Competition lesson types forms and methods. Organization and methods of conducting lessons in special and general technical subjects

Types and forms of lessons:

1. A lesson in learning new material

This includes introductory and introductory parts, observations and collection of materials - as methodological options for lessons:

Lesson - lecture

Lesson - conversation

Lesson using educational movie

Lesson of theoretical or practical independent work (research type)

Mixed lesson (a combination of different types of lesson in one lesson)

2. Lessons for improving knowledge, skills and abilities

This includes lessons in the formation of skills, targeted application of what has been learned, etc.:

Lesson of independent work

Lesson - laboratory work

Lesson of practical work

Lesson - excursion

3. Lesson of generalization and systematization:

This includes the main types of all five types of lessons

4. Lessons of control accounting and assessment of knowledge, skills and abilities:

Oral form of verification(frontal, individual and group survey)

written verification

credit practical and laboratory work

control (independent) work

mixed lesson (a combination of the first three types)

5. Combined lessons:

They solve several didactic tasks.

Types and forms of integrated lessons:

Integrated learning also implies the conduct of binary lessons and lessons with a wide use of interdisciplinary connections.

Lesson type: a lesson in the formation of new knowledge

The lessons of the formation of new knowledge are constructed informs :

lesson-lecture;

lesson-journey;

lesson-expedition;

lesson-research;

dramatization lesson;

educational conference;

lesson-excursion;

multimedia lesson;

problem lesson.

The structure of the lesson combines the following stages: organizational, goal setting, updating knowledge, introducing knowledge, summarizing the primary consolidation and systematization of knowledge, summing up the learning outcomes, determining homework and instructing how to complete it.

The purpose of the lesson in the formation of knowledge is the organization of work on the assimilation of concepts, scientific facts provided for by the curriculum.

educational: to introduce; give an idea; teach reading and analysis of maps, diagrams; activate cognitive activity; reveal typical features, etc.

educational: fostering a sense of love for the motherland; pride in one's land; formation of ecological culture; aesthetic education, etc.

developing: continue developing the ability to analyze, compare, compare, highlight the main thing, establish cause-and-effect relationships; give examples, develop skills in working with literature, maps, tables, diagrams, etc.

Lesson Type: Skills Lesson

The lesson of teaching skills and abilities providesforms :

practical lesson;

essay lesson;

dialogue lesson;

lesson - business or role-playing game;

combined lesson;

journey;

expedition, etc.

The structure of the lesson includes the following stages: organizational, goal setting, checking homework and updating knowledge, performing tasks of a standard type, then a reconstructive-variable type, creative type, monitoring the formation of skills and abilities, determining homework.

First, students engage in reproducing activities. Then they perform tasks that require the possession of generalized skills and elements of transferring knowledge and methods of activity to new situations. At this stage, a differentiated group form of education is used. Next - the implementation of creative tasks, and at the end of the lesson - creative activity.

Target this type of lesson - to develop in students certain skills and abilities provided for by the curriculum.

Tasks:

educational: to introduce; give an idea; develop skill; teach mastery of techniques:; deepen knowledge about:

educational: show role:; engage in active practical activities; contribute to the education of environmental and cultural, ecological consciousness; create an objective basis for education and love for the native land; improve communication skills.

developing: to teach to work with additional literature and other sources of information; prepare reports; speak to an audience, the formation of critical thinking; the ability to analyze, highlight the main thing, generalize and draw conclusions.

At the lesson of the formation of skills and abilities, textbooks, collections of tasks, sets of handouts and didactic materials, multimedia, Internet technologies are used as the main sources of knowledge. Managing the learning activities of students, the teacher widely uses the methods of stimulation, operational control. Here, the corrective and control functions of the lesson are especially clearly implemented, which contribute to the organization of the educational activities of schoolchildren with the greatest productivity. This lesson allows for a wide differentiation of learning. Students complete assignments taking into account learning opportunities and, thanks to this, move towards the goal at an optimal pace.

The design of the lesson allows you to include students in various types of pair, group and individual work, which take up most of his time. It is possible to resort to individualized and individualized-group form of education.

This lesson has a great educational potential, which is realized not only through the effective use of the ideological content of the educational material, but also through the organization of rational communication and teamwork, during which conditions are created for students to take care of each other, provide assistance and support. Mutual control, carried out in this case, contributes to the development of self-control. This is how development problems are solved.

A lesson on improving knowledge, skills and abilities is constructed on a combination of links to consolidate knowledge, the formation of skills and abilities. In this lesson, students, relying on previous knowledge, develop it, learn to apply it in different situations. There is a process of comprehending knowledge, developing skills and abilities.

At such lessons, practical teaching methods dominate, and by the nature of cognitive activity, preference is given to partially search, reproductive methods.

The activity of the teacher is specific. Having planned the work of students in advance, he exercises operational control, provides assistance, support and makes adjustments to their activities.

Lesson type: application of knowledge in practice

Mainforms lessons of this type:

role-playing and business games;

workshops;

project defense lessons;

journey;

expedition, etc.

The structure of the lesson implies the following stages: organizational, goal setting, checking homework and updating knowledge, operating knowledge, skills and abilities in solving practical problems, compiling a report on the performance of work, determining homework. In this lesson, students, based on previously acquired knowledge, are engaged in practical activities. First, homework is checked, then the theoretical material is analyzed in order to update knowledge. After that, students are included in the performance of constructive tasks that have a pronounced practical orientation.

For example, based on the materials obtained from the excursions, students draw up a scheme for the introduction of crop rotation in the school area. Studying the issues of a specific economy, they draw up action plans to increase the output of the plant, industrial enterprise, based on economic laws, draw up a scheme for the economic development of the BAM regions, etc. Here, ample opportunities are provided for implementing the principle of connecting learning with life, integrating various fields and subject areas.

The purpose of this type of lesson is the application of knowledge in practice.

educational: teach how to apply the acquired knowledge in practice; operate with the available potential in a particular situation; to consolidate the skills and abilities to work with:; learn to defend their point of view; strengthen the ability to isolate problems.

educational: involve in vigorous activity; to form a culture, including an ecological one, to form the humane qualities of the personality of students; improve communication skills.

developing: to improve the skills of working with sources of knowledge; improve the skills of analysis, generalization, etc.; the ability to speak and defend one's point of view; develop creative abilities; develop communication skills in group work; develop a cognitive interest in the surrounding life.

The lessons of applying knowledge in practice are based on a combination of pair, frontal, group and individual work. The inclusion of students in various types of teamwork has a positive effect on the formation of humane qualities of the individual. Educational activity, developing at the angle of solving problems of a creative nature, contributes to their effective development.

In these lessons, mobilizing theoretical knowledge, children are involved in experimental, research, search and partially search activities. This is their high developmental role. Children develop scientific views, a holistic worldview.

Type of lesson: lesson of repetition, systematization and generalization of knowledge, consolidation of skills

This lesson has the greatest opportunities for integration and implementation of intersubject communications.

Forms of this type of lesson:

iterative-generalizing lesson;

game (KVN, Happy event, Field of miracles, competition, quiz);

theatrical lesson (lesson-court);

lesson-improvement;

final conference;

final excursion;

lesson-consultation;

lesson-analysis of tests;

overview lecture;

review conference;

conversation lesson.

The structure of the lesson is based on a combination of stages: organizational, goal setting, operating knowledge and methods of activity in standard and non-standard situations, summarizing and formulating conclusions, defining and explaining homework.

The goal is a deeper assimilation of knowledge, a high level of generalization, systematization.

Such lessons are held when studying major topics of the program or at the end of the academic quarter, year. These include final lessons.

educational: to identify the quality and level of mastering the knowledge and skills gained in previous lessons on the topic: to summarize the material as a system of knowledge.

educational: to educate a common culture, aesthetic perception of the environment; create conditions for real self-esteem of students, the realization of it as a person.

developing: develop spatial thinking, the ability to classify, identify connections, formulate conclusions; develop communication skills when working in groups, develop cognitive interest; develop the ability to explain features:, patterns:, analyze:, compare:, compare: etc.

In the lesson of repetition and systematization of knowledge, students are included in various activities. Conversations, discussions, laboratory work are held, tasks are practiced, problem solving is practiced. In these lessons, along with the conversation, brief reports of students, speeches with oral reviews of individual articles, books devoted to the issue under consideration are included.

The effectiveness of a lesson depends on how widely various types of reproductive-search, partly search, and creative activities of schoolchildren are used in it. It does not achieve its goal if the usual reproductive activity is preferred. The teacher prepares tasks of a creative nature, allowing you to take a fresh look at the previously studied. At the same time, the developing function is realized the more successfully, the more widely interdisciplinary connections are used, which allow transferring, collapsing and systematizing knowledge.

The lesson of repetition and generalization of knowledge allows you to apply the group form of educational work. Different groups of students can be included in the performance of various tasks in order to then more fully illuminate various issues of previously studied material. With such an organization of educational work, schoolchildren are convinced of the advantage of collective forms of educational activity. At these lessons, knowledge is restored, forgetting is prevented. Their developing function is manifested through the methods of analysis, systematization of the material. Educational tasks are solved not only through the methods, the content of the educational material, but also through the organization of the collective activity of students.

Lesson type: lesson of control and testing of knowledge and skills

Operational control in the lessons is carried out constantly, but special lessons are designed for detailed control.

Lesson forms:

lesson-test;

quiz;

contests;

review of knowledge;

protection of creative works, projects;

creative report;

test;

interview.

