Lecture
Topic: Types and structure of the lessons of the world around
Academic discipline: The world
Target: form students' ideas about the concept of types and structures of the lessons of the world
Plan:
1. Introduction
2. The concept of "lesson". Requirements for the lessons of the surrounding world.
3. Types of lessons
4. The structure of the lessons
Literature:
1. Bekirova A.R. Methodical materials to the study of the discipline "Methods of teaching natural history"./ A.R. Bekirov. - Simferopol: Diaypi, 2014. - 320s.
2. Vinogradova N.F. The world around // Primary school. - 2007. - No. 13.
3. Mukhina S.E., Ryvkina L.A. Development of perception of younger students in the process learning activities // Primary education. – 2007. – № 2.
4. Onischuk V.A. Lesson in modern school, M., "Enlightenment", 2008
6. Peterson L.G., Kubysheva M.A., Kudryashova T.G. The requirement for drawing up a lesson plan according to the didactic system of the activity method. – Moscow, 2006
Logistics: multimedia support (presentation).
Training and education of schoolchildren takes place in various organizational forms. Each form of educational work differs in the nature of the activities of the teacher and students, the composition of students, their organization during classes, as well as the mode of study time.
Currently in primary school in the lessons of natural history, the following forms of organizational work are used: lesson in the classroom, excursion, homework academic work, extracurricular work, which is carried out on the instructions of the teacher and is directly related to the educational material (observations in nature, a corner of wildlife, in the school area), extracurricular activities.
A lesson is the main form of organizing educational work in natural science, in which training sessions are conducted by a teacher with a group of students of a constant composition, of the same age and level of training for a certain time.
The class-lesson system was first introduced into the school by Ya. A. Komensky. In Russia, it was already used by M. V. Lomonosov, who introduced lessons not only at the Academic Gymnasium, but also at Moscow University and the cadet corps.
The lesson of natural history is the main organizational form of education and upbringing in this subject. The lesson allows the teacher, using a system of various methods and techniques, to systematically and consistently work on the formation of basic natural history ideas and concepts. However, we must remember that this work is carried out systematically from lesson to lesson, so each topic of the program is a system of logically interconnected lessons. In order to clearly and distinctly imagine the place of each lesson in this system, the teacher carries out thematic planning, where he outlines the forms, methods and techniques of work that allow him to achieve his goals in the process of teaching and education.
Nature lessons in elementary school are somewhat different from the lessons of other subjects. At the lessons of natural history, students receive the knowledge, skills and abilities that are necessary in the future when studying such subjects as botany, zoology, physical and economic geography, and anatomy in secondary school. Teachers at the same time use various teaching methods that are characteristic of the natural sciences. First of all, this applies to direct observations of natural objects and phenomena, which create a fertile ground for educating children in the basics. logical thinking. Conducting observations and excursions, performing experiments and practical work on the ground make it possible to successfully use a variety of technical teaching aids in natural history lessons: natural and visual visual aids, screen aids, television and radio programs.
The following requirements are imposed on the lessons of natural history:
1. The teacher must correctly represent the purpose of the lesson, what natural knowledge, skills and abilities will be formed in the lesson, what work will be carried out on the overall development of students, especially on the development of their cognitive activity.
3. You should carefully consider the system of methods and techniques that allow you to achieve the greatest efficiency in the work of the teacher and in the educational activities of students. Screen aids play an important role in this, allowing you to give a significant amount of information in a compressed form.
4. It is necessary to carry out systematic work in the development lesson creative thinking and cognitive independence of students; ensure conscious and lasting assimilation of natural history ideas and concepts.
5. Whole stroke educational process in the lesson should ensure effectiveness at each stage.
The system of natural history lessons and the fulfillment of the specified requirements for them should ensure the successful perception, comprehension and consolidation of knowledge, skills and abilities, as well as their application in practice.
In classical didactics, the following types of lessons are distinguished:
lessons of mastering new knowledge, accumulation of factual material, its comprehension;
lessons in the formation and assimilation of skills and abilities;
lessons of generalization and systematization of knowledge;
repetition and consolidation lessons;
control and testing lessons;
combined lessons.
At the same time, many scientists-teachers and teachers (Yu.K. Babansky, B.T. Likhachev, A.I. Piskunov, N.A. Sorokin, etc.) have repeatedly noted that this classification cannot be recognized as universal because, firstly, each type of lesson cannot be observed in a “pure” form; secondly, they mainly solve educational problems and, thirdly, they limit the cognitive activity of students.
The most common is a combined lesson, in which the following parts are distinguished: Checking homework; leading students to study new material; explanation of new material; fixing it; homework. Most of this lesson is devoted to learning new material. Forms of work can be different: the teacher himself explains the content of the lesson; students independently, according to the instructions of the teacher, analyze the material of the lesson; the teacher combines his story with the independent work of the whole class.
The lessons of natural history at school are somewhat different from the lessons of other subjects. At the lessons of natural history, students receive the knowledge, skills and abilities that are necessary in the future when studying such subjects as botany, zoology, physical and economic geography, and anatomy in secondary school. Teachers at the same time use various teaching methods that are characteristic of the natural sciences. First of all, this applies to direct observations of natural objects and phenomena, which create a fertile ground for educating children in the basics of logical thinking. Conducting observations and excursions, performing experiments and practical work on the ground make it possible to successfully use a variety of technical teaching aids in natural history lessons: natural and visual visual aids, screen aids, television and radio programs.
The system of natural history lessons and the fulfillment of the specified requirements for them should ensure the successful perception, comprehension and consolidation of knowledge, skills and abilities, as well as their application in practice. Based on this, various types of lessons can be distinguished: learning new material, consolidating, repeating and generalizing, testing knowledge, skills and combined lessons.
The most common is a combined lesson, in which the following parts are distinguished: checking homework, leading students to study new material, explaining new material, consolidating new material, homework. Most of this lesson is devoted to learning new material. The forms of work can be different: the teacher himself explains the content of the lesson, the teacher combines his story with the independent work of the whole class.
A generalizing lesson is of great importance in systematizing students' knowledge on the most significant issues. Such lessons are carried out at the end of the study of the topic, section, the entire course.
At the beginning of such a lesson, the teacher brings into the system the knowledge about the studied season, obtained earlier. Then, using the data of their observations, students compile a description of the season, focusing on establishing cause-and-effect relationships. It is important not only to find out how many cloudy, clear and cloudy days there were, but also to establish why rainy or clear days prevailed. Students should make connections between cloud cover and precipitation, animal and plant behavior and weather changes, etc. the teacher in the classroom should not give ready-made conclusions and solutions. Through a skillfully constructed conversation, he needs to bring students to independent generalizations.
The main purpose of these lessons is to test the knowledge of students, the ability to use them directly in life, to outline ways for their further improvement and development.
When choosing the type of lesson of the surrounding world, the teacher is guided by the following requirements:
1. Ensuring the possibility of sensory knowledge of objects of the surrounding world
The process of cognition of the world is based on sensory ideas about the object of reality. Everyone knows the importance of sensory cognition - the variety of information about surrounding objects and phenomena, the depth and accuracy of sensory representations depend on it. Unfortunately, the modern junior schoolchild has poor sensory experience, therefore, he encounters a number of serious difficulties in completing the tasks “Let's note only a few ... use it.” This obliges the teacher to pay special attention, especially in grades 1–2, to the observation lesson and the practical lesson.
