Lesson structure for learning new knowledge. Requirements for the lesson according to federal state standards. Lessons in generalization and repetition

This should be understood as a set of mandatory requirements for the learning process at a certain level. To implement them in educational institution a main program must be developed, consisting of an academic schedule, working drafts of courses, subjects, and disciplines. It should also include teaching and assessment materials. In accordance with this program, teachers build their professional activity during school year In general, they plan each lesson separately. Let us next consider the main stages of the lesson on the Federal State Educational Standard.

General classification

The school teaches quite a lot of different subjects. The content of the information is, of course, different. However, all lessons can be classified into the following groups:

1. Discovery of new knowledge.
2. Reflection lessons.
3. Classes of a general methodological orientation.
4. Lessons on developmental control.

Lesson objectives

At each lesson, certain goals are set and implemented. Thus, in classes for discovering new knowledge, students develop the ability to use new methods of action, and their conceptual base expands by adding new components. During reflection lessons, already learned algorithms, terms, and concepts are reinforced and, if necessary, corrected. In classes with a general methodological orientation, generalized activity norms are formed, theoretical basis further development of content and methodological directions. In addition, the ability to systematize and structure the material being studied is developing. In developmental control classes, children develop self-analysis skills. It should be noted that the division into stages of a lesson according to the Federal State Educational Standard (second generation) should not disrupt the continuity of learning.

Characteristics of the stages of the lesson according to the Federal State Educational Standard: "Discovery of new knowledge"

Each lesson follows a specific pattern. We can distinguish the following stages of a lesson according to the Federal State Educational Standard (mathematics or Russian, in principle, does not matter):

Motivation

The goals of the lesson stages according to the Federal State Educational Standard are different. However, at the same time, they are closely interconnected with each other. The goal of motivation is to develop individual significant level the student has internal readiness to fulfill established standards. The implementation of this task is ensured by:

1. Creating conditions for the emergence of an individual internal need to carry out activities.
2. Updating the requirements for the student on the part of the teacher.
3. Establishing a thematic framework for activities.

Update and trial action

The main goal at this stage is to prepare children’s thinking and organize their understanding of their own needs for the formation of a new model of action. To achieve this, students need to:

Identifying problems

The key task at this stage is to realize what exactly the lack of knowledge, abilities or skills is. To achieve this goal, children need to:

1. We analyzed all our actions. It is worth saying that self-analysis accompanies all stages of a modern lesson (according to the Federal State Educational Standard).
2. Recorded the step or operation where the problem occurred.
3. We correlated our own actions at the site of the difficulty with previously studied methods and determined what specific skill was missing to solve the task and similar issues.

Building a project

The purpose of this stage is to formulate the objectives of the activity and, on their basis, select a model and means of their implementation. To achieve this, students:

Project implementation

The main task is the formation by children of a new model of action, the ability to apply it when solving a problem that has caused difficulty, and similar issues. To do this, students:

1. They put forward hypotheses based on the chosen method and justify them.
2. They use substantive actions with diagrams and models when constructing new knowledge.
3. Apply the chosen method to solve the problem that caused difficulty.
4. The method of action is recorded in a generalized form.
5. Establish overcoming the problem that arose earlier.

Primary consolidation

It is necessary for children to learn a new method of action. To do this, children need to:

1. They spoke out loud their steps and their rationale.
2. We decided several typical tasks according to a new way of doing things. This can be done in pairs, in groups or frontally.

Independent work and self-test

These stages of a modern lesson on the Federal State Educational Standard are of particular importance. During independent work, the degree of mastery of the acquired knowledge is checked, and a successful situation is formed (if possible). These stages of the lesson according to the Federal State Educational Standard suggest:

1. Performing work similar to the first, but solving tasks in which mistakes were previously made.
2. Carrying out a self-test against a standard and recording the results.
3. Establishing overcoming a difficulty that arose earlier.

These stages of the lesson according to the Federal State Educational Standard include a special type of work for those children who did not have any problems solving it the first time. They study the level according to the model and then independently check the results.

Inclusion in the scope of knowledge and repetition

The key task is the use of action models that caused difficulty, consolidation of the studied material and preparation for the perception of the following sections of the subject. If the previous stages of the lesson according to the Federal State Educational Standard are completed satisfactorily, then the children:

1. Solve problems in which the action models under consideration are related to previously studied ones and to each other.
2. Complete tasks aimed at preparing for the study of other (next) sections.

If the previous stages of the lesson according to the Federal State Educational Standard gave a negative result, independent work is repeated and self-control is carried out for another option.

Reflection

At this stage, the main goal is for children to understand how to overcome difficulties and to independently evaluate the results of correctional or independent work. To do this, students need:

Developmental control lesson

Consider, for example, the stages of a music lesson according to the Federal State Educational Standard:

1. Motivation for control and correctional activities.
2. Updating and trial training activities.
3. Localization of personal difficulties.
4. Construction of a project for correcting detected problems.
5. Implementation of a new model.
6. Generalization of speech difficulties.
7. Independent work and testing against the standard.
8. Creative problem solving.
9. Reflection of work.

