Non-standard forms of lessons. Report on the topic: "non-standard lessons as a form of teaching

Introduction

If a student at school has not learned to create anything himself,

then in life he will always only imitate,

copy, since there are few of them,

who, having learned to copy,

knew how to make an independent

application of this information.
L. Tolstoy

The importance of the problem - the development of the creative abilities of students - is due, in my opinion, to two main reasons. The first is the decline in interest in learning. Six-year-olds who come to school for the first time have bright eyes. Most of them expect something new, unusual and interesting from their studies. Children trustingly look at the teacher, they are full of desire to make more and more discoveries with him. Unfortunately, by the end of primary school, some of the children have lost interest in learning; nevertheless, the bulk of fifth-graders is still open to a teacher, they still have a strong motivation to learn. But by the end of a ten-year education, as various psychological surveys show, interest in learning remains from 20 to 40 percent of students. How can you explain such a drop in interest in learning? Here there is a contradiction between the ever-increasing complexity and saturation of the school curriculum, the constantly increasing level of requirements and the ability of students to master the entire volume of information offered to him. Unable to cope with such loads, children simply stop practicing, get used to the role of incapable, hopeless, lagging behind. The second reason is that even those students who seemingly successfully cope with the program are lost as soon as they find themselves in a non-standard learning situation, demonstrating their complete inability to solve productive problems.

Unconventional, original, unconventional lesson - what does this mean? The definition is not easy, but everyone can tell the difference between an unconventional lesson and a traditional one. In a regular lesson, students know what to expect from each stage. In the lesson, they are very surprised when the teacher draws on information from other subjects. During the explanation, the students are in a mood to listen to the teacher (or pretend to listen), therefore, with surprise and interest they perceive the information presented in a non-standard form (game, lottery, KVN, “Field of Miracles”, fairy tales, etc.)

Non-standard lessons cannot be repeated every day, since the teaching function of the lesson is lost, which consists precisely in developing a habit for a particular type of activity. Thus, one cannot say that standard lessons are bad and non-standard lessons are good. The teacher must master the arsenal of building both those and other lessons.

Each teacher is faced with the main task - to give solid and deep knowledge of the subject to each student, to show children their inner resources, to instill in them the desire to learn, the desire to learn new things, to teach children to think critically, to test their knowledge, to prove. In addition to traditional types of lessons, we also have non-traditional or non-standard lessons, that is, lessons with a non-standard structure. A non-standard lesson is an improvisation of educational material.

The organization of non-traditional developmental education presupposes the creation of conditions for mastering the methods of mental activity by schoolchildren.

Today, the main goal of a secondary school is to contribute to the mental, moral, emotional and physical development of the individual.

All the most important in the educational process for the student is done in the lesson. A modern lesson is, first of all, a lesson in which the teacher uses all the capabilities of the student, his active mental growth, deep and meaningful assimilation of knowledge, to form his moral foundations.

One of the ways to generate interest in the subject is the rational organization of the learning process, that is, the use of forms and techniques that stimulate the independence and activity of students at all stages of learning, the use of intellectual games (puzzles, crosswords, riddles, etc.). Amusement in the lesson is not an end in itself, but serves the tasks of developmental learning. Stimulates cognitive passion. In these lessons, students most fully realize their abilities and creative independence. Non-standard lessons develop memory, thinking, imagination, independence, initiative and will of children, bring animation and elements of entertainment into the lesson, and increase interest in knowledge. The teacher is obliged to make serious work entertaining and productive. Game tasks should completely coincide with educational ones. Non-standard lessons should be adapted according to the age of the children.

1. An unconventional lesson - the path to learning success.

Relevance and significance of the topic. New standards require a non-standard approach to teaching schoolchildren. The search for new forms and methods of organizing education and upbringing of schoolchildren in our time is not only a natural phenomenon, but also a necessary one. At school, a special place is occupied by such forms of classes that ensure active participation in the lesson of each student, increase the authority of knowledge and the individual responsibility of schoolchildren for the results of educational work. This can be successfully solved through the technology of non-standard forms of education and upbringing. A non-standard approach to education is the key to providing each student with an equal chance to reach certain heights in the light of the transition to new federal state educational standards of primary general education. The purpose of a non-standard approach to teaching is to provide each student with conditions for development in the process of mastering the content of education; introduction of developmental, personality-oriented learning technologies, game, communication technologies, the use of group forms of work in the classroom, work in pairs of permanent and replacement staff.

