Basic requirements for conducting a lesson according to the Federal State Educational Standard

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.

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, activity-based approach is taken.

Each lesson is aimed at developing universal learning activities (ULA): personal, communicative, regulatory and cognitive.

Requirements for preparation, organization and content of the lesson When preparing for a lesson, a modern teacher should not lose sight of the following points: the health of each student in the lesson is above all else. Each lesson should be part of a system of lessons on a given topic. For more effective learning of the material, handouts and demonstration material should be present in the lesson. A dry explanation will not give any result.

During the lesson, the teacher should be a kind of guide to the world of knowledge, and not a simple speaker. It is necessary to create conditions so that students can independently acquire knowledge. The educational process should contain educational moments, but not in the form of edification, but in a veiled form: using the example of situations, incidents from life, through the presentation of certain information. Especially if this is an elementary school, lessons on the Federal State Educational Standard in this case require special preparation and selection of information. In the classroom, the teacher must develop in children the ability to work in a team, defend their point of view, and admit defeat with dignity. Perseverance in achieving your goals will be very useful in adulthood.

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

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.

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.

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

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.

Type No. 4. Developmental Control Lesson

Goals:

Activity : teach children methods of self-control and mutual control, develop abilities that allow them to exercise control.

Lesson structure according to Federal State Educational Standards

1.. Motivation (self-determination) for educational activities (organizational stage 1-2 minutes).

2. Updating knowledge and recording individual difficulties in a trial learning activity for 4-5 minutes.

3. Identifying the location and cause of the difficulty, setting goals for the activity, 4-5 minutes.

4. Constructing a project for solving a problem (discovering new knowledge) 7-8 minutes.

5. Implementation of the constructed project 4-5 minutes.

6. Primary consolidation 4-5 minutes.

7. Independent work with self-test using a standard (sample) for 4-5 minutes.

8. Inclusion in the knowledge system and repetition for 7-8 minutes.

9. Reflection on learning activities (lesson summary) – 2-3 minutes.

Forms (types) of lessons for each type

The last thing I would like to draw your attention to is didactic requirements for the lesson . And at the same time, we will reveal the essence of the changes associated with conducting a modern lesson:

This table allows us to conclude: the student, from being present and passively following the teacher’s instructions in a traditional lesson, now becomes the main figure. “It is necessary that children, if possible, learn independently, and the teacher guides this independent process and provides material for it” - words of K.D. Ushinsky reflect the essence of a modern lesson, which is based on the principle of a system-activity approach.

Thus, lessons in the light of the requirements of the Federal State Educational Standard require a thorough reconstruction of the educational process. The requirements not only for the content of the educational process, but also for the results of education have changed. Moreover, the Federal State Educational Standard offers a new system for the implementation of extracurricular activities. In this way, an integrated approach is implemented in educating the child.

Modern requirements for a lesson are of three types:

1. Didactic

A clear definition of the lesson’s place among other lessons,

Compliance of the lesson content with the curriculum, taking into account the students’ preparation,

Taking into account the principles of a holistic pedagogical process,

Selection of methods and more effective means and techniques of teaching,

The presence of interdisciplinary connections.

2. Educational and developmental methods.

Formation of memory, attention and thinking of schoolchildren,

Education of moral qualities of the individual,

Development of cognitive interest and motives,

The teacher’s observance of pedagogical tact, restraint and patience,

Development of creative abilities,

Creating a problematic situation.

3. Organizational requirements for the lesson.

Having a well-thought-out lesson plan,

Clarity of lesson delivery (in accordance with the lesson structure),

Creation of work discipline,

Use of educational tools and information technologies,

Completeness of the lesson, its flexibility and mobility.

Planning the educational process and preparing the teacher for the lesson.

In school practice, two main types of planning have developed:

1. calendar - thematic,

2. lesson.

The calendar and thematic planning indicates:

1. topics and sections of the course,

2. number of training hours for each

2.10 Teacher preparation for the lesson

Preparation for a lesson is a constant necessary element of a teacher’s professional activity.

The teacher must have a good understanding of the content of all subjects taught at school, the sequence of their study, since only under this condition is it possible to carry out interdisciplinary connections and the practical orientation of teaching, which is especially important in the conditions of a auxiliary school.