Performing control activities

The main task of motivation for correctional activities is similar to that described earlier and consists in developing the internal readiness of students to implement the requirements educational work. In this case, however, there is a control and correction orientation. In this regard, it is necessary:

1. Establish the goal of the lesson and create conditions for the emergence of an internal need for students to get involved in work.
2. Update the requirements for the student in terms of control and correction actions.
3. In accordance with previously solved tasks, determine thematic boundaries and create guidelines for work.
4. Formulate the control method and procedure.
5. Determine the evaluation criterion.

Preparing children's thinking

Students must be aware of their own need for control and self-analysis, identifying the causes of difficulties. To implement this task you need:

Lesson of general methodological orientation

The stages of a combined lesson according to the Federal State Educational Standard are aimed at developing in children an idea of ​​the techniques that connect the concepts they study into one system. In addition, they contribute to the awareness of the methods of constructing a plan directly educational activities. It, in turn, ensures independent change and self-development of students. In such classes, norms and methods are created educational activities, self-esteem and self-control, reflexive self-organization. Such classes are considered extra-disciplinary. They are conducted outside the scope of any discipline at or during an extracurricular activity.

Conclusion

Dividing lessons into stages allows you to present the material clearly structured, in a logical sequence, while ensuring continuous coordination of student activities. For each lesson, tasks and options for students’ actions should be determined. The organizational stage of the lesson on the Federal State Educational Standard is also of no small importance. It precedes the formation of motivation in children. After the greeting, the teacher conducts a readiness check, and those who are absent are identified. After this, the students’ attention is focused and the necessary mood for the perception of information is set. If necessary and possible, the teacher can adjust the lesson plan at the organizational stage.

The Federal State Educational Standard (FSES) puts the development of the child’s personality at the forefront. This task requires the teacher to have a new approach to organizing the learning process. The lesson, as it was before, remains the main unit of the learning process. But now the requirements for conducting a lesson have changed, and a different classification of lessons has been proposed. The specifics of the system-activity approach also presuppose a different lesson structure, which differs from the usual, classical scheme. Let's consider what types of lessons according to the Federal State Educational Standard are proposed in the methodology, what their purpose is and what types and forms offer us new requirements.

Requirements for a modern lesson according to the Federal State Educational Standard

• The lesson must have a personality-oriented, individual character.
• · The priority is the independent work of students, not the teacher.
• · A practical, action-oriented approach is taken.
• · Each lesson is aimed at developing universal learning activities (ULA): personal, communicative, regulatory and cognitive.
• · The authoritarian style of communication between student and teacher is becoming a thing of the past. Now the teacher’s task is to help in the development of new knowledge and guide the educational process.

Main types of lessons at school according to Federal State Educational Standards

• The developers of new educational standards propose to distinguish four main types of lessons depending on the goals:

Type No. 1. A lesson in discovering new knowledge, acquiring new skills and abilities

• Goals:
• Activity: teach children new ways of finding knowledge, introduce new concepts and terms.
• Content: form a system of new concepts, expand students’ knowledge by including new definitions, terms, and descriptions.

Lesson structure for acquiring new knowledge

• · Motivational stage.
• · The stage of updating knowledge on the proposed topic and carrying out the first trial action
• · Identifying difficulties: what is the complexity of the new material, what exactly creates the problem, searching for contradictions
• · Development of a project, a plan to resolve their existing difficulties, consideration of many options, search for the optimal solution.
• · Implementation of the chosen plan to resolve the difficulty. This is the main stage of the lesson, at which the “discovery” of new knowledge occurs.
• · Primary consolidation of new knowledge.
• · Independent work and testing against the standard.
• · Reflection, which includes reflection on learning activities, introspection, and reflection on feelings and emotions.

Type No. 2. Reflection lesson

• Goals:
• Activity : to develop in students the ability for correctional-control type reflection, to teach children to find the cause of their difficulties, to independently build an algorithm of actions to eliminate difficulties, to teach self-analysis of actions and ways to find a resolution to the conflict.
• Content : consolidate acquired knowledge, concepts, methods of action and adjust if necessary.

Structure of a reflection lesson according to the Federal State Educational Standard

• · Motivational stage.
• · Updating knowledge and implementing primary action.
• · Identification of individual difficulties in implementing new knowledge and skills.
• · Building a plan to resolve the difficulties that have arisen (searching for ways to resolve the problem, choosing the best actions, planning work, developing a strategy).
• · Implementation in practice of the chosen plan and strategy for resolving the problem.
• · Generalization of identified difficulties.
• · Carrying out independent work and self-testing using a reference sample.
• · Inclusion of knowledge and skills into the system.
• · Carrying out reflection.
• In the structure of a reflection lesson, the fourth and fifth stages can be repeated depending on the complexity of the identified difficulties and their abundance.

Type No. 3. Lesson on systematization of knowledge (general methodological orientation)

• Goals:
• Activity: teach children to structure the acquired knowledge, develop the ability to move from the particular to the general and vice versa, teach them to see each new knowledge, the learned method of action within the framework of the entire topic being studied.
• Content: teach generalization, develop the ability to build theoretical assumptions about further development topics, teach the vision of new knowledge in the structure of the general course, its connection with already acquired experience and its significance for subsequent learning.

Structure of a lesson on systematization of knowledge

• · Self-determination.
• · Updating knowledge and recording difficulties.
• · Setting educational objectives and lesson goals.
• · Drawing up a plan and strategy to resolve the difficulty.
• · Implementation of the selected project.
• · Stage of independent work with verification against a standard.
• · Activity reflection stage.

