Report on the topic: “Non-standard lessons as a form of education. Non-standard forms and methods of conducting lessons as one of the ways to increase the cognitive activity of students in the conditions of the federal state educational institution
NON-STANDARD LESSONS
L.A. Trofimova
MOBU secondary school No. 1, Meleuz
1 A lesson is a flexible form of learning organization. It includes a variety of content, according to which the necessary methods and teaching methods.
The lesson organizes frontal, collective and individual forms of educational work. Various forms of conducting a lesson not only diversify the educational process, but also cause students to be satisfied with the labor process itself. A lesson cannot be interesting if the student is constantly involved in activities that are monotonous in structure and methodology. The framework of the traditional lesson becomes narrow, so new forms of organization of learning are born.
An unconventional lesson is one of such forms of organizing the education and upbringing of schoolchildren. The effectiveness of non-traditional forms of learning and development is well known. Such activities bring schooling to life, reality. Children are willingly involved in such activities, because they need to show not only their knowledge, but also ingenuity and creativity.
By definition, I.P. Podvlasova, a non-standard lesson is “an impromptu lesson with a non-traditional structure”
By using non-traditional lessons it is possible to solve the problem of differentiation of education, organization of independent cognitive activity of students
2 Non-standard lessons are introduced in pedagogical process as an alternative to traditional ones, therefore, they allow you to look at the student from the standpoint of a student-centered approach to teaching and upbringing.
Currently, a huge number of non-standard lessons are known. 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 form of conducting, the following groups of non-standard lessons can be distinguished:
1. Lessons in the form of competitions and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword, quiz, etc.
2 Lessons based on forms, genres and methods of work known in public practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reportage, review.
3. Lessons based on non-traditional organization educational material: lesson of wisdom, revelation, lesson-block.
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.
6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council
7. Traditional forms transferred within the lesson extracurricular activities: KVN, matinee, performance, concert, staging of a work of art, dispute, "gatherings", "club of connoisseurs".
8. Integrated lessons.
9. Transformation traditional ways organization of the lesson: lecture-paradox, pair survey, lesson-test, lesson-consultation, etc.
Based on practice, we believe that non-standard lessons, perform several functions:
Develop and maintain the interest of schoolchildren in learning, help to realize their inclinations and opportunities;
Allow to combine various types of group and collective educational work of students;
Develop the creative abilities of students;
Contribute to a better understanding and comprehension of the studied material;
Are a good remedy from information overload.
1. Non-standard lessons should be used as final lessons when summarizing and consolidating the knowledge, skills and abilities of students;
2. Too frequent recourse to such forms of organization of the educational process is inappropriate, as this can lead to the loss of sustainable interest in the subject and the learning process;
3. An unconventional lesson should be preceded by careful preparation and first of all, the development of a system of specific goals for training and education;
4. When choosing the forms of non-traditional lessons, the teacher must take into account the peculiarities of his character and temperament, the level of preparedness and the specific characteristics of the class as a whole and individual students;
5. To integrate the efforts of teachers in the preparation of joint lessons, it is advisable not only within the framework of the subjects of the natural and mathematical cycle, but also entering the subjects of the humanitarian cycle;
6. When conducting non-standard lessons, be guided by the principle “with children and for children”, setting one of the main goals to educate students in an atmosphere of kindness, creativity, and joy.
Conclusion.
A non-standard lesson is an interesting, unusual shape providing 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.
Non-standard lessons are better remembered, they are especially good to use in introductory and general lessons. You should not use them all the time, because although they are interesting, in some cases they can be less informative and useful.
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 therein lies 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.
Based on all of the above, the following conclusions can be drawn: the use of lessons in an unconventional form helps to involve all students in the work;
it is also possible to organize verification of any task through mutual control; an unconventional approach has a huge potential for the development of students' speech;
these lessons contribute to the development of the ability to work independently;
in the classroom, the relationship between children and the teacher is changing (we are partners);
The kids enjoy taking these classes.
But lessons in non-traditional forms are useful when they are found in the exact place among the usual types of lessons. And only after analyzing all the material on the subject that I have to go through with the students, I determine which lessons it is advisable to conduct in an unconventional form.
No matter how experienced the teacher is, he always has to look, think, try to make his lessons interesting.
I believe that this topic helped me to increase the activity of children in the classroom, to attract their attention.
Bibliography
Podlasy I.P. Pedagogy: New Course: Proc. for stud. higher textbook establishments: in 2 books. – M.: Humanit. Ed. Center Vlados, 2002.
Shipacheva L.A. Non-standard tasks in Russian language lessons.
http://www.lessons.irk.ru
http://www.rustrana.ru/print.php?nid=27253
municipal budgetary educational institution
"Average comprehensive school No. 153"
Nomination: "Panorama of pedagogical experience"
Subject: " Custom Shapes and teaching methods
as one of the ways to improve the cognitive activity of students "
Novosibirsk — 2013
Non-standard forms and methods of conducting lessons as one of the ways to improve the cognitive activity of students.
The main form of educational work in primary school is known to be a lesson. It is in the classroom that students learn knowledge and acquire the skills to use it in practical educational work. At the lesson, the foundations are laid for the formation of each student as an individual, a citizen, an active participant in the life of the state. (Slide 1)
IN modern conditions The rapid development of primary school is complex and diverse work of the teacher. How much does he need to know and be able to do in order to teach children without coercion, to develop in them a steady interest in knowledge and the need for their independent search, to build lessons so that each child is busy with work, works with passion, so that an atmosphere of cooperation reigns, and at the same time deep assimilation of educational material would be provided.