2. Accounting for an appropriate combination of reproductive, productive and creative methods of cognition
The teacher should be well aware that the passion for reproductive methods of teaching requires the work mainly of such mental processes as perception and memory, and does not create conditions for the work of thinking and imagination. At the same time, it is obvious that the development of educational and cognitive activity without these processes is impossible. Indeed, for all the importance (especially at the first stage of education) of perception, comprehension, reproduction, the characteristics of the student's personality include neoplasms that cannot be successfully formed within the framework of these processes alone. If schoolchildren must master learning activities, that is, learn to learn (“I know how to teach myself”), then this implies developed cognitive interests (“I like to learn, everything is interesting”), internal motivation (“I understand why I study”), elementary reflective qualities ( “I know how to accept the assessment of the teacher and I myself objectively evaluate my work”). And, finally, the most important thing: a younger student can answer not only the question “What am I doing?”, but also the question “How do I do it?”. We emphasize once again that all this requires support in the educational process on thinking and imagination. Based on this, research lessons and discussion lessons are of particular value.
3. Relying on activities that are relevant for this age
It is known that leading elementary school student- educational. As psychologists say, the leading activity of the age period is characterized by three important indicators. Firstly, it corresponds to the developmental needs of a child of a given age, secondly, it has a special influence on the mental development of a person, and thirdly, it creates the prerequisites for the formation of the leading activity of the next age period of development. Of course, the process of formation of objective activity ( early age), games (preschool childhood), educational activities (junior schoolchildren), etc. does not end in a specific age period: the previous leading activity remains relevant for the child at subsequent stages of development. Therefore, it is so important to take into account that the game is not only desirable, interesting, feasible for the younger student, but also very valuable for the formation and development of educational activities.
The lessons of the surrounding world provide great opportunities for organizing various types of children's games - didactic, role-playing, mobile, constructive, etc. This explains the choice of a special type of lesson - lesson-game. This is written in detail below.
4. The possibility of developing cognitive initiative and creativity of the student
It is well known that children of younger school age very fond of different creative tasks, performing which, they can imagine, invent, compose, transform images of the world around them. The use of exercises that develop initiative, creative individuality is a prerequisite for conducting lessons on this subject. More L.S. Vygotsky wrote that creative activity makes a person "a being facing the future."
Imagination (fantasy) is a mental process that consists in creating new images by processing impressions personal experience person. The higher the level of imagination, the more effective creative activity. Imagination is a habit of one's own decisions, discoveries, search, it is a departure from the model and work according to one's own plan, the creation of a new image that has not been in the mind until now.
The outstanding psychologist V.V. Davydov believed that imagination is one of the most important mental processes that a younger student needs for learning activities. The importance of this process is that a person's ability to transfer the functions of one object to others that do not have them (a stick - a horse or a spoon, a chair - a car, a wheel - an airplane steering wheel, etc.) develops. This property of the imagination, as noted in the historical and psychological literature, underlies the development of any civilization and society. For example, “primitive people drank from a handful. And the first cups are a transfer into the material (clay, wood, metal) of the shape that a person gave to his hands in order to get drunk ”(E.E. Kravtsova). In addition, imagination determines whether a person has the ability to see the whole before the parts. For example, a hoop seen by a child as the helm of an airplane makes him look for something to which an imaginary helm can be attached. And, finally, the imagination develops the ability to identify, that is, to put oneself in the position of another person (object), which is a very important prerequisite for the formation of role-playing behavior. The foregoing determines the feasibility of using a teacher of this type of lesson as a lesson in creativity.
Each type of lesson has a clear structure. It is determined by the main teaching method that reflects its specificity. Let's characterize each type of lesson.
Types of environmental lessons
lesson-observation
Lesson-search
Lesson-discussion (educational dialogue/polylogue)
Workshop Lesson
lesson game
Creativity Lesson
In the current conditions of school reform, teachers who promote developmental education warn against the universalization of any external structure of the lesson. “At the same time, the structure of the lesson cannot be amorphous, faceless and random. The structure of each lesson in accordance with its logic should be clear, with a strict transition from one part of the lesson to another in accordance with the didactic purpose of the lesson and the laws of the learning process.
An attempt to classify lessons, dividing them into several simple types, was made by K. D. Ushinsky. He argued that only a reasonable system, emerging from the very essence of objects, gives a strong power over our knowledge. Ushinsky singled out mixed lessons on which the knowledge gained earlier is repeated, new material is studied and consolidated; lessons of oral, written and practical exercises, the purpose of which is the repetition of knowledge, the development of skills and abilities; knowledge assessment lessons held at the end of a specific training period.
V. V. Polovtsov wrote in his textbook “Fundamentals of the General Methodology of Natural Science” that the course should be based on a certain system, the connections in which should be natural, causal, and not purely external, artificial. The question of the system was also raised in the book by B. E. Raikov “The General Method of Natural Science”. The author noted that the purpose and plan of any lesson can be correctly outlined only if we clearly understand the structure of the entire program and clearly see the place of the lesson we are developing in the series preceding it and following it.
The question of the competent construction of lessons will be correctly resolved only if their typology is sufficiently thought out. The types of lessons depend on their didactic purpose, content and place in the structure of the study of the topic. Each topic of the program is a system of logically connected lessons.
There are various approaches to the classification of lessons. Lessons are classified depending on the didactic goal (I. T. Ogorodnikov), content and methods of conducting (M. I. Makhmutov), teaching methods (I. N. Borisov), the main stages of the educational process (S. V. Ivanov).
The didactic goal is the most important structural element of the lesson, so the classification on this basis is the closest to the real educational process. For example, N. M. Verzilin and V. M. Korsunskaya distinguish introductory lessons, lessons revealing the content of the topic And final or generalizing.
I. T. Ogorodnikov identifies the following types of lessons: learning new knowledge, consolidation, exercises and practical work, laboratory, repetitive and generalizing, synthetic.
O. V. Kazakova rightly objects to the allocation of the lesson “learning new knowledge”. “In essence, in all lessons, with the exception of control ones, new knowledge is naturally communicated, and in all or almost all lessons, they are also consolidated.” A synthetic lesson is inherently synonymous with a mixed or combined type of lesson.
Most methodologists in elementary school distinguish the following types of science lessons:
1) introductory;
2) subject;
3) combined;
4) generalizing.
Each type of lesson has a certain structure, which depends on its goals, the content of the educational material, methods of conducting, and is determined by the sequence of interrelated stages of the lesson.
introductory lessons are held at the beginning of the study of the course, section or large topic. For small topics, the teacher gives an introduction at the beginning of the first lesson.
The main didactic goals of such lessons are as follows:
1. To establish the level of preparation of students for the perception of new knowledge, to systematize existing knowledge.
2. Form general ideas about the content of the educational material to be studied by children in subsequent lessons.
3. To acquaint students with the features of construction and methods of studying a new topic (section, course) in the textbook.
4. Arouse children's interest in a new topic (section, course). Put a few new problems and leave them open.
Introductory lessons can have the following approximate structure:
1) class organization;
2) setting learning objectives;
3) familiarization with the goals, content, structure of the section (topic) in the textbook;
4) actualization of existing knowledge;
5) formation of new ideas and concepts;
6) practicing methods of working with a textbook;
7) homework;
8) the result of the lesson.
Subject Lessons involve the work of students with objects of nature or educational devices. There is always practical work in these lessons. The selection of this type of lesson is due to the specifics of the content. initial course natural sciences.
Goals subject lesson:
1. To achieve the assimilation of new knowledge through the direct work of students with objects of nature.
2. Develop practical skills in conducting simple natural science research.
This type of lesson requires serious advance preparation. The teacher must select handouts in advance. If required, then lay experiments (for example, when studying the development of a plant from a seed). You should do the frontal experiments yourself first in order to track how much time is spent on them.
