Non-standard lesson forms
(modern methods and forms of work in a music lesson)
The orientation of modern education towards the diversified development of the child’s personality presupposes the need harmonious combination actual educational activity, within the framework of which basic knowledge, skills and abilities are formed, with creative activity. Non-standard lessons are one of the important teaching tools, because... They form a stable interest in learning in students, relieve stress, help develop learning skills, and have an emotional impact on children, thanks to which they develop competencies. The peculiarities of non-standard lessons lie in the desire of teachers to diversify the child’s life: to arouse interest in the lesson, in school; satisfy the child’s need for the development of intellectual, motivational, emotional and other areas. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.
In non-standard lessons, students should receive non-standard tasks. A non-standard task is a very broad concept. It includes whole line signs that make it possible to distinguish tasks of this type from traditional (standard) ones. Main hallmark non-standard tasks - their connection “with activity, which in psychology is called productive,” creative. There are other signs:
students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution); unusual conditions work; active reproduction of previously acquired knowledge in unfamiliar conditions.
Non-standard tasks can be presented in the form of problem situations (difficult situations from which you need to find a way out using acquired knowledge), role-playing and business games, contests and competitions and other tasks with elements of entertainment (fantastic situations, dramatizations, riddles, “investigations”) .
Of course, non-standard lessons, unusual in design, organization, and delivery methods, are more popular with students than everyday training sessions with a strict structure and established work schedule. Therefore, all teachers should practice such lessons. But turning non-standard lessons into the main form of work, introducing them into the system is impractical due to a large loss of time, lack of serious cognitive work, low productivity, etc.
The use of non-traditional forms of lessons, in particular a game lesson, a discussion lesson, is a powerful stimulus in learning; it is a diverse and strong motivation. Through such lessons, cognitive interest is aroused much more actively and quickly, partly because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary educational activities.
Non-traditional forms of lessons are emotional by nature and therefore are capable of reviving even the driest information and making it bright and memorable. In such lessons, it is possible to involve everyone in active work; these lessons are opposed to passive listening or reading.
Analysis of pedagogical literature made it possible to identify several dozen types of non-standard lessons. Their names give some idea of the goals, objectives, and methods of conducting such classes. We list the most common types of non-standard lessons.
Teachers have developed many methodological techniques, innovations, and innovative approaches to conducting various forms of classes. Based on the form of delivery, the following groups of non-standard lessons can be distinguished:
1. Lessons in the form of competitions and games: competition, tournament, relay race, duel, KVN, business game, role-playing game, crossword, quiz, etc.
2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reportage, review.
3. Lessons based on non-traditional organization educational material: lesson of wisdom, revelation, lesson-block, lesson-“understudy” begins to take effect.”
4. Lessons reminiscent of public forms of communication: press conference, auction, benefit performance, rally, regulated discussion, panorama, TV show, teleconference, report, dialogue, “living newspaper”, oral journal.
5. Lessons based on fantasy: lesson-fairy tale, lesson-surprise, lesson-gift.
6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.
7. Traditional forms of extracurricular work carried over into the lesson: KVN, “the investigation is conducted by experts,” a play, a concert, a dramatization of a work of art, a debate, “gatherings,” “a club of experts.”
8. Integrated lessons.
9. Transformation traditional ways Lesson organization: lecture-paradox, paired survey, express survey, test lesson (assessment defense), lesson-consultation, reader's form protection, TV lesson without television.
Using the Internet in the classroom.
The Internet has enormous information capabilities and equally impressive services. It is not surprising that teachers also appreciated the potential of the global Internet. But, first of all, it is necessary to remember about didactic tasks, the characteristics of students’ cognitive activity, determined by certain educational goals. The Internet with all its resources is a means of realizing these goals and objectives.
Therefore, first of all, it is necessary to determine which didactic tasks in teaching practice may require useful resources and services that it provides world wide web.
When preparing for the next lesson, it is important for the teacher to keep in mind the didactic properties and functions of each of the selected teaching aids, clearly understanding for which methodological task this or that teaching aid may be most effective.
The inclusion of network materials in the lesson content allows students to better understand life on our planet, participate in joint research, scientific and creative projects, develop professionalism and skill.
A non-standard lesson is an interesting, unusual form of presenting material in class. It is designed, along with the goals and objectives of standard lessons, to develop in the student an interest in self-learning, creativity, the ability to systematize material in a non-standard form, to think originally and express oneself. In such classes, students do not just tell messages, but try to convey the main material of the lesson with the help of vivid and memorable experiences, newspapers, presentations and other things, together with the teacher. This way they take an active part in the lesson.
The variety of types of non-standard lessons allows them to be used at all levels of children’s education and in different subjects. And the introduction of new technologies into the educational process allows us to come up with new non-standard lessons.
Used Books:
1. Maksimova V.N., Zverev I.D., “Interdisciplinary connections in the educational process in modern school” /M. Enlightenment, 1987/.
2. “Fun music lessons” /compiled by Z.N. Bugaeva/, M., Ast, 2002.
3. “Traditions and innovation in musical and aesthetic education,” / editors: E.D. Kritskaya, L.V. Shkolyar /, M., Flinta, 1999.
TECHNOLOGY OF CONDUCTING NON-STANDARD LESSONS
CONTENT
INTRODUCTION ………………………………………………………….. 3
“Pros” and “cons” of a non-traditional lesson…………………6
Signs of a non-traditional lesson …………………………. 7
Principles of a non-traditional lesson ………………………… 7
Periods of preparation and conduct of non-standard lessons. 8
Non-traditional lessons - as a form of increasing cognitive interest 9 2.METHODOLOGY OF CONDUCTING NON-STANDARD LESSONS
Classification of non-standard lessons (types of lessons)...….. 11
Groups of lessons.……………………………………………………….…….. 11
THEORETICAL AND METHODOLOGICAL FOUNDATIONS ANDPEDAGOGICAL CONDITIONS FOR APPLICATION OF NON-STANDARD LESSONS
1.8. Classification of lessons based on not quite ordinary and completely unusual methods and forms of their implementation...........……….. 13
Lessons with modified methods of organization…………… 14
Lessons with a competitive game basis..………….…….. 15
Control of different levels of mastery of educational material in non-traditional lessons.…………………………..……….. 21
CONCLUSION.……………………………………………………
LITERATURE………………………………………………………
INTRODUCTION
A modern lesson is a democratic lesson. It is conducted not for students, but together with students. Among the children there are no stupid ones, there are simply those who have already become interested and those who have not yet managed to be interested. A teacher must understand and imagine his role in the life of the state, school, in the life of his students, systematize knowledge, skills, study new technologies that will help him make the learning process interesting, effective, and democratic. We need to discard verbal learning and move on to learning by doing.
“The goal of school is to introduce people to life, understand it, find their place in it,” wrote Sofia Russova.
Interest arises when a person works himself, that is, when
AND individual,
N harnessed,
T creative,
E daily
R work.
E naturally
WITH humor.
A modern school is looking for various ways to implement its functions, one of which is the use of non-traditional forms of education. Currently, a new education system is being formed, focused on entering the global educational space. We must develop new thinking in students, new approach to life.
Non-traditional lessons develop students' thinking and creativity.
“Creativity is not a luxury for a select few, but a general biological need that is sometimes not realized by us.” - G. Ivanov.
Of course, something is given to a child by nature, something by upbringing. But we can develop the student’s abilities that he already has. And it all starts from the student’s interest (the word “interest” can be perceived with a slightly different connotation: the parents promised to buy a computer - so the student became interested). And to awaken the student’s interest, there is no better way than using non-standard forms of teaching. This:
Makes the learning process attractive and interesting;
Teaches to use knowledge in practical activities;
Develops analytical and logical thinking;
Promotes the creative growth of the teacher;
Promotes student activity.