An important role in the acquisition of deep and solid knowledge by students is played by the organization learning activities schoolchildren in the classroom, right choice teacher methods, reception and teaching aids.
(Slide 2) Traditional forms: The lesson is the main organizational form of education in the school. It is not only an important organizational, but also, above all, a pedagogical unit of the process of education and upbringing. In the lesson, the principles, methods and means of teaching get a real concretization and find their correct solution and are put into practice.
(Slide 3) Non-standard forms: Speaking about the organization of the learning process, one should not forget about the non-standard forms of organizing the educational and cognitive activities of children in the lesson itself.
(Slide 4) Relevance of the problem: This problem is of particular relevance in grades 1-4. Learning is work, and work is not easy. A child from an early age should understand that everything is achieved by work and that work is not easy. At the same time, the teacher must make sure that the difficult educational work brings satisfaction and joy to the student, arouses the desire to learn new things again and again.
(Slide 5) Problem: As a rule, all children go to school with great desire, they are interested in everything. But a certain period of time passes and this interest in learning gradually fades away, some students do not want to study at all.
(Slide 6) Cause of the problem: Children are curious. Attention falls when the learners are presented with knowledge known to them. If the educational material contains little or almost no new information, then the state of "saturation" is quickly reached: students are distracted from what is happening in the classroom, they show the so-called motor anxiety. Therefore, educators should always be aware of the “curiosity effect”.
(Slide 7) The way to solve the problem: Non-standard forms of lessons increase the effectiveness of the lesson and help maintain a stable interest in learning and better assimilation of program material.
(Slide 8) A form of increasing cognitive interest: A non-standard lesson is an impromptu training session that has a non-traditional structure.
(Slide 9) Building knowledge, skills and abilities: Non-traditional lessons in primary school still occupy a significant place. This is due to the age characteristics of younger students, the game basis of these lessons, the originality of their conduct.
(Slide 10) Winning form: It presents not only game moments, original submission material, the employment of students not only in preparing lessons, but also in conducting the lessons themselves through various forms collective and group work. The tasks that children receive in non-traditional lessons help them live in an atmosphere of creative search.
(Slide 11) Types of use: The organizational moment, the course of the lesson, and the physical minute can be non-traditional. It depends on the professionalism and creative talent of the teacher. (Slide 12)
Signs of an unconventional lesson:
* It carries elements of the new, the external framework, venues are changing.
* Extra-curricular material is used, collective activities are organized in combination with individual ones.
* People of different professions are involved in organizing the lesson. (Slide 13)
Lesson elements:
* Emotional uplift of students through the design of the classroom, blackboards, music, the use of video.
* Organization and execution creative tasks.
* An initiative group of students to prepare a lesson.
* Mandatory lesson planning in advance.
* The creativity of students should be aimed at their development.
Types of non-standard lesson forms. (Slide 14)
Holiday lesson: (Slide 15,16,17)
- 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 countries and develops students' ability to communicate, allowing them to participate in various situations of intercultural communication.
Video lesson: (Slide 18.19)
- It activates the mental and speech activity of students, develops their interest, serves to better assimilate the material being studied, and also deepens the knowledge of the material, since the memorization process takes place.
Integrated lesson: (Slide 20,21,22)
- The main goals of integration are: improving communicative and cognitive skills aimed at systematizing and deepening knowledge, expanding the general educational horizons of students and striving to acquire knowledge beyond compulsory programs. Interdisciplinary integration systematizes and generalizes students in related subjects.
Lesson - excursion: (Slide 23,24,25,26)
They have a huge educational impact on children. The perception of the beauty of nature, with which they constantly come into contact, the feeling of its harmony, influence the development of aesthetic feelings, positive emotions, kindness, responsive attitude to all living things. During the implementation of joint tasks, students learn to cooperate with each other.
Lesson - essay (Slide 27,28,29)
— Modern approach to the study of the subject involves not only obtaining a certain amount of knowledge on the topic, but also developing one’s own position, one’s own attitude to what is read. The form of the lesson develops mental functions students, logical and analytical thinking and, importantly, the ability to think.
Lesson - performance: (Slide 30,31,32)
- An effective and productive form of education is a lesson-performance. Usage works of art in the classroom improves the pronunciation skills of students, ensures the creation of communicative, cognitive and aesthetic motivation. Creative work in preparation for the lesson - contributes to the development of children's language communication skills and the disclosure of their individual creative abilities.
Lesson - a fairy tale: (Slide 33,34,35)
— These lessons are usually used in the generalization and systematization of students' knowledge. In this lesson there are goodies and negative. A story should have a beginning, a climax and a denouement. A problematic question, an unusual situation, is used as a tie. At the climax stage, i.e. development of the plot, where there is a struggle between good and evil, they introduce unusual new information about the heroes of the fairy tale, disputes, jokes, overcoming difficulties. During this stage of the lesson, the children imperceptibly answer the questions of the teacher on the past material, learn a new additional material on the subject of the lesson. The lesson ends - a fairy tale with a denouement, the victory of good over evil, knowledge over ignorance. The lesson ends with universal joy, satisfaction.