Subject lessons have the following approximate structure:
1) class organization;
2) the message of the topic and the setting of educational tasks;
3) updating of basic knowledge;
4) carrying out practical work;
5) fixing;
6) homework;
7) the result of the lesson.
Combined Lessons the most common in teaching practice. These are lessons of this type, in which new material is studied and consolidated, continuity with previously studied is established. They combine several didactic purposes of equal importance:
1. Repeat and systematize previously studied material.
2. To achieve the assimilation of new ideas and concepts.
3. Develop practical skills.
4. Consolidate the acquired knowledge and skills.
In such a lesson, combinations of structural elements of various types of lessons can be used.
General lessons are held at the end of the study of a large topic or section.
Goals summary lesson:
1. Generalize and systematize the knowledge of children.
2. Work out the acquired skills and abilities.
3. Learn to apply knowledge and skills in new situations.
4. Set the level of mastering the program material and mastering practical skills.
The traditional structure of such a lesson is as follows:
1) class organization;
2) generalization and systematization of knowledge on the studied topic;
3) development of skills and abilities in the process independent work;
4) the use of ZUNs in a new learning situation;
5) summarizing conversation;
6) the result of the lesson.
Generalizing lessons are often held in an unconventional form. These are competition lessons (“What, where, when”, “KVN”, etc.) travel lessons (“Journey through the natural areas of Russia”, “Geological expeditions to native land" etc.), business games(“Environmental Conference”, “If I were the head of the enterprise”, etc.). They are recommended to organize group or individual independent work of students.
1. Combined or combined, lesson. In the lessons of this type, several didactic tasks are solved: repetition of what has been passed and checking homework, studying and consolidating new knowledge. Combined lessons are especially widespread in the lower grades of the school. This is explained both by the age characteristics of younger students (instability of attention, increased emotional excitability), and by the peculiarity of building new curricula and textbooks. In particular, the originality of mathematics textbooks lies in the fact that they are built by lesson, and most importantly, each lesson provides for work on several lines: work on previously acquired knowledge in order to repeat and consolidate them, work on learning new knowledge and consolidating it, work over the material preparing for the assimilation of new knowledge. Use this type of lessons and high school teacher, NGOs and SPO.
The structure of the lessons of the combined type can be as follows:
1) checking homework,
2) preparation for the assimilation of new knowledge,
3) explanation of new material,
4) consolidation of the studied material,
5) homework.
A slightly different arrangement of the components of the combined lesson is also possible. For example:
1) learning new material,
2) consolidation of what was learned in this lesson and previously passed,
3) homework,
4) preparatory work for the study of a new topic.
In a lesson of a combined type, its constituent parts - repetition or verification, study and consolidation of a new one - are more or less evenly represented in terms of their volume and time.
2. A lesson in learning new things. Lessons of this type in their pure form are rare. This is due to the originality of the educational material and the instability of the attention of students. New material is considered in small parts in almost every lesson. But there are lessons in which the study of new material is the main didactic goal. Most of the time in the lesson is devoted to this work, all other parts of the lesson are also subject to the study of the new. In order to establish continuity in the study of new material with what has been studied, to include new knowledge in the system of previously learned ones, repeat those sections and questions that prepare students for the perception of new material. At such a lesson, the primary consolidation of the studied material occurs.
The structure of this type of lesson is as follows:
1) repetition of the material necessary for the conscious assimilation of new knowledge,
2) communication of the topic and purpose of the lesson,
3) learning new material,
4) checking the students' understanding of the studied material and its primary consolidation,
5) homework.
A slightly different arrangement of the component parts of the lesson is also possible:
1) the message of the topic and purpose of the lesson;
2) learning new material;
3) homework;
4) checking the students' understanding of the perceived material and its primary consolidation.
3. A lesson in consolidating, improving and developing knowledge, skills and abilities. This type of lesson is especially typical for building the educational process in primary school. This is because one of the main tasks primary education is: to teach students to learn, to equip them with certain skills and abilities. According to the new program, unlike the previous one, the initial stage of skills formation is different. So, for example, computational techniques are revealed on the basis of students' awareness of the properties of arithmetic operations, i.e. theoretical knowledge is the basis for the development of conscious skills and abilities. The main place in the lessons of this type is occupied by the students performing various training exercises, creative works. Exercises are offered in a certain system, the basis of which is the gradual increase in difficulties.
The structure of these lessons is usually as follows:
1) communication of the purpose of the forthcoming work;
2) reproduction by students of knowledge, skills and abilities that will be required to complete the proposed tasks;
3) performance by students of various exercises, tasks;
4) verification of work performed;
5) homework (if necessary).
In order to develop knowledge, skills and abilities, elements of the new are sometimes included in such lessons. With the help of special exercises, preparatory work is carried out for the study of the following topics. But these didactic goals are subordinate to the main didactic goal of the lesson - to consolidate what has been learned.
4. Iterative-generalizing lessons. Lessons of this type are held at the end of the study of a topic, a number of topics, a section of the course.
The structure of such lessons can be as follows:
1) introduction the teacher, in which he emphasizes the importance of the studied topic or topics, reports the purpose and plan of the lesson;
2) performance by students individually and collectively of various kinds of oral and written tasks of a generalizing and systematizing nature;
3) checking the performance of work and filling in the existing gaps;
4) summing up.
5. Control or accounting lessons. The main place in such lessons is given to either a written test - dictation, composition, control work etc., or oral verification.
The structure of this type of lesson is close to the structure of the lessons of the two previous types. At the end of the lesson, if the test was conducted orally, the teacher, as a rule, gives a brief description of the knowledge, skills and abilities of the students, indicates achievements, shortcomings and ways to overcome them. If the test was carried out in writing, then the next lesson is devoted to the analysis of the control work.
Considering the structure of the lessons different types indicates that in close connection with the setting of the main didactic goal, the structure of the lesson is created. It is always expedient, never can and should not be permanent, turning into a pattern.
55. Describe the basic requirements for a science lesson. Specify the features of the teacher's preparation for the lesson of natural science.
It is difficult to formulate the definition of the lesson unambiguously. In pedagogical science there are a number of its definitions. One of them was given by M.N. Skatkin who believed that “a lesson is a pedagogical work, and therefore it should be distinguished by integrity, internal interconnection of parts, a single logic of deployment of the activities of the teacher and students. This ensures the management of the cognitive activity of students.”¹The lesson plays a leading role in the development and formation of personality. Therefore, its theoretical development and practical implementation is a significant challenge. In this connection, it is necessary to decide on the basic rules, regulations and norms that should be observed when preparing the teacher for the lesson. And in particular to the preparation of the teacher for the lessons of natural science.
When developing science lessons, you must strive to comply with the following rules:
1. Children in the lesson should observe the objects, phenomena and processes being studied.
2. Children in the lesson should think hard.
3. Children should, if possible, make generalizations themselves.
4. At each lesson, children should receive new knowledge for them, i.e. each lesson should have an element of novelty.
5. The knowledge gained in the lesson should awaken the child's thought, stimulating interest in the subject, new questions, and creative thinking.
To achieve this, the teacher first of all needs to isolate the main idea of the lesson, to realize it. learning task. Exactly main idea should be the focus of the teacher's attention both in the preparation of the lesson and in the lesson itself. Without this, it is impossible to build a lesson logically and correctly. Then, in accordance with the main idea of the lesson, the teacher should: - think over the course of the lesson; - to select the necessary and sufficient factual material; - use natural objects, diagrams, models, tables and other forms of visibility and short notes that facilitate generalization; - direct the child's thoughts to the correct conclusion, conduct a discussion from the point of view necessary for this; - having made a generalization, find new facts that obey the established pattern, and explain them.