Using non-standard lessons as repetition and generalization
material ensures not only time savings, but also the success of learning, attracting an increasing number of students. In such lessons, the acquisition of knowledge
occurs more intensively, student activity increases, educational material is processed faster and mainly in lessons, and the volume homework decreases.
You can use modern pedagogical literature for this, which recommends possible topics for non-traditional lessons, and also offers many ready-made lessons. For example, Nedbaevskaya L. S., Sushenko S. S. “Development of the creative potential of students in physics lessons. Non-standard physics lessons”, S. Borovik “Methodology for conducting non-standard physics lessons”, Lanina “Non-standard forms of organizing physics lessons”, in the book by M. Bravermann “Physics lesson in a modern school. Creative search for teachers” used materials from the experience of teachers.
These authors in their works emphasize the high effectiveness of non-standard lessons, their ability to intensify the cognitive activity of students, and also provide various classifications of lessons and methods for conducting them.
In my work, I will try to show all the pros and cons of a non-traditional lesson, the feasibility of its use, effectiveness, and the influence of this form of lesson delivery on increasing the cognitive interest of students and developing their creative abilities.
Non-traditional lessons are designed for active work students are the basis for learning.
THEORETICAL AND METHODOLOGICAL FRAMEWORKS AND PEDAGOGICAL CONDITIONS FOR APPLYING NON-STANDARD LESSONS
1.1. Pros and cons of a non-traditional lesson
Today, not quite conventional teaching methods and entire lessons - great amount, but not all of them correspond to generally accepted ideas about non-standardization in education, about the unusualness of the lesson, and, finally, do not correspond to ideas about either the lesson or the method. When choosing from this array exactly the information that is necessary, the teacher, as a rule, relies on his intuition, and not on any scientific grounds.
This “choice” leads to significant disadvantages that reduce the pedagogical effectiveness of the educational process:
spontaneity and unsystematic use. The only exceptions are the lessons of the lecture-seminar system, which came from the practice of higher education and are therefore relatively fully justified. But this system is used mainly in high schools and does not include a number of new forms of lessons;
lack of forecast for positive changes - growth in the quality of knowledge and skills, changes in the development of students. Not all teachers can determine the main idea of the lesson, its developmental possibilities;
the predominance of reproductive learning technologies. Attention is paid primarily to the form of organization of the educational process, and not to its content. This affects the number and content of conclusions and conclusions, the final forms of activity;
overloading of some lessons with educational material, often
factual. This especially applies to integrated lessons,
educational conferences, sometimes entertaining forms of lessons. Retreat
stages of generalization, work with factual material predominates, not
of special educational value. Facts involved
are interesting to students, however, their educational and developmental load
insignificant.
Unusual forms are used unmotivated, as single lessons, without a noticeable connection with previously taught lessons. Final forms predominate (tests, seminars, solutions, crossword puzzles, etc.) The objectives of the lessons do not provide for the increase in new knowledge and skills, the development of students
in any respect.
1.2. Signs of a non-traditional lesson
It carries elements of the new, the external framework and venues change.
Extracurricular material is used, collective activities are organized in combination with individual ones.
People from different professions are invited to organize the lesson.
Emotional upliftment of students through the design of the office, blackboard, music, and the use of video.
Organization and implementation of creative tasks.
Mandatory self-analysis during preparation for the lesson, during the lesson and after it
carrying out.
A temporary initiative group of students must be created to support
preparing a lesson.
Mandatory lesson planning in advance.
Clearly define 3 didactic objectives.
Students' creativity should be aimed at their development.
Each teacher has the right to choose those pedagogical technologies that
They are comfortable for him and correspond to the individual characteristics of the students:
c) innovative (researchers, experimenters);
d) traditional (do as I do);
d) use non-traditional lessons.
1.3. Principles of a non-traditional lesson
Principles are especially “unworthy” of teacher attention. This category, according to the fond memory of university pedagogical training, is perceived by teachers as something abstract, having nothing to do with practical activity.
At the same time, if we consider principles as a guide to very specific activities, it turns out that their uselessness is a figment of our lazy imagination. Evidence of this is the same experience of innovative teachers who, in order to generalize their activities and present them more clearly, resorted to the principles of cooperation pedagogy.
In general, these are the principles: relationships of mutual understanding with students; teaching without coercion; difficult goal; the principle of support for the student, which can be a guiding thread of a story, a rule, or a method of solving a problem; the prince of appreciation, as a respectful attitude not only to children's knowledge, but also ignorance, encouraging a sense of duty and responsibility; principles of self-analysis, appropriate form, intellectual background of the class and personal approach.
Crimean teachers present creative principles somewhat differently:
Refusal from a template in organizing a lesson, from routine and formalism in conducting.
Maximum involvement of class students in active activities during the lesson.
Not entertainment, but fun and passion as the basis
emotional tone of the lesson.
4. Support for alternativeness, plurality of opinions.
Development of the communication function in the lesson as a condition for ensuring mutual understanding, motivation for action, and a feeling of emotional satisfaction.
“Hidden” (pedagogically appropriate), differentiation of students
according to educational capabilities, interests, abilities and inclinations.
Using assessment as a formative (and not just a resultant) tool.
Both the first and second groups of principles set the general direction for pedagogical creativity, focusing on very specific learning activities.
1.4. Periods of preparation and conduct of non-standard lessons
In addition to the principles, researchers consider the periods of preparation and conduct of non-standard lessons to be very significant. There are 3 periods: preparatory, the lesson itself, and its analysis.
PREPARATORY.
Both the teacher and students take an active part in it. If, when preparing for a traditional lesson, only the teacher performs such activities (writing a summary plan, making visual aids, handouts, supplies, etc.), then in the second case, students are also involved to a large extent. They are divided into groups (teams, crews), receive or are assigned certain tasks that must be completed before the lesson: preparing messages on the topic of the upcoming lesson, composing
questions, crosswords, quizzes, production of the necessary teaching material, etc.
2. THE LESSON ACTUALLY (there are 3 main stages):
First stage.
It is a prerequisite for the formation and development
motivational sphere of students: problems are posed, the degree of readiness to solve them, to find ways to achieve the goals of the lesson is determined. Situations are outlined, participation in which will allow solving cognitive, developmental and educational tasks.
The development of the motivational sphere is carried out more effectively the more effectively the preparatory period is carried out: the quality of students’ performance of preliminary tasks affects their interest in the upcoming work. When conducting a lesson, the teacher takes into account the students’ attitude to the original form of the lesson; their level of preparedness; age and psychological characteristics.
Second phase.
Communication of new material, formation of students’ knowledge in various
“non-standard” forms of organizing their mental activity.
Third stage.
It is dedicated to the formation of skills and abilities. Control is usually not allocated in time, but “dissolves” in each of the previous stages.
During analysis of these lessons, it is advisable to evaluate both the results of teaching, education, and development of students, and the picture of communication - the emotional tone of the lesson: not only in the communication of the teacher with students, but also in the communication of students with each other, as well as individual work groups.
Non-traditional lessons - as a form of increasing cognitive interest
Since the mid-70s. In the Russian school, a dangerous trend has been revealed of a decrease in the interest of schoolchildren in classes. Teachers tried to stop the alienation of students from cognitive work different ways. Mass practice responded to the aggravation of the problem with so-called non-standard lessons, which have the main goal of arousing and maintaining students’ interest in the academic subject.
A non-standard lesson is an impromptu training session that has a non-traditional (not established) structure.
The views of teachers on non-standard lessons differ: some see in them the progress of pedagogical thought, the right step towards the democratization of the school, while others, on the contrary, consider such lessons a dangerous violation of pedagogical principles, a forced retreat of teachers under the pressure of lazy students who do not want and cannot work seriously.