The purpose of the knowledge and skills control lesson is to control learning, continue the systematization of knowledge, identify the level of assimilation of the material, the formation of skills and abilities.

educational: to identify the quality and level of mastering the knowledge and skills gained in the lessons of the topic: to summarize the material as a system of knowledge, to test the ability for creative thinking and independent activity, to consolidate the ability to work with test tasks.

educational: to promote the formation of a responsible attitude to learning, readiness and mobilization of efforts for the error-free execution of tasks, to show the greatest activity in their implementation; to cultivate a culture of educational work, self-education skills, and economical use of time.

developing: develop logical thinking, memory, ability to analyze and synthesize; to form self-control skills, teamwork skills (when using teamwork).

Depending on the forms of educational work used, there are lessons of complex, oral and written control of knowledge, skills and abilities, as well as control programmed by electronic textbooks and manuals. Let's dwell a little on the structure of each of the species.

Lesson of oral control of knowledge.

Structure: organizational stage, setting goals, testing the assimilation of knowledge. Skills and abilities, generalization and systematization of knowledge, assessment of students' activities, determination of homework.

These lessons are based on a combination of different forms of educational work. Frontal and individual survey is possible. A paired form of learning is advisable, in which students mutually interrogate each other. In the process of individual verification of the assimilation of the material by each student, the teacher makes adjustments to the students' assessment of their knowledge, skills and abilities.

Lesson of written control of knowledge.

Structure: organizational stage, goal setting, students' activities in fulfilling control tasks.

These lessons are built on an individual or individualized form of educational work or a combination of both. In some lessons, students perform single tasks individually. Often teachers give students individualized tasks on special cards.

Lessons of complex knowledge control

based on a variety of combinations of forms of educational work. First, a frontal survey that allows you to determine the level of knowledge of individual students and get an idea of ​​​​the assimilation of educational material by the whole class. Then you can conduct a mutual survey in pairs. With such work, students can mutually check the assimilation of individual questions and prepare for an answer in front of the class.

The differentiated group form of education makes it possible to give control tasks to groups of students, taking into account their learning abilities. In a number of cases, resorting to an individual form of educational work, the teacher determines how the material is mastered by individual students. An individualized-group form can also be used, when the task is given to three to five students, and the teacher conducts a frontal conversation with the main part of the class, etc.

In integrated learning, lessons in the control of knowledge, skills and abilities require special cooperation of subject teachers in compiling interesting tasks that would provide for a close connection of issues with the surrounding life, and as a result, students would see the integrity of knowledge, their complexity and interconnection in solving specific problems in the world around them. .

Lesson type: combined lesson

A combined lesson is built on a set of logically unconditioned links in the educational process. This is its feature. This lesson can combine control, the formation of knowledge, the consolidation and improvement of knowledge, the formation of skills and abilities, summarizing learning outcomes, and determining homework.

It is difficult to conduct combined lessons in an integrated form, and it is not necessary, because, as a rule, a small amount of new material is provided for in a combined lesson, a lot of time is devoted to repetition and control. Integrated learning still implies a fairly large information block in the lesson or independent work to solve some integral problem.

The study of material in small blocks does not lead to the formation of a knowledge system, it poorly develops the ability to highlight the main thing, to collapse and expand knowledge. The process of conscious, deep assimilation of the material slows down. In this case, with integrated learning, such a structure of lessons hinders the organization of productive learning activities of students.

So, the effectiveness of integrated learning depends on the correct, pedagogically sound choice of forms of organization of learning, which is provided by a deep and comprehensive analysis of the educational, developmental, educational opportunities of each of them.

Implementation of integration between subjects is possible only if there is a favorable healthy climate in the team of teachers, their fruitful cooperation based on mutual understanding and respect.

Research Article

Pedagogy and didactics

Typology and structure of the lesson. Various forms of conducting a lesson in a modern school. Designing a lesson on the subject as a pedagogical task. Technology of preparation and conduct of the lesson. There are several approaches to the classification of lessons, each of which distinguishes ...

Typology and structure of the lesson. Various forms of conducting a lesson in a modern school. Designing a lesson on the subject as a pedagogical task. Technology of preparation and conduct of the lesson.

There are several approaches to the classification of lessons, each of which has certain characteristics. signs :

1) for didactic purposes (I. T. Ogorodnikov, I. N. Kazantsev);

3) the main stages of the educational process (S. V. Ivanov);

4) didactic tasks that are solved in the lesson (N. M. Yakovlev, A. M. Sokhor);

5) teaching methods (I. N. Borisov), etc.

Classification of lessons according to two criteria received the greatest support: didactic goals and the place of lessons in the general system. There are the following lesson types:

1. Lesson learning new material(lecture, explanation of the teacher with the involvement of students in the discussion of certain issues, heuristic conversation, independent work with the textbook, setting up and conducting experiments, etc.);

2. Lesson to improve knowledge, skills and abilities(lessons of independent work, lesson laboratory work, lesson of practical work, lesson excursion, lesson seminar);

3. Generalization and systematization lesson(problem discussions, lessons seminars, lessons in solving creative problems);

4. Combined lesson;

5. Lessons of control, correction of knowledge, skills, skills(oral survey, written survey, dictations, presentations, problem solving and examples, etc., tests, workshops, independent work, exams, etc.).

Lesson structure the ratio of the elements of the lesson in their specific sequence and interconnection with each other. The type of lesson is determined by the presence and sequence of structural parts. From Kamensky and Herbart originatesclassic four-link lesson structure, based on the formal stages (levels) of education:

1) preparation for the assimilation of new knowledge;

2) assimilation of new knowledge, skills;

3) their consolidation and systematization;

4) application in practice.

This structure corresponds to the combined lesson.

Stages of a combined lesson:

• organization of work (1 2 min);
• repetition of the studied (actualization of knowledge) (10 12 min);
• learning new material, developing new skills (20 25 min);
• consolidation, systematization, application of knowledge (5 8 min);
• homework assignment (2 3 min).

In today's school there are manyforms of lesson organization.

1. When frontal learningthe teacher manages the educational and cognitive activities of the entire class working on a single task.

2. Group forms subdivided into link, brigade, cooperative group and differential group.

3. Individual workstudents are carried out within the framework of both frontal and group forms (performing independent tasks).

Due to the decrease in the interest of schoolchildren in classes, non-standard lessons were introduced, i.e. impromptu training sessions with a non-standard structure. Among the forms of conducting such lessons, one can distinguish: “immersion” lessons, business games, press conferences, creative reports, competitions, such as KVN, contests, theatrical, binary, computer, fantasies, “courts”, the search for truth, “paradoxes”, concerts , auctions, etc.

The lesson effectiveness formula consists of two parts: thorough preparation and mastery of conduct.

Design This is the final stage of lesson preparation. The result is the creation of a program for managing the cognitive activity of students.Control Programthis is a short and specific, arbitrarily compiled document in which the teacher fixes the important points for him to manage the process: who and when to ask, where to introduce the problem, how to proceed to the next stage of the lesson, according to what scheme to build the process in case of predetermined difficulties, etc. .d.

Distinguish between preliminary and immediate training teachers to the learning process.

Preliminary preparationUniversity education and the whole life of a teacher.

Direct preparationdrawing up prospectiveeducational and thematic plans, which involve the division of the program of the subject into topics indicating the form of organization of training, date, ordinal number.

Immediately before conducting a lesson in any form, the teacher draws up a plan or outline of the lesson.

Stages preparing the teacher for the lesson:

1. Diagnostics this is a “clarification” of all the circumstances of the lesson: the capabilities of students, the motives for their activities and behavior, requests and inclinations, interests and abilities, the required level of learning, the nature of the educational material, its features and practical significance, the structure of the lesson, as well as an analysis of all time spent in the educational process.

2. ForecastingIt is aimed at evaluating various options for conducting a future lesson and choosing the optimal one from them. Modern forecasting technology allows us to derive a quantitative indicator of the effectiveness of the lesson as follows: the amount of knowledge (skills) is taken as 100%; the influence of obstacles reduces this indicator. The amount of losses is subtracted from the ideal result and determines the real indicator of the effectiveness of the lesson. If the indicator satisfies, proceed to planning.

3. Design (planning)

The plan should reflect the following points:

• the date of the lesson and its number according to the thematic plan;
  • the name of the topic, the class in which the lesson is held;
  • goals and objectives of education, upbringing, development of schoolchildren;
  • a structure indicating the sequence of its stages and the approximate distribution of time by stages;
  • content of educational material;
  • methods and techniques of the teacher in each part of the lesson;
  • educational equipment necessary for the lesson;
  • home assignment.

Page 1

Download:

Preview:

Modern methods and forms of the lesson.

A lesson is a cell of the pedagogical process.

In it, like the sun in a drop of water, all its sides are reflected.

If not all, then a significant part of pedagogy is concentrated in the lesson.

Skatkin M.

Lesson - this is a form of organizing the activities of a permanent staff of teachers and students in a certain period of time, systematically used to solve the problems of teaching, developing and educating students.

Lesson - this is a form of organizing training with a group of students of the same age, permanent composition, a lesson on a fixed schedule and with a single training program for all. In this form, all components of the educational process are presented: purpose, content, means, methods, organization and management activities, and all its didactic elements.

The birth of any lesson begins with the awareness and correct, clear definition of its ultimate goal - what the teacher wants to achieve; then establishing the means - what will help the teacher in achieving the goal, and only then determining the method - how the teacher will act so that the goal is achieved.

Lessons are classified based on the didactic purpose, the purpose of organizing classes, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, ways of organizing students' learning activities.

In accordance with this approach, the following five types of lessons are distinguished:

1. lessons of studying new educational material (1st type);
2. lessons for improving knowledge, skills and abilities (this includes lessons in the formation of skills and abilities, targeted application of what has been learned, etc.) (2nd type of lesson);
3. generalization and systematization lessons (3rd type),
4. combined lessons (type 4);
5. lessons of control and correction of knowledge, skills and abilities (5th type).
   