Science lessons have a certain specificity and differ from the lessons of other subjects. In these lessons, the teacher should use the teaching methods characteristic of the natural sciences. This is the observation of natural objects and phenomena, the implementation of experiments and practical work, work during excursions, etc. The preparation of a teacher for a lesson also consists of two organically interconnected stages: planning a system of lessons on a topic and concretizing this planning in relation to each lesson, thinking through and drawing up plans for individual lessons. “In planning a lesson and developing a technology for its conduct, two interrelated parts are distinguished: 1) thinking about the purpose of the lesson, each of its steps; 2) an entry in a special notebook in one form or another of the lesson plan. ²
Planning - it is an essential part of the job. Thanks to planning, the correct rational organization of the educational process is achieved, it becomes possible to rationally use textbooks and teaching aids; program requirements are taken into account; the authority of the teacher grows.
Thanks to planning, it becomes possible to involve all students in the learning process; it becomes possible to anticipate and take into account the results of the work. Planning allows you to dose the educational material and distribute it in chronology.
A plan of any type provides for a consistent, time-distributed assimilation of educational material, taking into account the basic psychological, didactic and methodological patterns (principles of accessibility and feasibility, strength, content), patterns of formation and continuity of development of relevant skills and abilities.
Requirements for a teacher when planning: - Possession of constructive planning skills;
Knowledge of the goals and objectives of training formulated in the program;
Knowledge of learning environment and age features, psychological patterns and main stages in the formation of speech skills and abilities;
Accounting for the level of knowledge of the material by students of this class, their attitude to natural science, knowledge of the level of their general development.
In methodological practice, the following types of plans are known: thematic (perspective); lesson (current).
Thematic plan- a plan of a cycle of lessons on one topic-problem, which determines the purpose of each lesson, the sequence of formation of skills and abilities, optimal ratio between classroom and homework, equipping the lesson with technical and visual teaching aids. The thematic plan is drawn up by a subject association for a parallel and is designed for a series of lessons united by one topic. It provides for the assimilation of a specific amount of material, the formation and development of relevant skills in all types of activities. The task of thematic planning is to determine the intermediate learning objectives, the amount of material being studied, the sequence of its assimilation within the framework of a topic or section. The thematic plan helps the teacher to control the timely passage of the curriculum.
Thematic planning does not reveal the specific content of each lesson, it does not reflect the sequence of work on the material at each lesson, the teacher's activity in presenting it and managing the activities of students, and does not indicate the objects of accounting and control. All this is concretized and is embodied in the lesson plan. The lesson plan is compiled for each lesson and is the teacher's working document. The following components of the lesson plan are distinguished:
Determination of the objectives of the lesson;
Setting the objectives of the lesson; attention is drawn to the need for clear language;
the materials and equipment used in the lesson;
planning the course of the lesson, that is, the sequence of exercises and communicative tasks used, as well as planning the mode of work in which these tasks will be performed;
control of the learned material, evaluation of the lesson and setting goals for the future;
The lesson plan is the beginning of a creative search, a means of lesson effectiveness, the realization of the teacher's plan, the foundation of inspiration and talented improvisation. It reflects the topic of the lesson and the class in which it is held, the purpose of the lesson with the specification of its didactic tasks, summary the material studied in the lesson, the form of organization of educational and cognitive activity of students, methods, teaching aids, a system of tasks and tasks, in the course of which the previously learned basic knowledge and methods of activity will be successfully updated, the formation of new scientific concepts and methods of activity and their application in different situations training, control and correction of educational activities of students - and their forward movement from ignorance to knowledge, from inability to ability to perform the necessary and sufficient cognitive and practical actions on this path in solving the educational, cognitive and practical tasks planned for the lesson. The lesson plan specifies its structure, determines the approximate dosage of time for various types of work, provides methods for checking the success of schoolchildren's teaching, specifies their names, who is planned to be interviewed, checked, etc.
At the same time, the tasks of learning cannot be solved without the involvement of students in active cognitive activity. This should be facilitated by detailed and systematic questions, tasks that activate the cognitive activity of students, organize their independent work with the textbook, handout, filling workbook etc. Questions and tasks should teach schoolchildren the methods of mental activity (analysis, synthesis, generalization, comparison, etc.) and the methods of performing practical work. At the same time, the teacher always has the freedom of creative decision. pedagogical problems arising in the course of educational work. It is impossible to foresee all the factors influencing methodological decisions, therefore, during the lesson, the teacher sometimes has to deviate from the notes.
The success of the lesson depends not only on the teacher's thorough preparation for it, but also on the preparation of the students themselves for work in the upcoming lesson, on the psychological attitude with which they come to the lesson.
When planning educational work, the teacher draws up such a variant of lesson planning that takes into account the class level, learning conditions, as well as the individual characteristics of students and the teacher himself.
The successful conduct of the lesson and the achievement of the goals set are largely determined by the coordinated activities of the teacher and students, which in turn depends on their preparation for the lesson. Careful preparation for the lesson is especially necessary for young teachers who do not have sufficient experience in teaching.
Description of excursions
Excursion is a form of training that allows you to observe in natural natural conditions or in specially created artificial conditions.
Tour structure:
introductory conversation;
collective observation;
individual self-monitoring of children;
collection of material;
children's games with the collected material;
the final part, during which the teacher sums up the excursion and reminds of the need to respect nature.
Teacher preparation:
They consist, first of all, in determining the purpose of the excursion and the selection of program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area.
Determining the place of the excursion, the teacher chooses the best way to it - not tiring, not distracting students from the intended goal. When determining the distance to the place of the excursion, one should proceed from the physical capabilities of the children. In this case, one should take into account the features of the road, the state of the weather.
No matter how familiar the place of the excursion, it is necessary to examine it a day or two before it. Having visited the place of the future excursion, the teacher specifies the route, finds the necessary objects, outlines the content and volume of the knowledge that children should receive about this range of phenomena, the sequence of conducting individual parts of the excursion, establishes places for collective and independent observations, for children's recreation.
A preliminary acquaintance with the place of the future excursion makes it possible not only to clarify and concretize the plan, but also to think over the methods of conducting it. In order for the tour to be interesting, it is necessary to prepare poems, riddles, proverbs, game techniques.
Student preparation:
It begins with a message about the purpose of the tour. Students must know where they are going, why, what they will learn, what needs to be collected.
Students should be aware that an excursion is an activity that takes place not indoors, but in nature, so it is necessary to be disciplined and attentive on excursions. Remind children of the rules of behavior on the street.
When preparing for the tour, you need to pay attention to the clothes of children. Children should be dressed comfortably, according to the weather and season.
For the excursion, the teacher should prepare excursion equipment and equipment for placing the collected material in a corner of nature. It is good to involve children in its preparation. This helps to excite their interest in the upcoming excursion.
Extracurricular work
extracurricular work, component teaching and educational process of the school, one of the forms of organization of students' free time. Directions, forms and methods of V.R. practically coincide with additional education children. At school, preference is given to the educational direction, the organization of subject circles, scientific societies of students, as well as the development of artistic creativity, technical creativity, sports, etc.
The types of extracurricular work are varied.
doing homework material learned in class. This type extracurricular activities students should be seen as a continuation of their activities in the classroom. The main purpose of this activity is repetition, consolidation and practice of knowledge and skills acquired in the lesson.
Other types of extracurricular activities of students are performing experiments, practical work and independent observations in the surrounding world. These types of activities are carried out according to assignments, which are usually formulated and given by the teacher. At the same time, they are formulated in some variable textbooks, and the teacher can be guided by them. Conducting experiments, practical work outside of school hours, conducting independent observations plays important role in the educational process. They contribute to the verification and practice of already acquired knowledge and skills, enrich the life experience of children, which allows them to apply more widely in the educational process. communicative communication create exploratory situations.