So, the effectiveness of the educational process largely depends on the teacher’s ability to properly organize a lesson and wisely choose one or another form of conducting a lesson.
A child’s development in the classroom occurs in different ways. It all depends on what exactly is meant by development.
If we keep in mind that development is the increase in knowledge, skills and abilities to produce certain actions(add, subtract, analyze, generalize and develop memory, imagination, etc.) - such development is ensured precisely by traditional lessons. It can go fast or slow.
If you prefer a quick option, then you need to turn to a non-traditional lesson organization.
When conducting open lessons, this form is always advantageous, because it presents not only game moments, original presentation of material, and student engagement not only in preparing lessons, but also in conducting the lessons themselves through various forms of collective and group work.
The tasks that students receive in non-traditional lessons help them live in an atmosphere of creative exploration. Tasks can be completely different.
The organizational aspect, the course of the lesson, and the outcome of the lesson can be non-traditional. It depends on the professionalism and creative talent of the teacher.
Students' creative abilities can only develop in the process of creative activity. Since thinking is a creative and productive process through which new knowledge appears and the unknown is revealed, training must be organized in such a way that the student discovers something subjectively new for himself in the lesson, although this scientific information may already be known to humanity. In this case, “His Majesty” a non-standard lesson comes to our aid.
I. METHODOLOGY FOR CONDUCTING NON-STANDARD LESSONS.
2.1. Ordinary and unusual lessons
Lessons with modified methods of organization: lesson-lecture, lecture-paradox, protection of knowledge, protection of ideas, lesson for two, lesson-meeting.
Lessons based on fantasy: a fairy tale lesson, a creativity lesson: an essay lesson, an invention lesson, a creative report lesson, a comprehensive creative report, an exhibition lesson, an invention lesson, a lesson " amazing is nearby", a lesson on a fantastic project, a lesson-story about scientists: a benefit lesson, a portrait lesson, a surprise lesson, a lesson - a gift from Khotabych.
Lessons that imitate any classes or types of work: excursion, correspondence excursion, walk, living room, travel to the past (future), traveling around the country, train trip, expedition lesson, defense of tourism projects.
Lessons with a game-based competitive basis: a lesson-game, a lesson-domino, a test crossword puzzle, a lesson in the form of the game “Loto”, a lesson like: “Experts lead the investigation”, a lesson - a business game, a generalization game, a lesson like KVN, a lesson "What? Where? When?”, relay lesson, competition, game, duel, competition, etc.
Lessons that involve the transformation of standard methods of organization: paired survey, express survey, test lesson, assessment defense, consultation lesson, workshop lesson, seminar lesson, reader's form defense, television lesson without television, lesson - public review of knowledge, lesson - consultation, final interview, student conference.
2.2. Classification of non-standard lessons (types of lessons)
There are a great many classifications of conventional methods and lessons. But these are well-known, traditional classifications. As for the not quite ordinary ones, there are attempts at classification, but the traditional typology of the lesson is used, supplemented by their non-standard forms. Typology is a distribution by type, i.e. according to various samples of something, and not according to reasons.
In I. P. Podlasy’s textbook “Pedagogy,” dozens of types of non-traditional lessons are highlighted (36 are listed), including business game lessons, game lessons, role-playing game lessons, “Field of Miracles” game lessons, etc. They are classified as different types, although it is obvious that these are lessons of the same type, in any case they are close to each other. At the same time, the unconventionality of these lessons is very doubtful, since the lesson-game has been known for a very long time.
The “classical” typology for the main didactic goals is based not only on the planned learning outcomes, but also on the stages of the learning process (learning new material - forming new knowledge and skills, consolidating and systematizing them, monitoring and evaluating the results obtained).
Theory development problem-based learning led to the division of lessons into problematic and non-problematic. This classification records the nature of students’ cognitive activity. At the same time, this classification applies primarily to lessons in learning new material.
Depending on the planned goals, individual forms of lessons can be classified as various types, for example, integrated research lessons. Thus, in integrated lessons, students can acquire new knowledge in different academic subjects; they are often taught by two or three teachers. However, if they are conducted on material known to students, then these are rather lessons in systematizing knowledge, generalizing it and repeating it. The same can be said about travel lessons and expeditions.
If they end with a description of the territory or the components of its nature, then these are lessons in acquiring new knowledge, and if the teacher distributes the roles of students and teaches them to describe natural phenomena, then these are most likely lessons in the formation of new knowledge and skills. It is possible to include similar lessons in the combined group.
It is especially difficult to classify game-based lessons. Game-based learning technologies are exceptionally diverse. The main motive of the game is not the result, but the process. This enhances their developmental value, but makes the educational effect less obvious. Undoubtedly, game lessons also have educational opportunities if they are considered not separately, but as a system. You can, for example, move from the assimilation and use of facts to their connections (from solving crossword puzzles to compiling them), from descriptions (travel lessons) to explanation (expedition lessons, research).
Classifications of non-traditional lessons in individual subjects are being actively developed.
N.V. Korotkova proposes a new classification of forms of educational activities, which is based on different kinds educational activities:
reconstruction games (the presence of an imaginary situation that occurred in the past or present, distribution of roles);
discussion games (the presence of a situation that models various forms of discussion, the creation of a conflict of opinions, analysis of the past by experts from the point of view of modernity);
competitive games (the presence of fixed rules, the absence of a plot and roles, the foreground of subjective-objective relations).
Based on discussion activities:
Seminars (individual work);
Structured discussions (group work);
Problem-based and practical discussions (collective class activities).
Based on research activities:
Practical exercises (collective class activities);
Problem-based laboratory classes (group work);
Research lessons (individual work).
The wonderful book “Physics Lesson in a Modern School: Creative Search for Teachers” is devoted to the methodology of conducting non-traditional physics lessons, which is based on general ideas, the development of lesson systems, descriptions of new types of lessons, individual creative techniques teaching and organizing students' work in the classroom.
The desire for transparency was expressed in lessons such as: “Public review of knowledge” and “Press conference”; a desire for reflection, discussion and debate, during which only the correctness of any point of view can be proven - in debate lessons; the need for initiative, creatively thinking people and conditions for their manifestation - in lessons based on children's initiative, in invention and writing lessons, creative exhibitions and reports.
A clear awareness of the importance of business partnerships, creative collaboration and the ability to lead them, to which we are still poorly accustomed, in lessons using group forms of work; the need to respect a task, to be able to carry it out competently and to judge a person by his specific achievements (and not just by words) - in organizing lessons - role-playing games.
The turn of society towards a person - his inner world, aspirations, needs - in consultation lessons and lessons with didactic games that are so well consistent with the characteristics of a teenager’s nature, as well as in the use of various techniques in lessons, expanding and strengthening human contacts - in those types of organization educational work in the lesson, where mutual assistance of students is widely used (lessons of mutual teaching of new material in micro-groups - “crews”, activities in the “first aid” lesson, student consultants and assistants).
2.3. Lesson groups
Teachers identify the following groups of lessons:
Lessons reflecting modern social trends: lesson. Built on the initiative of students, the lesson is a public review of knowledge, a debate lesson, a lesson using computers.
Lessons using game situations: lesson - role-playing game, lesson - press conference, lesson-competition, lesson-KVN, lesson-travel, lesson-auction, lesson using didactic game, lesson - theatrical performance.
Creativity lessons: an essay lesson, a lesson on publishing a “living newspaper”, an invention lesson, a comprehensive creative lesson, a lesson on visiting an amateur exhibition.
Traditional lessons with new aspects: lesson-lecture, lesson-seminar, lesson-solving problems, lesson-conference, lesson-excursion, lesson-consultation, lesson-test.
