the subject" and, thus, expresses the internal connection and the method of organization, interaction of the elements and processes of the phenomenon both among themselves and with external conditions. The form has a relative independence, which increases the more, the more history this form has.

With regard to learning, the form is a special design of the learning process, the nature of which is determined by the content of the learning process, methods, techniques, means, activities of students. This design is internal organization of content which in real pedagogical activity is the process of interaction, communication between the teacher and students when working on certain educational material. This content is the basis for the development of the learning process, the way of its existence; it has its own movement and contains the possibilities of infinite improvement, which determines its leading role in increasing the effectiveness of training. In this way, form of education should be understood as a construction of segments, cycles of the learning process, realized in a combination of the teacher's control activity and the controlled learning activity of students to assimilate a certain content of the educational material and master the methods of activity. Representing the external view, the external outline of segments - learning cycles, the form reflects the system of their stable connections and connections of components within each learning cycle and as a didactic category designates the external side of the organization of the educational process, which is related to the number of trainees, the time and place of training, as well as the order of its implementation.

Some researchers believe that in pedagogy there is a need to point out the difference between two terms that include the word "form": "form of learning" and "form of organization of learning." In the first case, this is the collective, frontal and individual work of students in a lesson or any training session; in the second case - some kind of lesson (lesson, lecture, seminars, practical and laboratory classes, debate, conference, test, subject circle, etc.). In philosophy under organization is understood as "ordering, establishing, bringing into the system some material or spiritual object, location, ratio of parts of an object." Moreover, it is precisely these “two meanings of the concept of organization that relate both to objects of nature and social activity and characterize the organization as the location and interconnection of elements of a whole (subjective part of the organization), their actions and interactions (functional part)” .

Based on this interpretation of the term "organization", it is rightly stated that form of learning organization involves "ordering, establishing, bringing into a system" the interaction of a teacher with students when working on a certain content of the material (I. M. Peredov). The organization of training aims to ensure the optimal functioning of the process of managing educational activities on the part of the teacher. Built on the optimal combination of process components as an integral dynamic system, it contributes to its effectiveness. The organization of training involves the construction of specific forms that would provide conditions for effective educational work of students under the guidance of a teacher.

Here is one example of such an organization. The lesson begins with students reading a paragraph, a chapter of a textbook from the point of view of a task, while they write out questions that arise during reading, fix incomprehensible things. The teacher, in turn, collects these questions, classifies, notes their quality and depth, content, establishes their connection with the previous topic, other academic subjects, current problems of production, economics, culture, and life. After each student has become familiar with the new material at his own pace, students' questions are clarified and sorted out. The most prepared students answer them. The teacher, as necessary, clarifies, supplements the answers of the students, answers the most difficult questions, using the teaching methods and techniques known to him. Then practical classes begin: exercises, problem solving, laboratory work. Here the teacher evaluates not only knowledge, but also the ability to apply it. At the same time, he can attract stronger students to help weak students, creating creative groups, expanding much-needed business communication. Based on the results of practical work, grades are given. Those who did not cope with the task work through the material of the topic being studied in reserve time (out of class, out of class) together with the teacher and strong students.

In this nature of the training session, the forms of organizing the educational activities of students, the forms of organizing training are very clearly visible. The above example of the organization of educational work means that the same form of education (for example, a lesson, a lecture) can have different modifications and structures depending on the tasks and methods of educational work organized by the teacher.

The history of world pedagogical thought and teaching practice knows a wide variety of forms of organization of learning. Their emergence, development, improvement, gradual withering away of some of them are connected with the requirements and needs of a developing society, because each new historical stage in the development of society leaves its mark on the organization of education. As a result, pedagogical science has accumulated significant empirical material in this area. The question arose about the need to systematize the diversity of forms of organization of education, to isolate the most effective, corresponding to the spirit of the times, the historical era. In this regard, scientists identified such grounds for classifying the forms of organization of education as the number and composition of students, place of study, duration of study work. On these grounds, the forms of education are divided accordingly:

• - for individual
• - individual-group;
• - collective;
• - cool;
• - auditorium; extracurricular;
• - extracurricular.

Note that this classification is not strictly scientific and is by no means recognized by all scientists and teachers, however, this approach to the classification of forms of organization of education allows us to slightly streamline their diversity.

An epochal phenomenon not only in the history of the development of pedagogical thought, but also in the history of the development of society as a whole was the justification by Ya. A. Comenius lesson system of education, the main unit of training sessions in which the lesson was made. The advantages of such a system include:

• a) a clear organizational structure that ensures the orderliness of the entire educational process; ease of management;
• b) the possibility of children interacting with each other in the process of collective discussion of problems, collective search for solutions to problems;
• c) the constant emotional impact of the teacher's personality on students, their upbringing in the learning process;
• d) the cost-effectiveness of teaching, since the teacher works simultaneously with a sufficiently large group of students;
• e) creating conditions for introducing a competitive spirit into the educational activities of schoolchildren and at the same time ensuring systematic and consistent progress in their movement from ignorance to knowledge.

Noting these advantages, it is impossible not to see a number of significant shortcomings in the classroom system. Thus, the class-lesson system is focused mainly on the average student: it creates unbearable difficulties for the weak and delays the development of the abilities of stronger students; create difficulties for teachers in taking into account the individual characteristics of students in organizational and individual work with them, both in terms of content, and in terms of the pace and methods of teaching; does not provide organized communication between older and younger students, etc.

Along with the lesson, the system of general forms of organization of educational activities of students includes a whole range of forms of organization of the educational process, such as lectures, seminars, practical and laboratory classes, disputes, conferences, tests, exams, optional classes, consultations; forms of extracurricular, extracurricular work (subject circles, studios, scientific societies, olympiads, competitions), etc.

Lecture- this is an organic unity of the teaching method and organizational form, which consists in a systematic, consistent, monologue presentation by the teacher (teacher, lecturer) of educational material, which, as a rule, is of a pronounced theoretical nature.

Seminar- one of the main forms of organizing practical classes, the specificity of which is the collective discussion by students (students) of messages, reports, abstracts made by them independently under the guidance of a teacher. The purpose of the seminar is an in-depth study of a topic or section of a course.

Laboratory and practical classes- one of the forms of interaction between the teacher and students. It consists in conducting experiments by students on the instructions of the teacher with the use of instruments, the use of tools and other technical devices. In the process of laboratory and practical exercises, observations, analysis and comparison of observational data, formulation of conclusions take place. Mental operations are combined with physical actions, moral acts, since students, with the help of technical means, influence the studied substances and materials, cause phenomena and processes of interest to them, which significantly increases the productivity of cognitive interest.

Optional- one of the types of differentiation of teaching by interests; an optional academic subject studied by students of higher and secondary educational institutions at their request to expand their general cultural and theoretical horizons or obtain an additional specialty.

Dispute- Collective discussion of topical problems that lie in the sphere of life of the participants and their social experience. The dispute enables its participants to apply their knowledge and experience in understanding and resolving the problem under discussion.

Note that within the framework of these forms of education, collective, group, individual, frontal work of students of both a differentiated and undifferentiated nature can be organized. When the same task is given to the whole class, the entire study group (written work, laboratory or even practical task in the workshops), then this is an example undifferentiated individual work of a frontal nature. When a class, a study group as a whole, or each subgroup individually, collectively solves one problem, jointly masters a common topic, then there is collective, frontal or group work.

The most important feature of the above forms of organization of educational activities is the fact that in any of them the student learns to work: listen, discuss issues in teamwork; concentrate and organize their work, express their opinions, listen to others, refute their arguments or agree with them, argue their evidence and supplement others, write notes, compose reports, compile a bibliography, work with sources of knowledge, organize their workplace, plan their actions, keep within the allotted time, etc.