An unconventional lesson is an unconventional approach to teaching academic disciplines. Non-standard lessons are always holidays, when everyone has the opportunity to express themselves in an atmosphere of success and the class becomes a creative team. In my work, I use non-standard forms of education and upbringing, which contribute to the development of students' interest in the subject being studied, as well as their creative independence, a favorable climate, and orient students towards communication. The organization of such lessons leads students to the need for a creative assessment of the phenomena being studied, i.e. contributes to the development of a certain positive attitude towards the educational process. The use of non-traditional forms of lessons in teaching simultaneously provides not only the effective achievement of practical, general educational and developmental goals, but also contains significant opportunities for challenging and further maintaining the motivation of students. These lessons include all variety of forms and methods, especially such as problem learning, search activities, interdisciplinary and intrasubject communications, reference signals, synopses; relieves tension, revives thinking, excites and increases interest in the subject as a whole.

Targetthese lessons are extremely simple: to revive the boring, to captivate creativity, to interest the ordinary, tk. interest is the catalyst for all learning activities.

1.2. Creative principles of non-standard lessons.

1. Refusal from the template in the organization of the lesson, from routine and formalism in conducting.

2. Maximum involvement of students in the class in active activities in the lesson.

3. Not entertainment, but amusement and enthusiasm as the basis of the emotional tone of the lesson.

4. Support for alternative, plurality of opinions.

5. Development of the communication function in the classroom as a condition for ensuring mutual understanding, motivation for action, a sense of emotional satisfaction.

6. "Latent" (pedagogically expedient) differentiation of students according to educational opportunities, interests, abilities and inclinations.

7. Using the assessment as a formative (and not just a resultant tool).

Groups of principles set a general direction for pedagogical creativity, focusing on very specific learning activities. In addition to the principles, it is necessary to highlight as very significant: the periods of preparation and conduct of non-standard lessons.

1.3. Preparation periods and conducting non-standard lessons.

1. PREPARATORY.

Both the teacher and the students take an active part in it. If, in preparation for a traditional lesson, only the teacher shows such activity (writing a synopsis plan, making visual aids, handouts, support, etc.), then in the second case, students are also largely involved. They are divided into groups (teams, crews), receive or recruit certain tasks that must be completed before the lesson: preparing messages on the topic of the upcoming lesson, composing questions, crosswords, quizzes, making necessary didactic material, etc.

2. LESSON PROPERLY (there are 3 main stages):

First stage.

It is a prerequisite for the formation and development of the motivational sphere of students: problems are posed, the degree of readiness to solve them is clarified, to finding ways to achieve the goals of the lesson. Situations are outlined, participation in which will allow solving cognitive, developmental and educational tasks. The development of the motivational sphere is carried out the more effectively, the more effectively the preparatory period is carried out: the quality of the students' performance of the preliminary tasks affects their interest in the upcoming work. When conducting a lesson, the teacher takes into account the attitude of students to the original form of the lesson; the level of their preparedness; age and psychological characteristics.

Second phase.

Communication of new material, the formation of students' knowledge in various "non-standard" forms of organizing their mental activity.

Stage three.

It is dedicated to the formation of skills and abilities. Control usually does not stand out in time, but "dissolves" in each of the preceding stages. During the analysis of these lessons, it is advisable to evaluate both the results of training, education, development of students, and the picture of communication - the emotional tone of the lesson: not only in the communication of the teacher with the students, but also in the communication of students with each other, as well as individual working groups. Obviously, the particulars considered are only guidelines, guidelines for pedagogical creativity. But they do get you started by establishing some "fulcrum" points. A more detailed acquaintance with not quite ordinary teaching methods and lessons, which we have distributed in accordance with the well-known classification, will allow you to choose more and more new grounds for learning activities.

1.4. Development of a non-standard lesson.

A non-standard lesson is a “magic crystal”, the edges of which reflect all the components of the applied teaching system. Such a lesson embodies the structural elements of the educational program: meaning, goals, objectives, fundamental educational objects and problems, student activities, expected results, forms of reflection and evaluation of results.