We believe that a lesson, as a work of authorship, should be characterized by consistency and integrity, a unified logic of joint activity between teacher and students, subordinated to common goals and didactic tasks that determine the content of educational material, the choice of teaching tools and methods. Only under these conditions the process of cognitive activity and behavior of schoolchildren become developmental.
2.4. Classification of lessons based on not quite ordinary and not at all
unusual methods and forms of their implementation
The not so common ones include:
lessons with modified methods of organization: lesson-lecture, lesson-paradox, protection of knowledge, protection of ideas, lesson for two, lesson-meeting;
lessons based on fantasy: a fairy tale lesson, a creativity lesson: an essay lesson, an invention lesson, a creative report lesson, a comprehensive creative report, an exhibition lesson, an invention lesson, an “amazing thing nearby” lesson, a fantastic project lesson, a story lesson about scientists: benefit lesson, portrait lesson, surprise lesson, lesson - a gift from Hottabych;
lessons that imitate any classes or types of work:
excursion, correspondence excursion, walk, living room, trip to the past (future), travel around the country, train trip, expedition lesson, defense of tourism projects;
lessons with a competitive game basis: a game lesson: “Come up with a project”, a “domino” lesson, a test crossword puzzle, a lesson in the form of a “Loto” game, a lesson like: “The investigation is carried out by experts”, a business game lesson, a generalization game, lesson like KVN, lesson: “What? Where? When?”, lesson relay race, competition, game, duel, competition: lesson-magazine, lesson-quiz, lesson-football match, lesson-test, lesson-game for parents, lesson-role-playing game: “The family discusses their plans”, lesson-didactic game, lesson-crossword, game-generalization, lesson-“lucky trade”, lesson-game “Climbing”;
lessons involving the transformation of standard methods of organization: paired survey, express survey, test lesson, assessment defense, consultation lesson, workshop lesson, seminar lesson, reading form defense, TV lesson without television, general knowledge review lesson, lesson- consultation, final interview, student conference.
2.5. Lessons with modified ways of organization
LESSON – LECTURE.
A school lecture involves an oral presentation of educational material, which is distinguished by greater capacity than a story, greater complexity of logical constructions, images, evidence, generalizations, when it is necessary to form a holistic idea of the subject.
Basic conditions for organizing a lesson in the form of a lecture.
1.If the educational material is difficult for independent study.
2. In the case of using an enlarged didactic unit.
3.Lessons in generalizing and systematizing knowledge both on one topic and on several, as well as final for the entire course.
4.Introduction to the topic.
5.Lessons that cover new methods for solving problems.
Methodology for conducting a lesson-lecture.
When preparing for a lecture, the teacher must have a clear plan for its implementation. When teaching a lesson through lectures, techniques and forms are needed to make students active participants. Therefore, one should prefer a problematic presentation of the material. A problematic situation arises as a result of the teacher’s purposeful activities.
Ways to create a problem situation:
Presenting a theoretical problem to students, explaining external contradictions, observations in facts, evidence obtained from observations or as a result of measurements;
Creating a problem by presenting a theory of the emergence and development of a concept;
Statement of the problem by analyzing and generalizing previously acquired knowledge and skills;
The emergence of a problem as a result of finding ways and means of solving problems.
The teacher poses problems and solves them himself, revealing all the contradictions of the solution, all its logic and an accessible system of evidence. Students follow the logic of presentation, control it, and participate in the solution process.
The teacher accompanies the presentation with questions that he answers himself or involves students. The teacher’s speech is of great importance: bright, emotional, logically impeccable. Students take notes in their notebooks. Therefore, the teacher must think through the content and form of writing on the board and, accordingly, in notebooks.
Possible various options organization of work.
For each student, tables can be prepared with an outline of the material, with gaps that are filled in while listening to the lecture.
Such tables already contain secondary text material; students do not waste time reproducing it, but fill out the part that is the topic of this assignment. Such tables are prepared in the case of systematization of knowledge and classification of concepts.
When studying certain material, analogies, comparisons, and generalizations become active methods of cognition. On the eve of the lesson, students are asked to divide the page into two parts as part of their homework. On the left side write down necessary definitions, theorems, etc., which will be actively used in the lesson.
Right part filled out in class under the guidance of the teacher.
In problem-based developmental education, the following typology of lectures is proposed.
1. Problem lecture. It models the contradictions of real life through their representation in theoretical concepts. The main goal of such a lecture is for students to acquire knowledge on their own.
2. Lecture-visualization. The main content of the lecture is presented in figurative form (in drawings, graphs, diagrams, etc.). Visualization is considered here as a method of information using different sign systems.
3. Lecture together. It is the work of two teachers (teacher and student) giving a lecture on the same topic and interacting on problem-based material both with each other and with students. Problematization occurs both through form and content.
4. Lecture – press conference. The content is compiled at the request (questions) of students with the involvement of several teachers.
5. A lecture-consultation is similar in type to a lecture-press conference. The difference is that the invitee (a competent specialist) has poor command of the methods pedagogical activity. Consulting through a lecture allows you to activate students' attention and use their professionalism.
6. Lecture-provocation (or lecture with planned errors). Forms students’ skills to quickly analyze, navigate information and evaluate it. Can be used as a "live situation" method.
7. Lecture-dialogue. The content is presented through a series of questions that the student must answer during the lecture. This type includes a lecture using feedback techniques, as well as a programmed lecture-consultation.
8. Lecture using game methods (brainstorming methods, case study methods, etc.). Students formulate the problem themselves and try to solve it themselves.
LESSON-LECTURE “PARADOX”.
The goal is repetition of material, development of attention and critical thinking.
Organization of the lesson: based on the basic material of the history of the discipline.
1. The teacher gives a lecture, the content of which includes erroneous information, contradictory statements, and inaccuracies.
2. Students discuss the lecture, complete assignments - make a plan and find answers to the questions posed by the teacher in the material.
3. Students record mistakes “made” by the teacher.
4. Make notes in a notebook in the form of a table:
lecture plan
errors
answers on questions
5.Records are checked by a teacher or student laboratory assistant.
6. One of the students names the mistake made, the teacher reproduces the corresponding passage from the lecture.
7. Discuss the error and find out why the noted statement is incorrect.
8. Discussion of the following inaccuracy.
All works are evaluated, including the reasoning of the “error”.
These lessons activate attention, develop analytical skills, and change the motivation for learning.
The requirements for a lecture are well known: scientific character, integrity of the topic, connection with life, clarity of argumentation, evidence of conclusions, emotionality of presentation.
Paradox lectures are practiced in high schools. Their duration is 25-30 minutes, the rest of the lesson is devoted to discussion and evaluation of the work done by the students.
LECTURE-REVIEW.
The review lecture is practiced before studying a large topic. Students are given an idea of further work and its content. At the end of some questions, additional material is presented - this is a list of literature that is advisable to read. Ahead of events, the names of the laboratory (practical) work to be done are indicated; speaking about their goals, possible ways of implementation, you are invited to think and give your own version of their implementation. In addition to program work, we can recommend performing home experiments.
LESSON FOR TWO.
This lesson is taught with a guest expert in a particular field.
A special feature of these lessons is careful preparation. During the lesson there is a dialogue between the teacher and the specialist. Sometimes the guest evaluates various situations from life. The final part of the lesson is important (about a third of the time), when students are given the opportunity to ask questions and freely communicate with the guest.
LESSON-MEETING.
The goal is to “revive” modern history.
Invited: those who have visited abroad or those who are going to.
Options.
The guest himself, having previously prepared according to a special plan developed jointly with the teacher, talks about his impressions, then answers the students’ questions.
The teacher introduces the guest, talks about the country he visited, and then the students ask him questions.