Lesson - concert: (Slide 36,37,38,39)
- Promotes aesthetic and moral education schoolchildren, more fully reveals the creative abilities of each student. Thanks to singing in the classroom, a favorable psychological climate is created, fatigue is reduced, and language activity is activated. In many cases, such a lesson also serves as a discharge that reduces stress and restores students' working capacity.
Lesson - research: (Slide 40.41)
Topic "Adjective"
Lessons with group forms of work: Grade 2 and Grade 4 (Slide 42)
Lesson - competition: (Slide 43)
Creativity and fantasy lessons: (Slide 44,45,46,4)
Technology class lesson in 2 "B" class
Technology lesson in grade 4 "Postcard for March 8"
Technology lesson in grade 3
Lesson - tournament: (Slide 47)
Knight Tournament Grade 4
Press conference lesson: (Slide 48)
The world around us in grade 2 "The connection between animate and inanimate nature"
Lesson - quiz in grade 4 (Slide 49)
"Love and know your native land."
A lesson on the world around us in grade 1 "Healthy eating" (Slide 50)
Mutual control lesson among 6 year olds (Slide 51)
Lesson - competition: (Slide 52)
Battle of the choirs 2nd grade and 3rd grade competitive lesson dedicated to February 23
Lesson taught by children: (Slide 53)
3rd class env. world"Summer work in agriculture",
4th grade art lesson,
1st class "Indoor plants",
Grade 2 "Main members of proposals"
Lesson - comparisons in grade 2 on the topic "Stress" (Slide 54)
Entertaining physical minutes: (Slide 55)
Lesson in chemical sciences dedicated to the end of the academic year 2011-2-12 (Slide 56)
GEF NOU 2 generations: (Slide 57)
- IN last years interest in non-standard lessons in elementary school has increased significantly. This is due to the various transformations taking place in our country, which have created certain conditions for restructuring processes in the field of education and require the creation of new types of lessons, the active introduction into the lessons of various pedagogical methods and ways of developing interest in younger children school age, copyright programs and textbooks.
Conclusions: (Slide 58,59,60)
- The organization of an unconventional lesson involves the creation of conditions for mastering the methods of mental activity by schoolchildren. Mastering them not only provides new level assimilation, but also gives significant changes in mental development.
- Non-traditional forms of conducting lessons make it possible not only to raise students' interest in the subject being studied, but also to develop their creative independence, teach them to work with various sources knowledge.
- Such forms of conducting classes "remove" the traditional nature of the lesson, enliven the thought. However, too frequent recourse to such forms of organization of the educational process is inappropriate, since non-traditional lessons can quickly become traditional, which ultimately will lead to a drop in students' interest in the subject.
Of course, no one demands the abolition of the traditional lesson as the main form of education and upbringing of children. It's about on use in various types educational activities of non-standard, original tricks activating all students, increasing interest in classes and at the same time ensuring the speed of memorization, understanding and assimilation of educational material, taking into account, of course, the age and abilities of schoolchildren.
Bibliography:
- N.V. Babkina, The use of developing games and exercises in the educational process. / / Primary school. - 1998. - No. 4.//
— N.I. Vyunov, Psychological readiness child to school. – M.:
Academic project., 2003., 256s.
- E.E. Guguchkina, Non-standard lessons in elementary school. - Publishing house "Teacher" 2000
— SV Kulnevich, Non-traditional lessons in elementary school. - Publishing house "Teacher" 2005.
The preparation of any non-traditional form of a lesson requires a lot of effort and time from the teacher, since he acts as an organizer. Therefore, before undertaking such work, you should weigh own forces and assess the possibilities. The role of such a lesson cannot be overestimated. In this case, individual, pair, group and collective forms of communication between students and trainees are used.
The term " unconventional shape lesson" includes non-traditional:
Preparing and conducting a lesson;
Lesson structure;
Relationships and distribution of roles and responsibilities between teachers and students;
Selection and evaluation criteria for training materials;
Methodology for evaluating the activities of students;
Lesson analysis.
Possibilities of non-traditional lesson form
There are several varieties of non-traditional forms of the lesson, each of which solves its own educational, developing, educational tasks. However, they all have a common goal: to raise students' interest in learning and work and, thereby, increase the effectiveness of learning. Many non-traditional lessons in terms of the volume and content of the material considered on them often go beyond the scope of the school curriculum and offer a creative approach on the part of the teacher and students.
It is important that all participants in the non-traditional lesson have equal rights and opportunities to take an active part in it, to show their own initiative.
Non-traditional forms of the lesson can be considered as one of the forms of active learning. This attempt to improve the effectiveness of learning, the ability to bring together and put into practice all the principles of learning using various means and teaching methods.
For students, an unconventional lesson is a transition to a different psychological state, this is a different style of communication, positive emotions, a sense of themselves in a new quality (which means new duties and responsibilities); such a lesson is an opportunity to develop your creative abilities and personal qualities, evaluate the role of knowledge and see their application in practice, feel the relationship of different sciences; This is independence and a completely different attitude to their work.
For a teacher, an unconventional lesson, on the one hand, is an opportunity to get to know and understand students better, evaluate their individual characteristics, solve intra-class problems (for example, communication); on the other hand, it is an opportunity for self-realization, creativity to work, the implementation of their own ideas.