Cm.: Makhmutov M.I. Modern lesson. M., 1985. S. 49.

STATE BUDGET EDUCATIONAL INSTITUTION

SECONDARY EDUCATIONAL SCHOOL №1 NAMED AFTER G.M.SHUBNIKOV

Report

"Features of the lesson in elementary school from the standpoint of the requirements of the Federal State Educational Standard of the IEO"

Prepared

primary school teacher

Machina V.V.

Baikonur

The new social demands reflected in the Federal State Educational Standard define the goals of education as the general cultural, personal and cognitive development of students, which provides such a key competence of education as “to teach to learn”. The most important task of the education system is the formation of a set of universal educational activities that provide the competence to "teach to learn", and not just the development by students of specific subject knowledge and skills within individual disciplines.

In a broad sense, "universal learning activities" - self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (actually psychological meaning) "universal learning activities" is a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently acquire knowledge and skills, including the organization of this process.

The theoretical and methodological basis for designing the formation of UUD as a whole is system-activity and cultural-historical approaches (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, P.Ya. Galperin, V.V. Davydov), integrating achievements of pedagogical science and practice (competence-based and Zunov paradigms of education). The method of teaching, in which the child does not receive ready-made knowledge, but obtains it himself in the process of his own educational and cognitive activity, is called the activity method. According to A.Disterweg, the activity method of teaching is universal. “Accordingly, he should act not only in elementary schools, but in all schools, even higher educational institutions. This method is appropriate wherever knowledge is yet to be acquired, that is, for every student.”

How to build a lesson to implement the requirements of the Second Generation Standards? To build lessons within the framework of the GEF IEO, it is important to understand what the criteria for the effectiveness of a lesson should be.

Lesson objectives are set with trends in the transfer of function from teacher to student.

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

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

The teacher owns the technology of dialogue, teaches students to put and address questions.

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

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

The teacher achieves understanding of the educational material by all students, using special techniques for this.

The teacher seeks to evaluate the real progress of each student, encourages and supports minimal progress.

The teacher specifically plans the communicative tasks of the lesson.

The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression.

The style, the tone of relations, set in the lesson, creates an atmosphere of cooperation, co-creation, psychological comfort.

At the lesson, a deep personal influence "teacher - student" is carried out (through relationships, joint activities, etc.).

Consider the types of training sessions:

Classic traditional lesson (combined or mono-purpose).

Integrated

School lectures and seminars

Project lessons

Creative workshops

Autonomous teaching

The objectives of the classic lesson are:

Diagnostic (whether the goal is achieved or not) and operationality (indications of its achievement)

General goals: teaching, developing and educating are detailed by micro goals, i.e. tasks

Goal setting: children should say in their own words so that at the end of the lesson they summarize

Commensurate (70% - according to the abstract, 30-35% - the teacher can change)

The ability to change, modernize - this is the professionalism of a teacher, this is acceptable.

The objectives of the lesson are divided into:

A goal focused on the development of the personality of the child

Subject goals

Let us dwell on the goals focused on the development of the personality of the child:

Development of a personal-semantic attitude to the subject (actualize the personal meaning ..., help to realize the social, practical and personal significance of the educational material)

Development of value relations to the surrounding reality (to promote awareness of the values ​​of the subject being studied, to help realize the value of joint activities)

Goals related to the development of intellectual culture (to create substantive and organizational conditions for the development of the ability to analyze, compare, highlight the main thing, classify a cognitive object)

Development of a research culture (to promote the development of the ability to use scientific methods of cognition (observation, hypothesis, experiment); create conditions for the development of skills to formulate problems, propose ways to solve them

Development of a culture of self-management by educational activities (to ensure the development of the ability to set a goal and plan one’s activities, to promote the development of skills to exercise self-control, self-assessment and self-correction of educational activities)

Development of information culture (create conditions for the development of the ability to structure information, develop the ability to draw up simple and complex plans)

The development of a communicative culture (to promote the development of children's ability to communicate, to ensure the development of dialogic and monologue speech)

Development of a reflective culture (to promote awareness of the reflexive algorithm "I-we-cause"

How did I feel in class?

How were we able to solve the case?

What was good, what was bad?

Have we achieved results?

Reflection is the ability to step back and take any of the positions in communication.

Now let's focus on the subject goals:

Organize the activities of students in the study and consolidation of facts, concepts, laws, regulations

To organize the activities of students in the independent application of knowledge in a variety of situations

Provide testing and assessment of knowledge and practices

Organize activities to correct knowledge and methods of action

I propose a reference table for designing a training session

LLC Training Center

"PROFESSIONAL"

Abstract by discipline:

"PEDAGOGY"

On this topic:

"Forms of organization of educational activities"

Executor:

Ivanshina Tatyana Alexandrovna

Moscow 2018.

Content

Introduction………. ………………………………………………………………..2.

1. Forms of organization of educational activities in the system of additional education…………………………………………………………………………….4

1.1 training session - the main element of educational activities in additional education…………………………………………………...5

1.2 basic requirements for the construction of a modern training session ... ..6

1.3 main stages of the training session …………………………………………6

1 4 classification of occupations in additional education ……………...6 1.5 classification of occupations in additional education by labor intensity.

2. Traditional and non-traditional forms of organizing children's activities in

educational process in the system of additional education……………7-13

3. Conclusion……………………………………………………………………… 13

4. References……………………………………………………………………………14

“Comprehensive development, spiritual wealth cannot be achieved by force. True wealth is formed when a person himself is drawn to knowledge, to science, to art.

L.V. Zankov

1. Introduction

In the history of world educational practice, there have been various forms of organization of education, the emergence and development of which has always been determined by the needs and interests of the state.

Forms of organization are an outward expressioncoordinated activities of the teacher and students, carried out in a certain order and mode.They determine how to organize training in real conditions and are characterized by the number of participants in the interaction, the place, time and procedure for its implementation.. .
Despite the fact that the first rudiments of the system of individual education and upbringing were formed back in the primitive communal society, it developed with the advent of writing, it finally took shape officially in the Middle Ages. In connection with the increase in the number of students, they began to select children of approximately the same age into groups, therefore, there was a need for a more perfect organizational design of the pedagogical process.The most widespread both in our country and abroad was the class-lesson system of education, which arose in the 17th century. and has been developing for more than three centuries. Its contours were outlined by the German teacher I. Sturm, and the theoretical foundations were developed and embodied in practical technology by Ya.A. Comenius. Its features were put forward: a strictly regulated mode of educational work, a permanent place and duration of classes, a stable composition of students of this age, a stable schedule of the same level of preparedness.
Further development of the teachings of Ya. A. Comenius came in the works of K. D. Ushinsky. He deeply scientifically substantiated all the advantages of the class-lesson system, created the theory of the lesson, developed the typology of lessons and the stages of the lesson. Form of organizationlearning activitiesis an independent didactic category that retains the main feature - to be an internal organization of any content.

The profound transformations taking place in the field of youth training require a sharp increase in the efficiency of the pedagogical process in all types of educational institutions.

As you know, education is currently considered as a universal way to preserve and develop culture. It is necessary to use the entire arsenal of the possibilities of the educational and pedagogical process to the maximum, it is necessary to create and implement pedagogical technologies focused not only on increasing the level of knowledge, but also on developing professional self-determination, i.e. activity-semantic unity.

