Goals and objectives as the main component of the formation of a holistic structure of the lesson. Modern lesson on fgos Definition of the topic of the lesson on fgos

What lesson, everyone knows. School years are thousands of lessons - boring, funny, entertaining, stressful, informative. Each of us can supplement this series with our own epithets.

For the teacher lesson- this (slide #1)

a unit of time

ü the main form of the educational process

ü "a logically complete, integral, limited by a certain time frame segment of the educational process."

ü “a pedagogical work that is distinguished by integrity, internal interconnection of parts, a single logic of deployment of the activities of the teacher and students”.

o "moment of truth"

ü and many more definitions, strict and figurative, playful and scientific, depending on the individual characteristics of those who answer this question.

Lessons they are prepared, they are given and “filled up”, they study and teach.

Lesson emerged about four hundred years ago. Of course, during this time he has undergone many transformations. Staying in the context of modern culture, he acquires the features of this culture, at the same time being its product and carrier.

What was good yesterday

However, it shouldn't.

It remains to be seen what needs to change. (slide number 2)

Topic: Goals and objectives as the main component of the formation of a holistic lesson structure

Target: creation of an educational space for improving the professional qualities of a teacher in the process of designing a lesson as the basis for effective and high-quality education.

Together we formulate tasks:

1. Update knowledge on lesson typology.
2. To identify the features of goal-setting of the modern lesson.
3. Give a specific example of goal setting.
4. Demonstrate skills in mastering the methods of reflection.(slide number 3)

Plan of the event:(slide number 4)

Opening speech.

1. Practical task "Typology of the lesson"
2. Report "Goal-setting of the modern lesson"
3. Mini - workshop "Concretization of the method of goal setting"
4. Reflection "Writing a syncwine"

The need to address the goal-setting of the lesson is due to the fact that the results of education: personal, meta-subject, subject are presented in the standards of the 2nd generation act as the basis and specification of the goals of the modern lesson at school, suggest changing the view on the formulation and function of goal-setting lessons. At the same time, special importance is given to the educational situation, which is translated by the teacher into a learning task. Awareness of the learning task by students contributes to the development of their own action, which leads to their independent activity. As you know, the leading goal of any lesson directly depends on its type.

Lesson types

Traditionally, in didactics, the leading place is given to the following typologies of lessons:

1) according to the main didactic goal;

2) according to the main method of conducting lessons;

3) according to the main stages of the educational process

Among theorists and practitioners, the classification of lessons according to such criteria as the didactic purpose and the place of the lesson in the general system received considerable support. Based on this provision, the following list of main types of lessons can be identified:

1. a lesson in learning new knowledge;
2. a lesson on improving knowledge, skills and abilities;
3. lesson of generalization and systematization;
4. lesson of control and correction of knowledge, skills;
5. combined lessons.

Small practice:

Make a table: correlate the type of lesson with the didactic task, suggest possible types of lessons.

Preparation: drawing paper, types of lessons and tasks in printed form (types of lessons are recorded manually).

Hang sheets on the board, accompany with comments.

So, this typology of lessons, created in the 60s - 80s of the last century, lives on today.

Last year we discussed the problem “Modern lesson: what is it? Recall the two main meanings of the word "modern": (slide number 5)

Ø modern - pertaining to the present, current time. In this sense, any lesson that takes place today is modern, simply by the sign of the time;

Ø modern - standing at the level of its age, meeting the spirit and requirements of its time.

Undoubtedly, the second meaning of the word is more important for us due to the fact that in recent years new pedagogical trends have emerged in the school -

change in goal-setting in the direction of natural conformity of training;

strengthening the personal orientation of education;

individualization of educational trajectories of students;

creative and developmental orientation of basic education;

technologization and computerization of the educational process.

. I . Lesson as a system

Ø Let's compare the types of lessons known to us with the types of lessons according to the Federal State Educational Standard:

1. A lesson in mastering new knowledge (+);

2. A lesson in the integrated application of knowledge and skills (a lesson in consolidation) (the same as according to Makhmutov: a lesson in improving ZUN);

3. Lesson of actualization of knowledge and skills (repetition lesson);

4. Lesson of systematization and generalization of knowledge and skills (+);

5. Lesson of control of knowledge and skills (+);

6. Lesson of correction of knowledge, skills (-).

7. Combined lesson (+). (slide number 6)

Ø Lesson as a system consists of elements (stages). The elements of the lesson (stages) are interconnected and form a complete structure lesson. Recall the stages of the combined lesson (according to Makhmutov ) (Stages on the board with magnets: group No. 1 - combined traditional, group No. 2 combined GEF)

(combined GEF lesson):

As you can see, at the stage of goal-setting a lesson on the Federal State Educational Standard, in addition to the goal, the tasks of the lesson are set.

1. Lesson as any system must have goal.

2. Under the purpose of the lesson, most teachers understand the goal that the teacher sets himself and strives to achieve in the lesson. At the same time, there is no talk at all about setting a learning goal for students.

The purpose of the lesson is its results, which we plan to achieve using didactic, methodological and psychological techniques.

We achieve the goal by solving the problems of the lesson, and the tasks are what needs to be done in order to reach the goal.

Goals form a multi-level system, including:

(slide number 7)

Goals are not born on a call to a lesson! The goal-setting process is a laborious and time-consuming process. Therefore, the main task is designation and presentation goals of both parties involved, their agreement, and if necessary, transformation our goals to their goals. Goal alignment is that the teacher is able to translate learning goals into the goals of the student's activity.

If the teacher sets himself the goal of the lesson, without initiating students into it or not coordinating it with them, then the students will turn into a means of achieving it, into material that is transformed to achieve the result planned by the teacher in advance. To avoid this, it is important to think through various methods of communicating goals: orally, using writing on the board, in an indirect, unobtrusive form during the dialogue. At the same time, the objectives of the lesson, designed by the teacher, should be such that “as if the student

Ø I installed them myself

Ø they are clear to him

Ø obvious

Ø digestible with interest and willingness. (S.I. Gessen)

The main characteristics of goals today are

concreteness

attraction / attraction

reachability (slide number 8)

The task of each of us is to reach maximum efficiency goals.

I am sure that each of us, who is thoughtful about goal setting, will support me in the fact that this process is not an easy operation and involves a certain sequence of steps: (slide number 9)

1. Accounting for regulatory documents

2. Analysis of the situation

3. Establishment on this basis of needs and interests to be satisfied

4. Finding out the resources, forces and capabilities available for this

5. The choice of needs and interests, the satisfaction of which will give greatest effect, i.e. - formulation of the PURPOSE

Options for definitions of the concept "goal" not so much. The main ones can be summarized as follows:

ü planned result

ü expected the result of certain actions carried out independently or jointly with someone

ü image of the future result - an educational product that must be real, concrete. (slide number 10)

M.V.Klarin identifies several main methods of goal setting. The educational goal should reflect those changes in the student that will occur during the course of each specific lesson. These changes can be experienced feelings, awakened desires, conscious motives, a renewed vision of oneself, accepted ideas, tested skills. In view of the foregoing, we will try to analyze each of the goal-setting methods from the point of view of the possibility of its use as the construction of the goals and objectives of the lesson.

Let us turn to the typical ways of setting goals that are common in the practice of teachers.

1.Determining goals through the content being studied. For example: "study the phenomena of electromagnetic induction" or "study the Vieta theorem", "introduce the theory of the electromagnetic field", "introduce the concept of body inertia". Or through a direct appeal to a section of the textbook - "study the contents of the paragraph ..."
What gives this way of setting goals? Perhaps only one indication of the area of ​​content covered by a lesson or a series of lessons. But is it possible, with this method of setting goals, to judge whether they have been achieved? In other words, is this way of setting goals instrumental? Obviously not. Therefore, supporters of pedagogical technology consider it clearly insufficient.