In the process of studying the topic “Forms of organizing the learning process”, special attention should be paid to the effectiveness of individual forms. Of interest is the so-calledstudent learning pyramid, proposed by the journal "Principal of the School" based on the results of American studies:

Lecture-monologue

Reading (independent)

Audio-video training

Show (demo)

Discussion group (discussion of educational material in a small group)

Practice in the course of activity

Teaching others (child teaching child)

The orientation of the modern school towards the humanization of the educational process and the versatile development of the child's personality implies the need for a harmonious combination of the actual educational activity, within which basic knowledge, skills and abilities are formed, with the creative activity associated with the development of the individual inclinations of students, their cognitive activity.Non-standard lessons- one of the important means of learning, because they form a steady interest in learning among students, relieve tension, help form the skills of educational activities, have an emotional impact on children, so that they form stronger, deeper knowledge. Features of non-standard lessons are in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in a lesson, in school; satisfy the child's need for the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to the attempts of teachers to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: in their very essence they are good as relaxation, as a holiday for students. They need to find a place in the work of each teacher, as they enrich his experience in the diverse construction of the methodological structure of the lesson.

In non-standard lessons, students should receive non-standard tasks. Non-standard task is a very broad concept. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard). The main distinguishing feature of non-standard tasks is their connection "with activity, which in psychology is called productive", creative. There are other signs:

students' independent search for ways and options for solving the set educational task (choosing one of the proposed options or finding their own option and justifying the solution); unusual working conditions; active reproduction of previously acquired knowledge in unfamiliar conditions.

Non-standard tasks can be presented in the form of problem situations (embarrassments from which you need to find a way out using the acquired knowledge), role-playing and business games, contests and competitions (based on the principle "who is faster? more? better?") and other tasks with elements entertainment (everyday and fantastic situations, dramatizations, linguistic fairy tales, riddles, "investigations").

Of course, non-standard lessons, unusual in design, organization, method of conducting, are more popular with students than everyday training sessions with a strict structure and established mode of operation. Therefore, all teachers should practice such lessons. But it is not advisable to turn non-standard lessons into the main form of work, to introduce them into the system because of the great loss of time, the lack of serious cognitive work, low productivity, and so on.

The content block assumes a smaller amount of information, however, it causes a deeper study of it. In the procedural block of NFU, using external sources of motivation and self-governing mechanisms of the individual, they create conditions for the diversity of students' activities (playing, discussion-evaluative, reflective), the formation of critical thinking in them, and the activation of cognitive activity.

The use of non-traditional forms of lessons, in particular, a game lesson, a discussion lesson, is a powerful stimulus in learning, it is a diverse and strong motivation. Through such lessons, cognitive interest is aroused much more actively and faster, partly because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary learning activities. F.I. Fradkina, exploring the motives for the participation of schoolchildren in games, notices that some teenagers participate in games in order to realize their abilities and potentialities that cannot be found in other types of educational activities, others - to get high marks, others - to show themselves in front of the team, the fourth solve their communication problems, etc.

Non-traditional forms of lessons are emotional in nature and therefore are able to enliven even the most dry information and make it vivid and memorable. In such lessons, it is possible to involve everyone in active work, these lessons are opposed to passive listening or reading.

An analysis of pedagogical literature made it possible to single out several dozen types of non-standard lessons. Their names give some idea of ​​the goals, objectives, methods of conducting such classes. We list the most common types of non-standard lessons.

Teachers have developed many methodological techniques, innovations, innovative approaches to conducting various forms of classes.According to the formThe following groups of non-standard lessons can be distinguished:

1. Lessons in the form of competition and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.

2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reportage, review.

3. Lessons based on the non-traditional organization of educational material: a lesson in wisdom, revelation, a lesson-block, a lesson-"understudy" begins to act.

4. Lessons resembling public forms of communication: a press conference, an auction, a benefit performance, a rally, a regulated discussion, a panorama, a TV show, a teleconference, a report, a dialogue, a live newspaper, an oral journal.

5. Lessons based on fantasy: a fairy tale lesson, a surprise lesson, a gift lesson from Hottabych.

6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.

7. Traditional forms of extracurricular work transferred within the framework of the lesson: KVN, “connoisseurs conduct the investigation”, matinee, performance, concert, staging of a work of art, debate, “gatherings”, “connoisseurs club”.

8. Integrated lessons.

9. Transformation of traditional methods of organizing a lesson: a lecture-paradox, a paired survey, an express survey, a lesson-test (defense of assessment), a lesson-consultation, protection of the reader's form, a TV lesson without television.

Non-traditional lesson forms:

Let's stop at the lessons - games. So, a lesson - a game - is an active form of a training session, during which a certain situation of the past or present is modeled, historical pictures of events are recreated with their characters as participants. As a rule, during such a lesson, schoolchildren have a game state - a specific, emotional attitude to historical reality. Schoolchildren, as it were, reincarnate into people from the past or the present, apply the role of adults, through understanding thoughts, feelings and actions they model historical reality. And the knowledge gained in the lesson becomes personally significant, emotionally colored for them, which helps to better know, “feel” the era under study. Thus, students master and deepen new knowledge, as well as master a whole range of important “adult” skills, primarily communicative ones, develop the ability to perceive and empathize.

Games are classified according to various criteria: by goals, by the number of participants, by the nature of the reflection of reality. Allocate: simulation (game modeling, imitation of reality); symbolic (based on clear rules and game symbols); research (associated with new knowledge and methods of activity).

It has two subspecies: game - discussion - this is a recreation of an imaginary situation of our time with a dispute, discussion; game-research is a recreation of an imaginary situation of the present, based on the individual actions of the “hero”.

Retrospective (“reconstructive”) gamemodels a situation that puts students in the position of eyewitnesses and participants in events in the past. The main feature of this type of game is the "presence effect" and the principle of historical fiction - "it could have been." According to psychologist A.N. Luka, in such a game, a teenager “manages to jump above himself, for a while to become smarter, bolder, nobler, fairer.” Retrospective games are divided into role-playing and non-role-playing.

Role-playing games - these are games of a retrospective nature, based on playing roles - participants in historical events in an imaginary situation of the past. They have three subspecies: a theatrical performance is a play according to a clearly defined scenario, a historical action, where various images and pictures of the past are recreated; theatrical game is the playing of a historical action with a large share of improvisation of the participants in the game; problem-debating game is the acting out of an imaginary situation that happened in the past, where the action is not built according to the scenario, but around the discussion of an important issue or problem.

Non role playing - these are games of a retrospective nature with external rules, where the historical past is recreated and the action takes place in a distant era. They have two subspecies: a competitive, competitive game is an artificial simulation of the situation of the past, in which people of a certain era “demonstrate” their skills, achievements, ingenuity in a certain historical context; route game (journey, expedition) is a special form of lesson when children are transferred to the past and “travel” along it in a certain spatial environment.

business game

The meaning of the phenomenon of a business game in a generalized form is recorded in psychological dictionaries, for example: “A business game is a form of recreating the subject and social content of professional activity, modeling systems of relations characteristic of this type of practice. The educational function of a business game is very significant, since "a business game allows you to set the subject and social contexts of future professional activity in training and thereby simulate more adequate conditions for the formation of a specialist's personality compared to traditional training." In a business game, “learning of participants occurs in the process of joint activity. At the same time, everyone solves his own separate task in accordance with his role and function. Communication in a business game is not just communication in the process of joint assimilation of knowledge, but first of all - communication that imitates, reproduces the communication of people in the process of real activity being studied. A business game is not just a joint learning, it is a learning of joint activities, skills and abilities of cooperation.

Traditionally, the business game is classified as an active learning method. The scope of business games as a special teaching method is quite wide: economics, management, pedagogy, psychology, engineering disciplines, ecology, medicine, history, geography, etc.

There are non-imitation and simulation teaching methods, and within the framework of the latter, game and non-game methods are distinguished. As follows from the table below, the business game -simulation game method of active learning.

It is also important to note that the business game is also a collective learning method.

Benefits of business games compared to traditional learning

The specificity of the learning opportunities of a business game as a method of active learning in comparison with traditional games is as follows:

1) "In the game the main regularities of the movement of professional activity and professional thinking are recreatedon the material of learning situations dynamically generated and resolved by the joint efforts of the participants.

In other words, “the learning process is as close as possible to the real practical activities of managers and specialists. This is achieved by using models of real socio-economic relations in business games.”

2) “The method of business games is nothing more than a specially organized activity foroperationalization of theoretical knowledge, their translation into an activity context.The fact that in traditional teaching methods is “farmed” to each student without taking into account his readiness and ability to carry out the required transformation, in a business game acquires the status of a method ... There is not a mechanical accumulation of information, but an active deobjectification of some sphere of human reality.

The above and many other features of business games determine their advantages over traditional teaching methods. In general terms, this educational resource of business games is seen in the fact that they model a subject and social context that is more adequate for the formation of a specialist’s personality. This thesis can be specified in the following way:

- The game allows you to radically reduce the time of accumulation of professional experience;

- The game provides an opportunity to experiment with the event, try different strategies for solving problems, etc.;

– In a business game, “knowledge is acquired not in reserve, not for future use, not abstractly, but in the real process of information support for a participant in his game actions, in the dynamics of the development of the plot of a business game, in the formation of a holistic image of a professional situation”;

- The game allows you to form "a holistic view of professional activity in its dynamics among future specialists";

– A business game allows you to gain social experience (communication, decision-making, etc.).

"Free" training according to K. Rogers.

C. Rogers, the creator of "client-centered" psychotherapy, sees in the student a person capable of developing his natural resources, mind and heart, curiosity, a person capable of making choices, making decisions and being responsible for them, a person capable of developing their own values in the course of educational and other activities.