Under such conditions, the pedagogical process in an educational institution should increasingly focus on the creative development of the individual. All this involves the use of a variety of forms and methods of teaching. As many scientists emphasize, it is in the pedagogical form that the set educational goals are realized.
Pedagogical science has accumulated a significant fund of knowledge necessary for further improvement of the organizational forms of training and education.

Additional education of children in modern Russia occupies a special position. It is associated with important tasks for the state of productive use of their free time by children, acquisition of cultural identity by the younger generation, early identification and development of capable children in various fields - culture, art, sports, scientific and technical creativity, etc.

In additional education, these forms also carry an educational load and can be used as active ways for children to master educational programs.

All of the above made it possible to choose the topic of the essay: "Forms of organization of educational activities."object t is the learning process.Subject - forms of organization of educational activities.

The purpose of this work is to consider and systematize the usevarious formsorganizationseducationalchildren's activities,based on communication, dialogue between the teacher and students, the development of their creative abilities in the system of additional education. In the course of the work, the following tasks should be completed: - to study the psychological and pedagogical literature on the topic “Forms of organization of educational activities”; - systematize the usevarious formsorganizationseducationalactivities of children in the system of additional education.

1. Forms of organization of educational activities of children in the system of additional education.

The educational process organized in the system of additional education must meet the following requirements:
-- have a developmental character, i.e. should be aimed at developing children's natural inclinations and interests;
-- be varied in form(group and individual, theoretical and practical, performing and creative classes) and in content;
- - be based on a variety of additional educational programs- modified, copyrighted, adapted, all of them must undergo a psychological and pedagogical examination before being included in the educational process and psychological and pedagogical monitoring during their implementation, so as not to harm the physical and mental health of students;
-- be based on developing methods of teaching children.

For a teacher of additional education, it is no longer enough to know only the subject area that he teaches, he must havepsychological and pedagogical knowledge;

-- use diagnostics of interests and motivation of childrenin order to provide such a variety of activities and forms of their implementation, which would allow different children with different interests and problems to find something to their liking;
-- be based on the social order of society;--reflect regional characteristics and traditions. Lesson- this is an organizational form of education in which the teacher, for a set time, directs the cognitive activity of a permanent group of students, taking into account their characteristics, using the means and methods of work for the successful mastery of the basics of the subject, education and development of cognitive abilities and spiritual strength of students.

The form of education is the organized interaction of the teacher and students in the course of obtaining knowledge. Allocate forms of training: frontal, group, individual.

With frontal learning, the teacher manages the educational and cognitive activities of the entire class working on a single task.

Atgroupforms of educationeducator manageseducational and cognitive activities of groups of students in the class.

In the process of individual trainingthe teacher teaches each student separately when there is a directcontact with the student; the opportunity to understand the student, to come to the aid,Correct mistakes.

Classes in the system of additional education require a creative approach both on the part of the teacher and on the part of his students. Therefore, the content, means and forms are more unusual, which gives the lesson the necessary acceleration for the development of the individual. True, each time is different. It all depends on what position the teacher takes. However, students in such a lesson develop more successfully. For a teacher, a well-structured lesson is an opportunity for self-realization, a creative approach to work, and the implementation of one's own ideas.

1.1 training session - the main element of the educational process in additional education, but today its form of organization is changing significantly.

The main thing is not the communication of knowledge, but the identification of the experience of children, their inclusion in cooperation, in an active search for knowledge. Turn a study sessionin An interesting, exciting and educational route for children helps:

Organization of the work of children at an accessible level for them, at the limit of their capabilities and at an acceptable pace;

Clear, step-by-step, high-level explanation of the training material or training in a practical operation;

Setting not on memorizing educational information, but on the meaning and practical significance of the knowledge gained;

Mandatory control, which can be carried out in the course of explaining a new topic, after studying it and as a final check;

Implementation of an individual approach at each training session (finding out the goals and possibilities, the creative potential of each child based on knowledge of abilities, needs and inclinations).

The technological scheme of modern classes has great variability, but at the same time it is subordinated to the main task - to educate the child's faith in himself and the desire for independent activity.

The forms of conducting training sessions are selected by the teacher, taking into account:

age psychological characteristics of students;

goals and objectives of the educational program;

subject matter and other factors.

1.2 Basic requirements for the construction of a modern training session:

creation and support of a high level of cognitive interest and activity of children;

expedient use of class time;

application of various methods and means of training;

a high positive level of interpersonal relations between the teacher and children;

practical significance of the acquired knowledge and skills.

1.3 The main stages of the training session.

Organization of the beginning of the lesson, setting educational, educational, developmental tasks, communication of the topic and lesson plan.-Checking the knowledge and skills that children have, their readiness to learn new things.- Acquaintance with new knowledge and skills.-Exercises for mastering and consolidating knowledge, abilities, skills on the model, as well as their application in similar situations, the use of creative exercises.- Summing up the results of the lesson, formulating conclusions.1.4 Classification of occupations in additional education

Information-cognitive type : mini-lecture, conversation, demonstration, exercises, experience, model making.

creative type : creating your own creative product.

Motivational - stimulating type : didactic game, exhibition, concert, competition, club day, competition.

Correction-controlling type : educational testing, mutual certification, protection, offset, test.

1.5 Classification of classes in additional education by labor intensity.

The most labor intensive : final games, KVN, concerts, competitions, excursions, exhibitions, club meetings.

Relatively labor intensive - classes similar to a school lesson, training, practical exercises, participation in concerts, exhibitions, parent meetings with children's performances, individual work, work with an ensemble, analysis of a performance (hike).

Less labor intensive - gatherings, tea parties, exercises, independent work, workshops, participation in creative activities at the invitation of other UDOD.

Traditional and non-traditional forms in the educational process

traditional forms organization of children's activities in the educational process.

For many years, teachers have been using traditional forms of classes in additional education.

The first traditional form is the lecture. The oral presentation of a particular topic develops the creative thinking activity of students. Often the lesson is also conducted in the form of a seminar. This form of training is group. At the lesson, students discuss pre-prepared reports or abstracts.

Such traditional forms of organizing classes in additional education develop analytical thinking, demonstrate the result of independent work and improve public speaking skills. Often, to study this or that material, teachers go on excursions with students. This method of studying information is a group trip or hike. Its purpose is to visit a particular attraction. Thanks to this method and visual representation, sensory perception is enriched. Consider the main types of classes.

- Lecture - an oral presentation of a topic that develops the creative thinking activity of students. When conducting a lecture, it must be taken into account that most students are not able to listen intently for a long time, therefore, during the lesson, it is important to solve the problems of enhancing mental, cognitive, and practical activities. For this purpose, the teacher is recommended to use the following methods:

The teacher during the lecture makes 10 significant mistakes, students who find mistakes will be rewarded;

Every 5 minutes during the lecture, students are given short oral or written express tasks;

Students are given sheets with a summary of the text of the lecture, where basic concepts, dates, names, principles, etc. are missing; during the lecture, students must insert the missing information;

The teacher invites students to write theses during the lecture;

The teacher leaves a few minutes at the end of the lecture, announcing this in advance, and conducts a quiz on the main concepts raised during the lecture;

- Seminar - the form of group lessons in the form of a discussion of prepared messages and reports under the guidance of a teacher forms analytical thinking, reflects the intensity of independent work, and develops public speaking skills.

- Discussion - comprehensive public discussion, consideration of a controversial issue, a complex problem; expands knowledge through the exchange of information, develops the skills of critical judgment and defending one's point of view.