Lesson planning

One of the stages of teacher preparation for a lesson is thematic planning. A brief summary of educational topics is given in the subject program. The teacher distributes the topic material into a certain number of lessons. Outlines the sequence of studying the topic by lesson. Defines the goals and objectives of each lesson, its approximate content and proposed methods of work. When thematic planning in the content of the topic, it is necessary to determine the most general and main tasks, highlight theoretical and practical provisions, and find the most adequate methods of consolidating knowledge, skills and abilities. On this basis, the topic material is distributed among the lessons. The teacher should know in advance which lesson has a more pronounced theoretical content, which lesson is better for independent work or exercises, which lesson to devote to practicing certain skills, etc.

Thematic planning usually includes the following items: the name of the topic of each lesson; educational, educational and correctional goals and objectives; main content of the material; methods of presentation; possible observations; use of visual aids, technical teaching aids; proposed forms of control over the assimilation of material; calendar dates for lessons.

Thematic planning creates the possibility of an integrated approach to the study of academic subjects, helps and facilitates the teacher’s preparation for each lesson.

Lesson planning depends on the thematic and represents the development of a specific plan for a separate lesson. In lesson planning, first of all, the topic and content of the material are clarified; specific educational, educational and correctional tasks are set; the type and structure of the lesson is determined. The course of the lesson is planned based on its stages and structural elements. Lesson Plan includes the following items: date, topic title; goals and objectives of the lesson; equipping the lesson with visual aids and technical teaching aids; course of the lesson (in stages according to the type of lesson); analysis of the lesson results (results, conclusions, possible tests); homework assignment.

2.11 Answering this question is not so simple, if only because there are many types of analysis and each has its own goal. In science, they distinguish between event, content, conceptual and phenomenological, elementary, causal, logical, structural-functional, etc. types of analysis. It is quite natural that the teacher is interested in a very specific analysis that would provide grounds for making any improvements in the delivery of the lesson. One way or another, any analysis brings a scientific component to the teacher’s work, since it is the main method of learning something. Analysis is a logical method of cognition, which is the mental decomposition of an object (phenomenon, process) into parts, elements or features, their comparison and consistent study in order to identify the essential ones, i.e. necessary and certain qualities and properties. Psychological and pedagogical theory has developed numerous lesson analysis schemes, built on different foundations. A modern lesson is far from a monotonous and unified structural and content scheme. Therefore, each specific teacher or leader determines for himself those forms that are most acceptable to him and correspond to the paradigm in which he carries out his activities. But precisely in connection with this, a period of doubt and confusion begins: the main humanistic value - the ability to choose - turns into the need to reflect, something our teachers are not predisposed to. They have no time and no desire to choose, since the basis for choice is already a methodology, which occupies an extremely insignificant place in the teacher’s pedagogical training. However, for a methodologically competent teacher, such an opportunity is present in the form of pre-activity of pedagogical consciousness, which “adjusts” thinking and “suggests” economical, quick and accurate choice. For such a choice of a lesson analysis scheme, it is enough to know the modern criteria for the quality of students’ education, to possess the skills of meaning-searching activities to identify and overcome crisis nodes in teaching and upbringing, to reconstruct existing knowledge, to construct cultural and humane meanings of pedagogical activity, to possess the skills of selecting and restructuring the content of the knowledge being studied, modeling and designing conditions and means that support and develop the personal structures of students’ consciousness, as the basis of their personal self-organization. But this is a special topic that can be discussed with teachers who have independently chosen a personally oriented paradigm of education. A special section of our manual is dedicated to this.

2,12 Intra-school control is a comprehensive study and analysis of the educational process at school in order to coordinate all its work in accordance with the tasks facing it, prevent possible errors and provide the necessary assistance to the teaching staff Methods of control: questionnaires, testing, social survey, monitoring, written and oral surveys, tests, combined testing, observation, study of documentation, analysis of self-analysis of lessons, conversation about the student’s activities, timing, results of students’ educational activities.

Reasons for organizing in-school control: - Law of the Russian Federation "On Education" - Model regulations on a general education institution - Letter of the Ministry of Education of the Russian Federation dated September 10, 1999 No. 22-06-874 "On ensuring inspection and control activities" - Charter of the educational institution - Internal regulations for school employees - Regulations about VShK (local act of OS)

Control should be: Multi-purpose – that is, it is aimed at checking various issues (educational, methodological, scientific, research and experimental activities, improving the educational and material base of the school, fulfilling sanitary and hygienic requirements, compliance with safety regulations, etc.); Multilateral – means the application of various forms and methods of control to the same object (frontal, thematic, personal control of the teacher’s activities, etc.); Multistage – control of the same object by different levels of management (for example, the work of a teacher during the educational process is controlled by the director, deputy directors, chairmen of methodological associations, etc.). Control method – this is a way of practical implementation of control to achieve a set goal. The most effective control methods for studying the state of educational activities are: Observation(carefully watching something, studying, exploring); Analysis(analysis with identification of causes, determination of development trends); Conversation(a business conversation on any topic with the participation of listeners in the exchange of opinions); Studying the documentation(a thorough examination for the purpose of familiarization, clarification of something); Questionnaire(method of research through survey); Timing(measurement of working time spent on repetitive operations); Oral or written knowledge test(test to identify the level of training).

