Non-traditional forms and methods of conducting lessons
municipal budgetary educational institution
"Secondary 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 elementary school, as you know, is 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) Form of increasing cognitive interest: Non-standard lesson is an impromptu training session that has an unconventional 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 of 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 implementation of 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. The use of 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 teacher's questions on the past material, learn new additional material on the topic 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 recent 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 the restructuring processes in the field of education and require the creation of new types of lessons, the active introduction of various pedagogical methods and methods of developing interest in younger children into the lessons. 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 the use in various types of 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.
Types of non-standard lessons
Let us consider in more detail the features of organizing and conducting the most common non-standard forms of lessons.
Lesson - game
In the process of working on the topic, a conviction was formed that after studying each topic, it is necessary to conduct a final lesson to systematize the knowledge and skills of schoolchildren, enhance their mental activity and independence. To make it interesting for students to engage in repetition, new elements are introduced into the lesson (for example, crossword puzzles), types and forms of control change, testing is used. To relieve the stress of the child, to give him the opportunity to show his knowledge to the fullest allows the creation of a game situation.
V.A. Sukhomlinsky wrote: “Without the game there is not and cannot be a full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child.
The game is a spark that ignites the flame of inquisitiveness and curiosity. It is in the game that the child's ability to create generalized typical images develops, to mentally transform them. Creating a playful atmosphere in the classroom develops the cognitive interest of students, relieves fatigue, and allows you to keep your attention.
The introduction of game situations creates a positive emotional mood. When using the game as a form of organization of the educational process, a number of problems are solved.
Attracts students to active independent assimilation and consolidation of the material;
Identifies the level of their knowledge and skills;
Forms the need to realize their potential in practical activities.
The scale of the use of gaming activities in learning is quite large - from the inclusion of individual gaming moments in the fabric of the educational process to the organization in game form the whole lesson.
aim game learning is to ensure the personal-active nature of the assimilation of knowledge and skills, cognitive activity aimed at searching, processing and assimilation of information, involving students in creative activities.
To solve educational problems, the formation of the spiritual and moral qualities of the individual in the classroom, you can use proverbs and sayings. It happens that, brought to the place and on time, they admonish faster, more accurately and more efficiently than a long explanation. Their use in the classroom makes it possible to instill in schoolchildren respect for work, a thrifty attitude to one’s own and others’ time, intolerance to laziness, boasting, work through the sleeves, teaches them to be proud of firmly acquired knowledge, acquired labor skills, teaches them to mutual assistance and responsibility. In this regard, it should be noted that only with the full development of students' speech is it possible to develop their thinking and imagination, the upbringing of emotions. Whole the world reflected in vocabulary language. Study material in primary school allows you to use fairy tales in the classroom, bring historical information, proverbs and sayings, read poetry, make riddles.
Games and game moments are used in the lessons of literary reading, Russian language, mathematics (“Aquarium”, “Zoo”, “Shop”, “Walks in the forest or park”, “post office”, “Day. Night”, etc.) .
IN separate view organization of gaming activities should be attributed
Role playing lessons
In play activity, favorable conditions are created for the development of the child's intellect, for the transition from visual-active thinking to figurative and elements of verbal-logical thinking. The systematic use of role-playing games in the educational process leads to the fact that gaming interests stimulate cognitive ones, which subsequently become leading in educational activities. Lessons - role-playing games give a large charge of positive emotions, help to increase interest in the subject.
A role-playing game is an activity in which children take on certain roles (functions) and in a generalized form reproduce the activities of those persons whose roles they have taken on.
Role-playing games have been proven to achieve a number of educational goals:
Stimulation of motivation and interest in the field of the subject of study, in general educational terms, in the continuation of the study of the topic;
Maintaining and reinforcing the meaning of previously received information in a different form;
Development of critical thinking and analysis skills; decision making; interactions with other people; communications; specific skills (generalization of information, preparation of a speech, etc.); readiness for special work in the future;
Changing attitudes of social values (competition and cooperation); -perception of the interests of other participants in the role-playing game;
Self-development or development thanks to other participants: awareness of the level of one's own education, the acquisition of skills required in the game, leadership qualities; assessment by the teacher of the same skills of students.
Role-playing games are most often held in the lessons of literary reading and familiarization of the world around. Children are given the opportunity to transform into characters of literary heroes or "try on" one or another profession.
