Topics of speech at the seminar teacher of physics. Speech at the seminar of physics teachers "Creative interdisciplinary connections"
"Formation of key competencies in teaching physics in classroom and extracurricular activities"
“If we teach today like this,
as we taught yesterday, we will steal from children tomorrow.”
John Dewey
November 11, 2015on the basis of MOU secondary school No. 7 of the village of Starodubsky, a seminar was held for teachers of physics in general educational organizations Budyonnovsky district on the topic "Formation of key competencies in teaching physics in classroom and extracurricular activities", which was attended by 19 people from 19 institutions of the district.
Seminar goals: to systematize the knowledge of students about the federal state educational standard, the modern lesson in the light of the introduction of the second generation of the Federal State Educational Standards;
to organize the exchange of experience of teachers on the problem of the seminar;
form the motivational readiness of participants to pedagogical activity for the implementation of the standard.
Seminar objectives:
to form the motivational readiness of students for pedagogical activity in a situation of changed approaches to the formation of a new content of education for students, modern requirements to educational outcomes in the context of the implementation of the system-activity paradigm of education.
Lesson - home component educational process. The educational activity of the teacher and the student is largely focused on the lesson. In order for the level of the modern lesson to be high enough, it is necessary that the teacher, in the course of preparing the lesson, try to make it a kind of work with its own idea, plot and denouement, like any work of art. How to construct such a lesson? How to make sure that the lesson not only equips students with knowledge and skills, the importance of which cannot be disputed, but that everything that happens in the lesson arouses sincere interest in children, genuine enthusiasm, and forms their creative consciousness? All these questions were answered by Kopylova E.G., a teacher of physics at secondary school No. 7 of the village of Starodubsky, who, within the framework of the seminar, gave a physics lesson in grade 10 on the topic “Jet propulsion. Successes in space exploration”.
The school becomes not so much a source of information as it teaches how to learn; the teacher is not a conductor of knowledge, but a person who teaches in a way creative activity aimed at independent acquisition and assimilation of new knowledge.
design method in school education is considered as a kind of alternative to the class-lesson system. Modern project student is a didactic means of activating cognitive activity, development of creativity and at the same time the formation of certain personal qualities.
The theme of the master class of the teacher of physics MOU secondary school No. 8 p. Katason Kudryavtseva T.V. “Improving the cognitive activity of students through extracurricular activities". Tatyana Viktorovna emphasized in her speech that if the teacher does not know , quite fluent in research, problematic, search methods, the ability to keep statistics, process data, without knowing certain methods various kinds creative activity, it is difficult to talk about the possibility of a successful organization project activities students. And, therefore, to activate cognitive activity students in subject area"Physics". Subject teachers at this stage seminar acted as developers research project on the subject of noise pollution.
During the seminar, physics teachers became active participants in the round table “Creating conditions for personal growth student”, which was addressed by Kudrenko N.V., director of secondary school No. 7 of the village of Starodubsky.
One of the conditions for the personal growth of a student is the growth pedagogical excellence the teachers themselves. And this means that modern teacher physicists must own a new type of methodological products - the technological map of the lesson.
Training using a technological map allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal learning activities), in accordance with the requirements of the second generation of the Federal State Educational Standards, to significantly reduce the time for teacher preparation for the lesson.
The result of the round table was the creation of a technological map for a lesson in physics on the topic "Explorer" (Grade 7).
Shtraukh G.I., Deputy Director for Water Resources, Secondary School No. 7, Starodubsky village, conducted practical lesson with teachers on the topic "Interactive posters as structural element teaching physics.
Interactive poster - an electronic educational poster with interactive navigation that allows you to display the necessary information: graphics, text, sound. Compared to conventional printing posters, interactive electronic posters are a modern multifunctional learning tool and provide more opportunities for organizing the educational process.
Galina Ivanovna introduced the technology of creating multimedia interactive educational materials - Web 2.0 LearningApps.org. With the help of this multimedia application, physics teachers created an interactive poster that reflected the expectations and impressions of the participants from the past seminar in an original and colorful way.