Type No. 4. Developmental Control Lesson

• Goals:
• Activity : teach children ways of self-control andmutual control , to form abilities that allow for control.
• Content: testing knowledge, skills, acquired skills and self-testing of students.

Developmental control lesson structure

• · Motivational stage.
• · Updating knowledge and implementing trial actions.
• · Fixing local difficulties.
• · Create a plan to solve the problem.
• · Implementation of the chosen plan in practice.
• · Generalization of types of difficulties.
• · Carrying out independent work and self-test using a reference sample.
• · Solving creative problems.
• · Reflection of activity.

Types of lessons for each type of lesson according to Federal State Educational Standards

№.	Type of lesson according to Federal State Educational Standards	Types of lessons
	A lesson in discovering new knowledge	Lecture, travel, dramatization, expedition, problem lesson, excursion, conversation, conference, multimedia lesson, game, mixed lessons.
	Reflection lesson	Essay, workshop, dialogue, role play, business game, combined lesson
	Lesson of general methodological orientation	Competition, conference, excursion, consultation, lesson-game, debate, discussion, review lecture, conversation, lesson-judgment, lesson-revelation, lesson-improvement.
	Developmental Control Lesson	Written works, oral surveys, quiz, knowledge review, creative report, defense of projects, abstracts, testing, competitions.

Achievements of goals primary education, which are recorded in the new educational standard, require the teacher to reconsider approaches to organizing the educational activities of students. In this regard, problems arise in the design of lessons. The goals of primary education have changed, and this cannot but affect the features of the modern lesson. The requirements of the standard focus on personal development. What does personality development mean? Development is the child’s formed ability to acquire knowledge (what to do?), the formed ability to apply knowledge (what to do?), the child’s ability (what to do?) to use the acquired experience and also be able to evaluate the knowledge of his ignorance. These positions determine the features of the modern lesson. Let's see what difficulties our teachers encounter in the process of organizing a modern lesson in elementary school. An acute problem is in the design of a modern lesson and what mandatory structural elements need to be provided. This issue is really urgent. It is not always possible to design a modern lesson on an activity basis, since the new standard is based on a systemic activity approach. The methodological basis of the new standard is a system-activity approach, as a result of which we form a UUD. The student’s UUD mastered on the basis of subject content, used in the educational process, is also acceptable in ordinary life. We need knowledge not as dead weight in our memory, but as a living tool for solving life's problems. The lesson ends, but life goes on. It is important that a child leaving school can apply the acquired knowledge in real life. life situations. The acquisition of knowledge today does not become an end in itself, but is aimed at the formation of UDD. This is an integral part of the new standard.

Accordingly, this is reflected in the conduct of a modern lesson. The modern lesson is, of course, changing today. Here is a new classification of lesson types in accordance with its priority goal according to N.F. Vinogradova. There are only five types of lessons: sensory, search and research, reproductive, explanatory, creative

IN pure form these types of lessons are very rare. It is very difficult to classify one lesson as purely reproductive. By the way, the reproductive type of lesson should not dominate. School is moving away from cramming and coaching. When faced with a non-standard task, the child fails to cope. Modern education focuses on the organization of search and research activities and problem-based learning. When a child observes himself, analyzes himself, draws conclusions himself, this knowledge becomes his property and there is no longer any need to memorize and memorize educational material. The child can use the acquired knowledge. Therefore, today the intended classification should be the focus

Educational building blocks of a lesson

Look, this

*Provide motive

*Setting a goal (problem)

*Cooperative activity

*Control and assessment (self-control and self-assessment)

Presentation of motive. The basis of any type of activity is motivation, i.e. the child must understand why I should do this, for what purpose, and show interest in this activity. Therefore, we start the lesson right away, immediately immersing the child in the solution main problem lesson. For example, the teacher begins the lesson by reading some poem, with a riddle, it could be some kind of story, it could be an unusual fantastic story, about what could happen in life and as a result of this, children formulate a problem that they will work on, that is, today, the beginning of the lesson is important, and the end of the lesson is also important. As psychologists say, a person remembers what is said at the beginning and at the end of the lesson. Therefore, the first minutes of the lesson are very important. Immerse yourself in the problem of the lesson immediately, do not waste time on any disciplinary action. With the help of problematic questions, with the help of problematic situations, children formulate the topic of the lesson. Making the child a subject is the primary task of the teacher.

The next stage of the lesson is joint activity. This is an equal partnership relationship, the teacher acts as an equal partner, but does not impose his opinion. The teacher's opinion is considered as one of the possible points of view. As a result of this joint activity, an educational dialogue is organized. What does educational dialogue mean?

Slide

Previously, we wrote lesson notes. They wrote a question, and next to it the expected answer). If the children answered incorrectly, these children's incorrect answers greatly disturbed us. There was question and answer work. See how the structure of dialogue changes during developmental learning. During developmental training, we formulate one question of a problematic nature. We listen to the opinions of every child. Every child has the right to express their point of view. With this approach, both correct and incorrect answers are typical. And we should not show, either by facial expressions or gestures, that we do not like this answer. We thank the child for expressing his opinion, expressing his point of view. There is a so-called educational dialogue going on. There is a so-called educational dialogue going on.