Lesson - fairy tale
The famous mathematician A.I. Markushevich noted that “a person who is not brought up on fairy tales perceives the world of ideal aspirations more difficultly”, that “thanks to a fairy tale, a child begins to distinguish the real from the unusual”, that “it is impossible to develop, bypassing a fairy tale, not only imagination, but also the first skills of critical thinking” .
The following stages of preparation for a fairy tale lesson can be distinguished:
The choice of the plot of the fairy tale;
Development of the course of the lesson (where to start, what task to give, in what form, to think over the independent work of students, an individual approach),
Thinking over the outcome of the lesson (it can be carried out in the form of “The hero says goodbye”, “The hero praises”, etc.)
Such lessons allow you to diversify the types of work, to find something for each student to their liking. In addition, the material of such lessons broadens the horizons of students.
In these lessons, the study of new material and the consolidation of previously studied material is dressed in the form of a fairy tale story. The fairy-tale form allows you to introduce unusual fairy-tale situations, in the resolution of which children consolidate the studied material or make discoveries, assimilating new knowledge. The meeting of children with the heroes of fairy tales does not leave them indifferent. The desire to help a hero in trouble, to understand a fairy-tale situation - all this stimulates the mental activity of the child, develops interest in the subject, observation, recreating the imagination, the ability to empathize, emotional and figurative memory, a sense of humor, forms the ability to master evaluative terminology, gives rise to the ability to be surprised to see the extraordinary in the ordinary. The sympathies of children are on the side of goodies. Fairy tales continue to educate children through lessons. The use of a fairy tale plot will give the lesson a creative and developing character, help to educate children in diligence, a sense of compassion, develop logical thinking. A fairy tale plot allows for a smooth transition from one type of activity to another and ensures the formation of a knowledge base. This type of non-traditional lesson is conducted both according to Russian folk tales and author's tales.
As in any fairy tale, in such a lesson there are positive characters (a scientist, an old one-year-old man, any animal or bird) and negative ones (an evil cold wind, Baba Yaga, Karabas - Barabas). A fairy tale should have a plot: a problematic issue, an unusual situation, a riddle, the appearance of a hero from a fairy tale in an unusual costume. This is followed by the culmination, the development of the plot, where the struggle between good and evil is obligatory, unusual new information about the heroes of the fairy tale, disputes, jokes, overcoming difficulties, etc. During this stage of the lesson, children imperceptibly answer the teacher's questions on the material covered, learn new additional material on the topic of the lesson. Overcoming obstacles with fairy tale characters brightens learning emotional coloring which contributes to the improvement of the level of assimilation of the material of the lesson. At the end of the lesson, children can be directed to continue the tale.
Lessons - travel
The lesson-travel in elementary grades should be a lesson of a combined type. Separate stages of the lesson are connected by the semantic content of the plot. Travel lessons are mainly recommended to be used at the stage of summarizing knowledge, skills and abilities on a particular topic. Their possibilities are not limited. Lesson-journey requires great pre-training, special selection of material, logical linking of each exercise with the idea of the lesson. In elementary grades, the following types of these lessons are acceptable:
Lesson - a journey with your favorite hero;
Lesson - a journey through the plot of a fairy tale;
Lesson of distance travel to the selected object (forest, factory, etc.);
Lesson - a journey along the chosen route (through hero cities, cities of the region, countries, planets, fairy tales);
Lesson - travel on a certain transport (by bus, ship, rocket, train, car, plane, etc.).
In the lessons - travel unobtrusively enriched lexicon, speech develops, children's attention is activated, horizons expand, interest in the subject is instilled, creative imagination develops and moral qualities are brought up. Travel contributes to the deepening, consolidation of educational material, allows you to establish patterns in it. The lesson-travel in elementary grades should be a lesson of a combined type. Separate stages of the lesson are connected by the semantic content of the plot. Their possibilities are not limited. A lesson-journey requires a lot of preliminary preparation, special selection of material, logical linking of each exercise with the idea of the lesson. But the effect of such a lesson is enormous. There is not a single bored child in the lesson and there is no need to remind about discipline. The stages of this lesson are stops along the way. The guide (instructor) can be a teacher or a pre-trained student. Students are offered a route sheet, according to which they determine the direction of movement. Then the children choose transport, clothes, equipment - everything that is necessary for the trip. The lesson can be built in the form of practical tasks, work with visual aids, conversations and reports on the studied objects “meeting” at stops during the trip. The teacher plans the stops in advance. During the trip, children keep travel notes, sketches. At the end of the trip, a report is drawn up. When compiling travel lessons, it is necessary to change not only the type of transport on which the trip will be made, but also the route, its content.