Preparing and conducting a lesson in an unconventional form
Preparing and conducting a lesson in any non-traditional form consists of four stages:
1. Intention.
2. Organization.
3. Holding.
4. Analysis.
This is the most difficult and responsible stage. It includes the following components:
Definition of time frames;
Determining the topic of the lesson;
Determining the type of lesson;
Class selection;
The choice of an unconventional form of the lesson;
The choice of forms of educational work.
Definition of time frames.
At this stage, you should determine:
The time of the non-traditional lesson;
Preparation time.
Firstly, will it be a separate lesson (45 minutes), paired (1.5 hours)
Or perhaps it will be a series of lessons over the course of several days.
Secondly, the preparation time can take from several days to a month. It depends on the:
the chosen form;
Lesson objectives;
Skillful distribution of responsibilities between teacher and students.
Let's explain with examples. It takes several days to prepare such non-traditional lessons as a seminar, a lesson-consultation, defense of an assessment, a paradox lecture, and a month to develop a role-playing game or an integrated lesson. For most non-traditional lesson forms, the average preparation time is from two weeks to a month.
If the purpose of the lesson is to test the knowledge and skills of students in solving problems on the topic covered, then the main efforts will be directed to the selection of appropriate tasks and exercises, which takes relatively little time. And if the goal of the lesson is to expand the ideas of schoolchildren on the topic studied, to show the connection between mathematics and different areas of human knowledge, then a lot of time is spent on searching and analyzing required material, in particular, to work with additional literature.
Determining the topic of the lesson.
The choice of teacher is not limited. This can be an introduction to a new educational topic, an overview, “intermediate” (secondary in importance), generalization and systematization of knowledge, application of knowledge and skills, testing and correction of knowledge and skills, or one of the main topics of the course. However, to begin with, it is necessary to determine whether it is profitable to spend a lot of time and effort on preparing a non-traditional lesson on a topic that is applied in nature, has no particular practical value and does not play a big role in studying the course.
Determining the type of lesson.
Non-traditional forms are applicable to all types of lesson. More interesting is the problem of the influence of the type of lesson on the choice of a specific non-traditional form. To successfully solve this problem, one must have some experience with various non-traditional forms of the lesson. Here are a few examples taken from own experience: the lesson of consolidating and improving knowledge can be held in the form of a game (competition), the lesson of knowledge control - as a defense of the assessment, the test - a workshop, and the lesson of repetition and systematization of knowledge (a lesson generalizing on the topic) - as an auction of knowledge, a journey into the subject, integrated lesson.
can lead the following types lessons:
1. Lessons in the form of competitions and games: competition, tournament, relay race, 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, commentary, brainstorming, interviews, reportage, review, etc.
3. Lessons based on the non-traditional organization of educational material: a lesson in wisdom, revelation, a lesson - a block, a lesson - “understudy begins to act”, etc.
4. Lessons resembling public forms of communication: a press conference, a briefing, an auction, a benefit performance, a regulated discussion, a panorama, a teleconference, a reportage, a dialogue, a live newspaper, an oral journal, etc.
5. Lessons based on imitation of the activities of institutions and organizations: investigation, patent office, academic council, etc.
6. Lessons based on imitation of activities during social and cultural events: correspondence excursion, excursion into the past, travel, walks, etc.
7. Lessons based on fantasy: a lesson is a fairy tale, a lesson is a surprise, etc.
8. The use of traditional forms of extracurricular work in the lesson: “experts conduct the investigation”, performance, “brain ring”, debate, etc.
9. Integrated lessons.
10. Transformation of traditional ways of organizing a lesson: a lecture - a paradox, a paired survey, an express survey, a lesson - protection of the assessment, a lesson - consultation, a lesson - a workshop, a lesson - a seminar, etc.
As examples of a different approach to the type of lessons in the form of their conduct, the following blocks of the same type of lessons can be given:
^ Creativity lessons: invention lesson, exhibition lesson, essay lesson, creative report lesson, etc.
^ Lessons consonant with social tendencies: a lesson is a public review of knowledge, a lesson is a dispute, a lesson is a dialogue, etc.
^ Inter-subject and intra-course lessons: simultaneously in two subjects, simultaneously for students different ages etc.
^ Lessons with elements of historicism: a lesson about scientists, a lesson - a beneficiary, a lesson - a historical overview, a lesson - a portrait, etc.
^ Theatrical lessons: lesson - performance, lesson of memories, lesson - court, lesson - auction, etc.
^ Game lessons: lesson - business game, lesson - role-playing game, lesson with didactic game, lesson - competition, lesson - journey, etc.
^ Auxiliary lessons: lesson - test, lesson for parents, lesson - consultation, etc.
Class selection.
The choice of a class in which a non-traditional lesson will be held is determined by its abilities: profile, level of learning, working capacity, organization, etc. It is easier and more interesting for a teacher to work in one class, realizing his own capabilities, testing new ideas and ideas, creatively approaching his work. In such a class, lessons can be conducted in any non-traditional form.
In a different (in terms of preparedness and learning) class, the use of non-traditional forms of the lesson will not only help raise students' interest in the subject, but will also allow the teacher to successfully solve a number of educational and educational tasks.
Choice of the form of the lesson.
The choice of a non-traditional form of a lesson depends on several factors, the main of which are:
The specifics of the subject and class,
Characteristics of the topic (material),
Age characteristics of students.