2. Determination of goals through the activities of the teacher. For example:
introduce students to the principle of operation of the internal combustion engine
or "demonstrate how to read symbols on a geographical map." This way of setting a goal - "from the teacher" - is focused on his own activities and creates the impression of clarifying and streamlining the work. However, the teacher plans his actions without having the opportunity to check their consequences, with the real results of learning, since these results are not provided for by this method of goal setting. The non-instrumental, non-technological nature of this method of setting goals is only masked, but not overcome.

3. Setting goals through student learning activities. For example: "the goal of the lesson is to solve problems of finding the roots of a quadratic equation", or "performing exercises on the Swedish wall", or "studying the cellular structure of a plant." At first glance, such a formulation of the learning goal introduces certainty into planning and conducting a lesson. However, here, too, the most important moment falls out of sight - the expected result of training, its consequences. This result is nothing but a certain shift in the development of the student, which is reflected in one or another of his activities.

The traditional ways of setting goals are:

Goal setting through content, teacher activity, student activity, the result of student activity. (slide number 11)

The main methods for determining learning objectives according to M.V. Klarin

It is difficult to disagree with the supporters of pedagogical technology that, on the one hand, the definition of learning goals through the content of the subject, the process of the teacher or student's activity does not give a complete picture of the expected learning outcomes. On the other hand, today such setting of goals does not correspond to the general direction of educational activity, which should be aimed at developing the competencies of students, their personal, universal meta-subject and subject results, which are laid down in the standards.

Goal setting is a problem of the modern lesson.

What is the essence of the problem?

· Replacing the goal with the means of the lesson. Often teachers get moral satisfaction not from the result of the lesson, but from what the students did in the lesson. Sometimes the lesson gushes with pedagogical techniques, is equipped with visualization, students are involved in the work, but it is not clear what kind of baggage they will leave the lesson with. In fact, the goals of the lesson are being replaced by means of achieving them. Example: Purpose: to repeat the spelling of alternating vowels in word roots. However, such a goal cannot be. Why? If you ask the teacher why repeat, he will answer: to consolidate. And to consolidate, he will listen to the teacher's story, do the exercises, write down and read the invented words at the blackboard, etc. So it turns out: the goal is in the mind, and the means to achieve it are in the lesson plan.

· formal approach when setting a goal. The vagueness and uncertainty of the goals designed by the teacher leads to a misunderstanding of the goals by the teacher and students. Understand the method of solving problems, feel the Renaissance, take the position of a literary hero.

· Goal overstating. Goals can be divided into local and global. Traditionally, the lesson sets a global goal, i.e. a goal that cannot be achieved in one lesson. For example, "intellectual development of students", "mastering the knowledge necessary for practical activities." If the goal is related to a specific lesson, it is local target. (The strategic, global goals of education are outlinedin the Law of the Russian Federation "On Education", in the National Doctrine ofeducation, in the Concept of modernization of Russian education vaniya. Global goals are guidelines for human activity). The diagnostic nature of the goal means that there are means and opportunities to check whether this goal has been achieved.

· Setting the teacher's own goals. Students do not set a goal, so they may not be interested in the lesson. (To form the basic concepts of the topic: mass, inertia, force; teach how to solve problems on Newton's II law; check students' ability to solve linear equations)

Goal setting - where good, productive planning begins.

Goals should be: (slide number 8)

real, achievable, concrete, i.e. controlled

· formulated productively, i.e. "from the student", with the prediction of the educational result

Corresponding to the type and content of the lesson

Personally oriented

goal setting- the most important part of designing a lesson, when planning a lesson, it is necessary to go from the goal, not from the content. Substantive goals should not obscure the main thing - the upbringing and development of the individual.

Learning Objectives lessons include the mastery of the system of knowledge by students, practical skills and abilities

· "choose",

· "call"

· "define"

· "illustrate"

· "write"

· "transfer",

· "execute"

· "organize"...

Here's an example: history lesson on the topic " Reforms of Peter I". The teacher set goals:

1. Explain to students that the reforms of Peter I led to the strengthening of royal power.

2. Reveal the progressive nature of Peter's reforms.

3. Form value judgments based on a generalization of events and phenomena of a certain historical period.

The teacher set these goals for himself, not for the students. They describe the learning process. It is not at all clear how he will achieve the result.

Instead, learning objectives should be:

1. Select the state reforms carried out by Peter I.

2. Group the customs, highlighting those that existed before Peter I and those introduced by him.

3. Specify at least 6 features that characterize the reforms of Peter I.

These goals are measurable, specific and understandable.

Each lesson should also have an educational goal.

Educational goals contribute to:

· put upbringingpositive attitude to knowledge, to the learning process;

shaping ideas, views, beliefs, personality traits, assessments,self-esteem and independence; gaining experience ad-wadded behavior in any society.

Educational work in the classroom should be planned very carefully. The formulation of educational goals should also be specific. The following formulations can be used when setting an educational goal:

· arouse interest,

· arouse curiosity,

· arouse interest in independent problem solving,
encourage students to be active

· express your opinion...

· instill, strengthen ... skills;

The lesson should also have a developmental goal. Development goals contribute to:

· the formation of a generaleducational and special skills;

· improvement of thoughttelnyh operations;

· development of the emotional sphere,

monolo- students' logical speech,

· question-answer form, dialogue, communicative culture;

· self-control andself-esteem, and in general - the formation and development of personality.

For example:

· learn to compare

· learn to prioritize

· learn to build analogies,

· develop an eye

· develop fine motor skills,

· develop the ability to navigate the terrain.

Goal-setting in teaching is the setting by students and the teacher of goals and objectives at certain stages, therefore, it is necessary to design the activities of the teacher and students in the goal.

Goals should be sufficiently tense, achievable, conscious by students, promising and flexible, that is, responsive to changing conditions and opportunities to achieve them. But this is not a guarantee of high performance of the lesson. It is also necessary to determine how and with what help they will be implemented.

Even the most perfect system of learning goals will be of little help to practice if the teacher does not have a correct idea of ​​​​the ways to achieve these goals through the activities of students, the sequence in which they perform individual actions.

The ability to coordinate the goals of the subjects of activity (teacher and student) is one of the criteria for pedagogical excellence.At the same time, it is important to ensure that students understand and accept it as their own, significant for themselves. Traditionally, at the beginning of the lesson, the teacher named his topic and clearly stated the goal, which immediately suggested a subject-object relationship, in which the goal is, first of all, the acquisition of knowledge.

Modern Pedagogy requires the ability to recognize other goals. To do this, it is necessary to teach children to highlight the main thing, that is, the choice of learning objectives. What can be done to make the goal conscious?

In order for the goals of the teacher to become the goals of the students, it is necessary to use goal-setting techniques that the teacher chooses.All goal-setting techniques are classified into:

1. Visual:

• Topic question

The topic of the lesson is formulated in the form of a question. Students need to build a plan of action to answer the question. For example, for the topic of the lesson "How do adjectives change?" building an action plan:

1. Repeat knowledge about the adjective.

2. Determine with which parts of speech it is combined.

3.Change a few adjectives along with nouns.

4. Determine the pattern of changes, draw a conclusion.

• Work on the concept

Students are offered for visual perception the name of the topic of the lesson and the task to explain the meaning of each word or find it in the "Explanatory Dictionary". For example, the topic of the lesson is "Conjugation of verbs". Further, the purpose of the lesson is determined from the meaning of the word. Or the selection of related words, the topic "Rectangle" - the search for word constituents in the word.

• bright spot situation

Among the many objects of the same type, words, numbers, letters, figures, one is highlighted in color or size. Through visual perception, attention is focused on the selected object. The reason for the isolation and generality of everything proposed is jointly determined. Next, the topic and objectives of the lesson are determined.

- For example, the topic of the lesson in grade 1 is "Number and number 6".

- “Spelling of roots with alternating vowels e-i” examples are written and the necessary spellings are highlighted in a different color. Examples are analyzed, through visual perception attention is focused on the selected subject. The rules for writing roots with alternating e-i are jointly determined. Next, the topic and purpose of the lesson is determined.