Students are offered topics for discussion, or they themselves propose them. The teacher during the discussion acts as the organizer of the discussion and consultant, as a rule, he does not express his point of view until the final stage of the discussion, so as not to influence the course and result of the discussion ahead of time. To intensify the discussion, several students before it are given the task to select specific factual materials that can be read out during the discussion. A role assessment group is created from the students, which at the end of the lesson comes up with an analysis of the positions and an assessment of the role of the participants;

- Conference - meeting, meeting of representatives of various organizations to discuss and resolve any issues; instills the skills of open discussion of the results of their activities.

Lesson - press conference- this session usually completes the study of the topic and is carried out in two ways: - several students prepare for a press conference, the group asks them questions, a special jury gives points for each question and each answer; - students ask questions to the teacher, the jury gives points to students and the teacher for questions and answers;

Occupation - testing - carried out using a computer or in the usual way, each student receives cards with tasks with answer options (you must choose the correct answer);

- Excursion - a collective hike or trip for the purpose of inspection, acquaintance with any attraction; enriches sensory perception and visual representations.

- Tourist trip - movement of a group of people for a specific purpose; implements the goals of knowledge, education, health improvement, physical and sports development.

- Expedition - a trip of a group with a special task: it solves a complex of diverse tasks for organizing effective practice in the process of obtaining a profile result outside the classroom conditions.Occupation-expedition- the meaning of conducting small cognitive expeditions is to achieve several goals in a short time: to create a real situation for the ethical, aesthetic, emotional and cognitive inclusion of students in the process of collective and individual interaction with living and man-made reality.

Project Protection - the lesson is preceded by a “brainstorming”, during which the topics of possible projects are considered, then the students, divided into microgroups, determine the problems to be solved in the design process (at the same time, at all stages of the independent work of the group, the teacher acts as a consultant or assistant), goals, direction and content of activities and research, the structure of the project. At the last stage, an open defense of the project takes place, the result of the defense is the awarding of developers of the best projects;

- Educational game - an occupation that has certain rules and serves to learn new things, relax and enjoy; characterized by modeling life processes in a developing situation.

10-

Occupation - game - involving students in the game allows you to achieve the effect of emancipation, active search, the ability to analyze, make decisions, communicate. The teacher needs to take into account the basic principles of organizing game interaction:

The teacher should offer a flexible game system suitable for each student;

The child should have the right to choose and make independent decisions;

The game should be accessible to all participants, provide equal opportunities;

The game should give the pupil the opportunity to explore, understand, cognize the world around him;

Non-traditional forms organization of children's activities in the educational process in additional education.

Increasingly, in our practice of modern education, teachers use non-traditional lessons, the main purpose of which is to form students' positive motivation for learning, to develop their creative principles. A non-standard lesson is a lesson that has something original. Changes are possible in the goals, methods, teaching aids, and even in the very organization of the lesson.

. The final result depends on the chosen form of teaching. It should be noted that the teaching methodology is directly related to the relationship between the student and the teacher. As a rule, teachers who present the material in an interesting way and conduct the lesson in a non-standard manner inspire respect among students. They enjoy attending their classes and easily learn new information.

Most often, non-traditional forms of classes in additional education are based on games, competitions, trainings and role-playing games. It is believed that such teaching methods are more effective. Thanks to them, children easily learn the material and attend classes with pleasure.Non-traditional forms of training include:

Integrated classes based on interdisciplinary connections;

Classes-competitions: contests, tournaments, quizzes, etc.;

11-

Classes based on the methods of social practice: reportage, interview, invention, commentary, auction, rally, benefit performance, oral magazine, newspaper, etc.;

Classes based on non-traditional organization of educational material: presentation, confession, etc.;

Fantasy activities: fairy tale, surprise, adventure, etc.;

Classes based on imitation of social activities: court, investigation, etc. The above forms of organizing the activities of students have recently been very widely used both in the practice of the school and in the practice of additional education.

Specific forms of classes:

quiz lesson - the quiz is designed so that students show knowledge and understanding of terms, events, processes, norms, rules, etc.; questions can be distributed to students in advance or kept secret;

activity - competition (competition, tournament) - educational, cognitive competitions are based on the principles of competitiveness, interest, quick reaction; During the lesson, the group is divided into two teams that compete with each other. The judging panel gives points to the teams (theoretical knowledge, reaction, completeness and originality of answers, acquired practical skills and abilities are evaluated);

occupation - a fairy tale - children unite by 2-3 people, compose fairy tales on a given topic and then show them to the group; fairy tales can be prepared in advance, parents, teachers can take part in them, they can be accompanied by music, decoration.

- Presentation object, phenomenon, event, fact - description, disclosure of the role of the object, social purpose in human life, participation in social relations.

- sociodrama - role-playing game, predetermined by the position of the main characters; the situation of choice, on which the course of life and socio-psychological relations depend, awareness of oneself in the structure of social relations.

12-

- Project Protection - the ability to project changes in reality in the name of improving life, the correlation of personal interests with public ones, the proposal of new ideas for solving life problems.Protection methodThe project is quite important, with its help the child develops the ability to project changes in reality to improve life.

Thisthe lesson is preceded by a “brainstorming”, during which the topics of possible projects are considered, then the students, divided into microgroups, determine the problems to be solved in the design process (at the same time, at all stages of the independent work of the group, the teacher acts as a consultant or assistant), goals , the direction and content of activities and research, the structure of the project. At the last stage, an open defense of the project takes place, the result of the defense is the awarding of developers of the best projects;

- Round table - collective work to find the social meaning and personal meaning of the phenomenon of life - “Freedom and Duty”, etc.

tea drinking - has great power, creates a special psychological atmosphere, softens mutual relations, liberates.Tea drinking is a method that is also included in non-traditional forms of conducting classes in additional education. It is incredibly important if it is necessary to establish relationships in the team and rally it. Tea drinking creates a special psychological atmosphere. Thanks to this method, uncommunicative children can be liberated.

- "Toughie" - solving difficult issues in life together with the group, a confidential conversation based on good relationships.The method called "Die Hard" allows you to establish trusting relationships in the team. Its goal is to solve difficult life issues collectively.

.- Day of good surprises - an exercise in the ability to show signs of attention, to bring joy to people.

- Envelope of questions - free exchange of opinions on various topics in a friendly atmosphere.

- graduation ring -report of graduates of creative teams, analysis of the past, plans for the future; creating an atmosphere of friendship, mutual understanding; developing the ability to interact with people

13-

Philosophical table - collective work to find the social meaning and personal meaning of the phenomenon of life - "Freedom and Duty", "Man and Nature", etc.

There is a diverse arsenal of teaching methods, methods of motivation and stimulation of cognitive interest, control and correction.

Conclusion

Forms of organizing the educational activities of children - a way of pedagogical organization of the activities of children and the content of the educational program. In institutions for the education of children, activities are carried out in different-age and same-age associations of interest, such as a club, studio, ensemble, group, section, circle, theater and others.

Conclusions: teacherit is important to remember that the goal of all classes is to raise and maintain students' interest in a particular direction, to increase the effectiveness of learning.

There are common characteristics at the basis of the diverse forms of educational activity. The common point is the structure of the lesson. It can repeat the usual move with its argument, communication of new knowledge, control of what has been learned, or it can be original, with a changed sequence of ordinary steps, with transformed ways of organizing, with a game basis.

Despite the variety of types of classes, they are all subject to certain requirements, the observance of which contributes to increasing the effectiveness of training:

Each lesson should have a theme, purpose, specific content, certain methods of organizing the educational process;

Each lesson should be teaching, developing and educating;

The lesson should be a combination of collective and individual forms of work;

The teacher must select the most appropriate teaching methods, taking into account the level of preparedness of students.

In the educational process, depending on the tasks to be solved, the teacher works with students frontally, in small groups, individually.

Modern forms of organization of the lesson.