In practice, it is advisable to proceed as follows: first determine the topic and type of lesson, choose the class in which it will take place, and then, based on the listed factors, choose a specific non-traditional form.
The choice of forms of educational work.
When choosing the forms of educational work in the lesson, two main factors should be taken into account:
Features and possibilities of the chosen form of the lesson;
Characteristics of the class (including what forms of learning - individual, collective, frontal - and how often they were used in this class).
In many non-traditional lessons, it is advisable to use collective forms of work (in particular, group and role-playing), which schoolchildren are not particularly spoiled for. They have certain advantages over individual and frontal forms and solve not only educational, but also educational tasks of the lesson.
Organization.
This stage in the preparation of a non-traditional lesson consists of sub-stages:
* distribution of responsibilities (between the teacher and students);
*writing a lesson script (with specific goals);
* support of tasks and criteria for their evaluation, lesson methods and teaching aids;
* development of criteria for evaluating the activities of students.
Distribution of duties.
The following can take part in the development and preparation of an unconventional lesson:
teacher (group of teachers)
He writes the scenario of the lesson, selects tasks, criteria for assessing knowledge and activities by students; assigns roles to students, etc.
The teacher and a group of students.
The same work as in the first case is performed by a small group of students, the composition of which is determined, as a rule, by the teacher, depending on the goals and the chosen form of the lesson, and the individual characteristics of the students.
The teacher and class.
In this case, the whole class is preparing for the lesson. The topic of the lesson is announced in advance, roles and tasks are distributed among students. Preparation can go both individual and group, depending on what form of educational work the upcoming lesson involves. In the first case, the teacher gives each student an individual task, thus implementing a differential approach to teaching. Individual students can receive, for example, tasks: to prepare a presentation on a topic, a demonstration of experiments, etc. In group preparation, it is advisable to give groups different tasks: for students of the same level group - tasks of the same complexity (different or similar in wording), for students of a different level group tasks are selected by the teacher himself (differentiated). For example, if in a general lesson it is necessary to repeat the theory, then one of the groups will be engaged in the selection and development theoretical material. If you need to solve problems, then you can give each of the remaining groups a set of tasks, and if possible, invite the students themselves to come up with and draw up cards with tasks for other groups, providing tasks with solutions and answers for subsequent verification. In each group, you can appoint or choose a captain (usually from among the well-performing students), who is responsible for the preparation of comrades and supervises their work at this stage.
But what about the teacher? He acts at this stage as a consultant for students and organizes the lesson.
· Students.
A detailed distribution of responsibilities is allowed in the upper grades when conducting such non-traditional lessons as a conference, a seminar, “a student as a teacher”, defending an assessment (project, idea), etc. At the same time, students can conduct the entire lesson instead of the teacher (give a lecture, present prepared reports, take credit from classmates), who is their assistant and consultant.
Lesson script development.
Coming up with a script is perhaps the most responsible and difficult stage when preparing a non-traditional lesson. It can be written
Teacher (group of teachers);
Teacher together with a group of students.
Perhaps the main work on creating the script will fall on the shoulders of the most active, creatively thinking, talented students. The script should reflect the following points:
Detailed lesson plan (indicating the objectives of the lesson);
Instructions for conducting each stage of the lesson;
List of roles of participants (roles are immediately distributed among students) and props;
A selection of tasks, questions, exercises, tasks, etc. with solutions and criteria for their evaluation;
Criteria for evaluating students' activities;
Questions for lesson analysis.
Selection of tasks.
The selection of assignments for a non-traditional lesson (if the chosen form of the lesson provides for their implementation) can be done by the teacher alone or together with the students (for example, when they prepare assignments for each other). It is necessary to establish requirements for tasks, practical and creative tasks and exercises of mathematical content:
1. Assignments must be entertaining (in form, content, plot, etc.; in terms of the method of solution or an unexpected result); they must develop logic, ingenuity, imaginative thinking, ingenuity, etc.
2. Tasks should differ in the level of complexity (for one lesson), have several ways of solving (and answering).
3. Tasks should be selected interesting, instructive, having practical significance and interdisciplinary content.
4. Tasks should be formulated in such a way that their implementation is impossible without a good knowledge of the theoretical material.
5. When repeating (generalizing lesson), when it is possible to significantly diversify the list of tasks, it is useful to give students “find the error” tasks (for example, sophisms) or tasks that provoke an error.
Tasks should be directly related to the topic studied, contribute to the assimilation, consolidation, improvement of the skills and abilities acquired during its study.
6. Solutions to problems, if possible, should be simple, accessible and easily implemented by the majority of students.
There is a variety of literature from which you can select the appropriate tasks. I will list only some types of tasks that can be included in the selection: rebuses, puzzles, crosswords, tasks for cutting and bending shapes, exercises with a piece of paper, with matches, tasks solved “from end to beginning” and others. In addition to tasks, you can use games and create game situations in the lesson (for example, “The fifth extra”, “Black box”).
At different forms educational work in the lesson, the structure of cards with tasks can be different.
Individual work.
Possible options for compiling tasks:
All students receive the same assignment;
Tasks of the same type with different data (or similar wording);
Different tasks (by wording, method of solution, complexity);
Other options.
Group work.
Groups can be offered:
The same task (if the group is single-level);
Tasks that are the same in terms of complexity, but different in wording, methods of solution, initial data (for single-level groups);
Tasks that differ in the level of complexity (for groups of different levels); in particular, if a difficult task is solved at the lesson, it can be divided into several subtasks and distributed into groups;
Other options.