• 
  Exception

The basis of the "Bright Spot" technique is repeated, but in this case, children need to find something superfluous through an analysis of the common and different, justifying their choice.
For example, the theme of the lesson is "Wild Animals".

• conjecture

1. The topic of the lesson and the words "helpers" are proposed:

Let's repeat
Let's study
Learn
Let's check

With the help of the words "helpers" students formulate the objectives of the lesson.

• Problem situation
• Grouping.

Reception at Russian language lessons. A number of words, it is proposed to divide them into groups, substantiating their statements. The classification will be based on external signs, and the question: "Why do they have such signs?" will be the task of the lesson.

For example, I consider the topic of the lesson "Soft sign in nouns after hissing" on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, oven.

2. Auditory:

• Lead-in dialogue
• Collect the word
• Exception
• The problem of the previous lesson:

- At the end of the lesson, the children are offered a task, during which there should be difficulties with the implementation, due to lack of knowledge or lack of time, which implies the continuation of work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and at the next lesson it can only be recalled and justified.

The teacher can name the topic of the lesson and invite students to formulate a goal using goal-setting techniques.

You can use many goal-setting techniques that are suggested by methodological literature (insert letters, words, signs; find key words, errors; collect text, restore; compose your own text, give examples, draw up a plan, algorithm, etc.). Here are some of these goal-setting techniques.

"For memorization and reproduction":

- Surprise! It is well known that nothing attracts attention and stimulates work more than amazing. You can always find a point of view in which even the ordinary becomes amazing. These may be facts from the biography of writers.

- delayed answer. Using the work on the study of the etymology of the word, "speaking surnames", this technique can be applied. At the end of one of the lessons on the numerals, you can ask the question: “What numeral literally means “thousands”? "At the end of one of the lessons on the numerals, you can ask questions and words," winds amazing. how amazing. Todic Literature” The next lesson should begin by answering this question.

It is easy to see that almost all goal-setting techniques are based on dialogue, so it is very important to correctly formulate questions, to teach children not only to answer them, but also to come up with their own.

The goal should be written on the board. Then it is discussed, and it turns out that there may be more than one goal. Now you need to set tasks (this can be done through the actions that will be performed: read the textbook, make notes, listen to the report, make a table, write out the meanings of words, and so on). Tasks are also written on the board. At the end of the lesson, it is necessary to return to this record and invite students not only to analyze what they managed to do in the lesson, but also to see if they achieved the goal, and depending on this, homework is formulated..

Mandatory conditions for the use of these methods are:

Taking into account the level of knowledge and experience of students,
- availability, i.e. solvable degree of difficulty,
- tolerance, the need to listen to all opinions, right and wrong, but necessarily justified,
- all work should be directed to active mental activity.

Mini-workshop: Fill in the content with a specific goal-setting technique (see Appendix 2)

So, as a generalization of everything stated on the issues lesson goal setting , I propose a scheme that can assist in this difficult (labor- and time-consuming) pedagogical process

Conclusions:

Goal-setting techniques form a motive, a need for action. The student realizes himself as a subject of activity and his own life. The goal-setting process is a collective action, each student is a participant, an active worker, everyone feels like a creator of a common creation. Students learn to speak their mind, knowing that it will be heard and accepted. They learn to listen and hear the other, without which interaction will not work. Lesson objectives are set with a tendency to transfer function from teacher to student.

It is this approach to goal setting that is effective and modern.

I would like to complete today's teachers' council as follows: The report is ready.doc

Human beings are our students, we ourselves are organisms, moving around the center, which is the target. Our brain sets us up for progressive movement and moving from one goal to another, we are never truly happy if we are not moving towards achieving something very important to us.

Our brain contains a goal-seeking mechanism that unmistakably guides and orients us towards its achievement. Thanks to this mechanism, located in our brain, we achieve any goal we set for ourselves, as long as it is clear, and we are persistent enough. The process of achieving the goal is almost automatic. But it is the definition of goals that is the main problem for most people.

That we all achieve our goals is a truism. We are where we are, and what we are, precisely because we wanted it to be. Our thoughts, deeds, behavior have brought us to the current state, and if you think about it, it could not be otherwise.

If the goal is to get through the day, come home and sit in front of the TV, then the person will achieve it. If he sets out to feel good, be healthy and live a long life, he will achieve this.”

Solution:

1. When preparing each lesson, carefully consider its goals and objectives.

2. Conduct the educational process on an activity basis, developing the cognitive interest of students.

3. Teachers at the control lessons to present the experience of implementing an integrated approach in the classroom.

Types of modern lesson.

The typology of lessons is an important didactic problem. It should contribute to bringing data about the lesson in order, a system for a wide range of purposes, as it provides the basis for a comparative analysis of lessons, for judging similar and different lessons. The lack of an accurate and substantiated typology of lessons hinders the effectiveness of practical activities.

The type of the lesson reflects the features of the construction of the leading methodological task.

Types of lessons according to GEF IEO

The lessons of activity-oriented goal-setting can be divided into four groups:

1. lessons of "discovery" of new knowledge;

2. reflection lessons;

3. lessons of a general methodological orientation;

4. developmental control lessons.

The main objectives of each type of lesson.

1. The lesson of "discovery" of new knowledge.

Activity goal: the formation of students' skills to implement new ways of action.

2. Reflection lesson.

Activity goal: the formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional norm (fixing their own difficulties in activity, identifying their causes, building and implementing a project to overcome difficulties, etc.).

3. Lesson of general methodological orientation.

Activity goal: the formation of students' activity abilities and abilities to structure and systematize the studied subject content.

4. A lesson in developmental control.

Activity goal: the formation of students' abilities to implement the control function.

It should be noted that the theoretically substantiated mechanism of control activity assumes:

1. presentation of a controlled variant;

2. the presence of a conceptually justified standard, and not a subjective version;

3. comparison of the tested variant with the standard according to the agreed algorithm;

4. criteria-based assessment of the comparison result.

Thus, the lessons of developmental control involve the organization of the student's activities in accordance with the following structure:

1. students writing a version of the control work;

2. comparison with an objectively justified standard for the performance of this work;

3. students' evaluation of the comparison result in accordance with previously established criteria.

It should be emphasized that the division of the educational process into lessons of different types in accordance with the leading goals should not destroy its continuity, which means that it is necessary to ensure the invariance of the teaching technology. Therefore, when organizing lessons of various types, the activity method of teaching should be preserved and an appropriate system of didactic principles should be provided.

The structure of the lesson "discovery" of new knowledge

1) the stage of motivation (self-determination) for learning activities;

3) the stage of identifying the place and cause of the difficulty;

4) the stage of constructing a project for getting out of a difficulty;

6) the stage of primary consolidation with pronunciation in external speech;

9) the stage of reflection of educational activity in the lesson.

1. The main goal of the stage of motivation (self-determination) for learning activities is the development of internal readiness to fulfill the regulatory requirements of learning activities at a personally significant level.

2. update the requirements for the student in terms of educational activities (“must”);

3. establish a thematic framework for learning activities (“I can”).

2. The main goal of the stage of actualization and trial educational action is to prepare the thinking of students and organize their awareness of their inner need to build a new mode of action.

1. reproduced and fixed the knowledge, skills and abilities sufficient to build a new way of action;

2. activated the corresponding mental operations (analysis, synthesis, comparison, generalization, classification, analogy, etc.) and cognitive processes (attention, memory, etc.);

3. updated the norm of a trial educational action (“must” - “want” - “can”);

4. tried to independently complete an individual task to apply the new knowledge planned for study in this lesson;

5. fixed the difficulty in performing a trial action or justifying it.

3. The main goal of the stage of identifying the place and cause of the difficulty is to realize what exactly is the lack of their knowledge, skills or abilities.