He proposed to build education on other (in comparison with the traditional and technocratic school) principles. Chief among them can be considered the principle of "freedom in learning". It consists in not doing for a person, not telling him what to do, not solving his problems for him, but letting him become aware of himself and awaken his own activity and inner strength, so that he himself makes choices, makes decisions and is responsible for them. According to K. Rogers, the task of the teacher is not to dictate ready-made and perhaps unnecessary knowledge to the student, but to awaken his own cognitive activity, which will be expressed in the choice of content, goals, methods of work, behavior, and values. The teacher, according to K. Rogers, stimulates and facilitates (facilitate) the independent activity of the student.

In a traditional school, K. Rogers believes, authoritarian, non-free learning (cognitive type of learning) takes place, in which the learning process is reduced to the assimilation of the curriculum and knowledge selected by the teacher. Another type of learning should be introduced - "experiential learning": this is an organization of learning in which students learn in free independent activity, from their own experience, in the process of discussion and decision-making. The purpose of training is the development of personality, its self-awareness, its self-realization. Knowledge, the school curriculum is a means of development. To create such training, the following is necessary: ​​to change the position of the teacher; create an atmosphere of "freedom of learning" in the classroom, use methods that stimulate the activity of the student and his development. The position of a teacher is the position of a consultant and, in many respects, a psychotherapist who provides "developmental assistance."

The atmosphere of "freedom of learning" in the classroom is characterized by the fact that students are not afraid to make mistakes, freely discuss problems, interact in teaching with each other, see the teacher as a source of experience, knowledge, a senior member of the group.

Methods that stimulate "freedom of learning" include: posing problems to solve them as real, not educational; the use of different sources of knowledge - people, experiences, books, audio-video equipment, etc.; method of contracts; organization of work in groups of different composition, organization of teaching as research, experiment; special classes on self-knowledge, interpersonal interaction. Teachers of this direction propose to use both emotionally colored methods - a game, and rational ones - "training packages", programmed manuals, to create an atmosphere of "open learning".

Here is how K. Rogers describes the method of contracts, which stimulates the transition of the student to free, independent learning. The teacher at the beginning of the course explains that each student can choose the degree of assimilation (and, accordingly, the grade). Read certain chapters of the textbook and answer - this is a transitional assessment - "pass" ("3", normal). A student who wants a higher grade, choosing level B ("4") or A ("5"), is engaged in an individual plan. He concludes a contract with a teacher and, in case of successful work, receives the grade specified in the contract. Expected result: increased activity and individualization of teaching.

Contract Example
Question-theme: Like in Africa, where it's hot Student __________________
and little food, people survive? Teacher_________________
Topic theses: hot climate, no food.
Frequency and duration of classes: every Tuesday, 2-3 weeks.
Meetings with the teacher: every Tuesday, if necessary,
Student actions:
1. Studying and compiling climate maps.
2. Interviews Mr. N and M, 10 questions.
3. Makes notes on films and slides.
4. Makes a report in class.
5. Responds to the teacher and the class.
Evaluation: The student receives an "A" if he completes all five items.
Sources: Almanac, atlas, film, slides and books in the library, y. M and N for an interview.

The advantages of free education, "centered on the student", include, first of all, attention to the inner world of the child, the development of the student's personality through learning; secondly, the search for new methods, forms and means of teaching. However, the hypertrophy of these same traits turns them into disadvantages: one cannot determine the content and methods of education based solely on the interests of the child - this, as a rule, leads to a decrease in the academic level of education, which is noted by Western teachers themselves. The game, spontaneous activity and positive emotions become an end in itself, the acquisition of knowledge fades into the background. It is wiser to combine traditional and student-centered type of learning.

It should be said that the pedagogy of the cooperation of Soviet teachers (70-80 years) is very close to the positions of the humanistic, pedocentric pedagogy of the West. The ideas of innovative teachers included the following: changing the teacher's position from authoritarian to democratic (“cooperation”); the task is not only to give knowledge, but to develop the abilities of students and educate them in the process of learning; search for methods and forms of teaching that stimulate the cognitive activity and independence of schoolchildren and their development. The experience of domestic teachers shows the productivity of combining special didactic guidance of the student's activities, the will of the teacher with a humane attitude towards the most important value - the personality of the child.

Russian scientists (V.V. Davydov, V.P. Zinchenko, A.V. Petrovsky and others) are developing a personality-oriented model of education based on the experience of innovators and domestic psychology. The main ideas of the concept are the same: emphasis on the development and education of the student; differentiated content of education; a system of adequate methods, means and forms of education. However, in this model, teachers and scientists should avoid extremes, absolutization of certain aspects, in particular, following the interests and spontaneous activities of students deprives the learning process of systematicity, reduces the level of education.

Lesson-offset.

The test performs not only a controlling function, but also its main purpose - to systematize and summarize the material on a topic or section, to clarify knowledge on basic issues.

For credit, you can use the final lessons, lessons of generalizing repetition or lessons of control and testing of knowledge, skills and abilities. In the calendar-thematic plan, foresee the topics for which there will be a test (3-4 per year).

Stages of preparing and conducting a test-lesson:

Stage 1 - preliminary preparation. Preparatory work begins at the first introductory lesson on the topic. The teacher analyzes the requirements of the program on the topic, determines the final result. Determines the goals of the lesson-test, makes questions and tasks, taking into account three levels of assimilation:

1. Understanding, memorization, reproduction of material,

2. Application of knowledge and skills in a familiar situation,

3. Application of knowledge and skills in a new situation.

The teacher informs the topic and date of the test-lesson, its place and significance in the study of a new topic; introduces the requirements that will be presented at the test, with questions and tasks of different levels; offers individual tasks on issues that some students did not understand before; to acquaint with the materials of the stand “Get ready for the test”, which is posted in the office.

In preparation

1. Current test of knowledge, skills and abilities.

2. Organization of work of consultants.

II stage - carrying out an account. All students are present at the test lesson, but some of them can be interviewed, offering them differentiated tasks, taking into account the results of current checks.

Exempted from passing the test, they either perform additional tasks of increased difficulty, or help the teacher take the test, having previously received the appropriate instruction. It is possible that some of the tasks in the test lesson will not be completed by the entire class, but only by individual students (taking into account the results of the current test). You can use various forms of conducting a test (a written survey on task cards, performing two or three test papers, a combined survey, frontal or individual, etc.) and depending on the content, topic, purpose of the test, composition of students, but you should strive so that the types of work are familiar to students. At the test lesson, check the formation of complex concepts, skills and abilities on the topic.

Stage III - Summing up the results of the work. Evaluation of student work.

Lesson discussion.

A discussion is a dispute, a verbal contest in which everyone defends their opinion. “In disputes there are no higher or lower, no titles, no names: only one truth is important, before which everyone is equal” (R. Rolland).

Since the discussion is a dispute, the main objectives of its conduct are as follows:

1) clarification of different points of view, the collision of which will help to find the truth, which undoubtedly contributes not only to deepening the titles, but also to the formation of the worldview of schoolchildren;

2) educating students in the culture of verbal communication during a dispute; the formation of the ability to discuss, simply and clearly state one's point of view, convincingly prove it, calmly listen to the arguments of the opponent, etc.

Discussion as a form of democratic communication has advantages over other forms: it allows you to organize live communication, involve all or most of the participants in the discussion of the issue, involves the tension of thought that arises in thought, in clashes of different points of view, stimulates speech activity and independence of judgment.

As practice shows, a certain preparation for an educational discussion is necessary. The technique includes three stages:

1) preliminary preparation,

2) holding a discussion,

3) summing up.

Tasks of the first stage:

1. Choose a topic.

2. Study in depth the issue to be discussed.

3. Create an initiative group to prepare the discussion.

4. Prepare an announcement about the discussion (topic, questions, literature, time and place), arrange the premises (aphorisms, rules for conducting a dispute, an exhibition of books, etc.).

Second phase is a discussion.

1. Before starting the discussion, it is necessary to name the topic, justify its choice, clearly formulate the goal.

2. In the very first minutes, win over the participants in the discussion, set them up in a polemical way, create an environment in which each student would not only not be embarrassed to express his opinion, but also strive to defend it.

3. Do not prevent those who wish to speak, but do not force them to speak either, try to ensure that the spirit of sincerity and frankness reigns during the discussion.

4. Stimulate the activity of participants. This will help a well-thought-out system of questions that are of interest to students and can cause them to have a frank conversation. Remember that the question is the calling card of the discussion. There are techniques, means that encourage discussion, which should be remembered: a paradox is an unexpected, peculiar opinion that sharply diverges from the generally accepted one, even contradicting common sense at first glance. It invariably contains

1. call;
2. unexpected question;
3. replica - a brief objection, a remark from the spot. It also sets up a discussion, testifies to the activity of the listener, his desire to clarify the issue, to check his point of view.

5. Skillfully compare different points of view, generalize them so that the positions of the participants in the discussion are presented as clearly as possible, direct the discussion towards the intended goal.

6. Do not rush to correct those who are mistaken, provide such an opportunity to listeners.

7. When appropriate, the question addressed to the facilitator should be immediately forwarded to the audience.

8. Do not rush to impose a ready-made solution.

9. Choose the right moment to end the discussion without violating the logic of the development of the dispute.

The host should not interfere in the discussion without special need, exert psychological pressure on the participants in the dispute with a note of his authority, sharp value judgments, comments addressed to those present. The presenter, who interrupts the participants of the dispute in mid-sentence, does not cause sympathy, he speaks a lot himself. You should also not openly support one of the disputing parties. It is better to express your attitude to different points of view when summing up the discussion.

Any dispute, even if it follows all the rules of logic, can be ruined by one circumstance: if the participants in the discussion forget about the ethics of the dispute. Therefore, at the beginning of the discussion, students should be reminded of the rules of the dispute.

Seminar lesson.