Modern requirements

to organizing and conducting training sessions

From the series: “To help

teacher and master

industrial training"

Compiled by: ,

UO GGPC

These methodological recommendations are intended to assist teachers and industrial training specialists in preparing for various types of training sessions. This publication examines the issues of didactic and psychological requirements for classes, methods and means of organizing students' cognitive activity. A methodology for analyzing a lesson from the perspective of student-centered education is proposed for teachers.

The proposed material can be used by teachers and industrial training specialists to organize and conduct classes that meet modern requirements of the educational standard.

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· determination of the optimal content of the lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of preparation and readiness of students;

· forecasting the level of students’ mastery of scientific knowledge, the development of skills and abilities both during the lesson and at its individual stages;

· selection of the most rational methods, techniques and means of teaching, stimulation and control, their optimal impact at each stage of the lesson, a choice that ensures cognitive activity, a combination of various forms of collective and individual work in the lesson and maximum independence in the learning of students;

· implementation of all didactic principles in the classroom;

· creating conditions for successful learning of students.

2. Psychological requirements for the lesson

Psychological purpose of the lesson:

· designing the development of students within the study of a specific academic discipline and a specific lesson;

· taking into account in the target setting of the lesson the psychological task of studying the topic and the results achieved in previous work;

· provision of separate means of psychological and pedagogical influence, methodological techniques that ensure the development of students.

Lesson style

1) Determining the content and structure of the lesson in accordance with the principles of developmental education:

· the ratio of the load on students’ memory and their thinking;

· determination of the volume of reproductive and creative activity of students;

· planning the assimilation of knowledge in finished form (from the words of the teacher, textbook, manual, etc.) and in the process of independent search;

· implementation of problem-heuristic learning by the teacher and students (who poses the problem, who forms and formulates, who solves);

· taking into account the control, analysis and assessment of students’ activities carried out by the teacher, and mutual critical assessment, self-control and self-analysis of students;

· the ratio of encouraging students to act (comments that evoke positive feelings in connection with the work done, attitudes that stimulate interest, volitional effort to overcome difficulties, etc.) and coercion (reminders of grades, harsh remarks, notations, etc. ).

2) Features of teacher self-organization:

· prepare for the lesson and most importantly - awareness of the psychological goal and internal readiness for its implementation;

· the teacher’s working well-being at the beginning of the lesson and in the process of its implementation (composure, attunement with the topic and psychological goal of the lesson, energy, persistence in achieving the set goal, an optimistic approach to everything that lies ahead, pedagogical resourcefulness, etc.);

· pedagogical tact (cases of manifestation);

· psychological climate in the classroom (maintaining an atmosphere of joyful, sincere communication, business contact, etc.).

Organization of cognitive activity of students

1) Determination of measures to ensure conditions for productive work of thinking and imagination:

· planning ways for students to perceive the objects and phenomena being studied and to comprehend them;

· use of attitudes in the form of persuasion, suggestion;

· planning conditions for sustained attention and concentration of students;

· the use of various forms of work to update in the memory of students previously acquired knowledge necessary for the perception of new ones (individual survey, conversation, repetition tests).

2) Organization of the activity of thinking and imagination of students in the process of forming new knowledge and skills:

· determination of the level of development of students’ knowledge and skills (at the level of concrete sensory representations, concepts, generalizing images, “discoveries”, derivation of formulas, etc.);

· reliance on psychological patterns of formation of ideas, concepts, levels of understanding, creation of new images in the organization of the activity of thinking and imagination of students;

· planning methods and forms of work that ensure the activity and independence of students’ thinking (a system of questions, the creation of problem situations, different levels of problem-heuristic problem solving, the use of problems with missing and “extra” data, the organization of search and research work in the classroom, etc.) ;

· management of increasing the level of understanding (from descriptive, comparative, explanatory, to generalizing, evaluative, problematic) and the formation of reasoning and inference skills;

· use of various types of creative work by students (explaining the topic and purpose of the work, the conditions for its implementation, training in the selection and systematization of material, as well as processing the results and design of the work).