Lessons - excursions
Study tours are a form of organization of learning in landscape conditions. A characteristic feature of the lesson: the study of objects is associated with the movement of students.
Excursions set the task of developing students' abilities to act from cognitive positions in the world around them, directly perceive and study life processes and phenomena, they help to form the emotional qualities of students: a sense of beauty, a sense of the joy of learning, a desire to be useful to society. In the field, in the forest, on the river, schoolchildren are in the world of nature, they learn to understand its beauty, and then reproduce what they see and feel in drawings, herbariums, poems, stories, crafts.
During the lessons, excursions to enterprises (post office, canteen, kindergarten) were repeatedly held. Children got acquainted with the specifics of the profession, with its various aspects. There are excursions and natural objects where selection takes place natural material, which will be required by children in subsequent lessons of fine arts and technical labor, observations are made of seasonal changes in nature, the behavior of birds, etc.
Lessons - hiking
Lessons - hikes are one of the most difficult, but at the same time interesting forms of the lesson. This is a kind of synthesis of an excursion, a practical lesson with theoretical material. Lessons-hiking is a training day on the route of a hiking trip. Its main task is to instill in schoolchildren an interest in various subjects, to summarize the material and show the connection of each subject with life. A variety of tasks allows all students without exception to participate in competitions. The use of hiking lessons can significantly reduce the fatigue of schoolchildren, puts students before the need to participate in various forms teamwork (collection and disassembly of a tent, making a fire, cooking dinner in field conditions, observing the rules of behavior in nature, etc.), contributes to the improvement of knowledge, skills, skills, including - to find practical use theoretical foundations of sciences.
Lessons - competitions
This form of lesson allows the teacher to solve several problems:
Firstly, it provides the opportunity to use differentiated tasks, taking into account the strengths and capabilities of students;
Secondly, it contributes to the development of cognitive activity and interest in the subject.
Thirdly, the problem of discipline in the lesson is excluded.
An essential feature of this type of non-standard lessons is the presence in it of elements of struggle and cooperation. Elements of competition are predominant, and cooperation - in the process of setting and solving specific problems. An important pedagogical point of such a lesson is to help students realize that learning together is easier than alone.
The use of this type of lesson requires the teacher to have a good knowledge of the characteristics of his students. When introducing lessons - competitions, one must always remember whether the opportunities of the children participating in the game are equal, and select tasks that are appropriate in complexity for them.
Lesson - competition puts students in search conditions, stimulates interest in winning, therefore, children strive to be quick and resourceful, clearly complete tasks, follow the rules. In games, especially collective ones, the moral qualities of the child are also formed. During the competition, children learn to help a friend, take into account the opinions and interests of others, and restrain their desires. Children develop a sense of responsibility, collectivism, discipline, will, character are brought up.
You can conduct a lesson in the form of a competition at the stage of consolidating knowledge on the topic studied. During this game, not only team, but personal superiority can be established. Some students can get a lot of points and take their team ahead. Thus, in one lesson it is possible to assess the knowledge of all students. When organizing such lessons, the level of preparedness of children is taken into account. When holding competitions, one should not focus on failures. The results are summed up in stages, and in the final - the overall result of the lesson.
Lessons - KVN
This form of the lesson "came" from extracurricular activities and became popular. The scope of its application is mainly the repetition of topics and sections. Using this type of lesson gives the teacher the opportunity to repeat and consolidate the studied material, develops speech, thinking, and creative abilities of students, allows you to rally the class team, create a friendly atmosphere of support and mutual assistance.
It is held in the form of competitions between teams. The stages of the lesson are tasks for teams; warm-up, practical tasks, duel of captains, physical education minutes. Each team at the beginning of the lesson chooses a name (preferably on the topic of the lesson) and a team captain. The jury is invited (parents, etc. Questions and tasks in terms of content are cognitive, educational, problematic in nature, and in form they can be entertaining, comic, playful.
Lesson - competition review of knowledge.