The volume of tasks, their level of complexity, the number of tasks for each student (or group) - all this depends on the time of the lesson, the characteristics of the class (for example, the pace of work), the individual characteristics of students and other factors.
Evaluation methodology in the lesson.
1. The criteria for evaluating the work of students are developed by the teacher (possibly together with the students) in advance and announced by the latter before or at the beginning of the lesson.
2. All students or only some of them can be assessed (this depends on the activity in the lesson, the objectives of the lesson, the specifics of the chosen non-traditional form).
3. evaluation criteria may be different when different types work, forms of educational work.
4. Group work is evaluated differently: each member of the group, the work of the entire group can be evaluated (students receive the same marks) or a certain number “5”, “4”, “3” is “allocated” to the group, and the students themselves “ distribute” them among themselves (discussion in groups).
5. The final grade is usually the sum of the grade for work on preparatory stage(if any) and grades "earned" directly in the lesson.
6. Rating:
Teacher;
Teacher and captain (in group work);
The students themselves (with an individual form of work, when students analyze the performances of classmates; or in group work - after discussing the work of each member of the group).
7. When to rate? Possible options:
During the lesson (for example, after the student's report);
At the end of the lesson (if oral work is assessed);
After the lesson (in the case when it is necessary to evaluate written work).
8. Criteria for evaluating oral presentations and written works different. For example, in an oral answer, speech, logic, the ability to formulate a problem, etc. are necessarily evaluated, and in a written answer, the main attention is paid to the correctness of the solution and the design of the problem.
Table 4. Evaluation of the content of educational activities
|
Kind of activity |
Criteria for evaluation |
|
Problem solving |
Correct (incorrect) Rational (irrational) Complete (incomplete), correct reasoning brought to the end, but an error in the calculations The right solution, but there are flaws A new way to solve Several ways to solve Smart and tidy layout |
|
Presentation at the blackboard |
Problem Statement highlighting the main thing, clarity of conclusions logic of presentation credibility, evidence digression, brevity of the full answer making notes on the board Use of visual aids The emotionality of the speech, the appropriateness of facial expressions and gestures Correctness of speech (stress, pronunciation) |
|
Questions and answers |
The nature of the questions: constructive clarifying correct requiring a clear clear answer original, new The nature of the responses correct (wrong) accurate (inaccurate) laconic complete (incomplete) |
|
Discussion |
Objections to the proposal on the method of solution, wishes for design, and other comments on the quality of the performance (general assessment of the performance) |
The final stage of the non-traditional lesson is its analysis. Analysis is an assessment of the past lesson, answers to the questions: what worked and what didn’t; what are the reasons for failures, assessment of all the work done; a look "backward", helping to draw conclusions for the future, it is necessary to pay attention to the following important points:
1. You can analyze the lesson in different forms: verbally “sunshine”, i.e. when students sit in a circle and alternately express their impressions, wishes, comments, etc .; verbally selectively (for example, one of the group members expresses the group's opinion about the past lesson); in writing (for example, in the form of a questionnaire).
2. Analysis of the lesson can be carried out immediately after the lesson ("in hot pursuit"), or some time later (in a few days or a month) to check: what is left in the memory); if desired, you can conduct a double analysis (at different times).
3. The analysis of a non-traditional lesson should take place both at the class level and at the pedagogical level, for which other teachers can be invited to the lesson.
Non-standard forms and methods of conducting lessons as one of the ways to increase the cognitive activity of students in the conditions of the Federal State Educational Standard Everything is in your hands The problem
- As a rule, all children of 6-7 years old go to school with great desire, they are interested in everything. But interest in learning is gradually fading away, some students do not want to learn at all.
- How to interest the children in studying subjects, make the lessons loved, exciting?
- The teacher must make sure that the educational work brings the student satisfaction, joy, arouses the desire to learn new things again and again.
- In order to maintain the attention of children in the lesson, it is necessary to organize active and interesting mental activity. And non-traditional lessons play a major role in this.
- In the context of the introduction of the Federal State Educational Standard, special importance is attached to the technologies of activity-based learning. It is non-standard forms of conducting lessons that increase the cognitive activity of students and help maintain a stable interest in educational work, as well as better assimilation of program material.
- Non-standard lessons help to get rid of labels on students: each student finds himself in a non-standard situation and can prove himself from an unknown side.
- Non-standard lessons help to increase students' interest in the subject.
- Non-standard lessons develop thinking, logic, teach children to reason, make decisions and be responsible for their own actions.
- Non-standard lessons help children find contact with each other, teach to work in a team, are a good prevention of conflicts between children, non-standard lessons teach to communicate.
- The non-standard lesson is
- an impromptu training session that has an unconventional structure.
- 1. General cultural development.
- 2. Personal development.
- 3. Development of cognitive motives, initiative and interests of students.
- 4. Formation of the ability to learn.
- 5. Development of communicative competence.
- 6. Creation of conditions for an atmosphere of creative search for knowledge.
- It carries elements of the new, time frames, venues change.
- Non-program material is used.
- Collective activity is organized in combination with individual.
- People from different professions are involved in the organization of the lesson.
- Emotional uplift of students is achieved through the design of the office, the use of NIT.