3) Consolidation of work results:

· formation of skills by solving problems;

· training in the transfer of previously acquired skills and abilities to new working conditions, prevention of mechanical transfer.

Student organization:

· students’ attitude to learning, their self-organization and level of mental development;

· possible groups of students by level of training, taking these circumstances into account when determining the combination of individual, group and frontal forms of student work in the classroom.

Taking into account individual characteristics of students:

4. Requirements for the technique of conducting the lesson:

· the lesson should be emotional, arouse interest in learning and cultivate the need for knowledge;

· the pace and rhythm of the lesson must be optimal, the actions of the teacher and students must be complete;

· full contact is required in the interaction between the teacher and students in the classroom, pedagogical tact and pedagogical optimism must be observed;

· the atmosphere of goodwill and active creative work should dominate;

· whenever possible, the types of activities of students should be changed, and various teaching methods and techniques should be optimally combined;

· ensure compliance with the uniform spelling regime of the educational institution;

· The teacher must ensure the active learning of each student.

3. Methodology for analyzing a lesson from a position

student-centered education

1. Preparing the teacher for the lesson:

· What role does the teacher assign to the lesson in the personal development of students.

· Objectives of the lesson, their connection with the objectives of the educational field of the discipline and topic.

· Was a diagnosis of the personal development of students’ training and education carried out, how were the diagnostic results used when setting the objectives of the lesson and determining its content.

· What individual work was designed by the teacher during the lesson.

· How the teacher evaluates the results of individual students’ work in the lesson (what progress the strong and weak students made in the lesson).

2. Organization of the lesson

· What tasks were set by the teacher for the students during the lesson, whether it was possible to involve students in the implementation of the assigned tasks, how the students understood the task of the lesson, how the teacher found out the degree of students’ understanding of the tasks of the upcoming work.

· Was the motivation for the students’ activities created, how was their interest awakened, did they have a desire to acquire new knowledge and advance in development.

· How students participated in the organization of the lesson, whether there was peer learning, collective or mutual monitoring and evaluation. What roles are performed by students in class? Who took responsibility for organization, order and discipline.

· What is the organizational structure of the lesson, is it possible to identify the stages of the lesson along the students’ path to the goal. How students’ activities change at each stage, what problems they solved.

· Organizing student reflection on what they heard in class.

· What values ​​were the basis of the learning content and whether they became the subject of discussion with students.

· What global (planetary) and more specific problems of human development were included in the content of the lesson.

· What methods of personal development have students mastered: the ability to set goals and achieve their implementation; communication skills; ability of cooperation and mutual assistance; the ability to self-regulate, self-control and self-discipline; the ability of self-knowledge, reflection, etc.

· What was the developmental nature of the learning content in the lesson.

· Whether there has been differentiation and integration of content.

4. Teaching technology:

· How independent, creative work of students was organized.

· What methods did the teacher use to bring students into a state of activity?

· Was the training dialogical in nature? Did the students have any questions for the teacher, each other, or the textbook?

· By what means and methods did the teacher provide support to students during the lesson. Was there individual support?

· How the development of humanitarian thinking of students was carried out.

· How students’ difficulties were prevented and feedback was provided.

· Which modern teaching technologies did the teacher use?

· What is the effect of the technology used by the teacher.

5. Ecology lesson:

· The health status of group students, its recording in class.

· What was the mood of the students? Have any acts of aggression, depression, unsatisfactoriness, or passivity occurred? What was the reason and whether the students were overtired.

· Whether the students were sufficiently busy and experienced a joyful feeling of success.

· Kindness, cordiality, sincerity, mutual care of the teacher and students - with what mood did the teacher and students leave the lesson?

6. Pedagogical culture and professionalism of the teacher in the classroom:

· Did the behavior and communication of the teacher with students show love, kindness, and respect, regardless of their success in learning?

· Does the teacher understand the psychology of students, does he understand the behavior of students, and are all the actions of the teacher pedagogically appropriate and fair?

· Does the teacher have good professional knowledge, can he build his own system of evidence, and can he captivate students with his discipline?

· Were there any pedagogical discoveries, teacher inspiration, fantasy, improvisation, artistry, or individual handwriting in the lesson?

· Is the teacher able to flexibly pose problematic questions while studying the topic? Does he have the ability to conduct classes at the level of heuristic conversation?