27.11.2014
District seminar for teachers of physics
"Innovative activity of a teacher in the context of the introduction and implementation of the Federal State Educational Standard" or "The Federal State Educational Standard: How to teach in a new way"
November 26, 2014 on the basis of secondary school No. 12 Terek settlement was held a scientific and practical seminar for teachers of physics educational organizations Budyonnovsky district on the topic "Innovative activity of a teacher in the context of the introduction and implementation of the Federal State Educational Standard" or "FGOS: how to teach in a new way", which was attended by 17 people from 16 institutions of the district.
Each participant of the seminar attended a physics lesson in the 7th grade on the topic “Strength” (Getmanova I.N., physics teacher, secondary school No. 12, Terek village), which allowed answering the question: how today the teachers involved in the work on the Federal State Educational Standard, properly organize the educational process in a new form.
During the seminar, physics teachers became active participants in the round table “From work experience”, at which Filipenko D.A., a teacher-psychologist of the secondary school No. 12, Terek, spoke, with the topic “Psychological and pedagogical support for a teacher in the context of the introduction of the Federal State Educational Standard”, the purpose of the psychological and pedagogical support of the teacher is to ensure psychological support innovation and development psychological readiness teacher to innovative activity. An important task of the psychologist is to assist in creating conditions for teachers to want to change something in their work.
The topic of the speech of the teacher of physics MOU secondary school No. 8 p. Katason Kudryavtseva T.V. "New approaches to the professional competence of the teacher in the context of the introduction of the Federal State Educational Standards LLC" made it possible to reveal such concepts as the professional competence of the teacher, the requirements that impose on the teacher not only a new educational standard, but also time.
Physics teachers visited the interactive museum "Innovative Activities in Physics Lessons", organized by Kopylova E.G., teacher of secondary school No. 7 in Starodubsky village, where the forms and methods of using an interactive whiteboard and flash presentations in the lessons were considered.
Polunova I.I., teacher of secondary school No. 1 in the village of Pokoyny, introduced the features of the modern lesson in terms of the content of the Federal State Educational Standard. Quick-tuning, carried out by Getmanova I.N., allowed teachers to tune in to an optimistic working mood, psychologist D.A. Filipenko conducted a survey to identify strengths and weaknesses in the conduct and organization of the seminar.
The teachers noted the high scientific and methodological level of organization and conduct of the seminar, great value him in perfection professional level, advanced training, dissemination of advanced pedagogical experience. On March 27, 2013, regular meetings of regional methodological associations were held, priority areas in whose work they became:
- - the use of new digital technologies as part of the implementation of the Federal State Educational Standard;
- - the use of interactive tools in the classroom in order to increase the motivation and efficiency of the educational process;
- - development creativity pupils;
- - the use of a system-activity approach with the introduction of resource and educational and laboratory equipment to increase the effectiveness and success of students.
The creative approach of the head of the district methodological association of physics teachers to their activities made it possible to conduct a training workshop "Workshop for the exchange of experience on the use of interactive teaching aids" on the basis of the MOU secondary school No. 2 in Budyonnovsk, director Pripadcheva T.I., head of the m / o Kupaeva G.V.
Seminar program
06/20/2017 BINOM. Knowledge Laboratory” and “Enlightenment” on June 14-16, 2017 held a training seminar on the topic: “Actual issues of teaching astronomy and physics in the context of modernizing the education system”.
In the new academic year the subject "Astronomy" will return to Russian schools, therefore, a wide range of issues was submitted to the seminar. The discussion, first of all, touched on the draft standard of the average (full) general education on astronomy, as well as methodological recommendations for its implementation and implementation. The standard for astronomy is supposed to be introduced in the format of changes to the federal component of the State Educational Standard of 2004, as well as to the Federal State Educational Standard of Secondary General Education of 2012.
Leading methodologists in physics of the IPC, IRO and educational development centers, as well as teachers of the highest qualification category were invited to the seminar.