This type of lesson allows you to solve many didactic tasks. He:
Generalizes and systematizes students' knowledge not only on one topic, but also on a group of topics;
Forms a system of knowledge on the subject;
Develops a sense of camaraderie, mutual assistance, etc.
Preparation for the competition - review of knowledge includes the following steps:
The topic on which schoolchildren should be ready is determined;
A questionnaire on the topic is compiled, which is then offered to the children for preliminary preparation;
The terms and form of the review of knowledge are discussed.
As a rule, the class is divided into two teams in advance, in each team a captain is selected. Both teams choose a name for themselves, prepare emblems and a motto. The answers in points are evaluated by the members of the jury. Points are put in a grade book or a grade sheet for each completed task: for oral answers, for work on cards, at the blackboard, for a captains' competition, etc. Then the total score is summed up and the winning team of the knowledge contest review is announced. The competition itself - a review of knowledge is held as follows: the teacher asks a question, and the jury calls the team and a member of this team, who must give a full answer to the question posed. If the answer is not complete, then this team is given the right to supplement the answer of their friend. In case of difficulty, the right to answer passes to another team. The answer is evaluated on a five-point system.
Collective lesson.
Used when learning simple new material. The class is divided into groups of 5-6 people. The strongest students are selected in one of the groups. At the beginning of the lesson, each group completes a test task on homework(written tasks on cards, punched cards; oral tasks on puzzles, crossword puzzles, textbooks). The teacher at this time works with a group of strong students, explains a new topic to them, consolidates the material, gives instructions, completes diagrams, drawings, tables. Prepared "teachers" sit down one by one to other groups and explain the new topic to classmates. Students immediately conduct a consolidation of the material in their groups, perform drawings and diagrams in class notebooks. At the end of the lesson, the teacher checks the students' knowledge either orally or in writing. The work of "teachers" and their "students" is evaluated. The collective form of work is difficult for students primary school. Children should be prepared for such a lesson gradually, introducing elements of CSR in other subjects as well. Much depends on the thoughtfulness of tasks (instructions and reference schemes) when explaining new material to a group of strong students.
Health lessons.
It is believed that health is our own business, and we do not feel guilty before the people around us for its loss. But our loved ones suffer first of all from our diseases. Therefore, it is so necessary to teach children in elementary school to perceive their life and health as the greatest value bestowed on us based on the task of the school "to create optimal health-saving conditions for education and upbringing for each child." The valeological approach in such lessons should be seen both in the selection of content, and in taking into account age and psychological features schoolchildren, and in the forms of presenting information important for maintaining health.
Except specially organized lessons, at each lesson we definitely spend wellness minutes, usually in the middle of the lesson, when rest is needed after hard work. In the wellness minutes, first of all, we pay attention to posture correction, the ability to “keep your back”, training the respiratory system, eye muscles, learning self-massage skills, preventing flat feet, disorders of the musculoskeletal system, etc. In order to help children maintain physical and mental health, it is not necessary to organize anything incredible. They need motor moments that will allow them to "stretch" the body, take a break and relax, listen to themselves and benefit their body.
The systematic use of physical education leads to an improvement psycho-emotional state to change your attitude towards yourself and your health. You can offer to conduct a physical education session for one of the children. They carry out this task with great pleasure.
Children after physical education become more active, their attention is activated, there is an interest in further assimilation of knowledge.
Health-improving physical minutes are part of the system of using health-saving technologies at school.
In addition, there are active changes. They help to unite the team, change the status of children in the team. Such changes increase the efficiency and activity of children in subsequent lessons, help overcome fatigue and drowsiness.
Let us give as an example exercises, the psychological purpose of which is the development of observation, the ability to understand each other without words, the ability to communicate, empathize and help each other. So, there is still a huge number of little used or not yet tested various non-standard forms of lessons (this is a matter for the near future). But they all have a common meaning - to attract the attention of students, increase their performance, increase the effectiveness of the lesson.
Non-traditional lessons in elementary 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.
At such lessons, vocabulary is unobtrusively enriched, speech develops, children's attention is activated, interest in the subject is instilled, creative imagination develops, and moral qualities are brought up. The main thing is the huge effect: not a single yawner in the lesson! Everyone is interested. Children play, and by playing, they involuntarily consolidate and improve knowledge.