Comparison of various classifications of lessons allows us to see a positive trend in their development - the desire to more fully cover the modern forms of lesson organization. At the same time, the recently created typologies, the construction processes of which include enumeration of lessons developed in the practice of teaching, need regular replenishment, clarification and processing.

These negative consequences can be largely avoided if one adheres to the principle of identifying the main types of lessons that accumulate the most common structural elements of modern forms of learning organization. Thus, along with the preservation of the advantages noted above, such an approach makes it possible, on the one hand, to prevent the identified system of basic types of lessons from transient changes, and on the other hand, as practice confirms, its relatively rare refinement or addition becomes possible to carry out consistently and quickly.

From our point of view, it is advisable to single out nineteen main types of lessons, and we are moving on to the list and description of design features.

LESSON IN ACQUAINTANCE WITH NEW MATERIAL

The structure of the lesson of familiarization with new material is determined by its main didactic goal: the introduction of the concept, the establishment of the properties of the objects under study, the construction of rules, algorithms, etc. Its main steps:

Communication of the topic, purpose, objectives of the lesson and motivation of educational activities;

Preparation for the study of new material through repetition and updating of basic knowledge;

Familiarization with new material;

Primary comprehension and consolidation of connections and relationships in the objects of study;

Setting a task at home;

Summing up the lesson.

2. A LESSON TO CONSOLIDATE LEARNED

Its main didactic goal is the formation of certain skills. The most general structure of the reinforcement lesson studied is as follows:

Checking homework, clarifying the directions for updating the studied material;

Reporting the topic, goals and objectives of the lesson, teaching motivation;

Reproduction of the learned and its application in standard conditions .;

Transfer of acquired knowledge and their primary application in new or changed conditions in order to form skills;

Summing up the lesson;

3. LESSON IN APPLICATION OF KNOWLEDGE AND SKILLS

In the process of applying knowledge and skills, the following main links are distinguished: reproduction and correction of the necessary knowledge and skills; analysis of tasks and ways of their implementation; preparation of the required equipment; independent performance of tasks; rationalization of ways to perform tasks; external control and self-control in the process of performing tasks. This determines the possible structure of the lesson on the application of knowledge and skills:

Checking homework;

Motivation of educational activity through students' awareness of the practical significance of the applied knowledge and skills, communication of the topic, purpose and objectives of the lesson;

Understanding the content and sequence of application of practical actions in the performance of upcoming tasks;

Independent performance by students of tasks under the supervision of the teacher;

Generalization and systematization of the results of completed tasks;

Summing up the lesson and setting homework.

4. LESSON OF GENERALIZATION AND SYSTEMATIZATION OF KNOWLEDGE

Without lessons of generalization and systematization of knowledge, also called lessons of generalizing repetition, the process of assimilation of educational material by students cannot be considered complete. They distinguish the most general and essential concepts, laws and patterns, basic theories and leading ideas, establish cause-and-effect and other connections and relationships between the most important phenomena, processes, events, assimilate broad categories of concepts and their systems and the most general patterns.

The process of generalization and systematization of knowledge involves the following sequence of actions: from the perception, comprehension and generalization of individual facts to the formation of concepts, their categories and systems, from "them" to the assimilation of a more complex system of knowledge: mastering the basic theories and leading ideas of the subject being studied. In this regard, in the lesson of generalization and systematization of knowledge, the following structural elements are distinguished:

Setting the goal of the lesson and motivating the learning activities of students;

Reproduction and correction of basic knowledge;

Repetition and analysis of basic facts, events, phenomena;

Generalization and systematization of concepts, assimilation of a system of knowledge and their application to explain new facts and perform practical tasks;

Assimilation of leading ideas and basic theories on the basis of a broad systematization of knowledge;

Summing up the lesson.

5. LESSON TO CHECK AND CORRECTION OF KNOWLEDGE AND SKILLS

Control and correction of knowledge and skills are carried out at each lesson. But after studying one or more subtopics or topics, the teacher conducts special lessons of control and correction in order to identify the level of students' mastery of a complex of knowledge and skills, and on its basis to make certain decisions to improve the educational process.

Determining the structure of the lesson of control and correction, it is advisable to proceed from the principle of a gradual increase in the level of knowledge and skills, i.e. from the level of awareness to the reproductive and productive (constructive) levels. With this approach, the following lesson structure is possible:

Familiarization with the purpose and objectives of the lesson, instructing students on the organization of work in the lesson;

Checking students' knowledge of factual material and their ability to reveal elementary external connections in objects and phenomena;

Checking students' knowledge of basic concepts, rules, laws and their ability to explain their essence, argue their judgments and give examples:

Checking the ability of students to independently apply knowledge in standard conditions;

Checking the ability of students to apply knowledge in changed, non-standard conditions;

Summing up (on this and subsequent lessons).

6. COMBINED LESSON

A combined lesson is characterized by setting and achieving several didactic goals. Their numerous combinations determine the varieties of combined lessons. The following structure of the combined lesson is traditional:

Acquaintance with the topic of the lesson, setting its goals and objectives;

Checking homework;

Checking the knowledge and skills of students on the material covered;

Presentation of new material;

Primary consolidation of the studied;

Summing up the lesson and setting homework. Along with the traditional, other types of combined lessons are widely used in teaching practice. For example, a combined lesson, the purpose of which is to test previously learned and familiarize yourself with new material, may have the following structure:

Checking homework;

Checking previously acquired knowledge;

Reporting the topic, purpose and objectives of the lesson;

Presentation of new material;

Perception and awareness by students of new material;

Understanding, generalization and systematization of knowledge;

Setting homework.

7. LESSON - LECTURE

As a rule, these are lessons in which a significant part of the theoretical material of the topic under study is presented.

Depending on the didactic tasks and the logic of the educational material, introductory, installation, current and review lectures are common. By the nature of the presentation and the activities of students, a lecture can be informational, explanatory, lecture-conversation, etc.

The lecture form of conducting lessons is appropriate for:

The study of new material, little related to previously studied;

Consideration of material that is difficult for independent study;

Presentation of information in large blocks, in terms of implementing the theory of enlargement of didactic units in teaching;

Performing a certain type of task on one or more topics, sections, etc.

Application of the studied material in solving practical problems.

The structure of the lecture is determined by the choice of topic and the purpose of the lesson. In other words, the lecture is based on a combination of the stages of the lesson: organization; setting goals and updating knowledge; communication of knowledge by the teacher and their assimilation by students; defining homework. Here is a possible version of the structure of the lesson-lecture:

Creating a problematic situation when setting the topic, goals and objectives of the lecture;

Its resolution in the implementation of the planned lecture plan;

Allocation of basic knowledge and skills and their design using the memo "How to outline a lecture";

Reproduction by students of basic knowledge and skills according to samples, notes, block notes, supporting notes, etc.;

Application of acquired knowledge;

Generalization and systematization of the studied;

Formation of homework by setting questions for self-examination, reporting a list of recommended literature and a list of tasks from the textbook.

8. LESSON-WORKSHOP

Seminars are characterized, first of all, by two interrelated features: independent study by students of the program material and discussion in class of the results of their cognitive activity. On them, the guys learn to speak with independent messages, discuss, defend their judgments. Seminars contribute to the development of cognitive and research skills of students, improve the culture of communication.

There are lessons-seminars according to educational tasks, sources of knowledge, forms of their conduct, etc. In the practice of teaching

Seminars-detailed conversations, seminars-reports, abstracts, creative written works, commented reading, a seminar-problem-solving, a seminar-debate, a seminar-conference, etc. have become widespread. Let us indicate the main cases when it is preferable to organize lessons in the form of seminars:

When studying new material, if it is available for independent study by students;

After conducting introductory, installation and current lectures;

After summarizing and systematizing the knowledge and skills of students on the topic under study;

When conducting lessons on various methods of solving problems, completing assignments and exercises, etc.