Is it possible to design such an educational dialogue the day before? And this is precisely the difficulty in preparing a modern lesson. Today we do not write a lesson summary, but design it, i.e. We suggest possible plot options. A situation may occur that we could not have imagined. This is a feature of the modern lesson. The child should not feel uncomfortable even if he assumed the wrong point of view

The next structural element of the lesson is reflection. At this stage we organize monitoring, evaluation and self-monitoring. At this stage, the degree of compliance between the set goals and performance results is recorded. At the end of the lesson, you must return to the first stage. So, guys, what problem did we work on today, what did we implement from what we outlined at the beginning of the lesson? Or it may happen that not all the goals and tasks that were set were realized. Today the lesson may be unfinished. According to the famous psychologist Podyakov, “The longer the thought process, the more opportunities we provide for the development of the child’s personality as a whole.” Accordingly, the child leaves the lesson with an unsolved problem. This question, this problem haunts him. He comes home, can turn to his parents, they can start some kind of conversation with peers, he can turn to some additional literature, and the very next day, when the children return to our class, we again begin the educational process with that question , with the problem that remained unresolved. We kind of built a bridge to the next lesson. An unresolved problem can also act as homework. Use this technique. He's actually interesting.

So, the reflection stage must be mandatory. The reflection stage works to form the following UDD; personal regulatory. When the child himself looks at what he should work on, plans his future activities and work. And this is very important. What to do if time is running out, and we did not have time to complete some steps. We miss something at the previous stage of the lesson and move on to the stage of reflection without fail, when children must evaluate themselves and draw a line, as it were, on what still needs to be worked on.

Ways to organize the reflection stage: various signals, symbols, emoticons, emotional reflection. Reflection should be after each lesson.

TYPES AND STRUCTURES OF LESSONS

In order to identify commonality in a huge variety of lessons, they need to be classified. The greatest support among theorists and practitioners was received by the classification of lessons according to two essential characteristics: didactic goals and the place of lessons in common system. The following types of lessons are distinguished:

Combined (mixed);

Learning new knowledge;

Formation of new skills;

Generalization and systematization of what has been studied;

Control and correction of knowledge and skills;

Practical application of knowledge and skills (G. I. Shchukina, V. A. Onischuk, N. A. Sorokin, M. I. Makhmutov and etc.).

The structure of a lesson means its internal structure, the sequence of individual stages. The type of lesson is determined by the presence and sequence of structural parts. Comenius and Herbart originate the classic four-tier structure of a lesson, based on the formal stages (levels) of education: 1) preparation for mastering new knowledge; 2) mastering new knowledge and skills; 3) their consolidation and systematization; 4) application in practice. The corresponding lesson type is called combined, or mixed. The stages of the combined lesson, divided into time periods, are presented in table. 8:

Table 8

Work organization	Repetition of what has been learned (updating knowledge)	Learning new knowledge, developing new skills	Consolidation, systematization, application	Homework assignment

In a combined lesson, the teacher can achieve several goals. The elements (stages) of the lesson can be combined in any sequence, which makes the lesson flexible and applicable to solve a wide range of educational tasks. This, in particular, explains the widespread use of combined lessons in mass practice: according to some data, their share reaches 75-80% of the total number of all lessons taught.

The viability of the classic combined lesson was also determined by the fact that it is better than other types in accordance with the laws of the teaching and educational process, the dynamics of mental performance, and provides teachers with more opportunities to adapt to specific conditions. For primary school students, its duration is reduced to 30 minutes. taking into account the amount of voluntary attention of students. The expediency of a 45-minute lesson duration, intuitively established in ancient times, is today supported by psychophysiological research. If lessons become shorter, you have to speed up the process of “getting involved” in work, and the time for productive activity is accordingly reduced. With longer lessons, the need for volitional regulation of voluntary attention increases; they tire children.

In addition to its important advantage - the ability to achieve several goals in one lesson, a combined lesson also has disadvantages: there is practically not enough time not only for mastering new knowledge, but also for all other types of cognitive activity. Indeed, since the time when the combined lesson was proposed, radical changes have occurred: the volume of material studied in the lesson has increased significantly, in many schools classes are overcrowded, which makes it difficult to manage cognitive processes, students’ attitude to learning has worsened, and therefore the productivity of all stages of the lesson has decreased.

In order to increase the effectiveness of educational sessions, other types of lessons have emerged and are being practiced, in which students are primarily engaged in one type of activity. These are lessons in assimilation of new knowledge, formation of new skills, generalization and systematization of knowledge, skills, control and correction of knowledge, skills, application of knowledge, skills in practice. It is easy to see that all these types represent a “shortened” combined lesson. Their structure usually consists of three parts: organization of work (1 - 3 min); main part - formation, assimilation, repetition, consolidation, control, application, etc. (35-40 min); summing up and homework assignments (2-3 min).