The purpose of the seminar: a more in-depth independent study of the issue, topic, problem of the subject, mastering the scientific-theoretical and constructive methodology. In a school setting, a seminar is one of the main types of practical exercises, consisting in the discussion by students of messages, reports, abstracts made based on the results of independent research, experience, evidence.

Objectives of the seminars:

1. Educational:

Expansion of the general scientific outlook;

Deepening students' independent study of individual, basic or most important topics of the course;

Formation of skills, abilities to conduct experiments of scientific research on a given topic, problem;

Mastering the methodology of a particular science;

Selection of the necessary basic information from primary sources, dictionary and encyclopedic literature.

2. Developing:

Development of skills to prove, generalize;

The ability to defend one's thoughts, evidence, conclusions, the ability to interpret;

Development of emotions, feelings;

Development of strong-willed efforts;

Memory development;

Improving the art of oral and written presentation, topic, question, problem of experience in accordance with a given goal.

3. Educators:

Formation of cognitive interest in the science of the subject and research methods;

In terms of their pedagogical capabilities, seminar lessons are much richer in their capabilities for enhancing students' independent activity than a lecture lesson, an ordinary lesson with all its didactic types and possibilities, although they are directly dependent on the content of the fundamental basis of scientific knowledge, teaching methods in previous lessons. . If the lessons are not deep in content, do not lay a scientific foundation, then holding seminars becomes practically impossible.

Organization of the lesson-seminar:

1. Hearing of an abstract, report.

2. Questions to the participants of the seminar.

3. Student performance.

4. Necessary explanations of the teacher during the lesson.

6. The final word of the teacher who conducted the seminar-lesson.

7. Value judgments of students, teachers.

Outwardly, the teacher's intervention should not be too active, he should not suppress students with his knowledge and authority.

In the final speech, the teacher makes corrections, clarifications, evaluates the independent work of students, emphasizes the main techniques, methods, and means of preparing students for the seminar.

The teacher should note in his final speech not only the positive, but also the shortcomings of the abstract, report, speeches, it is even more important for the teacher to make generalizations, the irrefutability of scientific, technical and practical conclusions, confirmed by examples from abstracts, reports, speeches. This expands the cognitive interest in the classes. Here the teacher outlines further ways of independent work on the specified topic. Lessons-seminars can be combined in two or three complex academic subjects.

CASE STUDY Method promotes the development of various practical skills. "They can be summed up in one phrase - creative problem solving and the development of the ability to analyze the situation and make a decision."

The CASE STUDY method develops the following skills:

1. “Analytical skills.
These include: the ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present and extract it, find gaps in information and be able to restore them. Think clearly and logically. This is especially important when the information is not of high quality.

2. Practical skills.
The level of complexity of the problem presented in the case, reduced in comparison with the real situation, contributes to the formation in practice of the skills to use economic theory, methods and principles.

3. Creative skills.
One logic, as a rule, CASE does not solve the situation. Creative skills are very important in generating alternative solutions that cannot be found in a logical way.

4. Communication skills.
Among them are the following: the ability to lead a discussion, to convince others. Use visual material and other media - means, cooperate in groups, defend one's own point of view, convince opponents, write a concise, convincing report.

5. Social skills.
During the discussion of CASE, certain social skills are developed: assessing people's behavior, the ability to listen, support in a discussion or argue an opposing opinion, control oneself, etc.

6. Introspection.
Disagreement in the discussion contributes to the awareness and analysis of the opinions of others and one's own. Emerging moral and ethical problems require the formation of social skills to solve them.

The whole process of preparing Case is based on the skills and abilities of working with information technology, which allows you to update existing knowledge, activates research activities. So, for example, at the stage of collecting information, various sources based on modern communications are used: television, video, computer dictionaries, encyclopedias or databases accessible through communication systems. Often these sources provide more extensive and more up-to-date information. The next stage of working with information is its processing, i.e. classification and analysis of the set of available facts to present a general picture of the phenomenon or event under study. For the convenience of working with numerical information, it is necessary to present it in the form of tables, graphs and diagrams. In this case, spreadsheets are the most effective tool. Next, students are faced with the question of the presentation form Case, depending on which, you can use either the means of creating electronic multimedia presentations or desktop publishing systems.

A distinctive feature of this methodCASE STUDY is to create a problem situation based on real life facts.

CASE must meet the following requirements:

– meet a clearly defined goal of creation
– have an appropriate level of difficulty
– illustrate several aspects of economic life
- do not become obsolete too quickly
- have a national color
- be up-to-date
- illustrate typical business situations
- develop analytical thinking
- provoke discussion
- have multiple solutions

Technology of working with a case in the educational process

The technology of working with a case in the educational process includes the following stages: 1) individual independent work of students with case materials (problem identification, formulation of key alternatives, proposal of a solution or recommended action); 2) work in small groups to agree on the vision of the key problem and its solutions; 3) presentation and examination of the results of small groups at the general discussion (within the study group).

In case-based learning, “at least 6 discussion formats can be used: 1) teacher-student: cross-examination; 2) teacher-student: devil's advocate; 3) teacher-student: hypothetical format; 4) student-student: confrontation and/or cooperation; 5) student-student: “play a role”; 6) teacher-class: “silent” format”.

1. “Teacher-student: Cross-examination.
A discussion between the teacher and you. Your statement, position or recommendation will be considered through a series of questions. The logic of your statements will be carefully examined, so be extremely careful.

2. Student teacher: The devil's advocate.
This is usually a discussion between the teacher and you, but sometimes other students may also be involved. The teacher assumes a completely undefensible role and asks you (and possibly others) to take the position of a lawyer. You must actively think and reason, arrange facts, conceptual or theoretical information, your personal experience in a certain order.

3. Teacher-student: Hypothetical format.
Similar to the previous one, but with one difference: the teacher will present a hypothetical situation that goes beyond your position or recommendation. You will be asked to evaluate this hypothetical situation. During the discussion, you should be open to the possible need to modify your position.

4. Student-student: Confrontation and/or cooperation.
In this format, the discussion is conducted between students. There is both cooperation and confrontation. For example, a classmate may challenge your position by providing new information. You or another student will be trying to "repel the challenge". The spirit of cooperation and positive confrontation will allow you to learn more (as opposed to individual efforts).

5. Student-student: "Play a role."
The teacher may ask you to take on a role and interact with other classmates in it.

6. Teacher-class: “Silent” format.
The teacher can raise a question that is initially directed to an individual, and then to the whole class (since no one can answer). Things to keep in mind when preparing a CASE oral presentation: “information about the required equipment and presentation time; presentation structure; level of detail; visual aids; rehearsal; performance planning; freedom of expression."

Examples of non-standard lessons at school.

1. General lesson-fairy tale chemistry in 8th grade on the topic: “Generalization of information about the most important classes of inorganic compounds: oxides, bases, acids, salts” (Textbook by G.E. Rudzitis, F.G. Feldman on inorganic chemistry for grade 8).

Methodology for preparing students:

In the course of studying this topic, at the end of each lesson, a conclusion is made about the main properties of this class of substances. The purpose of this lesson is explained to the students. Students choose what they want to prepare. For students who do not understand this topic or do not have time in this subject, the teacher can help by compiling a chain of reactions, on the basis of which the guys will prepare a lesson.

Method algorithm:

1. Give students a task a week before class.
2. To convey to the students the importance of this lesson, the responsibility
3. Organize a lesson, that is: select 4 groups of students of 2-3 people who will write fairy tales. In fairy tales, chemicals are the main characters. Students must demonstrate how they interact with each other - “friends” or “not friends”. Also, the team can draw on a piece of paper or a chain of reactions or each reaction separately. Names of substances should be signed next. It doesn't have to be standard chemical symbols. Let the guys show what they associate these substances with, for example, oxygen can be denoted by a bubble, and iron by a robot. Students can prepare a presentation in which they will reflect all the reactions and write briefly about them. 4 more applicants will have to demonstrate 1-2 experiments that will show the properties of oxides, bases, acids and salts. One student prepares either an oral presentation or a presentation in which he writes down the main properties of classes of compounds and illustrates each property with 1-2 examples of reactions. It is desirable that these reactions were not in the textbook. Thus, he should draw up a conclusion (5-7 minutes) on this topic.

Conducting the lesson:

1. The teacher prepares reagents for experiments in advance;
2. If necessary, the teacher sets up equipment for viewing presentations;
3. At the beginning of the lesson, the teacher once again briefly pronounces the goals and objectives of this lesson, talks about the course of the lesson.

The first group of students tells in a fairy tale how the oxide they chose was formed, with what it interacted, and what happened. In parallel, a presentation is shown that reflects these reactions.

One of the students shows the reactions (these can be qualitative reactions, reactions of obtaining some kind of oxide or reactions of interaction of oxides with other substances)

According to the same scheme, the second, third and fourth groups talk about bases, acids and salts, respectively.

At the end of the lesson, one of the students makes a conclusion about each class of inorganic compounds.

The teacher does not interfere with the children to conduct the lesson, and intervenes if there are any inaccuracies or if the students could not correctly place the accents in their speech. At the end of the lesson, the teacher should praise the students who took the initiative, note the bright, creative, original presentations and fairy tales, as well as note the shortcomings and inaccuracies in the speeches.

2. An example of a Russian lesson.

The explanation of the new material must be planned so that it includes as many independent tasks as possible and the children, observing, make comparisons themselves, so that they are led to independent conclusions, consciously assimilate the formulations of the studied rules and definitions. To this end, the study of new material can be practiced on the material of independent work of students (as a teaching method), which they performed at home or in the classroom. For example, when starting to study complex words, the teacher will give an independent work of this nature: write off the following words from the board, highlighting the roots in them (below is the view of the entry in the student's notebook).