· Does the teacher show irritability and dissatisfaction with students, has he raised his voice at them, or violated the norms of general and pedagogical ethics?

· How does the teacher treat students’ incorrect answers, does he involve other students in refuting them. Does not allow neglect or inattention to student questions.

7. General assessment of the lesson as an element of the student-centered education system:

· The lesson was well prepared (or not well prepared) to address student development issues. Provided (did not provide) students with the advancement and acquisition of knowledge.

· The lesson fully complied (or did not comply) with the principles of natural conformity, cultural conformity and an individual approach to the student.

· Students felt (or did not feel) like they were the masters of the lesson, its co-authors, and whether they showed their subjective properties, activity, responsibility, self-discipline, the ability to make choices, participate in dialogue, and defend their position.

· The teacher used (did not use) humanistic pedagogical technology, implemented (did not implement) a cooperation strategy. Combined (or did not combine) frontal group work with individual work. Encouraged (did not) individual achievements.

· The general atmosphere and educational environment of the lesson contributed (did not) to self-development, self-education, self-expression, self-determination of students; drawing on their life experiences and stimulating personal meaning in learning.

Questionnaire

The teacher through the eyes of the student:

Do classes allow you to acquire the necessary knowledge and skills in the discipline? Are the lessons consistent and logical? Is there a good selection of examples and illustrations? Do the lessons contain information that can only be obtained in the classroom? Do the classes arouse interest in the discipline being studied? Do classes stimulate active and creative work?

Teacher personality assessment:

Is the teacher confident in front of the audience? Does he have a high level of speech and maintain the proper pace of presentation? Is the opinion of students taken into account? Is it demanding? Is he objective in assessing knowledge and skills? Is it correct and practical?

Literature

1. Derekleva’s head teacher. – M., “VAKO”, 2008.

2. Magazine “Head of Teacher”. No. 7, 2005.

3. Ilyin to a modern lesson. – Mn., RIPO, 2005.

4. Onischuk in a modern school. – M., Education, 1981.

5. Pedagogical analysis of the lesson: manual. / . – 2008.

6. Horse and analysis of lessons in special and general technical subjects. – M., “Higher School”, 1984.

7. Hurtova professional training of teachers. – Volgograd, “Teacher”, 2008.

8. Yanochkina - methodological literature for teaching staff of VET and SSE institutions. – Mn., RIPO, 2007.

; Grodno, educational institution GGPC, methodological office

Requirements for organizing a lesson (lesson).

1. The first thing you need to start a lesson with is to ignite the dominant - the center of active attention, to ensure that the child becomes interested in the lesson, and the reflex “What is this?” arises.

2. The duration of one type of mental work (reading, writing, counting, explaining new material, etc.) in each age group should not exceed the duration of active attention. This especially applies to preschoolers and students in grades I-IV. The structure of the lesson (duration of stages, parts of it) must correspond to the dynamics of mental performance during the lesson (period of development, optimum performance, time of appearance of the first phase of fatigue, after which it is necessary to change the type of mental work).

The duration of counting for 1st grade students should not exceed 5-7 minutes, writing - 10 minutes, reading - 15 minutes.

3. The teacher must be able to switch the active attention of children in time and include another group of nerve centers in the work. A special place when changing the type of activity during a lesson is occupied by physical education minutes, which provide students with the opportunity to take a break from mental work and switch to another type of activity. They must be carried out in all lessons for 1.5-2 minutes in the form of a small complex - three or four simple physical exercises, repeated four or five times. It is advisable to conduct physical education minutes at 20-25 minutes of the lesson or twice (in primary school) during one lesson (for 15 and 30 minutes).

4. The lesson should be taught emotionally, not monotonously, with positive emotions (so as not to cause protective inhibition) and always on sensory perception, i.e. using visual aids so that all analyzers are involved. This is especially important for younger schoolchildren when organizing a lesson, it is necessary to use visual aids, handouts, and experiments, since for them the first signaling system prevails over the second and therefore it is necessary to rely primarily on the sensory perception of the subject.

5. A number of provisions of I.P. Pavlov’s teaching on higher nervous activity are directly related to psychohygiene, from which it follows that:

a) the amount of new information entering the cerebral hemispheres must correspond to the functional and age capabilities of schoolchildren;

b) the amount of information should decrease by the end of each lesson, by the end of the school day, school quarter and school year.