Thus, in the light of new requirements for the school, teachers are looking for such forms that would best contribute to their solution. This leads to the following conclusion:
Non-traditional lessons are only one of the types of lessons, so they can be held infrequently, however, there must be a certain system in their conduct;
Not always and not all the content of the material of the topic or topics can be presented in a playful way, but this can be done at a separate stage of the lesson;
These lessons require preliminary preparation, both on the part of the teacher and on the part of students, so the possibilities for their implementation are somewhat limited, in this case it is possible to involve older students, parents, and other teachers.
The teacher always has to look, think, try to make his lessons interesting, which means that the development of such lessons develops the creative potential of not only schoolchildren, but also the teacher himself.
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. A non-traditional lesson should be preceded by careful preparation and, first of all, the development of a system of specific goals for training and education;
4. Choice of molds non-traditional lessons the teacher needs to 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;
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.
7. The place of the lesson can be not only a classroom, but also a company office, a theater, a museum, an exhibition, a forest, a field, a factory shop, etc.
8. In the lesson, it is possible to use extracurricular material, in-depth consideration of the chosen topic.
9. To organize and conduct a lesson, it is possible to involve people of different professions.
10. Strive to create an emotional lift, a situation of success for each student, taking into account his age, personality characteristics, abilities and interests.
11. In preparation for the lesson, it is possible to create a temporary initiative group from among the students.
12. Self-analysis and mutual analysis of activities in the period of preparation for the lesson and in the lesson is necessary.
13. When including ICT tools in various stages lesson, it is necessary to realistically assess the level of information technology culture, both teachers and students.
In the practice of each teacher, there comes a moment when the usual lessons turn into a routine, when the lessons follow, so to speak, according to the usual pattern, as a result, the teacher may detect a decrease in students' interest in classes. In order to solve this problem, you can use non-standard forms of lessons in your practice.
A non-standard lesson is an impromptu lesson that has a non-traditional (unspecified) structure.
Non-standard forms of conducting lessons attract the attention of students, increase their interest in the subject and, as a result, contribute to better assimilation of the material.
As practice shows, non-traditional forms of education involve:
- use of collective forms of work;
- instilling interest in the subject;
- development of skills independent work;
- activation of students' activities;
- in preparation for the lesson, students themselves look for interesting material;
- more complete implementation of the practical, educational, educational and developmental goals of education.
So, let's dwell on the different types of non-standard lessons.
1. Lessons in the form of competition and games:
competition, tournament, relay race, marathon (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.
For example, in the 5th or 7th grade we fix the use of grammatical tenses, build various types of sentences using models. The group is divided into two teams. There are various types of exercises, including games. For each correctly and quickly completed task, teams are given tokens. At the end of the lesson, we count the tokens. The competitive spirit affects everyone. I look at such lessons and do not recognize my students: I see so much burning, desire to win in their eyes. Here, the speech activity of individual students is corrected if it does not agree with the general opinion of the team.
I will stop at lesson - competition"Star hour". This lesson is held in the form of a competition between students of the same class during one lesson. Students get into pairs. The first player moves forward throughout the game, while the second one sits still. Each player has a number plate in his hand, which players must raise when choosing the correct answer. The second participants also raise their cards, if the correct answer matches, the couple is awarded a star, which can play a decisive role in the final. This continues until the two couples reach the final and meet in the decisive “battle”.
Duel - this type of activity can be carried out when compiling various stories. Pupils talk in pairs. (In turn - then one, then the other) The one who pronounces the last sentence wins the duel.
2. Lessons based on forms, genres and methods of work known in social practice: research, invention, comments, brainstorming (or brainstorming), interview, reporting, review.
Invention. Description of non-existent animals, inhabitants of other planets.
- Think if polar bear settle in Africa, and a crocodile in the north? How will they look?
Reportage.
- Imagine that you, along with Columbus, sailed to America. Tell us what you saw there and whom you met? (this task contains part of an integrated lesson - knowledge of geography and biology is required)
- We are in a magical land. What animal would you like to become, why? What can you tell about yourself?
It hardly needs to be argued that the most reliable evidence of the mastery of the language being studied is the ability of students to carry on a conversation on a specific topic. IN this case expedient to carry out interview lesson. Lesson-interview is a kind of dialogue. In such a lesson, as a rule, students master a certain number of frequency clichés and use them automatically.