Having completed such a task, the children themselves will be able to establish the ways in which compound words are formed, and, consequently, their spelling. The final conclusion of the rule is preceded by a conversation organized by the teacher, during which the following questions are clarified:

1. How do the words of the first column differ from the words of the second? (The way of education.)

2. How are compound words formed in both cases? (Using connecting vowels oh e - in the first case, without connecting vowels - in the second.)

3. An example of a physics lesson.

Expertise.

simulation model of the game.An expert commission of the company arrives at the enterprise (factory, construction organization, design institute). Its task is to evaluate the quality of products. The teacher, as the head of the enterprise, invites all students in the class to become members of the expert group.

Employees of the enterprise, appointed by the head, make reports to the commission. Members of the expert group for each report draw up an act of acceptance on a form in a special form, which indicates the merits of the report, errors. Additions, conclusions. The names of the respondent and the expert are indicated.

Preparing for the game.There is no special preparation for the game. For students, such a game is a regular report on homework. The teacher, more carefully than usual, selects questions and, with the help of the students in the class, prepares forms for acceptance certificates. The total number of forms is equal to the number of students in the class multiplied by the number of answers.

The game, like any survey, should take no more than 20-25 minutes of the lesson. Two or three questions are planned for reports. The acts are filled out during the response of a friend, and errors are not only fixed, but also corrected. At the end of each report, students are given time for its overall evaluation and conclusion.

The response evaluation plan could be as follows:

1. Evaluation of the correctness of the answer.

2. Characteristics of the depth of the answer (are there sufficient justifications, evidence and examples).

3. Characteristics of the completeness of the answer.

4. Evaluation of the logic of constructing an answer. In this case, the examination act will contain not only the correction of errors and additions, but also an assessment of the merits of the answer, which should be characteristic of any act. All acts are evaluated by the heads of enterprises - teachers.

Job vacancy

simulation model of the game. There are the following vacancies in the research institute engaged in the study of this topic: head of the laboratory, senior researcher, laboratory assistant. Specialists are selected on a competitive basis. Participants of the competition are evaluated by a group of experts: theorists, experimenters, practitioners.

Applicants who have managed to correctly and clearly answer the questions posed to them are accepted for the position.

Preparing for the game. The teacher chooses a general theme for the game and determines tasks for tests of three categories of complexity (three vacant positions).

Instruments and materials for experiments are being prepared. The test card includes three questions: theoretical, experimental (involves setting up an experiment and explaining it), and a task.

Students also prepare and design a class for the game (draw a poster with the names of the laboratory and vacant positions, signs on the table of experts).

First of all, applicants for vacant positions are identified (no more than two or three people per position). Applicants are given test cards, and they take the places prepared in advance for them and get to work. The class is then divided into three expert groups.

Experts are given cards similar to applicants' test cards, but only with questions corresponding to their specialty. Expert groups can be divided into subgroups. Different subgroups will work with cards of different complexity (3-5 minutes). All students: applicants and experts - time is allotted for compiling answers to the test questions (15 minutes).

Listening to answers is the most important part of the lesson. The experts, after listening to the answers of the applicants, give reviews, noting the correctness of the answer, its completeness, clarity, and offer their own answer to the same question. After the meeting, they express their opinion about the applicants (20).

The following is a summing up of the results of the competition. Those who passed the competition take their jobs at tables with signs "Laboratory Assistant", "Senior Researcher", "Laboratory Manager". They are given certificates (5 min).

Below is the progress of the game"Vacancy" on the topic "Amount of heat"(8th grade).

I. Test card for a candidate for the position of a laboratory assistant:

1. Theoretical question (task). During the combustion of gunpowder weighing 3 kg, 11,400 kJ of energy were released. Calculate the specific heat of combustion of the fuel.

2. Practical question. Why does dirty snow melt faster on sunny days than clean snow?

3. Experiment. Take a training scale, place it on a tripod leg and balance it. Bring a burning match from below under the scales at a distance of 10-12 cm. Why do they go out of balance?

II. Test card for the candidate for the position of senior researcher:

1. theoretical question. In an aluminum saucepan, the mass of which is 800 g, water with a volume of 5 liters is heated from 10 ° C to a boil. How much heat will be used to heat the pot and water?

2. Practical question. In industrial refrigerators, the air is cooled with the help of pipes through which the cooled liquid flows. Where should these pipes be located: at the top or at the bottom of the room?

3. Experiment. Put a metal cylinder on a strip of paper and bring it into the flame. Why doesn't paper burn?

III. Test card for the applicant for the position of head of the laboratory:

1. Theoretical question. How will the temperature of a lead ball with a mass of 2 kg change if it falls from a height of 26 m onto a steel plate? (Consider that all kinetic energy is converted into its internal energy).

2. Practical question. Are convection currents possible in an artificial satellite of the Earth (in a state of weightlessness)?

4. Experiment. Light a candle, cover it with a cylindrical tube. The flame will decrease and may go out. Why? If you raise the tube, the candle burns brighter. Why?

4. An example of a math lesson.

Let us give an example of the use of game elements in the organization of control. Minenkova M. and Shirokova O. for several years in a row conducted combined tests on the topic "Solution of equations and the coordinate plane", for which they developed cards with individual tasks. For example, each card for the 6th grade contains several equations and a couple of numbers, one of which is a letter. Students solve the equation, find the corresponding coordinate, and plot the corresponding points. Sequentially solving a series of equations, lining up points and connecting them, they get a picture.

Here is an example of one of the cards for the 6th grade.

Solve the equations, and plot the corresponding drawing by dots.

1. 6x+10=4x+12. (x;3)

2. 7x+25=10x+6. (x;6)

3. 3y+16=8y-9. (5;y)

4. 0.4(6y-7)=0.5(3y+7). (5;y)

5. 4(3x)=7(2x-5). (x;8)

6. 9.6-(2.6+x)=4. (x;8)

7. 1.7-0.6a = 0.3-0.4a. (-6; a)

8. 17-4x = 5-6x. (x;5)

9. 2.8-3.2x = -4.8-5.1x. (x;6)

10. 0.2(5x-2)=0.3(2x-1)-0.9. (x;3)

11. 5m+27=4m+21. (m;-4)

12. 4 (1-0.5a) \u003d -2 (3 + 2a). (a;-7)

13. 3y-17=8y+18. (4;y)

14. 1-5(1.5+x)=6-7.5x. (x;-4)

15. 2y-1.5(y-1)=3. (1;y)

The creative approach of the teacher to the organization of the lesson, in particular to the organization of the beginning of the lesson, is very important. “As a rule, a well-chosen type of activity for students at the beginning of the lesson sets them up for fruitful work throughout the entire 45 minutes.” A new beginning of the lesson avoids monotony in the construction of the lesson, ensures the interest of students.

5. An example of a foreign language lesson.

A foreign language lesson has its own specifics, which a foreign language teacher cannot ignore. At present, the global goal of mastering a foreign language is considered to be familiarization with a different culture and participation in the dialogue of cultures. This goal is achieved through the formation of the ability to intercultural communication. It is teaching, organized on the basis of tasks of a communicative nature, teaching foreign language communication, using all the tasks and techniques necessary for this, that is a distinctive feature of a foreign language lesson.
Foreign language communication is based on the theory of speech activity. Communicative teaching of a foreign language is of an activity nature, since verbal communication is carried out through "speech activity", which, in turn, serves to solve the problems of productive human activity in the conditions of "social interaction" of communicating people. Participants of communication try to solve real and imaginary tasks of joint activity with the help of a foreign language.

Methodically highly effective, realizing non-traditional forms of education, development and education of students are the lesson-performance, lesson-holiday, video lesson, lesson-excursion, lesson-interview and other forms of classes.

Using the Internet in foreign language lessons.
The Internet has colossal information capabilities and no less impressive services. It is not surprising that foreign language teachers also appreciated the potential of the global Internet. But, first of all, it is necessary to remember the didactic tasks, the peculiarities of the cognitive activity of students, due to certain goals of education. The Internet with all its resources is a means of realizing these goals and objectives.
Therefore, first of all, it is necessary to determine for which didactic tasks in the practice of teaching a foreign language the resources and services provided by the worldwide network can be useful.

The Internet creates unique opportunities for learning a foreign language, it creates a natural language environment.

When preparing for the next lesson, it is important for the teacher to keep in mind the didactic properties and functions of each of the selected teaching aids, having a clear idea of ​​which methodological task this or that teaching aid may be most effective for solving.

1. If we keep in mind the subject of our discussion - the Internet, then it is also important to decide for what purposes we are going to use its capabilities and resources. For example:
   to include network materials in the content of the lesson;
2. to independently search for information by students as part of the work on the project;
3. to bridge gaps in knowledge.

Using the information resources of the Internet, it is possible, by integrating them into the educational process, to more effectively solve a number of didactic tasks in the classroom:

1. improve listening skills based on authentic audio texts on the Internet;
2. replenish vocabulary, both active and passive vocabulary of the modern language;
3. to form a stable motivation for foreign language activities.

The inclusion of network materials in the content of the lesson allows students to better understand life on our planet, participate in joint research, scientific and creative projects, develop curiosity and skill.

Using the video tutorial

It is very difficult to master communicative competence in English without being in the country of the language being studied. Therefore, an important task of the teacher is to create real and imaginary situations of communication in a foreign language lesson using various methods of work.

Equally important is the familiarization of schoolchildren with the cultural values ​​of the native speaker people. For this purpose, authentic materials, including videos, are of great importance.

Their use contributes to the implementation of the most important requirement of the communicative methodology - to present the process of mastering the language as the comprehension of a living foreign culture; individualization of training and development and motivation of students' speech activity.