TYPES AND TYPES OF LESSONS (According to M.I. MAKHMUTOV)

Types of lessons	Types of lessons
1. A lesson in learning new material (this includes introductory and introductory parts, observations and collection of materials - as methodological options for lessons)	1 – lesson-lecture; 2 – lesson-conversation; 3- lesson using an educational film; 4 – lesson of theoretical or practical independent work (research type); 5 – mixed lesson (combination various types lesson in one lesson)
2. Lesson on improving knowledge, skills and abilities (this includes lessons on the formation of skills and abilities, targeted application of what has been learned, etc.)	1 – lesson of independent work (reproductive type - oral or written exercises); 2 – lesson - laboratory work; 3 – lesson practical work; 4 – lesson-excursion; 5 – seminar
3. Lesson of generalization and systematization	This includes the main types of all five types of lessons
4. Test lessons (taking into account the assessment of knowledge, skills and abilities)	1 – oral form of verification (frontal, individual and group questioning); 2 – written verification; 3 – test; 4 – credit practical and laboratory work; 5 – control (independent) work; 6 – mixed lesson (combination of the first three types)
5. Combined lessons	They solve several didactic problems

DIVERSITY OF LESSON STRUCTURES OF DEVELOPMENTAL TYPE OF TRAINING

Lesson structure for learning new material (1):

1 - initial introduction of material taking into account the laws of the cognition process with high mental activity of students;

2 – indicating what students should remember;

3 – motivation for memorization and long-term retention in memory;

4 – message, or updating the memorization technique (working with memory support materials, semantic grouping, etc.);

5 – primary consolidation of material under the guidance of a teacher through direct repetition and partial conclusions;

6 – monitoring the results of primary memorization;

7 – regular systematic repetition at short and then longer intervals in combination with various requirements for reproduction, including differentiated tasks;

8 – internal repetition and constant application of acquired knowledge and skills to acquire new ones;

9 – private inclusion of supporting material for memorization in knowledge control, regular assessment of the results of memorization and application.

Lesson structure for learning new material (2):

1. Organizational moment: preparing students to perceive new knowledge, communicating the topic and goals of the lesson.

Checking homework:

– checking the completion of a written task by walking around the rows;

– students reading solved examples and problems;

– verification of answers to solved problems and calculations made;

– random checking of notes;

– checking the completion of the task of drawing up various diagrams, making posters, models, layouts;

– frontal conversation to check the progress of solving the problem.

3. Repetition of the material covered.

4. Presentation of new material according to plan.

5. Independent acquisition of new knowledge:

working with a textbook;

watching a movie;

watching TV shows;

performing laboratory work;

working with visual aids;

work on reference notes, signals, diagrams.

6. Consolidating new material:

– repetition by the teacher of the most difficult, important questions;

– repetition by students of the main provisions of the topic;

- answers on questions;

– performing oral and written exercises;

– solving problems (qualitative, quantitative, cognitive, training, developmental);

– conducting experiments.

7. Independent work of students:

– working with a textbook, reference books, writing abstracts, taking notes;

– drawing diagrams, sketches, graphs;

– written front work;

– individual independent work (using cards);

– test tasks;

– dictations;

– solving examples and problems;

– output of formulas;

– writing essays, creative works;

– resolution of problem situations.

8. Summing up the lesson:

– systematization and generalization of knowledge;

– analysis of students’ assimilation of program material;

– issuing and adjusting grades;

– analysis of the work done in the lesson;

- behavior in class.

9. Homework:

highlighting the main points in homework;

studying material on a new topic;

performing exercises on a new topic.

10. Individual assignments for students:

– preparation of abstracts on various topics;

– implementation of clarity (graphic, volumetric, natural);

experimental work (experience, observation, making mock-ups).

Structure of lessons for developing skills and abilities:

1 – setting lesson goals,

2 – repetition of formed skills and abilities that are a support,

3 – conducting testing exercises,

4 – introduction to new skills, demonstration of a sample formation,

5 – exercises based on them,

6 – exercise to strengthen them,

7 – training exercises based on a model and similarity, algorithm, instructions,

8 – transference exercises to a similar situation,

9 – creative exercises,

10 – lesson summary,

11 – homework assignment.

The structure of the lesson to consolidate and develop knowledge, skills and abilities:

1 – communication by students of the purpose of the upcoming work;

2 – reproduction by students of the knowledge, skills and abilities that will be required to complete the proposed tasks;

3 – students completing various assignments, tasks, exercises;

4 – checking completed work;

5 – discussion of mistakes made and their correction;

6 – homework assignment (if necessary).

Structure of a lesson on control and correction of knowledge, skills and abilities:

1 - communication of the topic, purpose and objectives of the lesson;

2 – demonstrating the use of acquired knowledge, skills, and abilities in life situations;

3 – testing knowledge of factual material, frontal conversation, individual survey;

4 – testing knowledge of basic concepts, laws and the ability to explain their essence, written work;

5 – checking the depth of understanding of knowledge and the degree of its generalization, independent comparison of generalized tables, written survey;

6 – application of knowledge by students, practical tasks;

7 – performing complex creative works;

8 – lesson summary;

9 – homework.

Structure of a knowledge test lesson:

1 – organization of the beginning of the lesson. Here it is necessary to create a calm, business-like environment. Children should not be afraid of tests and tests or worry excessively, as the teacher checks the children’s readiness for further study of the material;

2 – setting lesson objectives. The teacher tells the students what material he will be testing or monitoring. Asks the children to remember the relevant rules and use them in their work. Reminds that students must check their own work;

3 – presentation of the content of a test or test (tasks, examples, dictation, essay or answers to questions, etc.). Assignments in volume or degree of difficulty must correspond to the program and must be feasible for each student;

4 – summing up the lesson. The teacher selects good student work, analyzes mistakes made in other works and organizes work on mistakes (sometimes this takes the next lesson);

5 – definition typical mistakes and gaps in knowledge and skills, as well as ways to address them. Improving knowledge and skills.