If the first position is mainly taken into account by teachers when drawing up curricula, lesson duration, school day, school quarter and school year, then the second is practically not taken into account. The amount of information in the last minutes of a lesson is no less than at the beginning of the lesson, at the end of the school day no less than at the beginning of it, and at the end of the school week no less than at the beginning of it.

6. Hence, proper drafting is of particular importance lesson schedules.

There are a number of requirements for the lesson schedule. First of all number of lessons per week for each academic discipline in each class must strictly comply with the curriculum.

Another basic valeological requirement for drawing up a lesson schedule is taking into account the dynamics of mental performance schoolchildren during the school day and school week.

The highest level of mental performance is observed from 9 to 11 a.m. for younger schoolchildren and from 8 to 12 a.m. for older schoolchildren. Then the decline in performance begins. At 15-17 hours for younger schoolchildren and at 16-18 hours for older schoolchildren, a second, relatively smaller increase in performance is observed, which is significantly inferior in productivity to the first.

For younger schoolchildren, lessons should begin no earlier than 8 h 30 min, and end at 12 o'clock For older schoolchildren, lessons should begin no earlier than 8 h, a ends at 13:00. For younger schoolchildren, mental performance increases from the 1st to the 2nd lesson, and for older students from the 1st to the 3rd lesson (the period of development and optimum performance). Starting from the 3rd lesson for younger students and from the 4th lesson for older students, performance begins to decline, but remains even higher than it was in the 1st lesson. At the 4th lesson in younger schoolchildren and in the 5th lesson in older schoolchildren, mental performance is already lower than it was in the 1st lesson. If the 5th lesson is introduced for younger students, and the 6th lesson for older students, then in these lessons performance decreases by 50% compared to the 1st lesson. Lessons 6 for younger schoolchildren and lessons 7 for older students are pedagogically ineffective, since by this time the third phase of fatigue develops.

Similar dynamics of mental performance are observed during the school week. If we take normal performance as 100 %, then on Monday it will be equal to 98% (working period), on Tuesday (105%) and Wednesday (109 %) the highest efficiency (optimum) is observed, on Thursday the efficiency begins to decrease (96%), on Friday it is even lower (95%) and on Saturday the lowest (94%).

In accordance with the dynamics of mental performance, it is necessary difficult lessons, i.e. requiring abstract attention (mathematics, physics, foreign language, Russian language, tests) set during the period of greatest performance, i.e. 1-2 for younger schoolchildren and 1-3 for older schoolchildren.

To the moment started decreased performance, i.e. 3 lessons for younger students and 4 lessons for older students (or penultimate) it is necessary to include labor, physical education, fine arts, music and other lessons not related to intense mental work (lessons of a qualitatively different activity).

The last lessons should be lessons that do not require much mental effort (natural history, biology, history, geography, etc.). However, you cannot put all lessons in this discipline last. If younger schoolchildren have 5 lessons, and older students have 6 lessons, then it is better to spend an hour of health after the 3rd lesson for younger schoolchildren and the 4th lesson for older schoolchildren (from 11 h 30 min until 12:30 min) on open air.

On Monday and Saturday, the schedule should be lightened by reducing the number of hours and including easier lessons. It is forbidden to double lessons.(Previously, as an exception, it was allowed to double lesson labor. This was due to the shortage of labor teachers.) It is necessary to ensure that on any given day there are no accumulations of lessons / requiring a lot of time to complete homework. Homework is prohibited on weekends and holidays. Therefore, on Monday we need to set lessons that do not require preparation at home.

In accordance with the weekly dynamics of mental performance, on Thursday you should do a “fasting” day with a reduced volume of study load, with excursions and walks.

7. Along with the lesson schedule, the organization of breaks with the introduction of outdoor games is also of great importance.

Outdoor games during recess help improve mental performance in the following lessons. Games should be organized during breaks when children are not having breakfast or changing clothes (physical education class, excursion, etc.). If the weather permits, it is better to conduct them outdoors and separately with each class. During a 10-15 minute break, children can play 2-3 games.

Primary school students need guidance in games. The leader must make amendments, eliminate conflicts, encourage, and monitor the rules of the game. High school students play independently.

Self-created games should be encouraged. In these cases, direct guidance is usually not required, but supervision is required. When organizing independent games, you should use not an order, but a friendly form of communication in the form of advice: “What game should we play?” “Let's play...”, “Do you know the game...”, etc. P.