Creating an unusual lesson is “creativity squared”, since the teacher develops a system of conditions for the upcoming creativity of students. The main questions at the lesson development stage are the following: What exactly will be created by the students in the lesson in the direction of the studied topic? How can this process be ensured?

During the design of the lesson, the following are taken into account: the educational program, the level of training of students, the availability of methodological tools, the specifics of the existing conditions, the type of lesson, as well as the forms and methods that will help students create the necessary educational product and achieve the main goals. The key role at this stage is played by compiled or selected assignments for students.

After the design of the lesson, its implementation takes place, which is also a creative process, since the lesson is not a simple reproduction of the intended plan. The level of creativity of children also depends on the creativity of the teacher. This means that during the lesson the teacher is also a creator, and not a simple executor of his plan.

Consider the stages and features of drawing up a lesson plan focused on the creative activity of students.

1.5. Outline of a non-standard lesson.

A lesson plan is a tool for a teacher to implement his educational program. Therefore, lesson planning begins with planning a series of lessons on one topic (section). The teacher thinks through several related lessons, provides an approximate breakdown by goals, topics, dominant activities, expected results. The main educational results of students are formulated, which are highlighted in the general curriculum of classes in the subject and are real to be achieved within the framework of the studied section.

1.6. Requirements for a non-standard lesson.

When designing a lesson, it is necessary to comply with the conditions and rules of its organization, as well as the requirements for it.

Conditions are understood as the presence of factors, without which the normal organization of the lesson is impossible. The analysis of the educational process allows us to distinguish two groups of conditions: socio-pedagogical and psychological and didactic. In the group of socio-pedagogical, the presence of four most important conditions can be noted:

1) a qualified, creatively working teacher;

2) a team of students with a well-formed value orientation;

3) the necessary teaching aids;

4) a trusting relationship between students and a teacher based on mutual respect.

In the psycho-didactic group, the following conditions can be specified:

1) the level of education of students that meets the program requirements;

2) the presence of a compulsory level, formed by the motive of learning and work;

3) compliance with the didactic principles and rules for organizing the educational process;

4) the use of active forms and methods of teaching.

The whole set of requirements for the educational process, ultimately, boils down to adherence to the didactic principles of teaching:

* educational and developmental training;

* scientific character;

* connection of theory with practice, learning with life;

* clarity;

* availability;

* systematic and consistent;

* independence and activity of students in learning;

* conscientiousness and strength of assimilation of knowledge, abilities and skills;

* purposefulness and motivation of learning;

* an individual and differentiated approach to students.

In addition to the basic rules arising from didactic principles, when preparing a non-standard lesson, the teacher is guided by special rules for organizing the lesson, based on the logic of the learning process, the principles of teaching and the laws of teaching. This should:

Determine the general didactic goal of a creative lesson, including educational, upbringing and developmental components;

Clarify the type of lesson and prepare the content of the educational material, determining its volume and complexity in accordance with the goal and the capabilities of the students;

Define and detail the didactic tasks of the lesson, the consistent solution of which will lead to the achievement of all goals;

Choose the most effective combination of teaching methods and techniques in accordance with the goals set, the content of the educational material, the level of learning ™ of students and didactic tasks;

Determine the structure of the lesson, corresponding to the goals and objectives, content and teaching methods;

Strive to solve the set didactic tasks at the lesson itself and not transfer them to homework.

When they talk about the requirements for the lesson, as usual, they reduce them to the obligation to comply with the totality of the rules noted above. Nevertheless, we note that the most significant requirements for a non-standard lesson is its purposefulness; rational construction of the content of the lesson; reasonable choice of means, methods and techniques of teaching; a variety of forms of organization of educational activities of students.