The program of the seminar was dense and full of presentations by leading experts in the field of astronomy and physics.
Speaker at the seminar Demidova Marina Yurievna, doctor pedagogical sciences, head of the Center for Pedagogical Measurements of the Federal State Budgetary Scientific Institution "FIPI", head of the FKR USE in physics. Topic of her speech: «
Grading system educational achievements in Physics and Astronomy: Basic Approaches, Models of Evaluation Procedures Toolkit.
Of particular interest was the presentation Nikiforov Gennady Grigorievich, Candidate of Pedagogical Sciences, Leading Researcher at the Physics Didactics Laboratory of the Institute of Content and Teaching Methods of the Russian Academy of Education, Deputy Chairman of the Federal Commission for the Development of Control Measuring Instruments USE materials in physics. He demonstrated new equipment for the OGE and the Unified State Examination, showed a number of frontal experiments for students in grades 10-11.
Gendenstein Lev Elevich, author of lines of textbooks published by BINOM. Knowledge Laboratory”, candidate of physical and mathematical sciences began his speech with the method of studying key situations and implementing a system-activity approach in the study of physics, and also told how to arouse interest in solving problems by setting their conditions.
The author presented full information about the principles of constructing textbooks, about methodological features, methods and components of teaching materials, on the form of presentation of material, as well as new opportunities for using the educational and methodological complex in the context of implementing the requirements of the Federal State Educational Standard.
Particular emphasis is placed on the features of the implementation of the method of studying key situations in teaching physics in grades 7-11; practice-oriented approach.
Bulatova Albina Alexandrovna, author of lines of textbooks published by BINOM. Knowledge Laboratory”, a teacher of the highest qualification category, told how to organize teaching and research activities with the help of frontal experiments.
The lack of research and project activities gives rise to the well-known questions of students: “Where did this come from?”, “Why are we learning all this?”. These questions, on the one hand, point to the lack of meanings that arise in schoolchildren in the course of education, and on the other hand, to the desire to overcome this deficit. Consistent alignment educational process and educational space, in which research activities are carried out in a “natural” way, can significantly change the attitude of adolescents to learning.
Even before the experiment, it is necessary to lead the students to the conclusion that There is a problem, which can only be resolved experimentally. Then, with the participation of schoolchildren, it is necessary plan and execute an experiment, the results of which may provide a solution to this problem. After completing the experiment in the form of an independent experience, students should have a collective discussion of its results and formulate conclusions.
Koshkina Anzhelika Vasilievna, author of lines of textbooks published by BINOM. Knowledge Laboratory”, a methodologist of the Arkhangelsk IRO, a teacher of the highest qualification category, said that the goal of the modern quality education it cannot be only the acquisition of knowledge, because the information that we present to children is rapidly becoming obsolete: what is indisputable today is refuted tomorrow by a new scientific theory or more precise observation. Therefore, it is obvious that the task of the teacher is not so much to convey to the child the amount of knowledge, but to teach him to learn, to think, because only a developed mind and possession of universal techniques learning activities can become the key to his success, no matter what he does in life. How to achieve this?
The answer to this question today is given by the Federal State educational standards, putting forward the requirement to achieve not only personal and subject, but also the so-called meta-subject results. The latter assume that students will master universal learning activities of an information-logical, organizational nature, a wide range of skills and abilities to use information and communication technologies to collect, store, transform and transmit various types of information, basic skills research activities, the foundations of productive interaction and cooperation with peers and adults, that is, the whole arsenal of tools that allow a person to successfully learn throughout his life, realizing the idea continuing education and meeting the challenges of the 21st century.
Korniliev Igor Nikolaevich, author of lines of textbooks published by BINOM. Knowledge Laboratory”, Candidate of Physical and Mathematical Sciences, Head of the Center for Design, Research and Innovation Activities of the State Autonomous Educational Institution of JSC DPO “Institute for the Development of Education”. The theme of his speech: "Design and research activities in the study of physics and astronomy." Igor Nikolayevich drew attention to the possibility of using improvised means for various research work.