No matter how correctly the lesson is organized and the lesson schedule is drawn up correctly, no matter how the educational process meets the valeological requirements of protecting the student’s nervous system, the educational load inevitably presents certain difficulties, in overcoming which students’ mental development occurs. Mental work should always be brought to the point of fatigue. It is only important that fatigue does not exceed acceptable limits and does not turn into overwork. Hence, rest plays a huge role. Proper organization of leisure is no less important than organization of educational activities.

Young teachers can find it difficult to cope with the flow of documentation. I think that my development will help someone.

Planning work is a complex and important stage in preparing a teacher for classes. Work planning includes the development of calendar-thematic planning and drawing up a plan for each lesson - lesson planning. How to do it correctly and simply .

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PRIMARY REQUIREMENTS

FOR THE LESSON

Preparing a teacher for work

Planning work is a complex and important stage in preparing a teacher for classes.

Work planning includes the development of calendar-thematic planning and drawing up a plan for each lesson - lesson planning.

The main planning documents are the school curriculum and program.

When starting to draw up a work plan, the teacher, based on the curriculum, in accordance with the given number of hours, distributes the program material among the quarters of the academic year and begins to draw up calendar-thematic planning.

The teacher is guided by the program regarding the order of study of topics and the approximate number of hours for each topic. However, he is given the right to rearrange the study of individual issues within the topic.

When planning educational work thematically, the material of each topic or small section of the program is distributed among lessons.

SUBJECT

/ Stage I / Stage II / Stage III /

Stage I – Water-emotional – create a motive, arouse interest. Say what knowledge, skills and abilities students will receive and what kind of control there will be. (1 lesson).

Stage II – Operational-cognitive – building the general technology of the topic (modeling and planning the topic). The goal is to ensure the acquisition of knowledge, skills and abilities.

Each lesson is to define a goal - knowing the end result.

Knowing the goal is to determine the content of each lesson.

Stage III – Evaluate your and your students’ work.

They determine the topic of each lesson, types of practical work, material for repetition and consolidation of knowledge, independent work of students, tests on the topic.

There is no mandatory single form of calendar-thematic plan, but it is advisable to highlight the following columns.

1. Number of training sessions on the topic.

2. The topic of the lesson, the form of its delivery (lesson, conference, excursion, practical lesson, etc.).

3. The main objectives of the lesson (educational, developmental, educational).

4. Basic methods of conducting classes.

5. Interdisciplinary connections (carried out in class).

6. Student exercises under the guidance of the teacher.

7. Independent work of students in class.

8. Demonstrations.

9. Homework.

Lesson Plan

The final link in planning a teacher’s work is planning each upcoming lesson. Working on a lesson plan or outline allows you to clearly understand all the elements of the lesson and its content.

A lesson plan relieves the teacher of the need to retain in memory all the details of the lesson and their semantic and chronological sequence, thereby relieving the teacher’s attention and switching it to observing the work of the class.

Each teacher writes a plan in the way that is convenient for him for the lesson. However, the plan must reflect the following issues, without which it loses its significance:

• Theme and objectives of the lesson.
• Construction of the lesson.
• Sequence and methods of learning new material.
• Exercises.
• Homework.
• List of equipment and visual aids needed for the lesson.

The lesson plan is not dogma. It should not constrain the teacher during the lesson. Some deviations from the plan are quite acceptable. There is no need to rewrite lesson plans every year. If the lesson plan does not require major revision, it is enough to make the necessary changes and additions to it.

Beginning teachers need to write lesson notes.

Requirements for conducting a lesson

Despite the variety of lesson types, they all must meet some general requirements, the observance of which helps to increase the effectiveness of learning.

1. The teacher must formulate the topic and purpose of the lesson.

2. Each lesson should be educational, developing and educational.

3. The lesson should include a combination of collective and individual work by students.

4. The teacher must select the most appropriate teaching methods, taking into account the level of preparedness of the students.

5. The teacher must ensure that the learning material is learned in class.

6. Comply with sanitary and hygienic requirements.

Normal organization of a modern lesson is possible only if certain rules are observed:

1. Determining the objectives of the lesson.

2. Clarification of the type of lesson.

3. Clarification of the type of lesson.

4. Selection of teaching methods and techniques in accordance with the goals.

5. Determining the structure of the lesson, corresponding to the goals and objectives, content and teaching methods.

Let’s focus on “Lesson Objectives”.

Many teachers are not convinced of the need to set lesson goals and experience significant difficulties in setting them.

Example: “Tell students about the types of capacitors...”

“Introduce the properties of plastics...”