To achieve this goal, students must:

1. analyzed step by step based on a landmark record and said aloud what and how they did;

2. recorded the operation, the step at which the difficulty arose (place of difficulty);

3. correlated their actions at this step with the studied methods and fixed what knowledge or skill is missing to solve the initial problem and problems of this class or type in general (the cause of the difficulty).

4. The main goal of the stage of constructing a project to get out of the difficulty is to set the goals of educational activities and, on this basis, to choose the method and means of their implementation.

This requires that students:

1. in a communicative form, they formulated the specific goal of their future educational actions, eliminating the cause of the difficulty that had arisen (that is, they formulated what knowledge they need to build and what to learn);

2. proposed and agreed on the topic of the lesson, which the teacher can clarify;

3. they chose a method for constructing new knowledge (how?) - a refinement method (if a new method of action can be constructed from previously studied ones) or a supplement method (if there are no studied analogues and the introduction of a fundamentally new sign or method of action is required);

4. chose the means for building new knowledge (with the help of which) - the studied concepts, algorithms, models, formulas, ways of writing, etc.

5. The main goal of the stage of implementation of the constructed project is the construction by students of a new method of action and the formation of skills to apply it both in solving the problem that caused difficulty, and in solving problems of this class or type in general.

To achieve this goal, students must:

1. based on the chosen method, put forward and substantiate hypotheses;

2. when building new knowledge, use subject actions with models, diagrams, etc.;

3. apply a new course of action to solve the problem that caused the difficulty;

4. fix in a generalized form a new way of acting in speech and symbolically;

5. to fix the overcoming of the difficulty that arose earlier.

6. The main goal of the stage of primary consolidation with pronunciation in external speech is the assimilation by students of a new mode of action.

To achieve this goal, it is necessary that students: 1) solve (frontally, in groups, in pairs) several typical tasks for a new mode of action;

2) at the same time, they spoke aloud the steps taken and their justification - definitions, algorithms, properties, etc.

7. The main goal of the stage of independent work with self-examination according to the standard is the internalization of a new mode of action and performing reflection (collective, individual) of achieving the goal of a trial educational action.

For this you need:

1. to organize independent performance by students of standard tasks for a new mode of action;

1. to organize self-examination by students of their decisions according to the standard;

2. create (if possible) a situation of success for each child;

3. for students who make mistakes, provide an opportunity to identify the causes of errors and correct them.

8. The main goal of the stage of inclusion in the knowledge system and repetition is the inclusion of a new way of acting in the knowledge system, while repeating and consolidating what was previously studied and preparing for the study of the following sections of the course.

For this you need:

1. identify and fix the limits of applicability of new knowledge;

2. organize the execution of tasks in which a new way of acting is associated with previously studied ones;

3. organize the training of previously formed skills that require refinement or bringing to the level of an automated skill;

4. if necessary, organize preparation for the study of the following sections of the course.

9. The main goal of the stage of reflection of educational activities in the lesson is self-assessment by students of the results of their educational activities, awareness of the construction method and the limits of applying a new mode of action.

To achieve this goal:

1. reflection and self-assessment by students of their own learning activities in the lesson is organized;

2. students correlate the goal and results of their educational activities and fix the degree of their compliance;

3. goals for further activities are outlined and tasks for self-training are determined (homework with elements of choice, creativity).

The structure of the reflection lesson

1) the stage of motivation (self-determination) for corrective activities;

2) the stage of actualization and trial educational action;

5) the stage of implementation of the constructed project;

7) the stage of independent work with self-checking according to the standard;

8) the stage of inclusion in the system of knowledge and repetition;

9) the stage of reflection of educational activity in the lesson.

A distinctive feature of the lesson of reflection from the lesson of the "discovery" of new knowledge is the fixation and overcoming of difficulties in one's own learning activities, and not in the learning content.

For a competent reflection lesson, it is necessary to clarify the concepts of a standard, a sample and a standard for self-testing, which we will explain with a specific example.

In order for students to correct their mistakes not by chance, but by a meaningful event, it is important to organize their corrective actions based on a reflexive method, designed as an error correction algorithm. This algorithm should be built by the children themselves in a separate lesson of a general methodological orientation on the topic “How to correct your mistakes” and give them a clear answer to this question. If reflection lessons are conducted systematically, then children quickly master this algorithm and apply it confidently, starting with the simplest form, and then gradually refining and detailing from lesson to lesson.

Let's move on to describing the basic requirements for the stages of the reflection lesson.

1. As for the lesson of “discovering” new knowledge, the main goal of motivation (self-determination) for remedial activity is to develop, at a personally significant level, internal readiness to implement the normative requirements of educational activity, but in this case we are talking about the norm of remedial activity.

To achieve this goal, it is required:

1. create conditions for the emergence of an internal need for inclusion in activities (“I want”);

2. update the requirements for the student on the part of correctional activities (“must”);

3. Based on the tasks solved earlier, establish a thematic framework and create an indicative framework for corrective actions (“I can”).

2. The main goal of the stage of actualization and trial educational action is to prepare the thinking of students and their awareness of the need to identify the causes of difficulties in their own activities.

For this you need:

1. organize the repetition and symbolic fixation of the methods of actions planned for reflective analysis by students, definitions, algorithms, properties, etc.;

2. activate the corresponding mental operations and cognitive processes (attention, memory, etc.);

3. organize motivation (“I want” - “I need” - “I can”) and students perform independent work No. 1 to apply the methods of action planned for reflective analysis;

4. to organize self-examination by students of their work according to the finished sample with the fixation of the results obtained (without correcting errors).

3. The main goal of the stage of localization of individual difficulties is to understand the place and cause of one's own difficulties in the implementation of the studied methods of action.

This requires that students:

1. clarified the error correction algorithm that will be used in this lesson.

2. based on the error correction algorithm, they analyze their solution and determine the place of errors - the place of difficulty

3. identify and fix the methods of action (algorithms, formulas, rules, etc.) in which errors are made - the cause of the difficulties.

At this time, students who did not identify errors also perform a step-by-step check of their solutions according to the error correction algorithm to eliminate the situation when the answer is accidentally correct, but the solution is not. If during the check they find an error, then they join the first group - they identify the place and cause of the difficulty, and if there are no errors, they receive an additional task of a creative level and then work independently until the self-test stage.

4. The main goal of the stage of goal-setting and building a project for correcting the identified difficulties is to set goals for corrective activities and, on this basis, to choose the method and means of their implementation.

This requires that students:

1. formulated the individual goal of their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn how to apply correctly);

2. chose the method (how?) and the means (with the help of what?) of correction, that is, they established which specifically studied concepts, algorithms, models, formulas, ways of writing, etc. they need to once again comprehend and understand and how they will do it (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).

5. The main goal of the stage of implementation of the constructed project is the meaningful correction by students of their mistakes in independent work and the formation of the ability to correctly apply the appropriate methods of action.

To achieve this goal, each student who had difficulties in independent work should:

Students who have not made mistakes in independent work continue to solve tasks of a creative level or act as consultants.

To achieve this goal:

1. discussion of typical difficulties is organized;

2. the formulations of the methods of action that caused difficulties are spoken out.

Particular attention here should be paid to those students who have difficulties - it is better that they speak out loud the correct methods of action.

7. The main goal of the stage of independent work with self-examination according to the standard is the internalization of the methods of action that caused difficulties, self-examination of their assimilation, individual reflection on achieving the goal and creating (if possible) a situation of success.

To achieve this goal, students who made mistakes

1. perform independent work similar to the first, while taking only those tasks in which errors were made;

2. carry out a self-examination of their work according to the standard for self-examination and fix the symbolic results;

3) fix the overcoming of the difficulty that has arisen earlier. At this time, students who did not make mistakes in the control

work, perform a self-examination of additional tasks of a creative level according to the proposed model.

8. The main purpose of the stage of inclusion in the system of knowledge and repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously studied and preparation for the study of the following sections of the course.

1. perform tasks in which the considered methods of action are associated with previously studied ones and with each other;

2. perform tasks to prepare for the study of the following topics.