The seminar is held with the entire composition of the students. The teacher determines the topic, purpose and objectives of the seminar in advance, plans its holding, formulates basic and additional questions on the topic, distributes tasks among students taking into account their individual capabilities, selects literature, conducts group and individual consultations, checks notes.

Having received the task, students, using the memos "How to outline sources", "How to prepare for a speech", "How to prepare for a seminar", "Speaker's Memos" draw up the results of independent work in the form of a plan or abstracts of speeches, summaries of the main sources, reports and abstracts.

The seminar begins with an introductory speech by the teacher, in which he recalls the task of the seminar, the order of its conduct, recommends what you need to pay special attention to, what should be written in the workbook, and gives other tips. Further, the questions of the seminar are discussed in the form of a discussion, a detailed conversation, messages, commented reading of primary sources, reports, abstracts, etc. Then the teacher supplements the students' messages, answers their questions and evaluates their performances. Summing up, notes the positive, analyzes the content, the form of students' speeches, points out the shortcomings and ways to overcome them.

Conducting seminars can be an integral part of the lecture-seminar system of education, expanding the scope of their application. This is confirmed, for example, by the possibility of its application in such a variety of joint educational activities of the teacher and students as "immersion"

9. LESSON-STUDY

One of the forms of organizing the control of knowledge, skills and abilities of students is a lesson - a test. Its main purpose is to diagnose the level of assimilation of knowledge and skills by each student at a certain stage of learning. A positive mark for the test is given if the student has completed all the tasks corresponding to the level of compulsory training in the studied subject. If at least one of these tasks remains unfulfilled, then, as a rule, a positive assessment is not given. In this case, the test is subject to retake, and the student may not retake the entire test, but only those types of tasks that he did not cope with.

Various types of tests are practiced: current and thematic, test-workshop, differentiated test, external test, etc. When they are carried out, various forms of organizing the activities of teachers and students are used: test in the form of an exam, ring, conveyor, public review of knowledge, auction etc. If students are previously informed of an approximate list of tasks submitted for credit, then it is customary to call it open, otherwise it is closed. More often, preference is given to open credits in order to determine the results of studying the most important topics of the subject.

As an example, let's consider the possible main stages of preparing and conducting an open thematic test.

Such a test is carried out as a final check at the end of the topic being studied. Starting to present it, the teacher reports on the upcoming test, its content, features of the organization and deadlines. To carry out the test, consultants are selected from among the most prepared students. They help distribute students into groups of 3 - 5 people, prepare record cards for their groups, in which marks for the completion of each task by students and final marks for the test will be displayed. Tasks are prepared in two types: basic, corresponding to the mandatory level of preparation of students, and additional, the implementation of which, together with the main ones, is necessary to obtain a good or excellent mark.

Each student, except for consultants, is given individual assignments, including basic and additional questions and exercises. At the beginning of the test, as a rule, in a paired lesson, students receive their assignments and begin to complete them. At this time, the teacher conducts interviews with consultants. He checks and evaluates their knowledge, and then once again explains the methodology for checking tasks, especially the main ones.

At the next stage of the lesson, the consultants begin to check the completion of tasks in their groups, and the teacher, selectively from different groups, checks, first of all, the work of students who have completed the main tasks and have begun to complete additional tasks.

In the final part of the lesson, the assessment of the performance of each task is completed by placing marks on the index cards. Having collected the registration cards of the groups, the teacher, based on the marks given, displays the final marks for each student and sums up the overall results of the test.

10. PRACTICE LESSON

Practical lessons, in addition to solving their special task - strengthening the practical orientation of training, should not only be closely related to the studied material, but also contribute to its strong, informal assimilation. The main form of their implementation is practical and laboratory work, in which students independently practice in the practical application of the acquired theoretical knowledge and skills.

Their main difference is that in laboratory work, the dominant component is the process of forming experimental skills, and in practical work, constructive skills of students. It should be noted that the educational experiment, as a method of self-acquisition of knowledge by students, although similar to a scientific experiment, at the same time differs from it in setting a goal that has already been achieved by science, but unknown to students.

There are installation, illustrative, training, research, creative and generalizing practical lessons. The main way of organizing the activities of students at workshops is a group form of work.

At the same time, each group of two to three people performs, as a rule, practical or laboratory work that differs from the others.

The means of managing the educational activities of students during the workshop is an instruction that consistently determines the actions of the student by certain rules.

Based on the experience, we can suggest the following structure of practical lessons:

Communication of the topic, purpose and objectives of the workshop;

Updating the basic knowledge and skills of students;

Motivation of educational activity of students;

Familiarization of students with the instruction;

Selection of the necessary didactic materials, teaching aids and equipment;

Performance of work by students under the guidance of a teacher;

Compilation of a report;

Discussion and theoretical interpretation of the results of the work.

This structure of the workshop can be modified depending on the content of the work, the preparation of the students and the availability of equipment.

11. LESSON-EXCURSION

The main tasks of educational excursions are transferred to the lessons-excursions: enrichment of students' knowledge; establishing a connection between theory and practice, with life phenomena and processes; development of creative abilities of students, their independence,

organization; fostering a positive attitude towards learning.

According to the timing of the topics studied, there are introductory, accompanying and final lessons-excursions.

The form of conducting lessons-excursions is very diverse. This is a "press conference" with the participation of representatives of an enterprise, institution, museum, etc., and historical excursions on the subject being studied, and film or television excursions, and a lesson of generalizing repetition on a topic, section or course in the form of an excursion, etc. d.

Nevertheless, the structural elements of various types of excursion lessons are fairly certain.

For example, a thematic excursion lesson may have the following structure:

message of the topic, purpose and objectives of the lesson;

updating the basic knowledge of students;

perception of the features of excursion objects, the primary awareness of the information embedded in them;

generalization and systematization of knowledge;

Summing up the lesson and communicating individual tasks to students.

12. LESSON DISCUSSION

The basis of the lessons-discussions is the consideration and study of controversial issues, problems, various approaches in arguing judgments, solving tasks, etc.

There are discussion-dialogues, when the lesson is arranged around the dialogue of its two main participants; group discussions, when controversial issues are resolved in the process of group work, as well as mass discussions, when all students of the class take part in the debate.

At the stage of preparing a lesson-discussion, the teacher must clearly formulate a task that reveals the essence of the problem and possible ways to solve it.

If necessary, the participants in the upcoming discussion should familiarize themselves with additional literature, pre-selected and proposed by the teacher.

At the beginning of the lesson, the choice of a topic or question is justified, the conditions for discussion are clarified, and the key points of the problem under discussion are highlighted.

The main point of the discussion is the direct dispute of its participants. For its emergence, the authoritarian style of teaching is unacceptable, because it does not encourage frankness, expressing one's views. The leader of the discussion, most often the teacher, can use various methods of activating students,

encouraging them with remarks like: "good idea", "interesting approach, but ...", "let's think together", "what an unexpected, original answer", or focusing on clarifying the meaning of opposing points of view, etc. It is necessary to reflect together with students, while helping them to formulate their thoughts and developing cooperation between themselves and them.