1. 7. Comparative analysis of traditional and non-standard lesson planning.

traditional lesson	non-standard lesson
The purpose of the lesson: a) for the teacher: give new material b) for the student: learn new knowledge	The purpose of the lesson: a) for the teacher: organize the productive activities of students b) for the student: create creative products
Lesson activities: a) for the teacher: explanation of a new topic, consolidation of the passed material b) for the student: listening to new material, memorizing, comprehending, consolidating new material	Lesson activities: a) for the teacher: the organization of creative activity b) for the student: researching a new object, analyzing phenomena, etc.
The structure of the lesson is strictly according to the developed plan, without deviations.	The structure of the lesson is situational, deviating from the planned.
The approach to the topic of the lesson is one point of view on the problem under study stated in the textbook.	The approach to the topic of the lesson is the diversity of specialists' points of view on the problem under study.
Control - reproduction of the studied topic by students.	Control - presentation and protection by students of a creative product on a given topic.
The final stage of the lesson is summing up, consolidating the studied topic.	The final stage of the lesson is reflection, awareness of one's own activity.

2. The need for non-standard lessons in primary school

Non-standard lessons in elementary school are an important means of teaching, as they form a steady interest in learning in schoolchildren, relieve fatigue, help form the skills of the educational process, and have an emotional impact on schoolchildren, thanks to which they form deeper and stronger knowledge. Non-standard lessons in elementary school are always interesting when all schoolchildren are active, when everyone has the opportunity to express themselves in a successful atmosphere and the class becomes a creative team. They include all kinds of various forms and methods: search activity, problem learning, inter-subject and intra-subject connections, notes, reference signals, etc. Extraordinary games allow you to relieve tension, with their help, thinking is revived, and interest in classes in general increases.

The lesson, which by its structure is repeated many times and performs mental operations, dulls attention, bothers, causes a negative impact on emotions, reduces the efficiency of the work process. It follows from this that it is necessary to break the monotony, dilute boredom with bright, unusual events that would be imprinted in the memory for a long time and could positively influence the learning process.

Non-standard lessons in elementary school are necessary for the education of a moral personality. The student is obliged to always see examples of a creative attitude to work in front of him, then he himself will perceive creativity all the time and he will no longer have the idea of presenting a different style of activity. The variety of atypical lessons allows you to apply them in different classes and all stages of education. And the use of new technologies in the learning process - the computerization of schools, equipping schools with projectors - will allow you to come up with new interesting lessons.

They are better assimilated, they are especially good for using in generalizing and introductory lessons. You should not always use them, because although they are interesting, in some sense they may be less useful and informative.

Non-standard lessons differ from traditional ones with an additional fantasy element that contributes to arousing interest and a desire for mental activity, for an independent search for solutions to examples and problems. This is especially important for primary school students.

More often, such lessons are generalizing, reinforcing, they summarize the results of the material covered. A large volume is presented in a playful - entertaining form, which does not cause special stress and fatigue for students in the lesson. The teacher has the right to make adjustments in the lesson: make changes, additions, abbreviations. When a large amount of material is offered, the teacher has a lot to choose from and what to put together for his classroom, taking into account the level of preparation of the students. Sometimes, at the end of the lesson or in the appendix, additional material is given that the teacher can introduce into this lesson or use it in other lessons.

Non-standard lessons are, as a rule, lessons - holidays, although they are lessons in generalizing and systematizing a huge amount of material. Therefore, you can sometimes prepare for them in advance by giving the children certain homework assignments. 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. Too frequent recourse to such forms of organization of the educational process is inappropriate, as this can lead to a loss of sustained interest in the subject and the learning process. An unconventional lesson should be preceded by thorough preparation and, first of all, the development of a system of specific goals of teaching and upbringing.

When choosing the 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 of individual students. Each teacher in his work should use what he considers possible and necessary for him: you can use the whole lesson, or you can take individual fragments from them, you can supplement them with computer presentations, because every teacher is a creative person who cares about the solid knowledge skills of his students ...

Non-standard lessons perform several functions:

They develop and support the interest of schoolchildren in learning, help to realize their inclinations and capabilities;

Allow to combine various types of group and collective educational work of students;

Develop the creativity of students;

Promote better understanding and comprehension of the studied material;

They are a good remedy for information overload;

They develop the child in the best way as a person;

There is a warmer understanding between the students and the teacher.

3. Classification of non-standard lessons in primary school.

It is better to conduct non-traditional lessons as the final ones when generalizing and consolidating the skills of knowledge and skills of students. Some of them (travel, integrated, group lesson, lecture) can be used when learning new material. However, too frequent recourse to such forms of organization of the educational process is inappropriate because non-traditional can quickly become traditional, which ultimately leads to a drop in students' interest in the subject and learning. Therefore, lessons are held no more than 2-3 times a quarter and it is advisable to put these lessons on schedule last, because children are distracted by play, which may interfere with the following lessons.