9. The main goal of the stage of reflection of activities in the lesson is the students' awareness of the method of overcoming difficulties and their self-assessment of the results of their corrective (and if there were no mistakes, independent) activities.

1. refine the error correction algorithm;

2. name the methods of action that caused the difficulty;

1. fix the degree of compliance with the set goal and the results of activities;

3. evaluate their own activities in the classroom;

4. outline goals for follow-up;

2. in accordance with the results of the activity in the lesson, homework is coordinated (with elements of choice, creativity).

It should be noted that the lessons of reflection, despite the rather large preparation for them by the teacher (especially at the initial stages), are the most interesting both for teachers and, first of all, for children. There is a significant positive experience of their systematic use in schools. Children in these lessons do not just train in solving problems - they master the method of correcting their own actions, they are given the opportunity to find their own mistakes, understand their cause and correct, and then make sure that their actions are correct. After that, the quality of assimilation of educational content by students significantly increases with a decrease in the time spent, but not only. Children easily transfer the experience of working on mistakes accumulated in these lessons to any academic subject.

It should also be emphasized that the lessons of reflection are much easier for teachers to master than the lessons of the "discovery" of new knowledge, since the transition to them does not change the very method of work.

The structure of the developmental control lesson

1) the stage of motivation (self-determination) to control and corrective activities;

2) the stage of actualization and trial educational action;

3) the stage of localization of individual difficulties;

4) the stage of constructing a project for correcting the identified difficulties;

5) the stage of implementation of the constructed project;

6) the stage of generalization of difficulties in external speech;

7) the stage of independent work with self-checking according to the standard;

8) the stage of solving tasks of a creative level;

9) the stage of reflection of control and correctional activities.

Lessons in developmental control are carried out at the end of the study of major sections of the course, involve the writing of a test and its reflective analysis. Therefore, in their structure, method of preparation and conduct, these lessons resemble reflection lessons. However, these types of lessons have some significant differences.

In the lessons of developing control, in contrast to the lessons of reflection, when conducting control work, the emphasis is, first of all, on agreeing on the criteria for evaluating the results of educational activities, their application and fixing the result of the comparison in the form of a mark. Thus, a distinctive feature of the lessons of developing control is their compliance with the established structure of "managerial", criteria-based control.

Since these lessons sum up the study of a significant amount of material, the content of tests in terms of volume is 2-3 times higher than the usual independent work offered in reflection lessons.

Therefore, the lessons of developmental control are conducted in two stages:

1) writing by students of control work and its criteria-based assessment;

2) reflexive analysis of the completed control work and correction of errors made in the work. These stages are carried out in two lessons, which are separated by the time necessary for the teacher to check the results of the students' work in the first lesson (this time should not exceed 1-2 days).

Depending on who has the reference variant (criteria), the following forms of organizing developmental control lessons are distinguished: self-control, mutual control and pedagogical control.

Self-control involves the presentation of the reference version to the student, self-comparison of his own version with the reference one, followed by self-assessment based on established criteria.

In mutual control, the holder of the standard is another student. At the same time, the formation of the ability for self-esteem occurs through checking the fairness of the assessment made by another student, and a reflective analysis of the mistakes made.

Pedagogical control of the developing direction assumes that the teacher is the holder of the standard. The formation of the ability to self-esteem occurs through the agreement with the teacher of the result on the basis of previously established criteria and a reflective analysis of the mistakes made.

Let us now turn to the description of the main requirements for the stages of developmental control lessons.

Lesson 1 (Conducting a test)

1. As before, the main goal of the stage of motivation (self-determination) to control and corrective activities

nvlyaetsya development at a personally significant level of internal readiness for the implementation of the regulatory requirements of educational activities, but in this case we are talking about the norm of control and correctional activities.

Therefore, to achieve this goal, it is required:

1. determine the main goal of the lesson and create conditions for the emergence of an internal need for inclusion in control and correctional activities (“I want”);

2. update the requirements for the student from the side of control and correctional activities (“must”);

3. Based on the previously solved tasks, establish a thematic framework and create an indicative basis for control and corrective actions (“I can”);

4. establish the form and procedure of control;

5. present the criteria for scoring.

2. The main goal of the stage of actualization and trial educational action is to prepare the thinking of students and their awareness of the need for control and self-control of the result and identifying the causes of difficulties in activities.

For this you need:

1. organize the repetition of controlled methods of action (norms);

2. to intensify mental operations (comparison, generalization) and cognitive processes (attention, memory, etc.) necessary for the performance of control work;

3) to organize the motivation of students (“I want” - “I must” - “I can”) to perform control work on the application of methods of action planned for control and subsequent reflective analysis;

3. organize individual writing by students of control work;

4. arrange for students to compare their work according to the finished sample with fixing the results (without correcting errors);

5. provide an opportunity for students to self-evaluate their work according to a predetermined criterion.

II lesson (Analysis of control work)

This lesson corresponds to the lesson of working on the mistakes of the control work in a traditional school and is carried out after checking it by the teacher.

3. The main goal of the stage of localization of individual difficulties is the development of internal readiness for corrective work at a personally significant level, as well as identifying the place and cause of one's own difficulties in the performance of control work.

To achieve this goal, it is necessary:

1. to organize the motivation of students for correctional activities (“I want” - “I must” - “I can”) and their formulation of the main goal of the lesson;

2. reproduce controlled methods of action (norms);

3. analyze the correctness of self-examination by students of their work and, if necessary, harmonize their assessments< оценкой учителя.

1. clarify the error correction algorithm (the algorithm is built on the previous lessons based on the reflexive method);

2. based on the error correction algorithm, they analyze their decision and determine the place of errors - the place of difficulties;

3. identify and fix the methods of action (algorithms, formulas, rules, etc.) in which errors were made - the cause of the difficulties.

Students who have not made mistakes at this stage compare their solution with the standard and perform tasks of a creative level. They may also act as consultants. Comparison with the standard is necessary to correlate your decision with the methods of action used. This contributes to the formation of speech, logical thinking, the ability to substantiate one's point of view with criteria.

4. The main goal of the stage of constructing a project for correcting the identified difficulties is to set goals for corrective activities and, on this basis, to choose the method and means of their implementation.

This requires that students:

1) formulated the individual goal of their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn how to apply correctly);

2) chose the method (how?) and the means (with the help of what?) of correction, that is, they established which specifically studied concepts, algorithms, models, formulas, recording methods, etc. they need to comprehend and understand again and how they will do it (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).

5. The main goal of the stage of implementation of the constructed project is the meaningful correction by students of their mistakes in the control work and the formation of the ability to correctly apply the appropriate methods of action.

As in the reflection lesson, to achieve this goal, each student who had difficulties in the control work must:

1. independently (case 1) correct their mistakes by the chosen method based on the use of the chosen means, and in case of difficulty (case 2) - using the proposed standard for self-checking;

2. in the first case - to correlate their results of error correction with the standard for self-testing;

4. solve these tasks (some of them can be included in homework).

Students who do not make mistakes in the control work continue to solve tasks of a creative level or act as consultants.

6. The main goal of the stage of generalization of difficulties in external speech is to consolidate the methods of action that caused the difficulty.

To achieve this goal, like reflection lessons, the following is organized:

1. discussion of typical errors;

2. pronunciation of the wording of the methods of action that caused difficulty.

7. The main goal of the stage of independent work with self-examination according to the standard, as in the reflection lesson, is the internalization of the methods of action that caused difficulties, self-examination of their assimilation, individual reflection on achieving the goal, and also creating (if possible) a situation of success.

To achieve this goal, it is necessary that students who make mistakes in the control work:

1. performed independent work, similar to controlled work, choosing only those tasks in which errors were made;

2. conducted a self-examination of their work on the finished sample and recorded significant results.

3. fixed the overcoming of the difficulty that had arisen earlier.

Students who have not made mistakes in the control work perform self-examination of tasks of a creative level according to the proposed model.