The effectiveness of these activities of students contributes to their fixation. The results of experiments and practical work are usually recorded in notebooks. Here, the form of fixation is records, tables, diagrams, etc. The extracurricular activities of students also include reading science fiction and popular science literature about nature, especially when it comes to the mandatory list of books for extracurricular reading.
58. One of the means of implementation individual approach for children is a differentiated approach.
Such an educational process is considered differentiated, which is characterized by taking into account the typical individual differences of students. When developing the issue of individualization and differentiation of the learning process in primary school, I proceeded from the main directions in which the process of improving education has been going on in recent years:
· Strengthening the practical orientation of the educational process;
management of not only the content, but also the operational side of educational activities (for example, what actions and in what sequence should be performed when solving a spelling, grammatical, speech, arithmetic task);
Formation of a system of knowledge and skills based on the assimilation by students of the connections between concepts, between skills;
education in the learning process;
a systematic approach to learning;
Developing the ability to learn.
A differentiated approach involves the use of multi-level tasks in the classroom and in homework, which are compiled by the teacher, taking into account the knowledge and abilities of children. Such tasks should be available to children of different levels of training, otherwise it may turn out that one child will learn program material easily, without difficulty, and the other is to spend all his strength on comprehending material that is difficult enough for him. At the same time, one child will not find an application for his abilities, will not train himself on material that is difficult for him, and the other will develop a feeling of insecurity in his abilities. In both cases, students will lose interest in learning. Only a differentiated approach can make the learning process more fruitful and interesting.
small school
has its own challenges , due to the small number of students and social environment, which does not always provide positive influence on the development of the rural child. Independent work as form of organization contributing to the increase in students' knowledge in the lessons of the world around them in an ungraded school.
The independence of the student in the lessons of the world around him is expressed, first of all, in the need and ability to think independently, in the ability to navigate in a new situation, to see the question, task and find an approach to solving them. The degree of manifestation of independence by students depends on their experience, on the general level of their independent work in the process of studying biological and other academic subjects. The independence of students, even in the same class, can vary greatly. Some students show initiative, undertake new searches, in solving a specific educational problem, apply their knowledge in new conditions; others find helplessness in performing fairly simple learning tasks, so they need clarification of any new issue, they show indecision in all actions. From this it is clear how important it is for the correct organization of educational work to take into account the varying degrees of independence of students in the classroom. At the beginning of the 20th century, the main attention was paid to methods, and two forms of teaching independent of the lessons: excursion and practical. The latter acquire the character of independent work carried out by students on assignments-instructions.
Thus, we can say that the use of independent work in the lessons of the "World around" contributes to the development of independence of the younger student. Independent work helps the child learn to set certain goals and find ways to achieve them, as well as increase the level of knowledge in the subject, work on assignments without the help of a teacher.
The subject and structure of natural science. The concept of natural science.
1. Organizational moment
2. A person's desire for knowledge of the world around him is expressed in various forms, methods and directions of research activities. Each of the main parts of the objective world—nature, society, and man—is studied by its own separate sciences.
3 . Mankind lives and develops in conditions of continuous exchange of matter, energy and information with the environment, during which a person learns the world. The forms of this knowledge are science and art. Each of these forms of cognition has its own characteristics, methods of perception of reality and expression, tasks, history.
4.
In the late 1960s the country was embraced by a discussion that went down in history under the name "physics and lyrics". It was an attempt to solve a problem that affected the whole world.
The discussion was promoted by the collection of articles “Two Cultures” by the English writer, a physicist by education C. Snow, in which he outlined his views on the relationship between natural science and humanitarian cultures in modern society (1971).
Few things have been arguing for so long as about the relationship of art to science, which flared up as early as the 18th century. Academician M.A. Leontovich said on this occasion: “Many scientists have disregard for literature and art. I think that most often it is explained simply by the fact that most people have enough energy to work in one area, and in order to justify their ignorance of other areas, they pass it off as a neglect of them. The same is often the case with people of art in relation to science.
5. Science- the sphere of human activity, the task of which is the development and theoretical systematization of objective human knowledge about reality.The totality of scientific knowledge about nature is formed by natural science. Etymologically, the word "natural science" comes from a combination of two words: "nature", which means nature, and "knowledge", i.e. knowledge about nature.
In modern use, the term "natural science" in its most general form denotes the totality of the sciences of nature, which have various natural phenomena and processes as the subject of their research, as well as the laws of their evolution. In addition, natural science is an independent science of nature as a whole and, as such, allows us to study any object of the world around us more deeply than any of the natural sciences alone can do. Therefore, natural science, along with the sciences of society and thinking, is the most important part of human knowledge. It includes both the activity of obtaining knowledge and its results, i.e. a system of scientific knowledge about natural processes and phenomena.
Discussion of the statement:
"Science never solves problems without raising three dozen new ones."
6. The role of natural science in human life can hardly be overestimated. It is the basis of all types of life support - physiological, technical, energy. In addition, natural science is theoretical basis industry and agriculture, all technologies, various types of production. Thus, it is the most important element of the culture of mankind, one of the essential indicators of the level of civilization.
The noted characteristics of natural science allow us to conclude that it is a subsystem of science and, as such, is associated with all elements of culture - religion, philosophy, ethics, etc. On the other hand, natural science is an independent field of knowledge with its own structure, subject and methods.
The concept of "natural science" appeared in modern times in Western Europe and began to denote the totality of the sciences of nature. This idea has its roots in Ancient Greece, at the time of Aristotle, who was the first to systematize the then knowledge of nature in his "Physics".
The subject of natural science
Being an independent science, natural science has its own subject of study, different from the subject of special (private) natural sciences. The specificity of natural science is that it studies the same natural phenomena from the positions of several sciences at once, revealing the most general patterns and trends. This is the only way to present Nature as a single integral system, to reveal the foundations on which the whole variety of objects and phenomena of the surrounding world is built. The result of such research is the formulation of the basic laws that connect the micro-, macro- and mega-worlds, the Earth and the Cosmos, physical and chemical phenomena with life and mind in the Universe.
The school studies separate natural sciences - physics, chemistry, biology, geography, astronomy. This serves as the first step in the cognition of Nature, without which it is impossible to proceed to the realization of it as a single integrity, to the search for deeper connections between physical, chemical and biological phenomena. This is the main goal of this course. With its help, we must more deeply and accurately know the individual physical, chemical and biological phenomena that occupy an important place in the natural-scientific picture of the world; as well as to reveal the hidden connections that create the organic unity of these phenomena, which is impossible within the framework of special natural sciences.
7.Structure of natural science
We have already talked about the structure of science, which is a complex branched system of knowledge. Natural science is a no less complex system, all parts of which are in a relationship of hierarchical subordination. This means that the system of natural sciences can be represented as a kind of ladder, each step of which is the foundation for the science that follows it, and, in turn, is based on the data of the previous science.
The basis, the foundation of all natural sciences, is undoubtedly physics, the subject of which are bodies, their movements, transformations and forms of manifestation at various levels. Today it is impossible to do any natural science without knowing physics.
The next step is chemistry, studying chemical elements, their properties, transformations and compounds. The fact that it is based on physics is proved very easily. To do this, it is enough to recall school lessons in chemistry, which talked about the structure of chemical elements and their electron shells. This is an example of the use of physical knowledge in chemistry. In chemistry, inorganic and organic chemistry, chemistry of materials and other sections are distinguished.