For this type of lesson, not only the teacher prepares in advance, but the whole class, and sometimes the parents. Children can make visual aids, prepare reports and messages on additional literature, arrange an office, invite and meet guests, etc.

The most common types of non-traditional lessons are:

1. Lessons like KVN.

2. The lesson is a fairy tale.

3. Lessons - competition.

4. Lessons with group forms of work.

5. Lesson - a game.

6. Lessons-tests.

7. Lessons-contests.

8. Integrated lessons.

9. Lessons-excursions.

10. Lesson-seminar, etc.

Collective types of work in the classroom. Collective types of work make the lesson more interesting, lively, educate students to a conscious attitude to educational work, make it possible to repeat material many times, help the teacher to explain, consolidate and constantly monitor the knowledge, skills and abilities of students with a minimum investment of time.

One of the collective types of work is a quiz. It is carried out in any team and requires a lot of preparation. Such lessons are held like holidays, because every student wants to pick up a question so that it is not immediately possible to answer it. But if no one can answer the question, then the child must answer himself. The number of questions must be determined in advance. Questions should not be repeated. If they are weak, then the mark is not given, but you need to thank the child for participation. This does not deter children, especially the weak ones, so all students are actively involved. Depending on the level of preparedness of the class, the questions can be either easy or difficult. Difficult questions keep the mind going. Each class receives at least ten questions that would carry information, arouse students' desire to think, compare facts. But the interest of the students, their enthusiasm in the work on the quizzes pays for all the time and effort spent.

Quizzes can also be conducted when questioning homework, when fixing the topic for 3-5 minutes, forms such as "What? Where? When?" ...

Lesson-KVN

It is carried out in the form of competitions between teams. The stages of the lesson are tasks for the teams: warm-up, practical tasks, a duel of captains.

Each team at the beginning of the lesson chooses a name (preferably on the topic of the lesson) and the team captain. The jury is invited (parents, administration). Questions and tasks in terms of content are of a cognitive, educational, problematic nature, and in form they can be entertaining, comic, playful.

Quiz lesson

Students do not work in teams, but individually.

A quiz lesson and a lesson - KVN are conducted with the aim of repeating the educational material.

Fairy tale lesson

This kind of unconventional lesson is taught when generalizing any topic. The lesson is conducted according to the fairy tales of any writers, according to Russian folk tales, or the teacher composes a new fairy tale. As in any fairy tale, in such a lesson there should be positive and negative characters. There should be a denouement in a fairy tale: a problematic issue, an unusual situation, a riddle, the appearance of a hero of a fairy tale in an unusual costume. This is followed by the culmination, the development of the plot, where the struggle between good and evil is required, unusual new information about the heroes of the fairy tale, arguments, overcoming difficulties, etc. During this stage of the lesson, children quietly answer the teacher's questions about the past material, learn new additional material on the topic of the lesson. The lesson-tale ends with the denouement of the victory of good over evil, knowledge over ignorance. The lesson ends with general joy, satisfaction; the lesson is summed up, the marks are put.

Lesson-test in elementary school.

It performs not only a control function, but is also the main purpose of generalizing material on a topic or section, clarifies knowledge on basic issues.

For credit, you can apply final lessons, generalized repetition lessons, or control lessons for checking skills. In the calendar-thematic plan, the topics for which the test will be taken are provided in advance.

The preparatory part is provided for the first introductory lesson on the topic. The teacher analyzes the requirements of the program on the topic, the final result, the goals of the lesson-test, determines the questions and tasks. The teacher introduces the topic and date of the test lesson, its place and significance in the study of a new topic; informs about the requirements that will be presented at the test, about questions and tasks of various difficulties.

Lesson-seminar in elementary school.

It is characterized, first of all, by two interrelated features: independent study of the program process by schoolchildren and discussion of the results of their cognitive activity in class. On them, schoolchildren learn to hold a speech with spontaneous messages, to debate, to defend their judgments. Seminars improve the development of cognitive and research skills of schoolchildren, enhance the culture of communication.