Project activity, the application of the project method is associated with great advantages:
- The project method contributes to the successful socialization of schoolchildren due to an adequate information environment in which students learn to navigate independently, which leads to the formation of a personality with information culture generally.
- At all stages of the project, a system-activity approach to learning is applied, which leads to the development of students' creative abilities.
- Choosing a research problem and solving specific problems, students proceed from their interests and degree of preparedness. This provides everyone with their own trajectory of learning and self-learning, allows you to differentiate and individualize the educational process.
- Working in a group forms a personality capable of collective goal-setting and planning, distributing tasks and roles among group members, acting as a leader and performer, coordinating one’s actions with the actions of other project participants, collectively summing up, sharing responsibility
Igor Nikolayevich gave a classification of project types:
- By the nature of the projected changes: a) innovative; b) supportive.
- By areas of activity: a) educational; b) scientific and technical; c) social.
- According to the peculiarities of financing: a) investment; b) sponsorship; c) credit; d) budget; d) charity.
- By scale: a) megaprojects; b) small projects; c) micro projects.
- In terms of implementation: a) short-term; b) medium-term; e) long-term.
The seminar ended its work with a "Round Table". Methodists, teachers, authors, representatives of publishing houses once again drew attention to the factors of improving the quality of education and effective approaches, methods of teaching physics and astronomy.
Attention!
On October 31-November 1, at school No. 5, a seminar was held for teachers of physics in the city of Sergach and the Sergach region " Actual problems teaching physics in the conditions of the second generation of the Federal State Educational Standards.
Professors from the Lebedev Physical Institute, Moscow State University, Leningrad State University, Moscow State Pedagogical University, experienced teachers, employees of the Russian Academy of Sciences and the Russian Academy of Education took part in the development of the standard. The main thing that the developers of the new standard paid attention to was an integrated approach and the interconnection of the main didactic units with each other. Physics, like chemistry or biology, is a very integral subject, having a certain foundation, a basis that cannot be destroyed. And this foundation has been preserved. Today the way of reducing the number of hours for studying subjects of the natural science cycle has been chosen. This affected physics to a lesser extent than other subjects (for example, biology and geography in high school left only an hour a week, physics - two hours), but still touched. In the new standard, the study of any physical phenomenon must go through the following stages: observation and description of the phenomenon; dimension physical quantities; independent conduct of simple experiments and experiments to identify the main properties of the phenomenon; practical application of physical knowledge; explanation of the principle of operation of a physical device. And the study of thermal phenomena is based on the same blocks, and the study electromagnetic field- on them. This is the activity approach - observation, description, measurement physical phenomena. The novelty here is also in the fact that an important goal of the standards in physics is to master students scientific methods the study of nature.
This didn't happen before. After all, now training is organized in such a way that children learn to conduct research on their own, and not just get acquainted with other people's results. There is a well-known biblical wisdom: “It is better to teach a man to fish than to bring him a fish every time.” Students must see for themselves the correctness of the laws once discovered by scientists. Can they do it? They can. Because modern school instruments for studying physics, no matter how bad they are, are still much better than those used, for example, by Newton or Faraday. Children themselves can take measurements, set experiments and independently discover the same laws for themselves. Of course, we would like the standard to reflect the basic elements of knowledge and not destroy physical education, which we are justifiably proud of. At the same time, the standard should be of an activity nature, be person-oriented, aimed at mastering the methods of scientific knowledge. The requirements set out in it for the material being studied should be as close as possible to practice, to Everyday life and at the same time should form a holistic picture of the world in students. On the other hand, we are constantly talking about the fact that children in schools are overloaded and have difficulty learning new material. The essence of solving the problem of overload is to divide the material in the standard into two parts - into the mandatory, included in the main backbone and included in the requirements for the level of training of graduates, and the material to be studied, but not included in these requirements. The latter is in italics in the standards. Of course, less attention will be paid to these topics, but they do not need to be covered in detail. It is not necessary, for example, to study in detail the device of the generator, although it is worth talking about it in general terms (for example, hang up a table, talk about the main components of the generator). The main thing is that schoolchildren learn that the principle of operation of the generator is the law of electromagnetic induction. This is what will be asked during the final certification.