8. The main purpose of the stage of inclusion in the knowledge system of repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously studied *preparation for the study of the following sections of the course.

To do this, students with a positive result of the previous stage:

1. perform tasks in which the considered method of action is associated with previously studied ones and with each other;

2. perform the following tasks to prepare for the study

topics.

If the result is negative, students repeat the previous step for another option.

9. The main goal of the activity reflection stage in the lesson is self-assessment of the results of control and correctional activities, awareness of the method of overcoming difficulties in activities and the mechanism of control and correctional activities.

To achieve this goal, students:

1) pronounce the mechanism of control activities;

2) analyze where and why mistakes were made, ways to correct them;

3) name the methods of action that caused the difficulty;

4. fix the degree of compliance with the goal of control and correction activities and its results;

5. evaluate the results of their own activities;

6. if necessary, tasks for self-training are determined (homework with elements of choice, creativity);

7) outline the goals of follow-up activities.

It should be noted that in pedagogical practice, control lessons are often held that are not related to the development of students' abilities for control and self-control, for example, administrative control or traditional test work. These lessons should be distinguished from activity-oriented lessons, since they implement other than activity-oriented goals of education and, thus, do not move students forward in developing their necessary activity qualities.

Lessons of a general methodological orientation

are called, firstly, to form students' ideas about the methods that link the concepts being studied into a single system, and secondly, about the methods of organizing the educational activity itself, aimed at self-change and self-development. So, in these lessons, students understand and build the norms and methods of educational activities, self-control and self-assessment, reflective self-organization. These lessons are over-subject and are conducted outside the framework of any subject at class hours, extra-curricular activities or other specially designated lessons in accordance with the structure of the technology of the activity method.

The significance of the lessons of a general methodological orientation can be illustrated with the help of the following example. We propose to solve the same problem in two versions.

Subject -Russian language

Lesson topic: "Writing combinations zhi-shi »

Class -2

Planet of Knowledge Program

Goals and objectives of the lesson

Option 1.

(System-activity approach)

The purpose of the lesson: to form and develop a value attitude to joint educational and cognitive activities to determine and apply knowledge about the spelling of a letter -and in combinationszhi and shi .

Tasks:

1. Subject

1. consolidate the ability to write words with a spelling letter and after w and w, graphically indicate the spelling.

2. Reveal the essence, features of objects.

3. Draw conclusions based on the analysis.

Cognitive UUD:

1. Develop the ability to extract information from diagrams, illustrations, texts.

2. Present information in the form of a diagram.

3. Reveal the essence, features of objects.

4. Based on the analysis of objects, draw conclusions.

5. Generalize and classify by signs.

7. Find answers to questions in the illustration.

Regulatory UUD:

1. Develop the ability to express your own assumption based on work with textbook material.

2. Evaluate learning activities in accordance with the task.

3. Predict upcoming work (make a plan).

4. To carry out cognitive and personal reflection.

Communicative UUD:

1 To develop the ability to work in pairs.

2. Learn to present the result of your work;

3. To form the ability to adequately evaluate their own work and the work of other students.

4. Develop the ability to build a speech statement in accordance with the tasks set, to formulate your thoughts orally.

3. Personal results:

1. Develop the ability to express your attitude, express your emotions.

2. Evaluate actions in accordance with a certain situation.

3. To form motivation for learning and purposeful cognitive activity.

Option 2. (Competence-based approach)

Lesson objectives through planned outcomes:

Lesson Objectives: create conditions for the development of key competencies in students:general cultural (the ability to set the goal of the activity, determine the ways to achieve it, evaluate the results of the activity; the ability to resolve educational problem situations);educational and cognitive (finding, processing, use of information to solve educational situations and tasks),communicative (learn to work in pairs, interact with a partner to get a common result).

Tasks:

educational - to form in students the ability to analyze proposals and find their basis; on the basis of the studied rules to solve practical problems;

developing - to teach to analyze the learning task, to choose the right ways to solve learning problems and situations;

educational - to develop interest in the problem considered in the lesson and activity aimed at solving educational problems and situations

Option 3. (Bloom's Taxonomy)

Level:

Student action:

Action verbs

1. Knowledge

Knows the concepts: "spelling",

Recognizes learned spelling in words

To systematize knowledge about the studied spellings, unverifiable spellings; Formulate a rule for writing words with vowels after hissing w and w.

1. Understanding

Arguments the choice of the correct spelling of the studied spelling.

Demonstrates existing knowledge

Classify words according to certain characteristics studied spellings-letters in words

1. Application

Demonstrates his knowledge and skills in writing and speaking in different learning situations

Apply the ability to write words with the studied spelling correctly and graphically designate it.

Analysis

Finds words in which the letter of the vowel after the hissing must first be checked, and write words with the spelling of the letter of the vowel after w and w..

Apply this knowledge to the exercises.

Synthesis

Drawing up an algorithm for writing words with the studied spelling

Argument the ability to see the studied spelling and graphically designate it

Evaluation

Plans his activities at each stage of the lesson.

Evaluates the significance of the result obtained on the topic "Writing combinations" zhi-shi".

Fills out the reporting form

Produce alone and mutually

about the price.

Make a conclusion about the correct use of words in written and oral speech.

Techniques for including students in the goal-setting process.

Stage

Stage name

Tasks

Teacher activity (teaching methods)

Student activity (forms of organization of educational and cognitive activity)

The nature of educational and cognitive activity (reproductive, constructive, creative)

Expected result (knowledge, skills, methods of activity)

1st

Preparing students for learning new material

Provide students with motivation to learn new material

Announces the topic and goals of the lesson, justifies its importance for the development of cognitive activity, reveals the content of the lesson

Included in the process of goal-setting through the methods of "grouping" and "speculation"

Constructive

Ready to learn new material

2nd

Spelling minute

Develop an algorithm for determining and explaining the correct spelling of the studied spelling

Dictation Recording:

Perform tasks, comment and justify their choice

Constructive

Represent formulated concepts

3rd

Work on a task from a textbook

Develop the ability to correctly write combinations of zhi-shi

Distributes tasks in pairs:

Exercising on the instructions of the textbook, with commentary.

Form pairs of words that end with a letter and after and and w

Perform tasks as instructed

constructive, creative

Protection of the results of work in pairs

4th

Role-playing game

"Photographer

Apply the acquired knowledge in a changed situation

Giving assignments to couples

"Memorize the words"

They check - who remembered and wrote the words more?

Creative

Apply the acquired skills to correctly use words with the studied spelling in oral and written speech

5th

Verification work.

Apply the acquired knowledge and self-, mutual-evaluate

– Write down from dictation, mark the spelling.

.

They write from dictation, (Self-, mutual-) evaluate according to the "key"

reproductive

Appreciate themselves and each other

6th

Summing up, reflection

Summarize the results of the group report. Assess the level of achievement of the goals set at the beginning of the lesson

Supervises the work of group leaders

Discuss the work of each in the group, fill out reporting forms

– What did you need to do?

– Were you able to complete the task?

– Did you do everything right or were there mistakes?

– Did you make it all by yourself or with someone else's help?

Now the initial goal is compared with the results obtained!

Constructive

The forms were filled in, the work of the group members was evaluated objectively.

Planned educational outcomes achieved

Questions

Yes

Not

Is a requirement defined for this purpose

Can most students complete

Is it possible to evaluate

The student performs

Verbs are concrete

The lesson is the main component of any educational process. It is on him that the main attention is focused not only on the student, but also on the teacher. Therefore, the quality of training students in a particular subject largely depends on the level of the lesson, its methodological and content content, as well as on the atmosphere prevailing in the classroom.

How to achieve high performance in the educational process? To do this, the teacher must carefully prepare all the stages of the modern lesson on the Federal State Educational Standard. These standards contain recommendations that allow not only to equip students with skills and knowledge, but also to tell the teacher what to do so that everything that happens in the classroom arouses genuine enthusiasm and sincere interest among pupils.