Structure of a lesson on generalizing and systematizing knowledge:

1 – communication of the topic, purpose and objectives of the lesson;

2 – repetition and generalization of individual facts, events, phenomena;

3 – repetition and generalization of concepts and assimilation of the corresponding knowledge system;

4 – repetition and systematization of the main theoretical principles and leading ideas of science.

The structure of a combined lesson, which, as a rule, has two or more didactic goals:

1 – organization of the beginning of the lesson;

2 – examination homework, setting lesson goals;

3 – preparing students to perceive new educational material, i.e. updating knowledge and practical and mental skills;

4 – studying new material, including explanation;

5 – consolidation of the material studied in this lesson and previously covered, connected with new ones;

6 – generalization and systematization of knowledge and skills, connection of new ones with previously acquired and formed ones;

7 – summarizing the results of the lesson;

8 – homework assignment;

9 – preparation (preliminary work) necessary for students to study a new topic (not always).

Lesson structure - a set of lesson elements that ensure the integrity of the lesson and the preservation of its main characteristics under various options.

Structural elements of the lesson:

• organization started lesson - determination of readiness for joint activity, mobilizing beginning;
• setting goals and objectives lesson - formulation of the purpose and objectives of the lesson, awareness and acceptance of the purpose and objectives of the lesson by students;

Table 11.2.

• checking homework - determining the level of mastery of the material of the previous topic and readiness to perceive new material;
• explanation - scientific, entertaining and accessible presentation educational material with active involvement of students;
• fastening - special tasks after explaining new material, focusing on the supporting points of the material, communication theoretical material with practice, development of skills and abilities to apply knowledge;
• repetition - systematization, generalization, reproduction of educational material by topic and section, introduction of elements of a search nature.
• homework - communication of the homework assignment, explanation of its main ideas and methods of implementation;
• summarizing lesson - finding out: what new things were learned in the lesson, what new things were learned; assessment of the quality of work in the lesson.

There are different lesson typologies, but the most traditional and accepted by both researchers and practitioners in the field of pedagogy is typology of lessons according to didactic purpose: learning new material, repetition, consolidation, generalization, control and verification, combined. Each of these types of lessons is implemented in a certain combination structural elements.

Lesson on learning new material

The need for it arises when the teacher and students have to study integral, logically completed educational material or make a detailed introduction to a new topic.

Lesson structure:

• organizing an introduction to the lesson, communicating the purpose and objectives of the lesson;
• explanation of new knowledge, for which the largest share of useful time is used in order to clearly present new information by the teacher, organize independent work of students with a textbook, book, reference literature, computer, device, machine;
• consolidation of diagnostics of the strength of knowledge through teacher observations of the stability of attention and the degree of activity of students, as well as conducting a short control conversation;
• instructions on further work on the topic and homework for independent work at home, in the library, in the laboratory;
• summing up the lesson.

Consolidation lesson

Completing the Study whole topic requires a special type of lesson dedicated to consolidating knowledge and practicing skills and abilities in special exercises.

Lesson structure:

• introduction and organization of the beginning of the lesson, communication of the purpose and objectives of the lesson;
• exercises of various types and degrees of difficulty based on the material covered, performed by the whole class under the guidance of the teacher in order for students to assimilate what they have learned and develop skills and abilities;
• demonstration by students of the results of the work done, their collective discussion, marking individual students;
• homework;
• The short final part of the lesson is devoted to summing up the work of the teacher, establishing perspective by general introduction to a new topic.

Lessons in generalization and repetition

Separate lessons are devoted to general repetition, organically combined with diagnostics, testing and assessment of students' knowledge. This combination of two didactic tasks psychologically encourages all students to systematically repeat large blocks of material and ensures readiness to reproduce it.

Lesson structure:

• introduction and initial organization, allowing the teacher to outline the most general limits for repetition of material, communicating the purpose and objectives of the lesson;
• actual repetition, including an interview, discussion, student presentations, oral questioning, including individual presentation of the topic by students and analysis of the answer by the teacher and class, assessment and marking; frontal survey and assignment of lesson points;
• diagnostics and analysis of the depth and strength of knowledge, recommendations for students on independent work, homework assignments;
• summing up and setting prospects for learning new knowledge.

Lesson in control

Studying new material and repeating it with students also involves objective testing, diagnosing the state of students’ learning, the effectiveness of the teacher and students, and obtaining feedback. This is carried out in special control lessons.

Lesson structure:

• introductory explanatory part and setting the goal and objectives of the lesson (whether it be problem solving, creative work, essay, dictation, presentation of theoretical material), dedicated by the teacher to instructing and psychological preparation schoolchildren;
• the main part, the actual independent work of students;
• the final part, which is reserved for orienting children in the upcoming study of new material and homework.