- Creative tasks are being carried out.
- Lessons - business games
- Lessons - press conferences
- Lessons-competitions
- KVN lessons
- Theatrical lessons
- Computer lessons
- Lessons with group forms of work
- Lessons - auctions
- Lessons taught by students
- Lessons-tests
- Lessons - Doubts
- Lessons - creative countdowns
- Lessons-competitions
- Binary Lessons
- Lessons - games
- Lessons - "courts"
- Lessons in the Search for Truth
- Lessons - lectures
- Lessons - concerts
- Dialogue Lessons
- Lessons "The investigation is conducted by experts"
- Lessons - role playing
- Lessons- conferences
- Integrated Lessons
- Lessons seminars
- Lessons-excursions
- Lessons - games "Field of Miracles".
- A few days before the lesson, the roles are distributed: judges, defenders, prosecution, witnesses. Through the prism of the assigned role, the student prepares for this lesson. The course of the lesson reproduces the court session.
- The class is divided into 3-4 teams according to reading interests, based on what kind of literature they like.
- Preparation for the lesson takes 2-3 weeks.
- Each group must protect its reader's form, i.e. the topic in literature that they love.
- - to make reports about the literature on this topic, to tell what writers it is represented by.
- - talk about the most striking work.
- - stage one of the scenes (optional) - read 2 excerpts from the work (against the background of music).
- - illustrate these works or issue a literary leaflet.
- The class is divided into crews (in each - commander, navigator, 2 pilots).
- The teacher explains the new topic in detail.
- The commander explains the new topic to the crew (strong student)
- The commander takes credit from the navigator.
- The commander and navigator take credit from the pilots.
- The topic and date of the lesson are announced in advance.
- 2. Options for creative tasks are announced (to develop a project, write an essay, interview a specialist, etc.).
- 3. You can work individually or in groups, completely independently.
- During the classes:
- Introduction by the teacher.
- Speech by the student with reports (if the group prepared, one performs).
- Speakers' answers to questions from classmates, teachers, parents, guests. Members of the group can also participate in the answers.
- Summarizing.
- You can spend it as a generalization lesson. The lesson can work:
- - a group of readers.
- - drama group (staging excerpts)
- - a group of artists (illustrations, posters, cartoons).
- - a group of vocalists.
- The binary lesson is a non-traditional form of learning. Its structure organically combines the personalities of the teacher and the teacher-specialist, their interaction with each other, as well as with students. The binary learning model is an important means of implementing intra-subject and inter-subject relationships. Binary lesson allows you to identify the connection various items makes learning holistic and systematic.
- Binary lessons allow you to integrate knowledge from different areas to solve one problem, provide an opportunity to apply the knowledge gained in practice.
- In such a lesson, skills are transferred to new areas that have not been studied before, which helps students make decisions in creative situations, forming an activity approach to learning.
- imitating research activities, students master the elements of scientific analysis. The lesson-research contains elements of a role-playing game. Students act as specialist scientists: botanists, zoologists, ecologists, etc. The role of a researcher allows the child to game form engage in analytical activities that are rather difficult for him, fill in tables, choose examples, etc.
- For him, groups of students and individual students are given tasks of a creative search nature on certain topics. The results of the work constitute the content of the proposed almanac or newspaper.
- The named type of lesson can be conducted in the form of games “WHAT? Where? When?", "Smarts and smart girls", "Lucky case", "Tic-tac-toe", "Field of miracles", etc.
- The educational task of these lessons is the generalization and systematization of students' knowledge.
- The organizational moment, the course of the lesson, and the physical minute can be non-traditional. It depends on the professionalism and creative talent of the teacher.
- Such forms of conducting classes "remove" the traditional nature of the lesson, enliven the thought. However, too frequent recourse to such forms of organization of the educational process is inappropriate, since non-traditional lessons can quickly become traditional, which ultimately will lead to a drop in students' interest in the subject.
- All of the above allows us to conclude that the use of non-standard forms of lessons in the educational process is one of the most important ways to increase motivation, cognitive interest in studying the subject, knowledge, and hence student achievement.
- Non-traditional lessons are a way to achieve the effectiveness of cognitive activity in the context of the implementation of the Federal State Educational Standard.
- “He who, turning to the old, is able to discover the new, is worthy of being a teacher.”
“Do not offend children with ready-made formulas, formulas are empty; enrich them with images and pictures that show the connecting threads. Do not burden children with a dead weight of facts; teach them techniques and methods that will help them to comprehend. Don't teach them that facts matter. The main thing is the upbringing of the human in a person.”
Antoine de Saint-Exupery
“The lesson is a mirror of the general and pedagogical culture of the teacher,” as V.A. Sukhomlinsky, is a measure of his intellectual wealth, an indicator of his outlook, erudition.”
The lesson is given at least 98% of the study time. Each student attends almost 10 thousand lessons during the years of his apprenticeship. Every fourth book on didactics is devoted to the lesson. Hundreds of invisible connections that are not noticed at first glance stretch from the lesson to extracurricular and extracurricular activities, relationships between teachers and parents, to relationships in the teaching staff, to the content and direction of the methodological work of the school.