In the course of the discussion, it is not necessary to achieve uniformity of assessments. However, there is a need for clarity on fundamental issues. The question of the culture of discussion stands apart. Insults, reproaches, “goodwill towards one's comrades should not be present in the dispute. Shouting, rudeness most often arise when the basis of the discussion is not facts or patterns, but only emotions. Moreover, often its participants do not know the subject of the dispute and "speak different languages." The following rules can help create a culture of discussion:

entering into a discussion, it is necessary to present the subject of the dispute;

in a dispute not to allow a tone of superiority;

ask questions correctly and clearly;

formulate the main conclusions.

The moment of the end of the discussion should be chosen so as to prevent the repetition of what has already been said, because this negatively affects the maintenance of students' interest in the problems considered in the lesson. Having completed the discussion, it is necessary to summarize its results. Here it is necessary to evaluate the correctness of the formulation and use of concepts, the depth of arguments, the ability to use theorems of evidence, refutation, hypotheses, the culture of discussion at this stage, students receive marks for the discussion, “the latter should not be reduced because the student defended the wrong point of view .

At the final stage of the lesson, you can not only systematize possible solutions to the problem under discussion, but also raise new questions related to it, giving food for thought to students.

It should be noted that the discussion is also one of the main structural components of the lesson - debate, conference, court, meeting of the Academic Council, etc.

13. LESSON - CONSULTATION

At the lessons of this type, purposeful work is carried out not only to eliminate gaps in the knowledge of students, to generalize and systematize the program material, but also to develop their skills.

Depending on the content and purpose, thematic and targeted lessons - consultations - are distinguished. Thematic consultations are held either on each topic or on the most

significant or complex issues of program material. Targeted consultations are included in the system of preparing, conducting and summing up the results of independent and control work, tests, and exams. These can be lessons on working on mistakes, lessons on analyzing the results of a test or test, etc.

The consultation combines various forms of work with students: general class, group and individual.

Preparation for the lesson - consultation is carried out by both the teacher and the students. The teacher, along with a logical and didactic analysis of the content of the material being studied, systematizes difficulties, shortcomings and errors in the oral answers and written work of students. On this basis, he refines the list of possible issues to be considered at the consultation. The children learn, in turn, to prepare for consultations, the dates of which are announced in advance, questions and tasks that cause them difficulties. In this case, it is possible to use not only the textbook, but also additional literature.

On the eve of the lesson - consultations, you can offer students homework - prepare cards on the topic under study with questions and tasks that they cannot cope with. If the teacher does not receive questions at the first consultations, he first invites the students to open the textbook and, analyzing the explanatory text and the tasks available there, reveals questions that could have been asked by the students, but escaped their attention. Then the rest of the lesson, along with the development of such skills, is devoted to the analysis of questions prepared by the teacher.

Once students understand how to prepare for counseling lessons, they can prepare so many questions that there is not enough time in class to answer them.

In such cases, the teacher either summarizes some of the questions, or selects the most significant of them, transferring the remaining questions to subsequent lessons.

Another situation arises when students' questions are drawn from additional literature. Receiving answers to them, students are well aware that they were often not known to the teacher in advance.

In other words, the guys get the opportunity to look into the creative laboratory of the teacher. They can see that the teacher makes various attempts to find the right answer to the question, gropes for such a path far from immediately, and sometimes makes mistakes in his hypotheses. The children are greatly impressed by the cases when, instead of the task proposed to them, the teacher solves a more general task. When However, when the teacher cannot immediately answer the question posed, the search for an answer to it becomes a common thing in the activities of the teacher and students after consultation. The authority of the teacher does not suffer. On the contrary, the guys appreciate the teacher for that. that on his own initiative, as it were, he passes an exam before them and does not strive to ensure that they have the opinion that he can do everything. During the lesson-consultation, the teacher gets the opportunity to get to know the students from the best side, to replenish information about the dynamics of their progress, to identify the most inquisitive and passive, to support and help those who are experiencing difficulties. The latter is implemented using individual and group forms of work, where assistants can be consultants from among students who are well versed in the issues on the topic being studied.

14. INTEGRATED LESSON

The idea of ​​integration has recently become the subject of intensive theoretical and factual research in connection with the beginning processes of differentiation in teaching. Its current stage is characterized by both an empirical orientation - the development and conduct of integrated lessons by teachers, and a theoretical one - the creation and improvement of integrated courses, in some cases combining numerous subjects, the study of which is provided for by the curricula of general education institutions. Integration makes it possible, on the one hand, to show students the "world as a whole", overcoming the disciplinary disunity of scientific knowledge, and on the other hand, to use the freed up study time for the full implementation of profile differentiation in education.

In other words, from a practical point of view, integration involves strengthening interdisciplinary connections, reducing student overload, expanding the scope of information received by students, and reinforcing learning motivation.

The methodological basis of an integrated approach to learning is the formation of knowledge about the world around us and its patterns in general, as well as the establishment of intra-subject and inter-subject connections in mastering the basics of science.

In this regard, any lesson with its own structure is called an integrated lesson, if knowledge, skills and results of the analysis of the studied material by methods of other sciences, other academic subjects are involved in its implementation. It is no coincidence that therefore integrated lessons are also called interdisciplinary, and the forms of their conduct are very different: seminars, conferences, travel, etc.

The most general classification of integrated lessons according to the way they are organized is an integral part of the hierarchy of integration steps, which, in turn, has the following form:

Designing and conducting a lesson with two and more teachers of different disciplines;

Designing and conducting an integrated lesson by one teacher with basic training in relevant disciplines;

Creation on this basis of integrated topics, sections and, finally, courses.

15. THEATER LESSON

conducting this type of lessons is associated with the involvement of theatrical means, attributes and their elements in the study, consolidation and generalization of program material

Theatrical lessons are attractive in that they bring a holiday atmosphere, high spirits into student everyday life, allow the children to show their initiative, and contribute to the development of a sense of mutual assistance and communication skills.

As a rule, theatrical lessons are divided according to the form of their organization: performance, salon, fairy tale, studio, etc.

When preparing such lessons, even the work on the script and the production of costume elements become the result of the collective activity of the teacher and students. Here, as well as at the theatrical lesson itself, a democratic type of relationship develops, when the teacher passes on to students not only knowledge, but also his life experience, reveals himself to them as a person.

Filling the script with factual material and its implementation in a theatrical lesson requires students to make serious efforts in working with a textbook, a primary source. historical information, scientific - popular literature, which, ultimately, arouses their interest in knowledge.

Directly at the lesson itself, the teacher is deprived of the authoritarian role of the teacher, for he only performs the functions of the organizer of the performance. It usually starts with

introductory speech of the facilitator, whose duties are not necessarily assigned to the teacher.

The presentation itself after the informative part can be continued by posing problem tasks that directly involve other students in active work in the lesson. In the final part of the presentation, still under development, it is desirable to provide for a debriefing stage and the associated careful selection of assessment criteria that take into account all types of student activities in the lesson. Their main provisions should be known in advance to all the guys. Note that it is necessary to plan enough time for the final stage of the theatrical lesson, not to sum up in a hurry, if possible, repeat and summarize the material used in the presentation, and also assess the knowledge of students.

Of course, the proposed structure is used as one of the options in the design of theatrical lessons, the variety of which is determined primarily by the content of the material used and the choice of the appropriate scenario.

16. LESSON - COMPETITION

The basis of the lesson-competition is the competition of teams in answering questions and solving alternating tasks proposed by the teacher.

The form of conducting such lessons is very different. This is a duel, battle, relay race, competitions built on the plots of famous games: KVN, Brain Ring, Lucky Chance, Finest Hour, etc.

In organizing and conducting lessons-competitions, there are three main stages: preparatory, game, summing up. For each specific lesson, this structure is detailed in accordance with the content of the material used and the features of the plot of the competition.