A lesson-seminar in elementary school can be distinguished by educational tasks, sources of understanding information, forms of their implementation, etc. As practice shows, non-standard lessons in elementary school are acquired by widespread seminars - detailed conversations, seminars, reports, abstracts, creative assignments, commented reading, seminar-problem solving, seminar-debate, seminar-conference.

Integrated lesson.

The idea of integration has recently become the subject of intensive theoretical and practical research in connection with the beginning of the processes of differentiation in education. Its current stage is characterized by both an empirical orientation - the development and delivery of integrated lessons by teachers, and a theoretical one - the creation and improvement of integrated courses, in some cases combining many subjects, the study of which is provided for in the curricula of educational institutions. Integration makes it possible, on the one hand, to show students the "world as a whole", overcoming the disunity of scientific knowledge by discipline, and on the other hand, to use the study time released due to this for the full implementation of profile differentiation in teaching.

In other words, from a practical point of view, integration involves strengthening interdisciplinary connections, reducing student overloads, expanding the scope of information received by students, and reinforcing the motivation for learning. The methodological basis of an integrated approach to learning is the formation of knowledge about the world around and its laws as a whole, as well as the establishment within subject and inter-subject connections in the assimilation of the foundations of the sciences. In this regard, an integrated lesson is called any lesson with its own structure, if knowledge, skills and results of the analysis of the studied material by methods of other sciences and other academic subjects are involved in its implementation. It is no coincidence, therefore, integrated lessons are also called inter-subject, and the forms of their implementation are very different: seminars, conferences, travel, etc.

A lesson in open thoughts

Task: teach to argue, prove your point of view, with the help of evidence, come to the truth.

The main skills that develop in this case: the ability to listen and hear, the ability to clearly and distinctly express their thoughts: the ability to combine the individual and the collective.

For example, in a literary reading lesson, after reading a work, children sit in a circle to discuss the main character of the work. Each student, before expressing their point of view, should repeat the point of view of the previous student, using the checklist.

1. I think ...

2. I agree (agree) with ... because

3. I disagree (disagree) with ...

4. I think ...

Travel lesson

The lesson takes the form of an imaginary journey. The stages of the lesson are stops along the way. The guide (instructor) can be a teacher or a pre-trained student. Students are offered a route sheet, then the children choose transport, equipment, clothes - everything that is needed for the trip.

The lesson is a game.

The named type of lesson can be conducted in the form of games “WHAT? Where? When? ”,“ Clever and clever men ”,“ The smartest ”,“ Crosses and faces ”, etc. The educational task of these lessons is to generalize and systematize the knowledge of students. The first three games are held by analogy with the TV shows of the same name. The game "Tic-tac-toe" is carried out as follows: the class is divided into teams: "Cross" and "Toe" are chosen by the jury or invited. The first to go according to the lot, for example, are "Crosses" and choose any competition. The teacher names the task or question for this competition. Both teams complete the task, the jury evaluates, the cell of the playing field is closed with "X" or "O", depending on who won. The winning team makes the next move. After completing all the tasks of the lesson-game, the jury counts the number of "X" and "O"; names the winning team. The winning team receives A's or prizes.

From pedagogical practice, it has been noticed that in a non-traditional form of teaching, the position of the teacher in the educational process and the nature of his activities, principles, and methods of teaching change. The main task of the teacher is to organize a joint search for a solution to the problem that has arisen before the students. The teacher begins to act as a director of a mini-performance, which is born directly in the classroom. New learning conditions require the teacher to be able to listen to everyone on every question, without rejecting a single answer, to take the position of each respondent, to understand the logic of his reasoning and find a way out.

Lesson - conference.

Lesson - conference is also unusual for children. For its success, a genuine interest in presentations is necessary, the topics of which the students choose themselves. Students' information and messages should be made in such a form that would ensure the availability of the presented material for everyone present. This requires individual preparatory work with the presenters. The duration of each report should not exceed 10-12 minutes. This time is quite enough to state the formulation of the problem, and the main results of the experiments, and conclusions. The teacher's task is to help the student prepare a message in accordance with the topic, to make sure that he presents in good language, within the time frame. Listeners cannot perceive more than 4-5 messages in a row. You can have a lively discussion on the reports. If there are a lot of prepared reports, they are divided into two categories: oral and poster presentations. The class can be decorated with appropriate posters. The result of the conference is summed up by the teacher. Scientific and practical conference is one of the most difficult and laborious forms of work. Its preparation requires considerable effort and time from the teacher. But all this pays off with the deep impression that a successful conference leaves with schoolchildren.