2.6 Lessons with a competitive game basis
“A significant part of a child’s games is designed to refresh and excite the processes of reproduction in the mind, in order to inextinguishably support the sparks of thought...”I. A. Sikorsky.
“We need to drive the god of sleep Morpheus away from lessons and invite the god of laughter Momus more often.”Sh. A. Amonashvili.
Game forms of the lesson include role-playing, simulation, business, etc. games. In each of them, students play different roles.
Game forms differ in that the learning process is as close as possible to practical activity. Students must make practical decisions consistent with the nature and interests of their role. More often than not, they have to play their part in conflict situation, embedded in the content of the game. Decisions in many games are made collectively, which develops students' thinking and communication skills. During the game, a certain emotional mood arises, activating the learning process.
Educational games are used to develop the ability to use acquired knowledge in practice. This is a complex form of educational activity that requires a lot of preparation and a lot of time.
Main features of educational games:
Modeling certain types of practical activities;
Modeling the conditions in which activities take place;
The presence of roles, their distribution between the participants in the game;
- difference in the role goals of the game participants;
Lessons using game methods significantly increase students’ interest in the subject, allow them to better remember formulations and definitions, and “liberate” the student and his thinking.
Game stages include:
Preliminary preparation: the class is divided into teams of approximately equal abilities, and homework is given to the teams.
Game.
Conclusion on the lesson: conclusions about the work of the game participants and grading.
Let me give some examples:
I. KVN lessons
Idea: repetition of topics and sections.
The competition consists of several competitions - stages:
warm-ups (answers to team questions);
checking homework;
captains competition.
II. Brainstorming lessons
Idea: maximum ideas are processed in minimal time. The brainstorming method is used. To solve the problem, extraordinary solutions and a choice of options are proposed.
III. Lessons - “get-togethers”
Idea: The topics of the final lessons are worked out in free form. Physical readings based on press materials are possible, students’ worldview is formed through the prism of understanding the subject from the standpoint of science, etc.
IY. Lessons – eureka
Idea: lesson is a game. There are two teams working - theorists and entrepreneurs.
Y. Role play
Idea: for example, a production meeting to solve economic or environmental problems of a district, city, region, republic.
YI. Lesson press conference
Idea: the most prepared students act as a press center. Other students are “journalists”, “scientists”, “experimenters”. The press center answers questions raised.
YII. Auction lesson
Idea: During the lesson there is an “emotional awakening of the mind.”
What's on sale? Items made by students. Who is the buyer? The one who answers the questions better.
Yiii. Lesson “Business Game”, for example “Design Bureau”
Idea: The class is divided into groups of designers and engineers. Group leaders and VTK are appointed. The customer-teacher uses didactic material on the topic covered and instruction-algorithm fulfillment of orders. After listening to the instructions, the design bureau gets to work.
IX. Lesson-competition
Idea: students participate in various knowledge competitions.
X. Integrative lesson
Idea: inter-cycle lesson of several subjects.
XI. Lesson-debate
Idea: The class is divided into units of different professions. Material is collected according to its “profile”; the problem is considered from the point of view of the specialty for which it is relevant.
XII. Binary lesson
Idea: the principles of connecting theoretical training with practical training are implemented.
The principles of training are implemented:
professional orientation;
polytechnics;
relationship between theory and practice;
the only approach to considering problems and demands on students.
XIII. Block-modular training lesson
Idea: the content of topics and sections of the program is “reduced” to the required time intervals, then constructed into separate block modules and presented to students using specific forms of educational organization. The content of educational material is being optimized:
updating;
interdisciplinary coordination (content-savings);
highlighting the main, essential.
In any of these lessons, the focus should be on the person. Physics as a means of educating the individual, developing students’ self-esteem, and motivating them to cognitive action. Isn't this a modern item? Learning should come from the “student”: from his surprise to interest, from question to reflection and conclusions that explain the world around him.
2.7. Control of different levels of learning material in non-traditional lessons
In non-traditional lessons you can control different levels mastering educational material:
I level the assimilation of knowledge occurs as thinking like “yes-no”, “this-isn’t that”, without establishing internal connections. Elements of the game with such tasks are present in each lesson.
Level II – the student must know the essence of the concept, its definition, connection with other concepts (for example: indicate the sequence of the occurring phenomenon). Logical chains in tasks of non-traditional lessons for students of this level of knowledge. They clearly know their “start and finish”. There are also “doses of help” for them.
Level III provides the ability to analyze concepts and connections between them, apply them in non-standard situations within the educational material of the textbook. The expression “tasks for the average student” refers precisely to this level. That is, active participants in non-traditional lessons are students with a sufficient level of knowledge, because the tasks are mainly designed for them.
IY level – students are able to analyze concepts and connections and apply them in non-standard situations, deviating from the program of activities learned in the lesson.
Children whose level of knowledge is defined as high are extraordinary individuals. They get distracted if they are not interested, they can do extraneous things, or even simply not hear anything, immersed in their thoughts. Therefore, they constantly need to be shaken up by presenting problems to them. Such children need to be noticed in time, since they are not necessarily excellent students in humanities subjects, most likely they are not. They have an unusual type of thinking. Teachers call them “why girls.” In my practice there were several such students: Dima Kalmykov graduated from Sevastopol Technical University. He works at the plant as a chief designer and has a state award. Ilya Matsievsky graduated from the ship-mechanical department of Odessa Maritime University. Berednikov Alexander and Tsisar Sergey are students of KhAI. Kirill Karakulov, an 11th grade student, and Pavel Tukhar, a 9th grade student, I hope, will make great discoveries in science.
It is an unconventional lesson, in which there are tasks of increased complexity, that develops such students, promotes their creative thinking, and shapes them into a bright, extraordinary personality that any university would be happy to hire. It is these students who make great discoveries.
Non-traditional lessons help to instill interest in the subject of physics, intensify educational and cognitive activity of students, and develop independence in working with various sources knowledge.
CONCLUSION
In recent years, interest in non-traditional lessons has increased significantly. This is due to various transformations taking place in our country, which have created certain conditions for restructuring processes in the field of education, the creation of new types of lessons, the active introduction into lessons of various pedagogical methods and ways of developing interest among schoolchildren, proprietary programs and textbooks.
Organizing a non-traditional lesson involves creating conditions for schoolchildren to master the techniques of mental activity. Mastering them not only provides a new level of assimilation, but also gives significant changes in mental development.
So, the effectiveness of the educational process largely depends on the teacher’s ability to properly organize a lesson and wisely choose one or another form of conducting a lesson.
Non-traditional forms of conducting lessons make it possible not only to raise students’ interest in the subject being studied, but also to develop their creative independence and teach them how to work with various sources of knowledge.
There is no doubt that a teacher should not encourage learning only through entertaining means. Otherwise, we will be forced to admit that “there is hardly anything more disgusting than that light buffoonish shade that some teachers try to give to teaching, trying to gild the bitter pill of science for a child.”
(K. D. Ushinsky)
Summarizing all of the above, we can conclude:the use of non-traditional lessons gives a reliable effect. This is possible when the teacher correctly understands entertainment as a factor that determines mental processes, when he clearly understands the purpose of using entertainment in this moment. Naturally, for students to successfully master knowledge and develop their cognitive aspirations, non-traditional elements must be used in the lesson in combination with other didactic means.
Active cognitive activity of students in the classroom not only makes learning interesting, but also develops inquisitiveness, hard work, and willingness to work.
So that children do not lose interest in the subject, I always take into account age characteristics and think about how to diversify the forms and methods of educational activities. The development of mental flexibility and flexibility of thinking in a child depends on imagination, the ability to come up with new images, unusual conditions, and foresee their consequences.