In turn, chemistry underlies biology- the science of the living, studying the cell and everything derived from it. Biological knowledge is based on knowledge about matter, chemical elements. Among the biological sciences, one should single out botany (the subject is the plant kingdom), zoology (the subject is the animal world). Anatomy, physiology and embryology study the structure, functions and development of the body. Cytology studies the living cell, histology studies the properties of tissues, paleontology studies the fossil remains of life, and genetics studies the problems of heredity and variability.
Earth sciencesare the next element of the structure of natural science. This group includes geology, geography, ecology, etc. All of them consider the structure and development of our planet, which is a complex combination of physical, chemical and biological phenomena and processes.
Completes this grandiose pyramid of knowledge about Nature cosmology, studying the universe as a whole. Part of this knowledge is astronomy and cosmogony, which investigate the structure and origin of planets, stars, galaxies, etc. At this level there is a new return to physics. This allows us to talk about the cyclical, closed nature of natural science, which obviously reflects one of the most important properties of Nature itself.
The structure of natural science is not limited to the sciences mentioned above. The fact is that in science there are complex processes of differentiation and integration of scientific knowledge. The differentiation of science is the selection within any science of narrower, particular areas of research, their transformation into independent sciences. So, within physics, solid-state physics and plasma physics stood out.
The integration of science is the emergence of new sciences at the junctions of old ones, the process of combining scientific knowledge. Examples of such sciences are: physical chemistry, chemical physics, biophysics, biochemistry, geochemistry, biogeochemistry, astrobiology, etc.
Thus, the pyramid of natural sciences that we have built is much more complicated, including a large number of additional and intermediate elements.
It should also be noted that the system of natural science is by no means unshakable, not only do new sciences constantly appear in it, but their role also changes, and the leader in natural science periodically changes. Yes, with 17th century until the middle of XX in. such a leader, no doubt, was physics. But now this science has almost completely mastered its field of reality, and most physicists are engaged in research that is of an applied nature (the same applies to chemistry). Today there is a boom in biological research (especially in the frontier areas - biophysics, biochemistry, molecular biology).
8.History of natural science
Being an integral part of science and culture, natural science has the same long and complex history. Natural science cannot be understood without tracing the history of its development as a whole. According to historians of science, the development of natural science passed through three stages and at the end XX in. entered the fourth. These stages are ancient Greek natural philosophy, medieval natural science, classical natural science of modern and modern times, and modern natural science. 20th century
The development of natural science is subject to this periodization. At the first stage, there was an accumulation of applied information about the nature and methods of using its forces and bodies. This so-called natural philosophical stage development of science, characterized by direct contemplation of nature as an undivided whole. At the same time, there is a true coverage of the general picture of nature while neglecting particulars, which is typical of Greek natural philosophy.
Later, a theoretical understanding of the causes, methods and characteristics of changes in nature is added to the process of accumulating knowledge, and the first concepts of a rational explanation of changes in nature appear. The so-called analytical stage in the development of science, when there is an analysis of nature, the selection and study of individual things and phenomena, the search for individual causes and effects. This approach is typical for the initial stage of development of any science, and in terms of historical development science - for the late Middle Ages and modern times. At this time, methods and theories are combined into natural science as an integral science of nature, a series of scientific revolutions take place, each time radically changing the practice of social development.
The result of the development of science is synthetic stage, when scientists recreate a holistic picture of the world on the basis of already known details.
9. The beginning of science Ancient Greek natural philosophy
The very first knowledge of man about nature was formed in ancient times. Already primitive people in the struggle with nature, getting food for themselves and defending themselves from wild animals, gradually accumulated knowledge about nature, its phenomena and the properties of the material things around them. However, the knowledge of primitive people was not scientific, since it was neither systematized nor united by any theory. Generated by man's material activities and livelihood, this knowledge took the form of practical experience.
Ancient science appeared in the form of scientific programs (paradigms). They had a purpose scientific knowledge- study of the process of transformation of the initial Chaos into the Cosmos - a reasonably organized and arranged world through the search for a cosmic (order-forming) principle. It is no coincidence that the first major representatives of natural philosophy - Thales, Anaximander, Heraclitus, Diogenes, in their statements were guided by the idea of the unity of being, the origin of things from some natural principle (water, air, fire), as well as the universal animation of matter.
Also, scientific programs used the idea of the unity of the micro- and macrocosm, the similarity of the world and man to justify the possibility of knowing the world. Claiming that similar known by similarity, the ancient Greeks believed that the only tool of knowledge could be the human mind, rejecting the experiment as a method of knowing the world. Thus, the rationalist position was clearly formulated, which later became dominant in European culture.
Ancient Greek philosophers, without resorting to systematic research and experiment, on the basis of mainly their own observations, tried to cover and explain the entire surrounding reality with a single glance. The natural-scientific ideas that arose at that time were of an extremely broad philosophical nature and existed as natural philosophy (philosophy of nature), which was distinguished by a direct contemplation of the surrounding world as a whole and speculative conclusions from this contemplation.
10. The first scientific program of antiquity was mathematical program introduced by Pythagoras and later developed by Plato. At its basis, as well as at the basis of other ancient programs, lay the idea that the world (Cosmos) is an ordered expression of a number of initial entities. Pythagoras found these entities in numbers and presented them as the fundamental principle of the world. Thus, in a mathematical program, the world is based on the quantitative relations of reality. This approach made it possible to see behind the world a variety of qualitatively various items their quantitative unity. The most striking embodiment of the mathematical program was the geometry of Euclid, whose famous book "Elements" appeared around 300 BC. In addition, the Pythagoreans first put forward the idea of a spherical shape of the Earth.
11. Natural science received further development in ancient atomistics Democritus - the doctrine of the discrete structure of matter, according to which the whole world consists of emptiness and atoms that differ from each other, which are in perpetual motion and interaction. These ideas constituted the second scientific program of antiquity, the atomistic program of Leucippus-Democritus. Within the framework of the atomistic program, several very important assumptions were made. Among them is the idea of emptiness, which underlies the concept of infinite space. This is how the idea of Democritus is born, although not supported by other thinkers, that the world as a whole is an infinite void with many independent closed worlds-spheres. These worlds were formed as a result of a vortex circular collision of atoms. In these vortices, large and heavy atoms accumulated in the center, while small and light atoms were forced out to the outskirts. From the first came the earth, from the second - the sky. In every closed world, the earth is in the center, and the stars are in the outskirts. The number of worlds is infinite, many of them can be inhabited. These worlds arise and perish. When some are in their prime, others are just being born or are already dying.
A contemporary of Democritus Empedocles, who was the first to express the idea of the indestructibility and indestructibility of matter, explained the reason
eclipses of the Sun, guessed that light travels at a high speed, which we are not able to notice. He tried to explain the origin of animals. In his opinion, separate organs of animals first appeared, which, in the process of random combinations, began to give rise to various living creatures. Associations of organs that did not correspond to each other inevitably perished, and only those in which the united organs happened to be mutually suitable survived.
12. Ancient Greek natural philosophy received its highest development in the teachings of Aristotle, who united and systematized all the knowledge of the world around him contemporary. It became the basis of the third , the continuum program of ancient science. The main treatises that make up Aristotle's teachings on nature are "Physics", "On the Sky", "Meteorology", "On the Origin of Animals", etc. In these treatises, the most important scientific problems were posed and considered, which later became the basis for the emergence of individual sciences. Aristotle proved the eternity of motion, but did not recognize the possibility of self-movement of matter. Everything that moves is set in motion by other bodies. The primary source of movement in the world is the prime mover — God. Like the model of the Cosmos, these ideas, thanks to the indisputable authority of Aristotle, became so rooted in the minds of European thinkers that they were refuted only in modern times after the discovery by G. Galileo of the idea of inertia.