This is not possible considered as lesson objectives. Lesson objectives should be as specific as possible.

Didactic:

3 main didactic tasks:

1. Ensure the acquisition of (knowledge, abilities, skills...)

2. Consolidate, repeat... (ensure consolidation), generalize and systematize, practice skills (which ones), eliminate gaps in knowledge.

3. Control (test or control of knowledge, skills, abilities).

Educational:

It involves the formation of certain personality traits and character traits in students. What personality traits need to be cultivated?

In general terms, we can present the following list of educational goals in the classroom.

• Education of patriotism.
• Fostering internationalism.
• Education of humanity.
• Fostering motives for work and a conscientious attitude towards work.
• Cultivating a positive attitude towards knowledge.
• Cultivating discipline.
• Education of aesthetic views.
• Education of communication, rules of behavior, etc. (depending on the chosen lesson structure and technology).

You can write a general educational goal in a long-term plan and not write each one in a lesson plan.

Educational:

It mainly involves the development in the classroom of students’ mental qualities: intelligence (thinking, cognitive, general labor skills), will and independence.

• Form in students to carry out basic mental operations.

• Highlighting the main thing.
• Comparison.
• Analysis.
• Specification.
• Abstraction, etc.

Lesson structure

There are 9 stages (possible) of a traditional lesson. Any stage must be appropriate.

Stage 1 – Organizational (the shorter the better).

Target - Concentration of attention.

Stage 2 – Checking homework.

Target – Not checking who did it and who didn’t, but identifying gaps and eliminating them.

Stage 3 – Deep control of knowledge.

Target – Deeply and comprehensively test students’ knowledge.

Stage 4 – Creating motivation (without this topic “there is no further life”).

Target – Prepare students to learn new material.

Stage 5 – Explanation of new material.

Target – Assimilation of knowledge.

Stage 6 – Determining the adequacy of children’s understanding of new material.

Stage 7 – Consolidation of new knowledge.

Target – To consolidate in the students’ memory the knowledge and skills that they need for independent work on new material.

Stage 8 - Homework.

4 conditions: - before the call

With full attention

Everyone should know what to do

Everyone should know how to do this.

When writing a plan on the board, the mindset is to “do everything” and there will be no homework.

Stage 9 – Summing up the lesson.

Analysis of the lesson plan, announcement of grades, answers to student questions.

The material of each topic is distributed among lessons TOPIC I stage II stage III stage Introductory-emotional Operational-cognitive Evaluative

Calendar-thematic plan Number of educational lessons on the topic Topic of the lesson, form of its delivery (lesson, conference, excursion, practical lesson, etc.) Main objectives of the lesson (educational, developmental, educational) Basic methods of conducting lessons Interdisciplinary connections Student exercises under the guidance teachers Independent work of students in class Demonstrations Homework

Lesson plan Topic and objectives of the lesson Construction of the lesson Sequence and methods of learning new material Exercises Homework List of equipment and visual aids needed for the lesson

Requirements for conducting a lesson The teacher must formulate the topic and purpose of the lesson. Each lesson should be educational, developing and educational. The lesson should include a combination of collective and individual work by students. The teacher must select the most appropriate teaching methods taking into account the level of preparedness of the students. The teacher must ensure that the learning material is learned in the classroom. Comply with sanitary and hygienic requirements.

Organizing a modern lesson is possible only if certain rules are observed; Determining the goals of the lesson; Specifying the type of lesson; Specifying the type of lesson;

Lesson objectives Didactic Educational Developmental

Main didactic tasks: - Ensure assimilation (of knowledge, abilities, skills...) - Consolidate, repeat... (ensure consolidation), generalize and systematize, practice skills (which ones), eliminate gaps in knowledge. - Control (test or control of knowledge, skills, abilities).

Educational - fostering patriotism - fostering humanity - fostering motives for work, a conscientious attitude towards work - fostering a positive attitude towards knowledge - fostering discipline - fostering communication, rules of conduct, etc. (depending on the chosen lesson structure, technology)

Developmental To form in students the ability to carry out basic mental operations Isolating the main thing Comparison Analysis Concretization Abstraction, etc.

Lesson structure Stage 1 – Organizational Stage 2 – Checking homework Stage 3 – In-depth control of knowledge Stage 4 – Creating motivation Stage 5 – Explaining new material Stage 6 – Determining the adequacy of children’s understanding of new material Stage 7 – Consolidating new knowledge Stage 8 – Homework 9 stage – Summing up the lesson