Another advantage of the video is its emotional impact on students. Therefore, attention should be directed to the formation in schoolchildren of a personal attitude to what they see. The use of a video film also helps to develop various aspects of the mental activity of students, primarily attention and memory. While watching in the classroom, there is an atmosphere of joint cognitive activity. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, students need to make some effort. So, involuntary attention turns into voluntary, its intensity affects the process of memorization. The use of various channels for the receipt of information (auditory, visual, motor perception) has a positive effect on the strength of the imprint of regional and linguistic material.
Thus, the psychological characteristics of the impact of educational videos on students contributes to the intensification of the educational process and creates favorable conditions for the formation of students' communicative competence.
Practice shows that video lessons are an effective form of learning.
Application of the lesson-performance.

An effective and productive form of learning is a lesson-performance. The use of works of art of foreign literature in foreign language lessons improves the pronunciation skills of students, ensures the creation of communicative, cognitive and aesthetic motivation. The preparation of the performance is a creative work that contributes to the development of children's language communication skills and the disclosure of their individual creative abilities.

This type of work activates the mental and speech activity of students, develops their interest in literature, serves to better assimilate the culture of the country of the language being studied, and also deepens knowledge of the language, since the process of memorizing vocabulary takes place. Along with the formation of the active vocabulary of schoolchildren, the so-called passive-potential vocabulary is being formed. And it is important that students get satisfaction from this type of work.
Using the lesson-holiday and the lesson-interview.

A very interesting and fruitful form of conducting lessons is a lesson-holiday. This form of lesson expands students' knowledge of the traditions and customs that exist in English-speaking countries, and develops students' ability to communicate in foreign languages, allowing them to participate in various situations of intercultural communication.
It hardly needs to be argued that the most reliable evidence of the mastery of the language being studied is the ability of students to carry on a conversation on a specific topic. In this case, it is advisable to conduct a lesson-interview. Lesson-interview is a kind of dialogue. In such a lesson, as a rule, students master a certain number of frequency clichés and use them automatically. The optimal combination of structural repeatability ensures the strength and meaningfulness of assimilation.

Depending on the tasks set, the topic of the lesson may include separate subtopics. For example, "Free time", "Plans for the future", "Biography", etc.
In all these cases, we are dealing with the exchange of meaningful information. However, when dealing with topics such as "My School" or "My City", an equal dialogue loses its meaning, since there is no need for partners to exchange information. Communication becomes purely formal.

In such a situation, it is logical to resort to elements of a role-playing dialogue. At the same time, one of the partners continues to be himself, that is, a Russian schoolboy, while the second must play the role of his foreign peer.

This type of lesson requires careful preparation. Students independently work on the task according to the regional literature recommended by the teacher, prepare questions that they want to get answers to.

Preparing and conducting a lesson of this type stimulates students to further study a foreign language, contributes to the deepening of knowledge as a result of working with various sources, and also broadens their horizons.
Modern technologies includecollaboration technology.The main idea is to create conditions for the active joint activity of students in different learning situations. Children are united in groups of 3-4 people, they are given one task, while the role of each is stipulated. Each student is responsible not only for the result of his work, but also for the result of the whole group. Therefore, weak students try to find out from the strong what they do not understand, and strong students strive for the weak to thoroughly understand the task. And the whole class benefits from this, because gaps are jointly eliminated.

It is advisable to use the openwork hacksaw or saw method, which is used with a large amount of material. For example, three texts - three groups.

Stage 1 - there is a division into groups.

Stage 2 - Group A experts work on text No. 1, group B - on text No. 2, group C - on text No. 3.

Each group works on the text in detail, and then everyone returns to their home group.

In groups, experts exchange information on all three texts. Knowledge control - each student is checked on any text, regardless of what text he worked on.

Conclusion.

The ratio of traditional and non-traditional forms of lessons

A non-standard lesson is an interesting, unusual form of presenting material in class. It is designed, along with the goals and objectives of standard lessons, to develop the student's interest in self-learning, creativity, the ability to systematize material in a non-standard form, to think and express themselves in an original way. In such classes, students do not just tell messages, but try to convey the main material of the lesson with the help of vivid and memorable experiences, newspapers, presentations and other things together with the teacher. Thus, they take an active part in the course of the lesson.

The variety of types of non-standard lessons allows them to be used at all levels of children's education and in different subjects. And the introduction of new technologies in the educational process - computerization of schools, equipping schools with projectors - allows you to come up with new non-standard lessons.

The teacher must remember that not all types of work at different stages of training are familiar to children. Therefore, it is worth talking in more detail about new types of work, about the goals and objectives that are set for students. Welcome non-standard approaches and ideas of students.

Rules for every day that will help the teacher:

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

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

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

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

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

The most important thing is my emotional state. I know how to manage my emotions and teach this to children.

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

A non-standard, or innovative, lesson is an activity that has a non-traditional, flexible, variable structure and is focused mainly on increasing the interest of students. According to the form of conducting, the following groups of innovative lessons can be distinguished.

• 1. Lessons in the form of competitions and games: competition, tournament, relay race, duel, KVN, business game, crossword puzzle, quiz.
• 2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interviews, reportage, review.
• 3. Lessons based on the non-traditional organization of educational material: a lesson in wisdom, a lesson in revelation, a lesson "Understudy begins to act."
• 4. Lessons resembling public forms of communication: a press conference, an auction, a benefit performance, a rally, a regulated discussion, a panorama, a TV show, a teleconference, a report, a dialogue, a live newspaper, an oral journal.
• 5. Fantasy lessons: a fairy tale lesson, a surprise lesson, a lesson of the 21st century.
• 6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council, editorial council.

In addition to the lesson, the group of forms of organization of theoretical training includes lectures, seminars, excursions, consultations, tests, independent work, etc. Since they are divided into three subgroups, we will consider in more detail the characteristics of one or two forms that are key in subgroups. So, among the forms of studying new material, this is a lecture, among the forms of improving knowledge, skills and abilities - a seminar; in the third subgroup - offset, consultation.

Lecture as a form of learning organization. A lecture is understood as a lesson in which knowledge is transferred to students through a monologue form of communication. This is the most economical form of transmission and assimilation of educational information. In terms of time, a lecture can take one or two academic hours, sometimes more (depending on the age of the students, the level of the educational program, the specifics of the content).

The main didactic goal of the lecture is to form a system of knowledge about the object being studied among students. The significance of the lecture lies in the fact that it teaches the logic of thinking, helps to master the methods of science, serves as the basis for independent work of students, develops the intellectual, emotional, volitional, motivational spheres of the individual.

There are different types of lectures: introductory, review, informational, problematic and others.

A seminar is a relatively independent organizational form designed to prepare students for self-education and creative work, which provides for independent preliminary work and discussion by students of issues designed to ensure the deepening, expansion and systematization of knowledge, the development of cognitive skills and the formation of experience in creative activity.

Practical classes as a form of organizing classes is one of the forms of organizing the educational activities of students by a teacher, in which their practical activities dominate, carried out on the basis of specially designed tasks.

Consultation is a form of organizing the learning process outside the classroom for one or a group of students, students to clarify incomprehensible or complex issues, topics, sections of the program in the process of studying the academic discipline. Translated from Latin, consultation means advice given by a specialist.

The place of consultation in the educational process is determined by the quality of assimilation of the curriculum by students.

Independent work. The essence of independent work of students is the organization of independent cognitive activity. Independent work is carried out both in the classroom and outside of school hours.

Independent work activates pupils, students, both with its organizational structure and the content of tasks. It allows you to work at your own pace and style.

The effectiveness of a particular form of organization of training depends on many factors, among which one of the main ones is the pedagogical, psychological and methodological readiness of teachers and students for its implementation.

The success of mastering new material by schoolchildren largely depends on how interesting and unobtrusive it is presented. Often a variety of non-standard forms of lessons come to the aid of the teacher. This is especially true for elementary school students, who have a great desire for something new, unusual. Numerous studies show a steady mastery of knowledge and skills, if they were acquired in a non-standard form, when the child was really interested in gaining knowledge. Recently, teachers have resorted to such classes quite often, and non-standard forms of conducting lessons have become so diverse that you can easily choose the right one for any subject.

What is a lesson

Before talking about, I would like to mention, in general, what goals he pursues.

The lesson is the basic unit of the school educational process. It is during these 45 minutes that the teacher needs to give the children knowledge on a specific topic, develop certain skills and abilities. Each specific lesson should have its own goal, which is realized through a number of tasks: teaching, developing and educating.

Ultimately, at the exit from the classroom, the child must understand a specific topic, be able to navigate in concepts and be able to solve practical problems.

Basic forms

The classical methodology distinguishes the following types and forms of lessons:

1. Posting new material. The structure of the lesson is as follows: actualization (organizational moment) it attracts the attention of children, resolves issues regarding the absent, those on duty; communication of the topic of the lesson and the goals that need to be achieved on it; the main part - work on new material; consolidation of the past; summarizing the lesson. Also in such lessons there is a stage of checking homework, but it can be included by the teacher in any place, depending on the concept of the lesson.
2. Practical lessons. These classes are similar in structure to those described above, however, at the main stage, special attention is paid to the practical skills of the students themselves (working out the rules, solving problems, examples, working with maps, laboratory work).
3. Systematization and consolidation of the past. Such lessons are usually held before control and credit classes. Here, practical tasks alternate with the repetition of the learned rules and postulates, according to which knowledge control is to be carried out.
4. Lesson of control of knowledge and skills. The main purpose of this lesson is to check how well the children have learned the material. They can be carried out in various forms: control work, test, diagnostic work (complex), lesson-test.
5. Combined lesson. At such a lesson, for example, there can be, for example, both a message of a new one and its practical development. Systematization and control are also combined.

Non-standard lessons and modern children

At present, there is an acute problem with the fact that modern schoolchildren, especially primary school students, are completely different from their predecessors, and what was acceptable in Soviet times does not always lead to the desired result. The guys now have a special inquisitiveness, they are more mobile, and the system is no longer the same.