The most common type of activity is combined lesson. In its structure, in one or another combination, there are All basic structural lesson elements. In a short period of time in such a lesson, a full-fledged completed cycle of pedagogical processing and assimilation of educational material by schoolchildren is completed. The dialectics of educational interaction between teacher and students requires that the structure of a combined lesson be flexible and mobile. It gives the greatest pedagogical impact when, depending on the nature of the learning situation, the degree of activity of the children and the teacher’s creative approach to organizing the cognitive process, its structural components interact and transform into each other. For example, individual elements of a lesson are combined: new knowledge is acquired in the process of doing independent work. Testing knowledge is woven into the organization of classes at the same time as diagnostics and taking into account the activity of students in commenting on the progress of their work. The activities of the teacher and students in such a lesson are characterized active interaction and a variety of learning activities.

The structure of lessons for didactic purposes is only a general outline. thinking And creatively A working teacher can make every stage of a lesson interesting, productive, educational and developmental. The sequence of structural elements is not rigidly fixed.

U There are a number of traditional lessons positive aspects:

• organizational clarity pedagogical process;
• systematic nature of training;
• emotional impact of the teacher’s personality on students;
• versatility and abundance of information, rich use of visual aids and technical teaching aids.

TO weak points A typical lesson might include:

• regulation of the activities of teachers and students within a limited time frame;
• difficult compatibility with technology active learning;
• the difficulty of implementing an individual approach with a large class size;
• a strong emphasis on the transfer and assimilation of knowledge, the development of skills, with less attention to the development of the cognitive sphere of students.

But in the end it all depends on the skill and professionalism of the teacher. The lesson structure cannot be established according to a template. Lessons taught on many modern educational technologies, may be completely different in structure from a traditional lesson, and the ideas of this technology can be solved within the framework of a traditional lesson structure. In addition, non-standard (non-traditional) lessons are becoming popular: tournament, version, benefit performance, parade of paradoxes, synthesis lesson, essay, interdisciplinary lessons, inter-age lessons, etc., but such lessons are conducted sporadically.

The use of one or another type of lesson in the educational process is determined by the age characteristics of children. Jr school age requires mobility of form, frequent change of activities, which is more consistent with the combined structure of the lesson. A senior schoolchild is capable of long-term labor effort and systematic work in lessons devoted to exercises or communication and assimilation of new knowledge, therefore, in the senior classes, double lessons are practiced, which make it possible to use a school lecture on them or structure them as practical or seminar classes.

Ways to improve the lesson:

• creating a free, creative, most productive psychological atmosphere in the classroom, based on respect and trust in students;
• formation of a high level of motivation for educational activities;
• equipping students with the skills and abilities to learn, developing educational activities;
• practical orientation of learning, ensuring the acquisition of strong skills and abilities that facilitate learning and give schoolchildren confidence in their abilities;
• organization of conditions for creative activity, both students and teachers.

A clearly organized lesson as a form of training has an intrinsic educational, developmental and educational value. Indicators of intellectual activity of students in the lesson:

Table 11.3.

• field manifestation: concentration of attention, desire to overcome emerging difficulties and complete educational activities, reaction to a call;
• free choice of cognitive activity.

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1 Approximate structure of each type of lesson according to the Federal State Educational Standard 1. Structure of a lesson for assimilation of new knowledge: 4) Primary assimilation of new knowledge. 5) Primary check of understanding 6) Primary consolidation. 7) Information about homework, instructions on how to complete it 8) Reflection (summarizing the lesson) 2 Structure of a lesson on the integrated application of knowledge and skills (consolidation lesson). 2) Checking homework, reproduction and correction background knowledge students. Updating knowledge. 3) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 4) Primary consolidation in a familiar situation (typical) in a changed situation (constructive) 5) Creative application and acquisition of knowledge in a new situation (problem tasks) 6) Information about homework, instructions on how to complete it 7) Reflection (summarizing the lesson) 3 Structure of a lesson on updating knowledge and skills (repetition lesson) 2) Checking homework, reproducing and correcting students’ knowledge, skills and abilities necessary for creative solution of assigned tasks. 3) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 4) Updating knowledge. in order to prepare for the test lesson in order to prepare for studying new topic 5) Application of knowledge and skills in a new situation 6) Generalization and systematization of knowledge 7) Control of assimilation, discussion of mistakes made and their correction. 8) Information about homework, instructions on how to complete it 9) Reflection (summarizing the lesson) 4. Structure of a lesson on systematization and generalization of knowledge and skills 4) Generalization and systematization of knowledge Preparing students for generalized activities Reproduction at a new level (reformulated questions). 5) Application of knowledge and skills in a new situation 6) Control of assimilation, discussion of mistakes made and their correction. 7) Reflection (summarizing the results of the lesson) Analysis and content of the results of the work, drawing conclusions on the material studied 5. Structure of the lesson for monitoring knowledge and skills