Aristotle's concept of physical interaction is closely related to his concept of motion. Therefore, interaction is understood by him as the action of the mover on the moveable, i.e. unilateral action of one body on another. This directly contradicts the well-known today Newton's third law, which states that action is always equal to reaction.
Aristotle's cosmology was geocentric in nature, as it was based on the idea that at the center of the world is our planet Earth, which has a spherical shape and is surrounded by water, air and fire, behind which are spheres of large celestial bodies revolving around the Earth along with other small luminaries.
The indisputable achievement of Aristotle was the creation of formal logic, set forth in his treatise "Organon" and put science on a solid foundation of logically based thinking using the conceptual and categorical apparatus. He also owns the approval of the order of scientific research, which includes the study of the history of the issue, the formulation of the problem, the introduction of arguments "for" and "against", as well as the rationale for the decision. After his work, scientific knowledge finally separated from metaphysics (philosophy), and there was also a differentiation of scientific knowledge itself. Mathematics, physics, geography, fundamentals of biology and medical science stood out in it.
13. Concluding the story about ancient science, it is impossible not to say about the work of other outstanding scientists of this time. Astronomy was actively developing, which needed to bring the observed movement of the planets into line (they move along very complex trajectories, making oscillatory, loop-like movements) with their supposed movement in circular orbits, as required by the geocentric model of the world. The solution to this problem was the system of epicycles and deferents of the Alexandrian astronomer Claudius Ptolemy ( I-II centuries AD). To save the geocentric model of the world, he suggested that around the motionless Earth there is a circle with a center displaced relative to the center of the Earth. Along this circle, which is called the deferent, moves the center of a smaller circle, which is called the epicycle.
14. It is impossible not to say about another ancient scientist who laid the foundations of mathematical physics. This is Archimedes, who lived in III in. BC. His works on physics and mechanics were an exception to general rules ancient science, as he used his knowledge to build various machines and mechanisms. Nevertheless, the main thing for him, as for other ancient scientists, was science itself. And mechanics for him becomes an important means of solving math problems. Although for Archimedes technology was only a game of the scientific mind, the result of science going beyond its limits (the same attitude towards technology and machines as toys was characteristic of all Hellenistic science), his work played a fundamental role in the emergence of such sections of physics as statics and hydrostatics. . In statics, Archimedes introduced into science the concept of the center of gravity of bodies, formulated the law of the lever. In hydrostatics, he discovered the law that bears his name: a buoyant force acts on a body immersed in a liquid, equal to the weight of the liquid displaced by the body.
As can be seen from the above and far from complete list of ideas and trends in natural philosophy, at this stage the foundations of many modern theories and branches of natural science. At the same time, no less important is the formation of a style of scientific thinking during this period, including the desire for innovation, criticism, the desire for orderliness and a skeptical attitude towards generally accepted truths, the search for universals that give a rational understanding of the world around.
Literature
Topic 8. Forms of organization of teaching natural science in elementary school
Plan:
1. The concept of the form of education. Classification of forms of education.
2. The concept of the lesson.
3. Characteristics of the main types and types of science lessons.
Bibliography:
1. G. N. Akvileva, Z. A. Klepinina. Methods of teaching science in elementary school, § 20, 21.
2. A. V. Mironov. Methodology for studying the world around us in elementary grades, p. 7.1.
3. V. M. Pakulova. Methods of teaching natural history, chapter 7, § 1, 2.
Main content
The concept of the form of education. Classification of forms of education.
There are several definitions of the term "form of education".
Form of study- a way of organizing the educational activities of schoolchildren. Petrosova R.A. highlights: a lesson, a laboratory-practical lesson, extracurricular work, homework, extracurricular work, excursions.
Form of study- a way of organizing the educational activities of schoolchildren. Mironov A. V. highlights: lesson, excursions, systematic observations in nature, practical work(on the ground, schoolyard, corner of nature), holidays, green patrols, etc.
Organizational form of education- the external side of the learning process, answering the questions: when, where, how much and how this process takes place. N. F. Vinogradova distinguishes: a lesson, excursions, homework, extracurricular activities (electives, excursions, circles, leisure evenings, meetings, competitions).
Form of teaching- the organization of educational and cognitive activity of students, corresponding to various conditions for its implementation (in the classroom, in nature), used by the teacher in the process of educating education. (Verzilin N. M.).
G. N. Akvileva, Z. A. Klepinina distinguish 3 groups of forms of education:
Output: approaches to the definition of the concept of "forms of education" are ambiguous. For example, there is no consensus on whether to consider games, independent work of students, etc., as a method or form.
The concept of a lesson.
The lesson as a form of education has existed for more than 300 years. He has his characteristic features:
- conducted with a constant group of students of a certain age and approximately the same level of training;
- the lesson is held for a limited time (35 or 40-45 minutes);
- performs educational, educational, developing, stimulating and self-educational functions (although such a division of functions is conditional).
The main stages of the modern lesson
| No. p / p | Stages | Didactic tasks | Indicators of the real result of solving the problem | |
| 1. | Organization of the start of the lesson Organizing time) | Preparing students for class work | Full readiness of the classroom and equipment, the rapid inclusion of students in the business rhythm. | |
| 2. | Checking homework | Establishing the correctness and volume of homework done by all students | The optimal combination of control, self-control and mutual control to establish the correctness of the task and correct gaps. | |
| 3. | Goal-setting and motivation (preparation for the study of the material) | Ensuring motivation and acceptance by students of the goal of educational and cognitive activity. | Readiness of students for active educational and cognitive activity based on basic knowledge. | |
| 4. | Actualization of students' knowledge (problem statement) | Establishment of successive links between old and new knowledge, application of previous knowledge in a new situation; organization and direction of cognitive activity of students to solve the TCU | The optimal choice of methods for stimulating and activating the educational and cognitive activity of students; readiness of the student for independent search activity; to the conscious perception of new material; implementation of a logical transition to the main stage of the lesson. | |
| 5. | Assimilation of new knowledge and ways of action | Ensuring the perception, comprehension and primary memorization of knowledge and methods of action, connections and relationships in the object of study | Active actions of students with the object of study; maximum use of independence in obtaining knowledge and mastering methods of action. | |
| 6. | Initial check of understanding | Establishing the correctness and awareness of the assimilation of new educational material, identifying gaps and misconceptions and correcting them | Assimilation of the essence of acquired knowledge and methods of action at the reproductive level. Elimination of typical mistakes and misconceptions among students. | |
| 7. | Primary consolidation (organization of the assimilation of methods of activity by reproducing information and exercises for its application according to the model) | Ensuring the assimilation of new knowledge and ways of acting at the application level in a familiar and changed situation | Independent performance of tasks that require the application of knowledge in a familiar and changed situation. | |
| 8. | Application of knowledge and skills in a new situation (creative application and acquisition of knowledge, development of methods of activity by solving problematic tasks built on the basis of previously acquired knowledge and skills) | Ensuring the assimilation of new knowledge and ways of acting at the level of application in a new situation | Independent performance of tasks that require the application of knowledge in a new situation. | |
| 9. | Generalization and systematization of knowledge | Formation of an integral system of leading knowledge on the topic, course, | Active productive activity of students in the inclusion of parts in the whole, classification and systematization, identification of intra-subject and inter-course connections. | |
| 10. | Control and self-test of knowledge | Identification of the quality and level of mastery of knowledge and methods of action, ensuring their correction | Obtaining reliable information about the achievement by all students of the planned learning outcomes. | |
| 11. | Information about homework, briefing on its implementation | Ensuring understanding of the purpose, content and methods of doing homework. Checking relevant records | Implementation of the necessary and sufficient conditions for the successful completion of homework by all students in accordance with their current level of development. | |
| 12. | Reflection (summarizing the lesson) | Provide an analysis and assessment of the success of achieving the goal and outline the prospect of further work | The adequacy of the student's self-assessment of the teacher's assessment. Getting students information about the actual results of learning. |
The structure of the lesson varies depending on the type of lesson, its content and the methodology used.