The standard defines the boundaries of learning within such limits that children do not experience overload, but children learn from textbooks, not standards. If the author of some textbook increases the amount of material several times in comparison with the standards, then overload is inevitable. It turned out that in textbooks the number of concepts is almost three times higher than their number recommended in the standard. Of course, the textbook in terms of volume should exceed the standard, focus on further development, give more examples - but within reasonable limits! But so far, the authors of textbooks do not take into account the restrictions on the number of concepts introduced in the standards and write what they please. In my opinion, standards should define not only the lower limit (minimum knowledge), but also the upper one. It makes sense to limit additional material at least 30% of the required minimum, and mark assignments that are outside the graduate level requirements to avoid overloading students. How to be a teacher? Use old textbooks while new ones are developed and experimentally tested against the requirements of the new standard.
– Education in basic and profile classes pursues different goals. If in the basic classes the emphasis is on the study of physics as an element of general culture, on the formation of a physical picture of the world, then in the specialized classes an advanced course is offered, designed to continue education in physical and technical specialties. This is a completely different level and a different number of hours. Concepts that are marked as optional in the basic standard are mandatory in the specialized classes.
For classes with in-depth study of physics (6 hours or more per week), standards will not be developed. The Ministry of Education approves a program according to which textbooks and educational and methodological support are created.
A separate situation has developed with the humanitarian classes. In these classes, the study of physics, chemistry and biology is not provided at all. But introduced educational area“Natural science”, which synthesizes in itself the knowledge of physics, chemistry and biology. We have developed a standard for natural science. The purpose of this course is to systematize and generalize students' knowledge of these subjects, combining them into a complete picture of the world. But there are certain difficulties in its implementation: there are no appropriate personnel, textbooks. There are few teachers who would know all three subjects together at the proper level. The topics of advanced training courses in the IPK and in pedagogical universities. Therefore, most likely for now, instead of natural science, physics, chemistry and biology will be taught separately (one hour a week for each subject, or 2 hours if it is possible to add hours from the school component).
Department of Education and Science Administration
municipal district "Alekseevsky district and the city of Alekseevka"
methodical office
Municipal community educational institution average comprehensive school No. 4 Alekseevka
District Workshop for Physics Teachers
"Designing a modern physics lesson
based on a system-activity approach"
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5) Principle psychological comfort - involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of pedagogy of cooperation, the development of dialogue forms of communication.
The structure of the lessons of maintaining new knowledge within the framework of the activity approach is as follows:
1. Motivation for learning activities.
This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom. To this end, at this stage, his motivation for educational activities is organized, namely:
1) the requirements for it from the side of educational activity are updated (“must”);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);
3) a thematic framework is established (“I can”).
In the developed version, there are processes of adequate self-determination in educational activity and self-assertion in it, which involve the student comparing his real “I” with the image “I am an ideal student”, conscious subordination of himself to the system regulatory requirements educational activities and the development of internal readiness for their implementation.
2. Actualization and fixation of an individual difficulty in a trial learning activity.
At this stage, preparation and motivation of students for the proper independent implementation of a trial educational action, its implementation and fixation of individual difficulties are organized.
Accordingly, this stage involves:
1) actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;
2) updating the relevant mental operations and cognitive processes;
3) motivation for a trial educational action (“I must” - “I can” - “I want”) and its independent implementation; 4) fixing individual difficulties in performing a trial educational action or justifying it.
3. Identification of the place and cause of the difficulty.
At this stage, the teacher organizes the students to identify the place and cause of the difficulty. To do this, students must:
1) restore the performed operations and fix (verbally and symbolically) the place - step, operation where the difficulty arose;
2) correlate their actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix the cause of the difficulty in external speech - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type in general.