As a result of many years of practice, I have become convinced of the effectiveness of conducting non-traditional lessons. Their main advantage is self-study students (under the guidance of a teacher!), development of thinking abilities and imagination.I often use game elements in my lessons (quizzes, relay races, physical lotto, physical dominoes, cubes, pictures, etc.), and also sometimes conduct full lesson unconventional. I try to make such lessons systematic, so that characters moved from lesson to lesson. This allows you to create a holistic view of this topic.
Such forms of conducting classes “remove” the traditional nature of the lesson and enliven the thought. However, it should be noted that too often resorting to such forms of organizing the educational process is inappropriate, since non-traditional lessons can quickly become traditional, which will ultimately lead to a decrease in students’ interest in the subject.
LITERATURE
A.O. Movchan “Physics lessons in questions and answers,” Kh., “Osnova”, 2006
Davidion A.A. "Wine problems in a school physics course” /Physics at school. -200.-No.3-s. 44-45/.
Kasyanova A.K. Creative tasks / Physics and astronomy-1999. No. 2-s. 49-53/.
Korobova I. V. Accepting the development of creative scientific research in the process of unlinking physical problems /Physics: Problems of Science.-1998.Vip. 1-2.
Maksimova S.Yu. Some techniques for activating students when testing knowledge / Physics at school, - 2007, No. 5-p.49-54/.
Moiseyuk N.E. Pedagogy. Basic textbook.-5th edition, additional. and processed –K., 2007. -656 s.
Tikhomirova L.F. Development of schoolchildren's intellectual abilities. Popular manual for parents and teachers.-Yaroslavl. Academy of Development, 1997.-240 p.
A word about science: Aphorisms. Sayings. Literary quotations. Book 2nd / Comp., author. Prefaces and introductions to the chapters by E.S. Linkhteinstein-M. Knowledge, 1986.- 228 p.
I.P. Podlasy. One hundred questions and one hundred answers - M. - 1996
Podlasy I.P. “Pedagogy” - M. – 1997
Razumovsky V.G. Development of students' creative abilities in the process of teaching physics. – M.: Education, 1975, - 272 p.
Lanina I.Ya. Formation of cognitive interests of students in physics lessons: A book for teachers. – M.: Education, 1985, - 128 p.
Blinov V.N. Tests in physics - Saratov: Lyceum, 1999. - p.44.
Physics lesson in a modern school. Creative search for teachers. Book for the teacher / Comp. EM. Braverman; Ed. V.G.Razumovskrgo. – M. Education, 1993. – 281 p.
Perelman Ya.I. Entertaining physics: in 2 books. M.: Nauka 1979
In the practice of every teacher, there comes a time when the usual lessons turn into a routine, when the lessons proceed, so to speak, according to the usual pattern, as a result of which the teacher may notice a decrease in the students’ interest in classes. In order to solve this problem, you can use non-standard forms of lessons in your practice.
A non-standard lesson is an impromptu training session that has a non-traditional (unspecified) structure.
Non-standard forms of conducting lessons attract the attention of students, increase their interest in the subject and, as a result, contribute to better learning of the material.
As practice shows, non-traditional forms of education involve:
- use of collective forms of work;
- instilling interest in the subject;
- development of skills and abilities of independent work;
- intensification of student activities;
- when preparing for a lesson, students themselves look for interesting material;
- more complete implementation of practical, educational, educational and developmental learning goals.
So, let's look at the different types of non-standard lessons.
1. Lessons in the form of competitions and games:
competition, tournament, relay race, marathon (linguistic battle), duel, KVN, business game, role-playing game, crossword, quiz, etc.
For example, in the 5th or 7th grades we reinforce the use of grammatical tenses and construct various types of sentences using models. The group is divided into two teams. Various types of exercises are carried out, including games. For each task completed correctly and quickly, teams are given tokens. At the end of the lesson we count the tokens. The spirit of competition affects everyone. I look at such lessons and don’t recognize my students: I see so much burning, desire to win in their eyes. Here, the speech activity of individual students is corrected if it does not agree with the general opinion of the team.
I'll stop at lesson - competition"Finest Hour" This lesson is conducted in the form of a competition between students of the same class during one lesson. Students pair up. The first player moves forward throughout the game, and the second sits still. Each player has in his hand tablets with numbers that players must raise when choosing the correct answer. The second participants also raise cards, and if the correct answer matches, the pair is awarded a star, which can play a decisive role in the final. This continues until two couples reach the finals and compete in the decisive “battle”.
Duel - this type of activity can be carried out when composing various stories. Students talk about the material in pairs. (One at a time, then the other) The one who says the last sentence wins the duel.
2. Lessons based on forms, genres and methods of work known in social practice: research, invention, commentary, brainstorming (or brainstorming), interview, reportage, review.
Invention. Description of non-existent animals, inhabitants of other planets.
- Think about it, if a polar bear is placed in Africa, and a crocodile in the north?
What will they look like?
- Reportage.
- Imagine that you, together with Columbus, sailed to America.
Tell us what you saw there and who you met? (this task is part of an integrated lesson - knowledge of geography and biology is required) We are in a magical land. What animal would you like to turn into, and why? What can you tell us about yourself? It hardly needs to be argued that the most reliable evidence of mastery of the target language is the ability of students to conduct a conversation on a specific topic. In this case, it is advisable to carry out
lesson-interview. An interview lesson is a kind of dialogue. In such a lesson, as a rule, students master a certain number of frequency clichés and use them automatically.
4.3. Lessons that resemble public forms of communication: press conference, benefit performance, rally, regulated discussion, television broadcast, teleconference. It is better to conduct such a lesson as a final lesson on the topic being studied. As a rule, it is carried out in the form of a role-playing game, since it presupposes the presence of certain roles: these are conversations between members of delegations or other groups with representatives of television, the press, newspaper and magazine journalists, and photojournalists. Conference participants are given a speech task. During the lesson, students practice monologue speech and the ability to ask problematic questions of a debatable nature. Answer questions in a reasoned manner.
Lessons based on fantasy
: fairy tale lesson, surprise lesson, gift lesson from the Sorceress, riddle lesson.
Games are riddles.
To develop speaking skills, you can use the game of riddles. This game helps you remember entire phrases. It is also important that students get used to listening carefully to the interlocutor’s speech and speaking without thinking about grammatical forms. Guessing can be done by ear or with drawings.
- Riddles about animals.
- The teacher reads riddles to the students, the students must guess them. For example:
- It is a domestic animal. It likes fish. (a cat)
- It is a wild animal. It likes bananas. (a monkey)
It is very big and grey. (an elephant) This animal likes grass. It is a domestic animal. It gives us milk. (a cow)
Puzzles
Team captains go to the board on which two circles are drawn and describe the animal from the picture. Each correctly said sentence is one ray to the circle and one point. The captain whose sun has more rays wins, i.e. more points.
Who knows the numbers better?
Representatives from each team go to the board on which numbers are written (not in order). The presenter calls the number, the student looks for it on the board and circles it with colored chalk. The one who circles the most numbers wins.
The lesson is a fairy tale. Game "Snowball". This game can be used when working with subordinate clauses with conjunctions if / when. For example:
1st student.If I go to the country, I will get up early.
2nd student. If I get up early, I"ll see the sunrise.
3rd student. If I see the sunrise, I"ll be happy.
4th student. If I am happy...
The teacher offers students the following situation: “You are in England. You went to the store to buy the thing you need. But, not speaking the language well enough, you try to communicate with the seller using gestures and facial expressions. The seller’s job is to understand the buyer and help him.”
To help students better understand the rules of the game, the teacher can call a student who wants to play the role of a buyer and give him a card that says what he wants to buy. The student tries to express his request using gestures. The rest of the students play the role of sellers, asking questions and commenting on the buyer’s gestures. The group takes an active part in the game, helping the seller guess what the store visitor wants to buy. The group that first guessed the buyer's desire wins.
5. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council (role-playing games).
Make an identikit(primary and secondary level).
The class is divided into three teams, each representing a police department. 3 presenters are selected. They contact the police department with a request to find a missing friend or relative. The presenter describes their appearance, and the children make corresponding drawings. If the drawing matches the description, the missing person is considered found.
Leading: I can't find my sister. She is ten. She is a schoolgirl. She is not tall. Her hair is dark. Her eyes are blue. She has a red coat and a white hat on.
6. Traditional forms of extracurricular work carried over into the lesson: KVN, “the investigation is conducted by experts,” a matinee, a lesson - a holiday, a performance, a concert, a staging of a work of art, a debate, “gatherings,” “a club of experts.”
A very interesting and fruitful form of conducting lessons is lesson-holiday. This form of lesson expands students' knowledge about the traditions and customs that exist in English speaking countries, and develops in schoolchildren the ability to communicate in a foreign language, allowing them to participate in various situations of intercultural communication.
In such a situation, it is logical to resort to elements of role-playing dialogue. At the same time, one of the partners continues to remain himself, that is, a Russian schoolboy, while the second must play the role of his foreign peer. This form of lesson requires careful preparation. Students independently work on the assignment based on the regional literature recommended by the teacher and prepare questions.
Preparing and conducting a lesson of this type stimulates students to further study a foreign language, helps deepen their knowledge as a result of working with various sources, and also broadens their horizons.
7. Transformation of traditional ways of organizing a lesson: paradox lecture, paired survey, chain survey, express survey, test lesson (assessment defense), consultation lesson, TV lesson without television.
- Paired survey
Too often resorting to such forms of organizing the educational process is inappropriate, as this can lead to a loss of sustainable interest in the academic subject and the learning process.
Non-standard lessons should be used as final ones when generalizing and consolidating the knowledge, skills and abilities of students .
When choosing forms of non-standard lessons, the teacher must take into account the characteristics of his character and temperament, the level of preparedness and the specific characteristics of the class as a whole and individual students.
When conducting non-standard lessons, be guided by the principle “with children and for children,” setting one of the main goals to educate students in an atmosphere of kindness, creativity, and joy.
Bibliography
- Podlasy I.P. Pedagogy: New course: Proc. for students higher textbook
- institutions: in 2 books. – M.: Humanite. Ed. Vlados Center, 2002.
- Methodological recommendations for conducting lessons in a non-traditional form.
- http://www.bestreferat.ru
- http://www.bigpi.biysk.ru
- http://www.lessons.irk.ru
- http://www.rustrana.ru
- http://www.pedlib.ru Shipacheva L.A.
Non-standard tasks in Russian language lessons.
Report on pedagogy by first-year student M.A. Nechaeva.
Ural State University named after. A. M. Gorky
Ekaterinburg
Introduction
The orientation of the modern school towards the humanization of the educational process and the diversified development of the child’s personality presupposes the need for a harmonious combination of educational activities themselves, within the framework of which basic knowledge, skills and abilities are formed, with creative activities associated with the development of individual inclinations of students and their cognitive activity. Non-standard lessons are one of the important teaching tools, because... They form a stable interest in learning in students, relieve stress, help develop learning skills, and have an emotional impact on children, thanks to which they develop stronger, deeper knowledge. The peculiarities of non-standard lessons lie in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in the lesson, in school; satisfy the child’s need for the development of intellectual, motivational, emotional and other areas. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.
In non-standard lessons, students should receive non-standard tasks. A non-standard task is a very broad concept. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard) ones. The main distinguishing feature of non-standard tasks is their connection “with activity, which in psychology is called productive,” creative. There are other signs:
students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);
active reproduction of previously acquired knowledge in unfamiliar conditions.
Non-standard tasks can be presented in the form of problem situations (difficult situations from which one must find a way out using acquired knowledge), role-playing and business games, contests and competitions (based on the principle “who is faster? Bigger? Better?”) and other tasks with elements entertainment (everyday and fantastic situations, dramatizations, linguistic tales, riddles, “investigations”).
Of course, non-standard lessons, unusual in design, organization, and delivery methods, are more popular with students than everyday training sessions with a strict structure and established work schedule. Therefore, all teachers should practice such lessons. But turning non-standard lessons into the main form of work, introducing them into the system is impractical due to a large loss of time, lack of serious cognitive work, low productivity, etc.
Chapter I Forms of training.
Forms of organization of training (organizational forms) are external expression coordinated activities of the teacher and students, carried out in a certain order and mode. They are socially determined, arise and improve in connection with the development of didactic systems.
1.1 Classification of organizational forms.
Organizational forms of education are classified according to various criteria: number of students; place of study; duration of training sessions and others.
I Based on the number of students, the following are distinguished:
mass forms of education
collective
group
microgroup
individual
II Depending on the place of study, they differ:
school - school classes (lessons), work in workshops, at the school experimental site, in the laboratory and more.
extracurricular - home independent work, excursions, classes at enterprises and more.
III According to the length of training time, they are distinguished:
classic lesson (45 min)
double lesson (90 min)
paired short lesson (70 min)
“no bell” lessons of arbitrary duration.
1.2. Forms of training.
The history of school development knows various educational systems in which preference was given to one or another form of organization: individual-group (in schools of the Middle Ages), mutual education (Bell-Lancaster system in England), differentiated education according to student abilities (Mannheim system), team education (which existed in the Soviet school in the 20s), the American “Trump plan”, according to which students spent 40% of their time in large groups (100-150 people), .20% in small groups (10-15 students) and 40% time was allocated for independent work.
The most widespread both in our country and abroad was the classroom-lesson system of education, which arose in the 17th century. and has been developing for more than three centuries. Its contours were outlined by the German teacher I. Sturm, and the theoretical foundations were developed and embodied in practical technology by Ya.A. Comenius.
The classroom-lesson form of teaching organization is distinguished by the following features:
a constant composition of students of approximately the same age and level of preparedness (class);
each class works in accordance with its annual plan (learning planning);
the educational process is carried out in the form of separate interconnected parts (lessons) that follow one after another;
each lesson is devoted to only one subject (monism);
constant rotation of lessons (schedule);
leadership role of the teacher (pedagogical management);
Various types and forms of cognitive activity of students are used (variability of activity).
The classroom-lesson form of organizing educational work has a number of advantages compared to other forms, in particular individual: it is more strict organizational structure; economical, since one teacher works simultaneously with a large group of students; creates favorable conditions for mutual learning, collective activity, competition, education and development of students. At the same time, this form is not without shortcomings that reduce its effectiveness, the main one of which is the reliance (orientation) on the “average” student, the inability to carry out individual educational work with students.
The classroom-lesson form of organizing training is the main (basic) one. In addition to it, a modern school uses other forms, called differently - auxiliary, extracurricular, extracurricular, home, independent, etc. These include: consultations, additional classes, instructions, conferences, club and elective classes, club work, extracurricular reading, homework for students, and more. Sometimes out-of-class forms of educational organization include educational excursions, work at school experimental sites, work in workshops, school cooperatives, trips to the native land, physical education competitions at stadiums and sports grounds, etc. In this case, confusion and terminological substitution usually occur: class how the permanent composition of students is identified with the classroom for conducting classes, lessons “with bells” are contrasted with lessons without them, etc. Based on this, only students’ home independent work and hobby groups (clubs) can be called auxiliary extracurricular forms of organizing education .
The key component of the class-lesson system of organizing training is the lesson.