As an example, let's dwell on the specifics of organizing and conducting a battle of teams in a subject in a lesson.

To participate in the competition, the class is divided into two or three teams. Each team is given the same tasks in such a way that the number of tasks is equal to the number of team members. Team captains are selected. They direct the actions of their comrades and distribute which of the team members will defend the solution of each task in battle.

Having given time to think and find solutions, the jury, consisting of the teacher and students who were not included in the teams, monitor the observance of the rules of the competition and sum up the results of the competition.

The battle opens with a captains' competition, which does not bring points, but gives the team whose captain wins the right to challenge or transfer this opportunity to opponents.

In the future, the teams call each other in turn. The calling team indicates each time for which task it calls the opponent. If the challenge is accepted, then the called team puts up a participant who tells the solution, and its opponents - an opponent who is looking for errors and shortcomings in this solution. If the challenge is not accepted, then, on the contrary, one of the members of the calling team tells the decision, and a member of the called team opposes it.

The jury distributes points for solving and opposing each task. If none of the team members knows the solution, then the teacher or a member of the jury brings it. At the end of the lesson, team and individual results are summed up.

Of exceptional importance in the competition is the objectivity of assessing the level of knowledge. In the case of a correct answer, as noted, participants and teams receive a certain number of points corresponding to the difficulty of the question. If the task is completed incorrectly, cheating or hints, a certain number of points are deducted. Note that the refusal to remove points, as experience shows, has a negative effect on the prevention of incorrect answers and the organization of the lesson as a whole.

17. LESSON WITH DIDACTIC GAME

Unlike games in general, didactic games have an essential feature - the presence of a clearly defined learning goal and a pedagogical result corresponding to it. A didactic game has a stable structure that includes the following main components: game concept, rules, game actions, cognitive content or didactic tasks, equipment, game result.

The game intent is expressed, as a rule, in the name of the game. It is embedded in the didactic task that must be solved in the lesson, and gives the game a cognitive character, imposes certain requirements on its participants in terms of knowledge.

The rules determine the order of actions and behavior of students during the game, create a working environment in the lesson. Therefore, their development is carried out taking into account the purpose of the lesson and the capabilities of students. In turn, the rules of the game create conditions for the formation of students' skills to control their behavior.

Game actions regulated by the rules

contribute to the cognitive activity of students, give them the opportunity to show their abilities, apply knowledge and skills to achieve the goals of the game.

The teacher, directing the game, directs it in the right didactic direction, activates its course if necessary, and maintains interest in it.

The basis of the didactic game, which permeates its structural elements, is cognitive content. It consists in the assimilation of the knowledge and skills that are used in solving the educational problem posed by the game.

The equipment of the game largely includes the equipment of the lesson. This is the availability of technical teaching aids, and various visual aids, and didactic handouts.

Didactic game has a certain result, which gives it completeness. It acts primarily in the form of solving the assigned task and evaluating the actions of students.

All structural elements of the didactic game are interconnected, and in the absence of the main ones, it is either impossible or loses its specific form, turning into the execution of instructions, exercises, etc.

The expediency of using didactic games at different stages of the lesson is different. When acquiring new knowledge, the possibilities of didactic games are inferior to more traditional forms of education. Therefore, they are more often used when checking learning outcomes, developing skills, and developing skills. In the same connection, teaching, controlling and generalizing didactic games are distinguished.

Didactic games are becoming an effective means of enhancing the educational activities of schoolchildren with their systematic use. This necessitates the accumulation and classification of data by content using materials from relevant methodological journals and manuals.

18. LESSON - BUSINESS GAME

In business games, on the basis of a game plan, life situations and relationships are modeled, within which the best option for solving the problem under consideration is selected and its implementation in practice is simulated. Business games are divided into production, organizational and activity, problem, educational and complex.

Within the framework of the lessons, they are most often limited to the use of educational business games. Their distinctive properties are:

Simulation of situations close to real life;
- phased development of the game, as a result of which the implementation of the previous stage affects the course of the next one;

The presence of conflict situations;

Mandatory joint activity of game participants performing the roles provided for by the scenario;

Using the description of the game simulation object:

game time control;

elements of competitiveness;

Rules, systems of assessments of the progress and results of the game.
The methodology for developing business games includes the following steps:

substantiation of the requirements for the game;

drawing up a plan for its development;

Writing a scenario, including rules and recommendations for organizing the game;

Selection of the necessary information, teaching aids that create a game environment;

Clarification of the goals of the game, drawing up a guide for the host, instructions for the players, additional selection and design of didactic materials;

Development of ways to evaluate the results of the game as a whole and its participants separately.

A possible variant of the structure of a business game in a lesson can be as follows:

familiarity with the real situation;

building its simulation model;

setting the main task for teams (brigades, groups), clarifying their role in the game;

creation of a game problem situation;

Isolation of the theoretical material necessary for solving the problem;

solution of a problem;

discussion and verification of the results;

correction;

implementation of the decision;

analysis of the results of work;

performance evaluation.

19. LESSON - ROLE PLAY

The specificity of a role-playing game, in contrast to a business game, is characterized by a more limited set of structural components, the basis of which is the purposeful actions of students in a simulated life situation in accordance with the plot of the game and distributed roles.

Role-playing lessons can be divided into three groups as their complexity increases:

imitation, aimed at imitation of a certain professional action;

situational, related to the solution of a narrow specific problem - a game situation;

conditional, dedicated to resolving, for example, educational or industrial conflicts, etc.

Forms of role-playing games can be very different: these are imaginary journeys, and discussions based on the distribution of roles, and press conferences, and lessons-courts, etc.

The methodology for developing and conducting role-playing games provides for the inclusion in full or in part of the following stages: preparatory, game, final, and the stage of analyzing the results of the game.

At the preparatory stage, issues are resolved, both organizational and related to the preliminary study of the content of the game. Organizational issues: distribution of roles; selection of the jury or expert group; formation of game groups; introduction to responsibilities. Preliminary: acquaintance with the topic, problem; familiarization with instructions, tasks; collection of material; material analysis; preparation of the message; visualization production; consultations.

The game stage is characterized by involvement in the problem and awareness of the problem situation in groups and between groups.

Introspection of the lesson

1. What educational, developmental and educational goals were achieved in the lesson? Which ones were the most important and why? What is their relationship?

2. What is the specifics of the lesson? What is its type? What is the place of this lesson in the topic, section, course?

H. How were students' abilities taken into account when planning the lesson?

4. Is the chosen structure of the lesson and the distribution of time for individual stages of the lesson rational?

5. On what material or stage of the lesson is the main emphasis?

b. What is the rationale for the choice of teaching methods and their combination?

7. How were the forms of education selected for the lesson?

8. Why was a differentiated approach to teaching in the classroom necessary? How was it implemented?

9. What is the rationale for the chosen forms of testing and monitoring students' knowledge?

10.3a due to what the working capacity of students was ensured throughout the lesson?

11. How were student overloads prevented?

12Have the goals been achieved and why? What changes are needed in the preparation and conduct of such a lesson?

Of course, this list of questions does not cover all the features of each of the stages of a particular lesson. However, their formulation should warn against superficial assessments of the lesson, which boil down to general unsubstantiated statements such as "I liked the lesson", "the students and the teacher worked actively", "the goal of the lesson was achieved", etc. Based on a critical approach, the analysis of the lesson should be permeated with a respectful attitude towards the work of the teacher, his pedagogical ideas, and the desire to understand the degree of implementation of the ideas conceived. The ultimate goal of analysis and self-analysis is to contribute to the improvement of the methodology for constructing lessons, the desire to create optimal conditions for teaching, educating and developing students.