3. Lessons reminiscent of public forms of communication: press conference, benefit performance, rally, regulated discussion, telecast, teleconference. Such a lesson is best done as a final lesson on the topic under study. As a rule, it is held in the form of a role-playing game, since it involves certain roles: these are conversations between members of delegations or other groups with representatives of television, the press, journalists from newspapers and magazines, photojournalists. The conference participants are given speech task. During the lesson, students train in monologue speech, in the ability to ask problematic questions of a debatable nature. Reasonably answer questions.
4.Lessons based on fantasy: fairy tale lesson, surprise lesson, gift lesson from the Sorceress, riddle lesson.
Games are puzzles.
To develop skills oral speech you can use the puzzle game. This game helps to memorize whole phrases. It is also important that students get used to listening carefully to the speech of the interlocutor and speaking without thinking about grammatical forms. Guessing can be done by ear or with drawings.
Riddles about animals.
The teacher reads riddles to students, students must guess them. For example:
- It is a domestic animal. It likes fish. (a cat)
- It is a wild animal. It likes bananas. (a monkey)
- It is very big and grey. (an elephant)
- This animal likes grass. It is a domestic animal. It gives us milk. (a cow)
Puzzles can be used as one of the relaxation techniques, as well as to check the students' perception of the teacher's speech by ear. I usually use this technique 3-5 minutes before the end of the lesson. The material is built in a language understandable to students.
Whose sun is brighter?
Team captains go to the board, on which two circles are drawn, and describe the animal from the picture. Each correctly said sentence is one ray to the circle and one point. The winner is the captain whose sun will have more rays, i.e. more points.
Who knows better numbers.
Representatives from each team go to the board, on which the numbers are written (out of order). The host calls the number, the student looks for it on the board and circles it with colored chalk. The one who circles the most numbers wins.
The lesson is a fairy tale. Snowball game. This game can be used when working with subordinate clauses with unions if / when. For example:
1st student. If I go to the country, I will get up early.
2nd student. If I get up early, I "ll see the sunrise.
3rd student. If I see the sunrise, I "ll be happy.
4th student. If I'm happy...
The teacher offers the students the following situation: “You are in England. We went to the store to buy the thing you need. But, not knowing the language well enough, you are trying to communicate with the seller with gestures and facial expressions. The task of the seller is to understand the buyer and help him.”
In order for students to better understand the rules of the game, the teacher can call a student who wants to play the role of a buyer and give him a card that says what he wants to buy. The student tries to express his request with gestures. The rest of the students play the role of sellers, asking questions, commenting on the gestures of the buyer. The group takes an active part in the game, helping the seller to guess what the visitor wants to buy. The first group to guess the customer's wish wins.
5. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council (role-playing games).
Compose an identikit(initial and intermediate level).
The class is divided into three teams, each representing a police department. 3 leaders are selected. They turn to the police department with a request to find a missing friend or relative. The host describes their appearance, and the children make the appropriate drawings. If the picture matches the description, it is considered that the missing person has been found.
Leading: I can't find my sister. She is ten. She is a school girl. She is not tall. Her hair is dark. Her eyes are blue. She has a red coat and a white hat on.
6. Traditional forms of extracurricular work transferred within the framework of the lesson: KVN, “experts are investigating”, matinee, lesson - holiday, performance, concert, dramatization artwork, dispute, “gatherings”, “club of connoisseurs”.
A very interesting and fruitful form of conducting lessons is holiday lesson. This form of lesson expands students' knowledge of the traditions and customs that exist in English speaking countries, and develops in schoolchildren the ability to communicate in a foreign language, allowing them to participate in various situations of intercultural communication.
In such a situation, it is logical to resort to elements of a role-playing dialogue. At the same time, one of the partners continues to be himself, that is, a Russian schoolboy, while the second must play the role of his foreign peer. This type of lesson requires careful preparation. Students independently work on the task according to the regional literature recommended by the teacher, prepare questions.
Preparing and conducting a lesson of this type encourages students to further study foreign language, contributes to the deepening of knowledge as a result of working with various sources, and also broadens one's horizons.
7. Transformation traditional ways organization of the lesson: a paradox lecture, a paired survey, a chain survey, an express survey, a test lesson (assessment defense), a consultation lesson, a TV lesson without television.
- Pair survey
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.
Non-standard lessons should be used as final ones when summarizing and consolidating the knowledge, skills and abilities of students .
When choosing the forms of non-standard 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.