A lesson is a complete segment (stage, link, element) of the educational process in terms of meaning, time and organization. Despite the short duration, the lesson is a complex and important stage of the educational process - the overall quality ultimately depends on the quality of individual lessons school preparation. Therefore, the main efforts of theorists and practitioners around the world are directed to the creation and implementation of lesson technologies that make it possible to effectively and quickly solve the problems of teaching this group of students. Giving a good (quality) lesson is not an easy task even for an experienced teacher.
1.3. Requirements for the lesson.
Much depends on the teacher’s understanding and fulfillment of the requirements for the lesson, which are determined by the social order, the personal needs of students, the goals and objectives of learning, the laws and principles of the educational process.
Among the general requirements that a quality product must meet modern lesson, the following stand out:
Using the latest achievements of science, advanced pedagogical practices, building a lesson based on the laws of the teaching and educational process.
Implementation in the classroom in an optimal ratio of all didactic principles and rules.
Providing appropriate conditions for productive cognitive activity of students, taking into account their interests, inclinations and needs.
Establishing interdisciplinary connections that students recognize.
Connection with previously learned knowledge and skills, reliance on the achieved level of student development.
Motivation and activation of the development of all areas of personality.
Logicality and emotionality of all stages of educational activities.
Effective use of pedagogical tools.
Connection with life, production activities, personal experience students.
Formation of practically necessary knowledge, abilities, skills, rational methods of thinking and activity.
Formation of the ability to learn, the need to constantly expand the amount of knowledge.
Careful diagnosis, forecasting, design and planning of each lesson.
Each lesson is aimed at achieving a triune goal: to teach, educate, develop. Taking this into account, the general requirements for the lesson are specified in didactic, educational and developmental requirements.
“Do not offend children with ready-made formulas, formulas are empty; enrich them with images and paintings that show connecting threads. Don't burden your children with the dead weight of facts;
teach them techniques and methods that will help them comprehend them. Don't teach them that facts are king.
The main thing is the education of humanity in a person.”
Antoine de Saint-Exupery
“A lesson is a mirror of the general and pedagogical culture of the teacher,” as V.A. wrote. Sukhomlinsky is a measure of his intellectual wealth, an indicator of his horizons and erudition.”
The lesson is allocated at least 98% of teaching time. Each student attends almost 10 thousand lessons over the years of his apprenticeship. Every fourth book on didactics is devoted to a lesson. From the lesson there are hundreds of invisible connections not noticed at first glance to extracurricular and extracurricular work, relationships between teachers and parents, to relationships in the teaching staff, to the content and direction of the methodological work of the school.
Types of Traditional Lessons
1. Lesson explaining new material.
2. Lesson to consolidate knowledge.
3.Repetition lesson.
4. Lesson on summarizing the material
5.Lesson testing knowledge.
6. Lesson on working on mistakes.
7.Combined lesson (includes elements of the first six types)
A traditional lesson is characterized by: order, proven regulation, discipline, diligence of students subordinate to the teacher; the exact outlines of the educational material. The purpose of training has changed. It consists not only in accumulating the amount of knowledge, but in preparing the student as a subject of his educational activity, but the objectives of the lesson remain unchanged. This is all also education and personal development, the main means of solving which continues to be cognitive activity. Within the framework of the Federal State Educational Standard, the basic requirements for a modern lesson have been developed.
Basic didactic requirements for a modern lesson
1.The topic is formulated by the students themselves.
2. The goals and objectives of the lesson are formulated by the students themselves, defining the boundaries of knowledge and ignorance.
3. Students themselves plan ways to achieve the intended goal.
4. In practical activities, students carry out educational activities using group and individual methods.
5.Control is carried out by students in the form of self-control and mutual control.
6. Students evaluate their activities and the activities of their friends.
Often, when preparing for the certification of teaching staff, dear colleagues, you would like to show something new and interesting, but at the same time productive. Non-traditional lessons will help with this
Non-traditional lessons are a way to achieve the effectiveness of cognitive activity in the context of the implementation of the Federal State Educational Standard.
This is an impromptu learning activity that has an unconventional structure. A non-standard lesson is unusual in concept, organization and delivery methods.
Teaching is an organized process of learning. Speaking about the organization of the learning process, we must not forget about non-standard forms of organizing educational and cognitive activities of students in the lesson itself, which lead to children’s interest in studying the subject and the desire to learn new things again and again. It is non-standard forms of conducting lessons that increase cognitive activity, help maintain stable interest in educational work and better assimilation of program material.
Main objectives of a non-traditional lesson
1. General cultural development
2. Personal development.
3. Development of cognitive motives, initiative and interests of students. 4.Formation of the ability to learn.
5. Development of communicative competence.
6. Creating conditions for an atmosphere of creative exploration
Principles of non-standard lessons
Refusal of a template in organizing a lesson;
Maximum involvement of class students;
Not entertainment, but fun and passion as the basis for the emotional tone of the lesson
Support for the alternativeness of multiple opinions;
Development of the communication function in the classroom
- “hidden differentiation of students according to educational opportunities, abilities, interests, inclinations.
Signs of a non-traditional lesson
1. Contains elements of new, educational.
2. Non-program material is used.
3.Collective activities are organized in combination with individual work.
4. An emotional upsurge of students is achieved during the implementation of creative tasks.
5. Mandatory self-analysis is carried out during the preparation for the lesson, during the lesson and after it.
6. An initiative group of students is created.
Group of non-standard lessons
1. Lessons reflecting modern social trends (lessons based on student initiative)
Lesson review of knowledge;
Discussion lesson;
Lesson using ICT
2. Lessons using game situations:
Role-play lesson, press conference lesson, competition lesson, KVN lesson, travel lesson, auction lesson, lesson using a didactic game, theatrical performance lesson
3.Creativity lessons
Essay lesson;
Lesson - production of a “living newspaper”;
A lesson in invention.
4.Traditional lessons with new aspects:
Lesson-seminar;
Problem solving lesson;
Lesson-conference;
Test lesson;
Lesson - consultation.
5 Lessons with changed organizations:
Lesson lecture, defense of knowledge, defense of ideas, projects, lesson-meeting;
Lesson - surprise, lesson - creativity, lesson - benefit performance, lesson “the amazing is nearby”, lesson about defending a fantastic project
6. Lessons that imitate any classes or types of work:
Excursions, literary lounge, travel around the country, train trip, expedition lesson. ,lessons with a competitive game basis, a lesson on dominoes, “The investigation is conducted by experts,” a duel game.
7. Lessons on transformation of standard methods of organization
Consultation lesson, workshop, tele-lesson, conference
Some tips for preparing a non-standard lesson
1. Non-standard lessons should be used as final lessons in summarizing and consolidating the knowledge, skills and abilities of students;
2. Too often resorting to such forms of organizing the educational process is inappropriate, as this can lead to a loss of sustainable interest in the academic subject and the learning process
3.An unconventional lesson must be preceded by careful preparation. When choosing forms of non-traditional lessons, the teacher must take into account the characteristics of his character and temperament, the level of preparedness and the specific characteristics of the class as a whole and individual students
Disadvantages that teachers make when organizing non-standard lessons
1. Spontaneity and unsystematic use;
2. Overloading some lessons with educational material
Advantages and benefits of non-traditional lessons:
Interested attitude to educational material: when preparing for a lesson, students themselves look for interesting material, find amazing facts, questions, write poems, songs on a specific topic;
Activation of student activity: these are no longer ordinary students, but active participants in the educational process;
Mastering ways to manage collective activities: lessons teach you to listen, analyze, learn to argue, convince, defend your opinion, listen to the opinions of your comrades, find a quick way out of a current situation, and solve problematic issues. Non-standard lessons make up for the problems of reproductive methods lack of differentiation; mobility of the structure; the formation of subjective relationships by increasing the activity of students not only in the lesson, but also during its preparation; changing the emotional background of the lesson; assessment of students' knowledge at all stages of the lesson.