The structure of the modern lesson

To ensure the purposeful activity of the learning process, all its links are divided into separate elements. These are the stages of the lesson. They include not only the study of new material, accompanied by high mental activity of students, but also the task of memorizing and long-term storage of all acquired knowledge.

The stages of a GEF lesson in a primary school depend on its goals and objectives. So, if students are invited to consolidate and develop already acquired knowledge, then the stages of the lesson include:

• communication to students of the purpose of the lesson;
• reproduction of knowledge, skills and abilities by students;
• performance by students of the tasks and exercises proposed by the teacher;
• verification of already completed work;
• discussion of the mistakes made and their correction;
• recording homework (if necessary).

The stages of the GEF lesson, a sample of which is given below, aim to form the skills and abilities of students. Such a structure of the educational process consists of:

• repetition of already formed knowledge and skills;
• solving verification problems;
• learning new skills;
• showing a sample exercise on the acquired knowledge and completing the task according to the specified algorithm;
• summarizing the lesson;
• homework records.

The stages of the consolidation lesson according to the Federal State Educational Standards consist of:

• in organizing the beginning of the lesson;
• setting up educational and educational tasks;
• checking homework.

In the lesson to consolidate the acquired knowledge, the teacher should create a calm and businesslike atmosphere. Children should not be afraid of control and verification work. This will cause them excessive excitement and skew the results.

Stages of the lesson in elementary school

Modern Russian education considers its main goal not to be the usual transfer of skills and abilities from a teacher to a student, but the formation and further development of children's abilities to independently pose an educational problem, to formulate an algorithm for solving it, and subsequently to control the evaluation of the result obtained.

The modern GEF lesson is an effective learning process. It is directly related to the interests of the child and his parents, as well as the state and society as a whole.

The stages of the GEF lesson in elementary school have their own characteristics and consist of the following elements:

• class organization;
• updating (repetition) of previously acquired skills and knowledge;
• problem setting;
• discovery of new knowledge;
• physical education minutes;
• primary fixation of the material;
• performing independent work with self-examination according to the proposed standard;
• physical education minutes;
• inclusion of new material in the knowledge system;
• summarizing the lesson.

All stages of the GEF lesson in elementary school aim to prepare the student for self-development. It is assumed that the junior student will acquire the ability to:

• independently choose goals that are adequate to his abilities;
• set goals and make decisions;
• independently find ways to solve non-standard situations;
• exercise control over their own actions;
• coordinate your point of view with other people and communicate with them.

In other words, the stages of a modern lesson under the conditions of the Federal State Educational Standards aim to turn a child from a passive listener into a researcher who acquires knowledge and works independently with other children. This increases the role of the teacher. He must be a true professional and have a desire to reveal the abilities of each student. This is the main resource of the educational process, without which the modern requirements of the Federal State Educational Standards, which involve the organization of educational activities at school, become impossible.

The main stages of the school lesson

The most important task that the modern education system sets for itself is not only the acquisition of knowledge by children in a particular subject. Its purpose is also the formation of learning activities that involve "teaching to learn".

A modern student is required to be able to manage their own educational activities and to master the skills of self-assessment and self-control. At the same time, the main stages of the GEF lesson are:

• goal setting;
• productive independent activity;
• reflection.

Let's consider them in more detail.

goal setting

In the structure of traditional lessons, this stage occupied a leading place. However, today the education system considers it from a new position. All stages of the GEF lesson have undergone certain qualitative changes. They also touched on goals. At this stage, the task of the teacher is not at all to bring his goal to the students. The teacher must create such conditions that the child himself realizes the meaning of the educational task and accepts it as especially significant for him. Only in this case the activity of the student will become purposeful and motivated. The child will seek to find, learn and prove.

Considering the goals of the stages of the lesson according to the Federal State Educational Standard, we can say that goal-setting in a special way designs the educational actions of schoolchildren. At the same time, it is associated with the level of development of children, the characteristics of the topic being studied, the professionalism of the teacher and the external social order.

Organization of the first stage of the school lesson

Often teachers find it difficult to formulate the goal. This may be due to the fact that the first stage of the lesson, as many believe, you just need to overcome, and then forget about it. However, it is not. Goal-setting goes through all stages of the lesson in accordance with GEF. At the same time, it is entrusted with the functions of motivating students, as well as stabilizing the process of obtaining knowledge and diagnosing the work performed. In other words, we can say this: "As the goal is set, so will the result be."

Setting goals is not easy. This process will require thinking through techniques and means that would motivate students for future activities.

One of the options for solving this technological problem can be the following list of actions:

• diagnosing the goals of students;
• systematization and subsequent analysis of the identified data;
• designing technological lines for obtaining knowledge of schoolchildren and a technological line for supplying material by a teacher.

Goal setting techniques

Going through the stages of the lesson according to the Federal State Educational Standard, the teacher at the very first of them should name the topic of the lesson and invite the class to formulate a goal. This can be done using support verbs. Among them are the following: analyze, study and be able to, find out, prove and generalize, compare, consolidate, etc.

Another goal-setting technique involves working on a concept. In this case, the teacher must explain the meanings of all the words of the topic, finding the answers in the explanatory dictionary.

The third method of goal-setting invites the teacher to conduct conversations with children aimed at concretizing and generalizing the new educational material. Such a dialogue brings children to what they cannot yet talk about due to their incompetence. In the situation that has arisen, additional actions or research will be required from schoolchildren. This is the purpose of the lesson.

The teacher can also offer the children a particular problem situation. This technique leads to the fact that the child discovers a deficit in his abilities and knowledge. In this case, the goal will be perceived by him as a subjective problem.

Independent work

How can the effectiveness of the lesson be improved? To do this, the teacher must follow the most accessible path, proven by long practice. At the same time, the lesson enters its second stage, which involves independent work of students. In this time period, which occupies a special place in any school activity, children acquire knowledge in the process of personal activity.

At the same time, the teacher only needs to manage the independent work of his wards. This stage of the lesson becomes a very effective learning tool, which:

• in each case corresponds to the set didactic goal and tasks to be solved;
• leads students from ignorance to knowledge, forming in them a certain volume and level of skills and abilities;
• develops in children psychological readiness for systematic independent replenishment of acquired knowledge, as well as the ability to navigate in a huge stream of social and scientific information;
• serves as a serious instrument of pedagogical management and guidance over the independent educational activities of the student.

Organization of the second stage of the lesson

GEF put forward certain requirements for the content of independent work, the form of its implementation and purpose. All these instructions allow you to properly organize this stage of the lesson, the main purpose of which is not only to acquire new knowledge, but also to develop habits and skills for work.

Independent work can be:

• individual;
• frontal;
• group.

In this case, such tasks can be:

1. reproduced according to the model. This will allow the student to remember a certain algorithm of actions in each specific situation and to master them firmly enough.
2. Made according to the reconstructive-variant type. Such independent work is carried out on the basis of already acquired knowledge, offering a search for a specific way to solve new problems.
3. heuristic. Such independent work forms the skills and abilities of students to find a solution outside the model known to them.
4. Creative. Such works allow schoolchildren to acquire new knowledge, as well as constantly strengthen the skills of their independent search.

At this stage of the lesson, children can be offered a variety of types of work with the book, as well as solving exercises and problems.

Reflection

After the first and second stages of the lesson (according to the Federal State Educational Standards) are completed, the new state standards of general education offer the next step in universal educational activities. It consists in the acquisition of reflective skills by children. At the same time, students must understand the reasons for the success or failure of their educational activities.

There shouldn't be bad kids in school. The teacher is obliged to notice even the slightest progress of the child forward and support him in time.

Reflection as a stage of the modern lesson (FSES) allows you to support children's activity and creativity. It also has a direct impact on the consciousness of the student.

Reflection is a prerequisite for creating a developing environment in the classroom. And for the teacher, it is not an end in itself. It is a process that prepares children for internal conscious reflection. What does this concept include? Translated from Latin, the word "reflection" means nothing more than "turning back."