Types of traditional lessons
1. Lesson explaining new material.
2. A lesson in consolidating knowledge.
3. Lesson of repetition.
4. Lesson of generalization of the material
5. Knowledge testing lesson.
6. A lesson in working on bugs.
7. Combined lesson (includes elements of the first six types)
The traditional lesson is characterized by: order, proven regulation, discipline, diligence of students who obey the teacher; the exact outlines of the educational material. The purpose of learning has changed. It consists not only in the accumulation of the amount of ZUN, but in the preparation of the student as the subject of his educational activity., but the tasks of the lesson remain unchanged. This is also the upbringing and development of the personality, the main means of solving which continues to be cognitive activity. Within the framework of the Federal State Educational Standard, the basic requirements for the modern lesson have been developed.
Basic didactic requirements for a lesson of a modern type
1. The topic is formulated by the students themselves.
2. The goals and objectives of the lesson are formulated by the students themselves, having determined the boundaries of knowledge and ignorance.
3. Students themselves plan ways to achieve the intended goal.
4.B practical activities students carry out learning activities using group and individual methods.
5. Control is carried out by students in the form of self-control and mutual control.
6. Students evaluate their activities and the activities of their comrades.
7. Reflection is carried out.
8. Homework for the choice of students.
Often, when preparing during the certification of pedagogical workers, you, dear colleagues, would like to show something new and interesting, but at the same time productive. This will help non-traditional lessons
Non-traditional lessons are a way to achieve the effectiveness of cognitive activity in the context of the implementation of the Federal State Educational Standard.
This is an impromptu training session with an unconventional structure. A non-standard lesson is unusual in design, organization and methodology.
Teaching is an organized process of learning. Speaking about the organization of the learning process, one should not forget about the non-standard forms of organizing the educational and cognitive activity of students in the lesson itself, which lead to the interest of the children in studying the subject, the desire to learn new things again and again. It is non-standard forms of conducting lessons that increase cognitive activity, contribute to maintaining a stable interest in educational work and better assimilation of program material.
The main objectives of the non-traditional lesson
1. General cultural development
2. Personal development.
3. Development of cognitive motives, initiative and interests of students. 4. Formation of the ability to learn.
5. Development of communicative competence.
6. Creating conditions for an atmosphere of creative search
Principles of non-standard lessons
Refusal of the template in the organization of the lesson;
Maximum involvement of students in the class;
Not entertainment, but entertainment and passion, as the basis of the emotional tone of the lesson
Support for the alternativeness of multiple opinions;
Development of the function of communication in the classroom
- “hidden differentiation of students according to learning opportunities, abilities, interests, inclinations.
Signs of an unconventional lesson
1. Carries elements of a new, cognitive.
2.Use non-program material.
3. Collective activity is organized in combination with individual work.
4. Emotional uplift of students is achieved in the course of performing creative tasks.
5. Mandatory self-analysis is carried out during the preparation for the lesson, at the lesson and after it.
6. An initiative group of students is being created.
Group of non-standard lessons
1. Lessons reflecting current social trends (a lesson built on the initiative of students)
Lesson review of knowledge;
Dispute lesson;
Lesson with the use of ICT
2. Lessons using game situations:
Role-playing game lesson, press conference lesson, competition lesson, KVN lesson, travel lesson, auction lesson, lesson using a didactic game, lesson-theatrical performance
3.Lessons of creativity
Essay lesson;
Lesson - issue of a “living newspaper”;
Invention lesson.
4.Traditional lessons with new aspects:
Lesson-seminar;
Problem solving lesson;
Lesson-conference;
Lesson-test;
Lesson - consultation.
5 Lessons with changed organizations:
Lesson lecture, protection of knowledge, protection of ideas, projects, lesson-meeting;
Lesson - surprise, lesson - creativity, lesson-benefit, lesson "amazing nearby", lesson defense of a fantastic project
6. Lessons imitating any classes or types of work:
Excursions, literary lounge, travel around the country, train ride, lesson-expedition. , lessons with a gaming competitive basis, a lesson - dominoes, “Connoisseurs are investigating”, a duel game.
7. Lessons from the transformation of standard ways of organizing
Lesson-consultation, workshop, tele-lesson, conferences
A few tips for preparing a non-standard lesson
1. Non-standard lessons should be used as final lessons in summarizing and consolidating the knowledge, skills and abilities of students;
2. Too frequent recourse to such forms of organization of the educational process is inappropriate, as this can lead to the loss of sustainable interest in the subject and the learning process.
3. A non-traditional lesson should be preceded by careful preparation. When choosing the forms of non-traditional lessons, the teacher must take into account the peculiarities of his character and temperament, the level of preparedness and the specific features of the class as a whole and individual students.
Disadvantages that teachers allow when organizing non-standard lessons
1. Spontaneity and unsystematic application;
2. Overloading some lessons with educational material
Advantages and benefits of non-traditional lessons:
Interested attitude to educational material: when preparing for the lesson, students themselves are looking for interesting material, find amazing facts, questions, compose poems, songs on a specific topic;
Activation of students' activities: these are no longer ordinary students, but active participants in the educational process;
Mastering the ways of managing collective activities: lessons teach to listen, analyze, learn to argue, convince, defend one's opinion, listen to the opinion of comrades, find a quick way out in the current situation, solve problematic issues. Non-standard lessons make up for the problems of reproductive methods; lack of differentiation; structure mobility; the formation of subjective attitudes by increasing the activity of students not only in the lesson, but also during its preparation; changing the emotional background of the lesson; assessment of students' knowledge at all stages of the lesson.