In addition, children have become more active. This also applies to their psyche. If a student of the Soviet era could calmly sit at a desk for 45 minutes in a row, then the modern one requires a constant change of some kind of novelty. The reason for everything is the information society, because the amount of knowledge has increased many times, and they need to be put into the same 45 minutes as before. So teachers come up with such interesting forms of lessons so that the children are not bored, so that they can absorb the huge amount of knowledge that modern Federal State Educational Standards offer them. (FGOS - Federal State Educational Standard).

What is a non-standard lesson

What is a non-standard lesson? All of us, having studied at school, can clearly answer that any lesson at the main stage goes as follows: checking homework, telling the teacher any new information on a specific topic, consolidating the material. These structural elements can change places, however, it is from them that a regular school lesson always consists. Non-standard forms of lessons suggest using an excellent, creative structure instead of the generally accepted "canon". Indeed, why not do the following: do not tell them new material, but ask the children themselves to get to the bottom of the truth? Or not to tell “on the fingers” about the life of medieval castles, but to conduct a virtual tour there.

And such types and forms of lessons can be invented endlessly, limited only by the imagination of the teacher.

The goals of the lessons in a non-standard form are the same as in the classical ones, so any lesson can be diversified in this way. When studying new material, lessons-excursions, travel, video lessons will be appropriate. Integrated classes help to learn the topics well. The same forms are suitable for practical exercises.

When a teacher needs to bring the knowledge of children into a certain system, to prepare them for the test, it is necessary to choose all kinds of games, contests, debates, trials of characters or historical figures.

Even boring and exciting tests can be done in an unconventional way. Firstly, the preparation of a project on the subject and its subsequent defense will come to the rescue. These can be lessons with elements of theatrical performances, riddle lessons, fantasies.

Combined classes are a special flight for the teacher's creativity. Any form applies to them. The main thing is to think over and choose the most optimal for a particular topic.

Benefits of Custom Shapes

Non-standard lesson forms have a number of advantages over classical ones. Firstly, they create a steady interest of children in the material being studied. The information that the children received not just from the lips of the teacher, but, for example, in their own search or from the lips of their own classmates, will surely be remembered better, will be more understandable.

Secondly, as a rule, such activities encourage students to be creative, develop imagination, creativity, imaginative thinking.

Thirdly, lessons other than traditional ones allow the use of a large number of technical means and visual materials.

Teachers, as a rule, choose the forms of open lessons from the category of non-traditional ones - they allow them to show their creative approach to the profession, to demonstrate mastery of various pedagogical technologies. Such classes always look advantageous.

It should be noted that the excessive use of such forms can cause a backlash: children will quickly get tired of it. Therefore, such elements should be introduced into the educational process in a dosed manner. It can be just some stages of a traditional lesson, for example, a game when checking homework or a debate when learning new material.

Lessons in the form of a game

If we talk about non-standard forms of lessons, then here the leading positions are occupied by games. It is no secret that this type of activity, including cognitive, is the leading one in a child.

Another advantage of lessons in a playful way is the ability to apply for any school discipline, at any age. If for younger students it can be games-travels around stations, competitions, KVNs, then for older students they can be transformed into activities such as "Brain Ring", a business game and others.

If you choose unusual forms of physical education lessons, then all kinds of games will also come to the rescue: competitions, "Funny Starts"; you can even arrange a kind of Olympiad not only at the level of any class, but the entire school. To attract sports to the family, many teachers arrange joint activities-games with parents.

Game forms of lessons can be divided into several types: retrospective (returning to the past - role-playing and non-role-playing), business (students in practice study this or that phenomenon of reality, most often social or economic), competitions (have a competitive basis, can be both command, and no). Today these are the most common forms for attracting sustained interest in a subject. Business games are used in the middle and senior level, retrospective games, competitions, holidays have no special age restrictions.

Lessons - social practices

Children tend to copy adults. This applies not only to the manner of their behavior, but also to all kinds of life situations. Therefore, such forms of conducting lessons that allow you to feel like adults will be very interesting.

For example, the most successful forms of history lessons or other social disciplines. Such classes encourage students to prove their point of view, to conduct a dialogue on a specific topic. Preparing for such an event requires considerable preparation. It is not enough to ask the guys to talk on any topic, it is necessary to study it in detail from different angles. The preparatory stage here is very important. After the event, it is also important to review it with the whole class. This form of conducting a lesson is beginning to be used in the middle link.

Systematicity will lead to the fact that children will learn to prove their point of view, put forward theses, communicate on a given topic, give arguments - all this will help in the final exams when writing part C assignments in the humanities.

Choosing the forms of literature lessons, you can pay attention to the trial of any character. It will be something similar to a discussion, but the point of view of the children will already be formulated, it will need to be proved using a good knowledge of the text.

Lessons with a public form of communication

Close to those listed above are such lessons, where children learn not just to discuss, but to express themselves eloquently on the material of the subject being studied.

For example, the forms of history lessons, such as a press conference, a report or a briefing, will allow not only to see the knowledge of the children on the subject, but also show their ability to use certain terms, dates, and pose specific, relevant questions. You can ask the guys to interview some historical figure, you can touch on a specific event.

This also includes such forms of art lessons as an excursion or a public lecture. You can ask the guys to be guides themselves, having prepared a message in advance about any picture, its genre and style of execution.

creative lessons

Children especially love lessons where it is necessary to show creativity. Of course, these can be ordinary classes in fine arts or the Moscow Art Theater, however, if we consider the forms of lessons from the outside world, we can single out such a type of work as the creation of the Forest Newspaper. One group of children should be offered to prepare a story about a plant or animal, others - to systematize them and arrange them in the form of an artistic wall newspaper.

A similar type of work will help to convey to students the need to preserve natural resources - compiling the Red Book of their area.

Many forms of reading lessons are also based on creativity. In addition to art workshops, where children illustrate a particular work, you can conduct a lesson with a literary focus. Where, for example, the guys compose their stories, or compose fairy tales or fables.

fantasy lessons

Fantasy lessons are also based on the creative component. They differ in that in such events there is not only the compilation of a phenomenon (fairy tale, ecological history, concert), but also its full embodiment: costumed or artistically designed: on paper or as a performance.

Such forms of lessons at school allow children not only to show their imagination, but also bring the children's team very close, because the children work on tasks together: as a whole class or in groups.

Here are some examples of fantasy lessons in various subjects of the school cycle. For example, a lesson on Russian folk tales motivates children to be creative. A special attribute of the lesson, the “magic” mirror, helps to immerse them in this atmosphere. In the main part of the lesson, there is a quiz, the tasks of which are aimed at the manifestation of the students' imagination, for example, in a short time to depict a fairy-tale character or make a proverb.

Another lesson, already in fine arts, timed to coincide with Cosmonautics Day, called "Planet of Friends". During the lesson, designed as a journey to a distant planet, the guys portray its inhabitant - an alien.

Classes focused on the imagination of children are good at the middle level. For example, when studying the stories of N. Nosov from the Dreamers cycle, at the stage of consolidation, you can conduct a lesson-staging of especially beloved works.

Project method

Special forms of lessons, which are used by an increasing number of teachers, are based on the project method. Such classes are good because they encourage students to practice, teach them to apply the knowledge gained in practice.

These lessons are aimed at revealing the personality of each child who feels his personal responsibility to other members of the team. As a rule, the class is divided into several working groups, each of which is given a specific task. It can be any kind of activity from finding an answer to a specific question to drawing up graphs, charts, memos, and so on. In the course of work, children learn any new facts, systematize them, choose the main thing and arrange them. In other words, these forms of lessons teach to learn.

Work on the project lasts, as a rule, the entire academic year. According to the latest educational standards, a certain number of hours are allocated for this type of work in the general school schedule. The lessons of project activities involve learning the basics of systematization, goal setting, for them the teacher corrects, prompts, directs. They are not like standard classes, if only because the role of the teacher is reduced to a minimum here - the children themselves organize the work, set priorities.

The children need not only to draw up a specific project, but also to defend it in front of the teacher and the rest of the class, and maybe even the students of the school (recently, the practice of such scientific and practical conferences in educational institutions is extremely common).

Integrated Lessons

Particularly attractive for students are integrated lessons - those where two or more subjects of the school cycle are connected. They allow you to form a steady interest, show that the disciplines are interconnected, encourage the search for knowledge.

The forms of integrated lessons are very diverse from the traditional presentation of new material and further practical activities to travel, quizzes, KVN and competitions.

You can integrate a variety of school subjects. Here are some examples:

Video lessons

Progress does not stand still, it penetrates into all aspects of our life, including school. It is not surprising that more and more teachers are turning to such a form of organization of the educational process as a video lesson.

At such an event, students are included in the recording or online speech of the teacher on a topic. As a rule, students perceive such lessons well: it is modern, new, interesting.

However, it should be understood that it is difficult for children from the junior and middle level to look at the entire lesson or the screen where the broadcast is taking place. It would be more appropriate to include video lessons in the main lesson: this will attract the attention of the children and help them better understand the topic.

Currently, there are a large number of educational and educational videos, so finding them for any subject will not be difficult.

Consider when video tutorials are most appropriate.

1. Foreign language. Watching excerpts from films and cartoons in the language being studied is very useful. The children will hear the speech of native speakers, learn to perceive it by ear.
2. Literature (reading). The use of fragments of the staging of the studied works on stage or in the cinema. This method is good in performance lessons: the children will be able to compare performances, understand the vision of the work by different people.
3. Learning letters, numbers in elementary school. There are a lot of educational videos on these topics.
4. Preparation for the GIA and the Unified State Examination in all subjects. Short video courses will help to concisely convey to the children the necessary information for each task of the exam.