According to the dictionary of foreign words, this concept means "self-knowledge and reflection on the internal state." The stress in this word is placed on the syllable "le".

Considering the stages of the lesson on the Federal State Educational Standard, it is impossible to ignore reflection. In modern pedagogy, this concept means introspection of educational activities, as well as its results. Reflection teaches the child to self-esteem, self-control and self-regulation. It forms in him the habit of understanding events and various problems. Psychologists associate reflection with the development and formation of a person's spiritual life. However, it is difficult for a child to learn to manage himself without the help of a teacher. It is the joint work of the teacher and the student that makes it possible to obtain concrete results that help the student evaluate their activities in the lesson.

Types of reflection

At the beginning and at the end of the lesson, it is of great importance for the teacher to establish emotional contact with the students. To do this, he can use the technique of mood reflection. The easiest option for this is to show cards with emoticons. Moreover, the faces depicted in the picture should be cheerful, sad and neutral. In addition, the teacher can offer the children to opt for the sun or the cloud. The first drawing will mean a good mood, and the second - a bad one.

Another method of mood reflection is the choice of one of two pictures. One of them depicts a landscape imbued with sadness, and the second - fun and joy. Students should choose a picture that matches their mood.

The next type of reflection is activity reflection. It is a comprehension of the techniques and methods of work performed on educational material. This type is used, as a rule, when checking assignments at the end of the lesson. In this case, students are invited to evaluate the results of the lesson in the form of the end of phrases such as:

• I figured it out...
• I found out...
• I managed ... etc.

Typology and structure of the lesson

The allocation of the stages of the training session is based on the logic of the process of mastering knowledge: perception - comprehension - memorization - application - generalization - reflection
The set of stages of the training session that form its structure is as follows:
1. organizational stage
2. homework verification stage
3. the stage of preparing students for an active and conscious perception of new material
4. stage of learning new knowledge and ways of activity
5. the stage of primary verification of understanding of what has been studied
6. the stage of consolidating the studied
7. stage of application of the studied
8. stage of generalization and systematization
9.stage control and self-control
10.stage correction
11. homework information stage
12. stage of summing up the lesson
13.reflection stage

Main types of lessons remain the same, but have been modified:
The following five types of lessons are distinguished:
1) lessons of studying new educational material;
2) lessons on improving knowledge, skills and abilities (this includes lessons on the formation of skills and abilities, targeted application of what has been learned, etc.);
3) lessons of generalization and systematization;
4) lessons of control and correction of knowledge, skills and abilities.
"Aerobatics" in the conduct of the lesson and the ideal implementation of new standards in practice is a lesson in which the teacher, only guiding the children, makes recommendations during the lesson. Therefore, children feel that they are teaching the lesson themselves.

Types of lessons according to GEF - flow charts

Technological map No. 1 - A lesson in mastering new knowledge

Technological map No. 2 - Lesson for the integrated application of knowledge and skills (reinforcement lesson)

Technological map No. 3-Lesson of updating knowledge and skills (repetition lesson)

Technological map No. 4 - Lesson of systematization and generalization of knowledge and skills

Technological map No. 5 - Lesson of control of knowledge and skills

Technological map No. 6 - Lesson for correcting knowledge, skills and abilities

Technological map No. 7 - Combined lesson

Formation of competence

For problem solving:

Know various everyday clichés related to greetings, conduct a mini-dialogue

Be able to conduct a conversation on the situation: say your name, find out the age of a friend, name animals,

Students master new vocabulary on the topic, phonetic, spelling

Educational and cognitive competencies.

This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity. In relation to the objects being studied, the student masters the creative skills of productive activity: obtaining knowledge directly from reality, mastering the methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of these competencies, the requirements for appropriate functional literacy are determined: the ability to distinguish facts from conjectures, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.

. Information competencies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, e-mail, mass media, Internet), the ability to independently search, analyze and select the necessary information, organize, convert, save and transfer it. These competencies provide the skills of the student's activity in relation to the information contained in the subjects and educational areas, as well as in the surrounding world.

Communication skills include the following key skills:

- verbally communicate in standard situations of educational, labor, cultural, everyday spheres;

- Orally, briefly talk about yourself, your environment, retell information, express an opinion, give an assessment;

- the ability to write and transmit elementary information (letter).

Communicative competencies. They include knowledge of the necessary languages, ways of interacting with surrounding and remote people and events, group work skills, and possession of various social roles in a team. The student must be able to introduce himself, write a letter, a questionnaire, a statement, ask a question, lead a discussion, etc. To master these competencies in the educational process, the necessary and sufficient number of real communication objects and ways to work with them are fixed for the student of each level of education within each studied subject or educational area.

skills, new grammatical structures

How to formulate the objectives of the lesson?

Prescribing educational goals, use the following wording:

create/provide conditions for fostering a sense of humanism, collectivism, respect for elders, mutual assistance, responsiveness, politeness, a negative attitude towards bad habits, the value of physical health, etc.

Developing The goal component will be formulated as follows:

create conditions for development / promote development (logical thinking, memory, observation, the ability to correctly summarize data and draw conclusions, compare, the ability to draw up a plan and use it, etc.)

In my opinion, it is quite clear: educational - to create conditions for education (we write what), developing - to create conditions for development (we write what).

Examples of educational goals:

"Create conditions that ensure the education of interest in the future profession ..."
"To provide conditions for the formation of conscious discipline and norms of behavior of students ..."
"Contribute to the development of a creative attitude to learning activities ..."
"Contribute to the education of frugality and economy ..."
“Provide conditions for cultivating a positive interest in the subject being studied…”
"Organize situations that emphasize the formation of conscious discipline at work ..."
“To create conditions in the classroom that ensure the education of accuracy and attentiveness when performing work using ...”
"Contribute to the education of respect for the environment ..."
"Ensure high creative activity in the implementation of ..."
“Create conditions that ensure the education of the desire to comply with the rules of safe work ...”
“To provide conditions for cultivating a creative attitude towards the chosen profession…”
"To contribute to the formation of a scientific worldview through the example of studying ..."
“Create conditions that ensure the formation of self-control skills in students ...”
“To contribute to the acquisition of the necessary skills for independent learning activities ...”

Examples of development goals:

"To promote the development of students' skills to summarize the knowledge gained, conduct analysis, synthesis, comparisons, draw the necessary conclusions ..."
“To provide conditions for the development of skills to establish causal relationships between ...”
“To provide situations conducive to the development of skills to analyze and distinguish ...”
“To provide conditions for the development of skills and abilities to work with sources of educational and scientific and technical information, to highlight the main and characteristic ...”
"To promote the development of skills to apply the acquired knowledge in non-standard (typical) conditions"
"To provide conditions for the development of skills to competently, clearly and accurately express one's thoughts ..."
“To provide conditions for the development of mindfulness, observation and the ability to highlight the main thing, the assessment of various processes, phenomena and facts ...”
"Contribute to the development of volitional qualities of students with ..."
“To promote the development of skills of a creative approach to solving practical problems…”
“To promote the development of technological (abstract, logical, creative) thinking…”
"To provide conditions for students to master the algorithm for solving problematic and research problems ..."

We figured out the educational and developmental goals.

cognitive(educational, practical, cognitive - these are all names for the same objective goal) it is more difficult to set a goal, because there is no single approach to its formulation. But this goal is the most important. It is the most concrete, the most verifiable, the most obvious and achievable. It is like a target: put it in front of you and your students and achieve a 100% hit.

Practical goals can be formulated depending on the type of lesson.(I will make a reservation that there is no unequivocal opinion on the issue of lesson typology). There is, for example, the division of lessons into language and speech. Then the goals are set depending on 1) the type of lesson and 2) the aspect of the language or the type of speech activity.

Aspect of language: phonetics, vocabulary, grammar.
Types of RD: listening (listening to speech), speaking (monologic, dialogical speech), reading, writing.