2 3) Identification of knowledge, skills and abilities, checking the level of development of students’ general educational skills. (Tasks in volume or degree of difficulty must correspond to the program and be feasible for each student). Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed 4) Reflection (summarizing the lesson) 6. Structure of the lesson for correcting knowledge, skills and abilities. 3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills. Depending on the diagnostic results, the teacher plans collective, group and individual teaching methods. 4) Information about homework, instructions on how to complete it 5) Reflection (summarizing the lesson) 7. Structure of a combined lesson. 4) Primary assimilation of new knowledge. 5) Primary check of understanding 6) Primary consolidation 7) Control of assimilation, discussion of mistakes made and their correction. 8) Information about homework, instructions on how to complete it 9) Reflection (summarizing the lesson) Structure of the OHS lesson. 1. Motivation (self-determination) for educational activities (“need” - “want” - “can”) 1-2 min. 2. Updating and recording individual difficulties in a trial educational action 5-6 min. 3. Identifying the location and cause of the problem 2-3 minutes. 4. Constructing a project for getting out of a difficulty 5-6 min. 5. Implementation of the constructed project - 5-6 minutes. 6. Primary consolidation with pronunciation in external speech 4-5 minutes. 7. Independent work with self-test using a standard 4-5 min. 8. Inclusion in the knowledge system and repetition 4-5 min. 9. Reflection on educational activities 2-3 min. Student learning ability: 1-4 min. 60% of information 5-23 min. 80% information min. 50% information min. 6% information

3 How to structure a lesson to implement the requirements of the Second Generation Standards? To construct a lesson within the framework of the Federal State Educational Standard of Education, it is important to understand what the criteria for the effectiveness of the lesson should be. 1. Lesson goals are set with a tendency to transfer functions from teacher to student. 2. The teacher systematically teaches children to carry out reflective action (assess their readiness, detect ignorance, find the causes of difficulties, etc.) 3. A variety of forms, methods and techniques of teaching are used that increase the degree of activity of students in the educational process. 4. The teacher knows the technology of dialogue, teaches students to pose and address questions. 5. The teacher effectively (adequate to the purpose of the lesson) combines reproductive and problematic form teaching, teaches children to work according to the rules and creatively. 6. During the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students). 7. The teacher ensures that all students understand the educational material, using special techniques for this. 8. The teacher strives to evaluate the actual progress of each student, encourages and supports minimal success. 9. The teacher specifically plans the communicative tasks of the lesson. 10. The teacher accepts and encourages the student’s own position, a different opinion, and teaches the correct forms of their expression. 11. The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort. 12. During the lesson, there is a deep personal impact “teacher-student” (through relationships, joint activities, etc.) Let’s consider the approximate structure of a lesson introducing new knowledge within the framework of the activity approach. 1. Motivation for educational activities. This stage of the learning process involves the student’s conscious entry into the space of learning activity in the lesson. For this purpose, at this stage, his motivation for educational activities is organized, namely: 1) the requirements for him from educational activities are updated (“need”); 2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want); 3) a thematic framework is established (“I can”). In the developed version, processes of adequate self-determination in educational activities and self-assertion in it occur here, involving the student’s comparison of his real “I” with the image “I am an ideal student”, conscious subordination of oneself to the system regulatory requirements educational activities and the development of internal readiness for their implementation. 2. Updating and recording individual difficulties in a trial educational action. At this stage, preparation and motivation of students for proper independent implementation of a trial educational action, its implementation and recording of individual difficulties are organized. Accordingly, this stage involves: 1) updating the learned methods of action sufficient to construct new knowledge, their generalization and symbolic fixation; 2) updating of relevant mental operations and cognitive processes;

4 3) motivation for a trial educational action ("need -" can - "want") and its independent implementation; 4) recording individual difficulties in performing a trial educational action or justifying it. 3. Identification of the place and cause of the difficulty. At this stage, the teacher organizes identification by students of the place and cause of the difficulty. To do this, students must: 1) restore the operations performed and record (verbally and symbolically) the place - the step, the operation where the difficulty arose; 2) correlate their actions with the method of action used (algorithm, concept, etc.) etc.) and on this basis, identify and record in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are lacking to solve the original problem and problems of this class or type in general 4. Construction of a project for solving the difficulty (goal and topic, method , plan, means). At this stage, students in a communicative form think about the project of future educational actions: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan for achieving the goal and determine the means - algorithms, models, etc. .d. This process is led by the teacher: at first with the help of introductory dialogue, then stimulating, and then with the help of research methods. 5. Implementation of the constructed project. At this stage, the completed project is being implemented: various options, proposed by students, and the optimal option is selected, which is recorded in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused the difficulty. Finally, it is specified general character new knowledge and overcoming a previously encountered difficulty is recorded. 6. Primary consolidation with pronunciation in external speech. At this stage, students in the form of communication (frontally, in groups, in pairs) decide typical tasks on new way actions with speaking the solution algorithm out loud. 7. Independent work with self-test according to the standard. When carrying out this stage, an individual form of work is used: students independently perform tasks of a new type and self-test them, step by step comparing them with the standard. At the end, a performance reflection on the progress of the implementation of the constructed project of educational actions and control procedures is organized. The emotional focus of the stage is to organize, if possible, a situation of success for each student, motivating him to be included in further cognitive activity. 8. Inclusion in the knowledge system and repetition. At this stage, the boundaries of applicability of new knowledge are identified and tasks are performed in which a new method of action is provided as an intermediate step. When organizing this stage, the teacher selects tasks that train the use of previously studied material that has methodological value for introducing new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the learned norms, and on the other, preparation for the introduction of new norms in the future. 9. Reflection on learning activities in the lesson (result). At this stage, new content learned in the lesson is recorded, and reflection and self-assessment of students’ own learning activities is organized. At the end, its goal and results are correlated, the degree of their compliance is recorded, and further goals of the activity are outlined.

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