4. Building a project to get out of the difficulty (goal and theme, method, plan, means).
At this stage, students in a communicative form consider a project for future learning activities: set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is guided by teacher: at first with the help of an introductory dialogue, then with an inciting one, and then with the help of research methods.
5. Implementation of the constructed project.
At this stage, the project is being implemented: the various options proposed by the students are discussed, and the best option is selected, which is fixed in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.
6. Primary consolidation with pronunciation in external speech.
At this stage, students in the form of communication (frontally, in groups, in pairs) decide typical tasks on the new way actions with pronunciation of the solution algorithm aloud.
7. Independent work with self-test according to the standard.
During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized.
The emotional orientation of the stage consists in organizing, if possible, for each student a situation of success that motivates him to be included in further cognitive activity.
8. Inclusion in the system of knowledge and repetition.
At this stage, the limits of applicability of new knowledge are identified and tasks are performed in which a new way of acting is provided as an intermediate step.
Organizing this stage, the teacher selects tasks in which the use of previously studied material is trained, which has methodological value for the introduction of new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the studied norms, and on the other hand, preparation for the introduction of new norms in the future.
9. Reflection of educational activity in the lesson (total).
At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.
Lesson Requirements | Traditional lesson | Modern type lesson |
Lesson topic announcement | The teacher tells the students | Formed by students |
Communication of goals and objectives | The teacher formulates and tells the students what they should learn | Students themselves formulate, defining the boundaries of knowledge and ignorance |
Planning | The teacher tells the students what work they need to do to reach the goal | Students planning ways to achieve the intended goal |
Practical activities of students | Under the guidance of a teacher, students perform a number of practical tasks (the frontal method of organizing activities is more often used) | Students carry out educational activities according to the planned plan (group, individual methods are used) |
Exercising control | The teacher supervises the performance of the students practical work | Students exercise control (forms of self-control, mutual control are used) |
Implementation of the correction | The teacher, in the course of performing and following the results of the work performed by the students, corrects | Students formulate problems and correct them on their own. |
Student Assessment | The teacher assesses the students for their work in the lesson | Students evaluate activities based on their results (self-assessment, assessment of the results of the activities of comrades) |
Lesson summary | The teacher asks the students what they remember | Reflection is underway |
The teacher announces and comments (more often - the task is the same for everyone) | Students can choose a task from the ones proposed by the teacher, taking into account individual abilities. |
Scheme of lesson analysis within the framework of the activity approach
1. Did the teacher create a situation of success at the beginning of the lesson? What did she express? And by what means was it implemented?
2. What means did the teacher use to create the learning situation that led to the setting of the learning task:
Use of known knowledge, ways of children's work;
Forms of organization academic work students;
Creating conditions for the active (passive) position of the student;
The position of the teacher and his role at this stage;
The use of educational activities (reflexive control and evaluation) to create a situation of lack of abilities in children (level of mastery).
3. Did the necessary task arise for the children as a result of the reversal of the teacher's logic or not? Can children fix this task in the form of a question (in any form: graphic, symbolic, verbal).
4. The level of children's ability to conduct an educational discussion both at the group level and at the class level: the ability of children to speak reasonedly, raise questions for understanding, put forward hypotheses indicating arguments and counterarguments.
5. Did the forms of organization of collectively distributed activities correspond to the goals of the lesson? What is the level of proficiency in the methodology of organizing the collective work of students in the lesson with the teacher? Have the necessary conditions been created for working in pairs, in groups?