When conducting non-standard lessons, be guided by the principle “with children and for children”, setting one of the main goals of educating students in an atmosphere of kindness, creativity, and joy.
Bibliography
- Podlasy I.P. Pedagogy: New Course: Proc. for stud. higher textbook establishments: in 2 books. – M.: Humanit. Ed. Center Vlados, 2002.
- Guidelines for non-traditional lessons.
- http://www.bestreferat.ru
- http://www.bigpi.biysk.ru
- http://www.lessons.irk.ru
- http://www.rustrana.ru
- http://www.pedlib.ru
- Shipacheva L.A. Non-standard tasks in Russian language lessons.
“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.
Main didactic requirements to the lesson of the 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. In 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 generalizing 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: in preparation for the lesson, students themselves look 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.
It is no secret that every teacher should be creative in their work. Preparing for the lessons, he must clearly think over everything. However, if this is a regular lesson, then children, especially middle-level ones, will not be interested in sitting for 45 minutes and listening to the words of a lecturer-teacher. The event should be exciting and varied enough. Only in this case, students will carefully listen to the teacher in the classroom. At the end of the lesson, it is very important that the teacher summarize the knowledge gained and ask the children if they liked teaching in this form.
Interest during non-standard lessons
A lesson can be interesting only when the teacher uses intersubject communications and provide memorable facts. When planning a lesson, it is important to think over its course correctly, not forgetting that it is necessary to repeat the knowledge that the guys received in the past.
In this regard, non-standard lessons can be interesting, which will allow the child to think creatively, express their opinion, and also take into account the wishes of their peers. Today, non-standard teachers of various subjects can practice. It is very important that each lesson conducted by the teacher is not only interesting, but also informative.
Non-standard lessons in elementary school
Today, non-standard lessons are best practiced in classes with poor academic performance. With the help of such classes, you can significantly increase the level of knowledge. Improvising, the teacher can pay attention to students with different levels of development, offering them to solve complex problems. It should be noted that non-standard lessons in elementary school can attract the attention of schoolchildren and even teach them perseverance.
Sometimes it is very difficult for elementary school students to sit in one place for 45 minutes. Here you can go two ways. At the administrative level, this issue can be resolved by reducing the time of classes to 40 minutes. The second way provides careful preparation teacher to the lesson and the interest of the student.
Conducting open lessons at school
Very often at school, teachers conduct open lessons. As a rule, in such classes, the leading role is given to the teacher, and students only participate in the process. When conducting non-standard lessons, you must remember that you should not deviate greatly from the program, which is designed for a specific secondary school. Everything must be within the rules.
Of course, non-standard lessons at school can be in different subjects. Each teacher is considered an expert in his field. That is why it is necessary to find that creative component that will help him arouse interest in the subject among schoolchildren. Qualitatively conducted non-standard lessons allow the teacher to improve his category, while improving professionalism.
How to develop a non-standard lesson?
The development of a non-standard lesson must be approached with the utmost responsibility. At this stage, it is important to take into account the characteristics of students and the specifics of the subject. To draw up a scenario or plan for such a lesson, you need to familiarize yourself with the topic and choose the most interesting material.
The development of a non-standard lesson may include several stages. First, it is necessary to assess the level of knowledge and capabilities of schoolchildren who could take an active part in the event. Then it is important to choose and arrange the material correctly.
The use of computer technology in the classroom
It is desirable that innovative technologies are used in the lesson, with the help of which you can watch video, listen to audio material. Such an approach is possible in the lessons of literature, natural history, history and music. It can be interesting to use a computer in Russian language classes while learning a new topic. What else can be non-standard lessons? You can make a presentation. The slides will show helpful information and the teacher will comment on it. By the way, the material can be presented not only in text form - it can also be graphics, pictures, which will make the event more understandable and memorable.
Features of non-standard lessons
Today, non-standard lessons can be held not only within the walls of the school. The very form of the lesson already provides for the place of its holding. So, for example, an observation lesson when studying a new topic in natural history can be organized on fresh air. The kids will love this for sure. When choosing non-standard forms of lessons, it must be remembered that there should not be amateur performance in this matter. It is important that the school administration knows what the teacher is giving open class thereby increasing the level of knowledge of students.