Features of the lessons of natural science (the surrounding world).
1. Lessons require greater looseness of children, providing for each child the opportunity to freely express their emotional state.
2. If possible, lessons should take place in the environment that is being studied.
3. The variety of activities of children in the lesson (game, visual activity, conversation, discussion, etc.), each of which requires a different organization (children sit, stand, work in pairs or individually, get a general or individual result, etc.). ).
For the fourth year in the lyceum, in the senior classes of the humanities, the subject of natural science (3 hours a week) was introduced instead of courses in physics, chemistry, and biology. For testing, the integrated course "Natural science, grades 10-11" was taken, edited by I.Yu. Aleksashina, designed for two years of study (210 hours). Based on the course program, a calendar-thematic plan is drawn up,
The main objective of the course is the formation on an interdisciplinary basis of general scientific and general intellectual skills and abilities, a holistic natural-scientific picture of the world. The course program was developed on a single methodological basis: the study of objects of natural science in the system "nature - science - technology - society - man". The methodological concept of the course provides for the organization of materials in accordance with different forms educational activity.
Natural science - new subject. And the difficulties of mastering it by the teacher are understandable: the methodological base of the course is not sufficiently developed, there is no criterion-diagnostic material, it is difficult to be a specialist in physics, chemistry, biology at the same time, to have synergetic thinking. Students of the humanities classes also had difficulties in mastering the integrated course: a small stock of knowledge and low educational motivation to study subjects of the natural cycle. The main problem of the teacher was how to convey the most complex natural science material to the humanities in a simple and accessible way, but without reducing scientific accuracy. And not in the know mathematical apparatus(no equations, formulas). There was a search educational technologies, contributing to the successful appropriation of the main ideas of the course by students. These are information and communication technologies (using the capabilities of the lyceum website, creating the site "Natural Science", preparing presentations), technologies for project activities, developing research activities and others. In addition, various types of diagnostic materials have been developed that take into account the intellectual characteristics of students. All this helped to form plans and abstracts of lessons in natural science at a level corresponding to current state science and pedagogical concepts. Also, together with the students of the class, we developed teaching materials, which undoubtedly increased the interest of students in the humanities in the complex course of natural science and the formation of a natural-scientific worldview. We offer our lesson on the topic “Devices using the corpuscular properties of light. Photoelectric Effect"
Topic:"Interaction of science and technology" Lesson 5.
WMC: "Natural science 11. Part 1" I.Yu. Aleksashina, A.V. Lyaptsev, M.A. Shatalov. M.. "Enlightenment", 2008.
Target: create conditions for students to understand the phenomenon of the photoelectric effect, apply knowledge about the photoelectric effect to explain natural phenomena and create technical means.
Tasks:
- educational: formation of an idea about the phenomenon of the photoelectric effect, its application and distribution, possession of methods of self- and mutual assessment, development of teamwork skills and in the distance learning mode.
- developing: development of creative thinking and cognitive interest in modern technology and scientific achievements
- educational: fostering a sense of patriotism and pride in the successes in the development of science and technology, develop a sense of responsibility and skills of independent work; strengthening the skills of individual and team work
Lesson type: combined
Forms of work students: individual and group
Equipment : computers, multimedia projector, electronic publications "Physics, 7-11" (Cyril and Methodius), Internet resources WIKI site.
Using a computer in preparing the teacher and students for the lesson:
Selection of links to Internet resources for independent work of students.
Compiling a test to test knowledge using Google tools as an opportunity for remote testing
Creation by students of presentations, a collective interdisciplinary project using Google tools and publication on the pages of the lyceum website (lyceum86.rf)
During the classes
| № | Lesson stage | Teacher activity | Planned activity of the student | Time |
| 1 | organizational stage. | Announcement of the topic of the lesson and the order of work in the lesson | Preparing for the lesson | 1-2 min. |
| 2 | Statement of the learning task | Announces the topics of presentations and proposes to determine the criteria for evaluating student work | Development of criteria for evaluating student work | 3 min. |
| 3 | Generalization and systematization of knowledge | Escort of defenses | Protection of group presentations. Records in a notebook, filling in tables | 25 min. |
| 4 | Asks students to sum up the defense | Determine the most interesting, striking performances | 3 min. | |
| 5 | Checking the studied material | Gives the website address and explains the principle of work performance, evaluation criteria | Distance learning. Performing the "Photoelectric effect" test located on the website | 10 min. |
| 7 | Reflection | It is proposed to conduct a reflection of their own educational activities | On the margins of the notebooks, one of the presented smaliks is drawn, which reflect the mood after the lesson and understanding of the topic studied. | 1 minute. |
I. Organizational stage.
Good afternoon everyone! We continue acquaintance with topic "Interaction of science and technology" And, today we will study interesting physical phenomenon"photoelectric effect". Write down the topic of the lesson and think about the word "photo effect". What is the meaning of this word? Answer: it consists of two words photo - light (from Greek), effect (from Latin) action, therefore “photoelectric effect” is the action of light. - That's right, and if this is an action, then our task for today is to find out: what effect can light have with a substance, what laws it obeys, what characteristics it depends on and where it is used.
Lesson plan:
- Protection of collective presentations and creation of the interdisciplinary project "Photoeffect"
- Summing up presentations
- Testing on this topic remotely.
II. Statement of the educational task.
Now we have to create a collective interdisciplinary project "Photoeffect" from the presentations of classmates. We put this project on the website of the lyceum for everyone to see - this is a big responsibility. How to evaluate the quality of presentations? Yes. According to certain criteria.
Together with the students, criteria for evaluating work are developed ( Attachment 1)
III. Generalization and systematization of knowledge.
In the previous lesson, the students were involved in the creation of the interdisciplinary project "Photoeffect". ( Annex 3) The class was divided into groups of 3 people, they chose topics for messages. Presentation Topics:
- The history of the discovery of the photoelectric effect.
- Photon particle or wave?
- The photo.
- Photosynthesis.
- Impressionism.
- Devices that use the corpuscular properties of light.
Students defend group presentations ( Appendix 4) that were performed at home. All other students listen carefully and fill out the “Protection of presentations” form (Appendix 1), ask clarifying questions.
IV. Summing up the defense of presentations.
The students evaluate the presentations. After comments made by classmates. students correct their work. Then a collective project "Photoeffect" is created, which is laid out on the WIKI site as a tool joint work Students feel a certain pride that their work is exhibited on the website of the lyceum, for everyone to see.
V. Independent work-testing.
The test on the topic "Photoelectric effect" is posted on the website of the lyceum.
If the discussion of the work is delayed, then students can perform testing at home at their computer (an element of distance learning). If there is enough time left in the lesson (10 minutes), then each individually, using a computer, performs a test. Test execution. ( Appendix 2)
VI.Reflection.
The process of self-knowledge by students of their mental states and emotions caused by the lesson. Reflection: express your attitude to the lesson - choose an emoticon that matches your mood.
Analyze your feelings and sensations that arose during the lesson.
- In contact with 0
- Google+ 0
- OK 0
- Facebook 0