Diagnostic map of the lesson according to the criteria and indicators of the SDP (system-activity approach)
Criteria and indicators for evaluating the activities of a teacher in a lesson | Grade in points | Level work teachers |
1. Goal setting |
||
The teacher forms the content goal of the lesson (the formation of a value system in this subject) | ||
Formulates the content and development goals of the lesson | ||
Clearly states what the student must learn to do this lesson and how does he do it | Above average |
|
Formulates both the content, development, and activity goal of the lesson (the formation of skills of new ways of action) | ||
Formulates both the content and the activity goal of the lesson (the formation of skills of new ways of action). If necessary, changes the scenario of the lesson, achieving the planned result) | ||
2.Motivation |
||
Plans and organizes work on updating the basic knowledge of students as a preparatory stage, allowing you to quickly and efficiently include students in the development of new knowledge. | ||
Throughout the lesson, he uses forms, methods, techniques that allow to intensify the cognitive activity of students | ||
Thinks over the system of motivation of students for learning activities; creates a “point of surprise” in the lesson, conditions (“traps”) for fixing the student’s border between knowledge and ignorance | Above average |
|
Ensures that students independently formulate the goal of the lesson as their own learning task, and creates a situation of cooperation in the lesson | ||
Encourages students to independently formulate the goal of the lesson as their own learning task, and creates a situation of cooperation and a “success situation” for each student in the lesson. Students independently design ways and means to achieve their goals | ||
Selects the SUM adequately to the topic and content goal of the lesson | ||
Selects the SUM adequately to the topic, meaningful and developing the objectives of the lesson. SUM in terms of volume is necessary and sufficient. The material is selected taking into account work for motivation. | ||
Distinguishes between the concepts of SUM and CO. The unit of the content of education (method, algorithm, scheme, distinction) is presented to students visually |
middle |
|
Built-in lesson structure and presentation logic educational material allowed students in the lesson to successfully master the planned SMS and CO | ||
4. Forms of organization of cognitive activity of students |
||
Works with the class frontally at all stages of the lesson | ||
Uses pair or group work of students for mutual verification or mutual assistance. Chooses forms of communicative interaction between students in pairs or groups for each student to pronounce new knowledge, an algorithm of actions in external speech | ||
Organizes educational cooperation of children jointly - distributed activities in solving educational problems, teaches children to work in a group |
middle |
|
Creates conditions for building a child individual trajectory study of the subject | ||
It proceeds from the fact that each student is individual, and organizes the work of each student in the lesson according to an individual plan. The teacher works alternately with different groups of students, differentiating them according to the level of knowledge | ||
5. Teaching methods |
||
The lesson is dominated by verbal (teacher's monologue) and visual teaching methods | ||
Uses modern and visual teaching aids, ICT, test technologies; teaches to make reference signals, diagrams, algorithms and block diagrams; extract information from a textbook, reference books, the Internet; teaches how to translate information from one type to another (text - into a table, table - into a graph, diagram) | ||
Organizes independent work uch-Xia, which is checked by them according to standards | Above average |
|
Applies interactive teaching methods, search, research, heuristic conversations, problem learning, intradisciplinary and interdisciplinary integration | ||
Applies non-traditional forms of the lesson: ODI, lesson-game, debate, lesson-dispute, lesson-project, lesson in the format of technology formation critical thinking | ||
6. Reflection |
||
Evaluates the work of the student, commenting on the grades. Summarizes the lesson itself, without involving students | ||
Organizes summing up the lesson, involving students in the reflection of their activities. (What was the topic of the lesson? What was your goal? What did you learn to do? What is still to be worked on?) | ||
Organizes express diagnostics of the results in the lesson so that it is obvious to the teacher and each student what they have learned in the lesson and what remains to be worked on |
middle |
|
Teaches children to exercise control and self-assessment of their activities in accordance with the developed criteria (invites students to evaluate their work in the lesson according to criteria specially thought out for this lesson). | ||
It creates conditions for building an individual trajectory for the study of the subject by the child. Homework is differentiated depending on the results obtained in the course of teacher-organized reflection of students on their activities in the lesson |
Used sources
1., Kudryashova to draw up a lesson plan on the didactic system of the activity method. – Moscow, 2006
2.Shubin's method at school http://*****/articles/527236
3. Materials of Internet resources. Access mode: http://wiki. *****/index. php
4. Materials on the results of advanced training courses for teachers on the basis of OGAOU DPO BelIPKPS on the problem "Content and methods of teaching the subject in the context of the introduction of the Federal State Educational Standard"