Various forms of conducting lessons
The teacher, within the framework of the stated topic, when conducting a non-standard lesson, can additionally use extracurricular material that will be easily perceived by schoolchildren. Quite often teachers general education schools practice non-standard lessons in the form of competitions between students, and also put on theatrical shows. However, in this case, it is necessary to be guided by the peculiarities of the educational process and the specifics of a particular subject.
It is necessary to take into account the fact that conducting a non-standard lesson involves the involvement of schoolchildren. An interesting lesson can be if the students themselves talk about how they can solve the same problem. No less interesting can be given information about the personal life of a writer or scientist. Previously unknown facts can force students to listen carefully to information that will be useful to them at the end of the year during the exam.
Conducting a non-standard lesson in mathematics
It is no secret that in mathematics lessons one must think not creatively, but precisely. Here it is necessary to repeat the multiplication table, and also be able to build logical schemes for solving various problems. The lesson can be interesting if the form is chosen correctly. Today, a non-standard lesson in mathematics, as well as in any other discipline, must be carried out by prior agreement with the director or head teacher. Mostly teachers choose such form of event as competitions.
In such classes, it is best to break the students into small groups and give them the task of solving the same type of problems. The winner is the team that solved the problems first and correctly compiled the algorithm. At this stage, auction lessons can be organized, where students will need to calculate, for example, the cost of things that can be sold.
No less interesting are the lessons-formulas. Each group of students can be asked to create a specific formula that reflects a specific topic. You can only use real examples from life (sale of potatoes, purchase of cabbage, sale of carrots). If you correctly calculate and come up with a logical scheme, then students can be delighted with the set problem tasks that will need to be solved in the lesson. life situations always arouse great interest among the children.
Conducting a lesson on literature in a non-standard form
When organizing an open lesson in literature, the teacher must choose the right topic for the lesson. In this matter, it is necessary to focus on the curriculum. However, here it is worth considering the characteristics of schoolchildren, their age. If the personality itself is not interesting, then it is better not to bring it up for discussion with the guys. Before you start choosing a writer, you need to familiarize yourself with his work. A novel or story that is submitted for consideration by schoolchildren should be read by them. Only in this case it will be possible to correctly determine the subject matter of the work, as well as to draw up a quotation description of the system of images.
Today, a non-standard lesson in literature can take the form of a creative dialogue. Quite often, a philologist teacher practices a fantasy lesson, an excursion lesson, a seminar lesson, and a conference lesson. Such forms of classes will allow you to study the biography of a particular writer, as well as analyze the work indicated in the curriculum, and at the same time not fall asleep from boredom.
When organizing a non-standard lesson in literature, you can focus on concert classes in which the writer himself plays the main role. Such an event will be of interest to high school students, since the program provides for the study of the work of contemporary writers. A poet, prose writer or publicist can be invited to the class and learn about the nuances of writing specific works. Such a lesson-acquaintance will allow the teacher to interest students. The guys will probably want to study the works of the presented author more thoroughly.
Conducting a fairy tale lesson in literature lessons
The lesson-fairy tale is of great interest to the children. This form is possible if the children have distributed all the roles in advance with the help of the teacher, while correctly setting priorities and accents. In such classes, jokes, interesting sayings, proverbs can be voiced. It is very important that during the staging of a fairy tale, good triumphs over evil.
Preparation for conducting non-standard lessons in the Russian language
When organizing a non-standard lesson, the teacher can take assistants who will prepare a presentation on a specific topic at home. This is a kind of practice for little explorers. It is necessary to evaluate such inquisitive students to the maximum. The form of such a lesson can be an interview. The teacher will ask the children a series of questions to which they must give the correct answers. The task of the teacher is to correct selection material to create a bank of questions.
When organizing a non-standard lesson in the Russian language, it is necessary to focus on the level of knowledge of the children, their vocabulary, as well as age characteristics. At such events, children can use previously created dictionaries, which will make them more liberated and advanced.
Such a form of conducting classes as a tournament is very popular among schoolchildren. You can do a warm-up that will allow children to remember the words that were studied in the previous lesson. It is important not to forget about vocabulary dictation. Lessons-tournaments are best practiced in the lower grades. Solving puzzles, crosswords, riddles and puzzles with students, you can develop memory and thinking in the classroom.
Non-standard lessons include games, performances, improvisations, as well as video lessons. The choice of the form of the lesson depends entirely on the teacher and students. The team must work in harmony. Non-standard lesson - great way dilute the boring educational program.