Lesson - excursion.

Children also love travel lessons, lessons - excursions. They develop collectivism, friendship, mutual assistance, thinking, memory and outlook of children. But you need to prepare for such lessons in advance: choose a place of travel, a goal, a guide, pick up poems, songs, questions in advance. Children help the guide compose a story, provide it with additional material, and prepare equipment. The excursion lessons can be based on simulation activities, for example, distance excursion, excursion to the past.

4. Non-standard lessons using ICT.

A modern lesson cannot be taught without the involvement of information and communication technologies. One of the advantages of non-traditional lessons using ICT tools is its emotional impact on students, which is aimed at forming students 'personal attitude to what they have learned, at developing various aspects of students' mental activity. At such lessons, children of primary school age develop the skills and desire to learn, develop an algorithmic style of thinking, lay the knowledge and skills not only of a specific academic subject, but also of ICT skills, without which further successful learning is impossible.

Presentation is a powerful means of visualization, the development of cognitive interest. The use of multimedia presentations allows you to make the lessons more interesting, includes not only vision, but also hearing, emotions, imagination in the perception process, helps children to immerse themselves deeper into the material being studied, and make the learning process less tiring.

So, for example, while studying the topic of the surrounding world “The diversity of plants on Earth”, it is useful to ask children with the question “Do you want to learn more about the plants of our country? Let's find information on the Internet and put together a presentation. " And during the lesson - games on this topic, the children demonstrated their presentations. Thanks to the presentations, those students who were usually not very active in the classroom began to actively express their opinion and reason.

In mathematics lessons, when conducting lessons - competitions, I use an interactive whiteboard. To attract the attention and activity of students at the beginning of the lesson, I conduct an oral count with elements of the game "Write down only the answer." I write down examples in two columns according to the options. After the children have written down the answers, a self-test or cross-check is carried out using animation on an interactive whiteboard. Students like this kind of work because they act as a teacher. When performing oral calculations, I demonstrate diagrams, puzzles.

To develop interest in Russian lessons, I use an interactive whiteboard. I offer students creative tasks that can be expressed: in writing words, underlining spelling, highlighting parts of a word, finding the grammatical basis and secondary members of a sentence.

Literary reading lessons will be uninteresting and boring if you do not include audio tools in their content. For example, in the lesson "Generalization by section" I invite the children to listen to the recordings of exemplary reading of small-volume works. This teaches expressive reading, the ability to feel the mood, to determine the character of the characters. Reading poetry to a well-chosen phonogram evokes a storm of emotions in the souls of young listeners, a desire to try to evoke the same feelings in others. Lessons - quizzes based on fairy tales increase the creative and intellectual potential of students, expand and consolidate the knowledge gained.

The use of design and research activities in the lesson of the surrounding world allows the child to develop active independent thinking and teach him not only to memorize and reproduce the knowledge that school gives him, but to be able to apply it in practice. When choosing a project topic, I focus on the interests and needs of students, their capabilities and personal significance of the upcoming work, the practical significance of the result of work on the project.

One of the forms of cognitive activity is a game that contributes to the development and strengthening of interest in mathematics. In order to arouse interest in counting, I use the following role-playing games in various versions: "Fishing", circular examples, "Who is faster", "Find the mistake", "Coded answer", "Mathematical domino", "Collect the card", "Relay ".

The game form of lessons can be used at various stages of the lesson. Determination of the place of didactic play in the structure of the lesson and the combination of elements of play and teaching largely depend on the teacher's correct understanding of the functions of didactic games and their classification. First of all, collective games in the classroom should be divided according to the didactic tasks of the lesson. First of all, these are educational, controlling, generalizing games.

5. Conclusion.

All non-standard lessons are interesting, carry a large, emotional charge, although these lessons are preceded by a very large, painstaking work.

An unconventional lesson can rightfully be considered a real lesson. Children are actively involved in the lesson, think creatively, do not wait for the end of the lesson, do not keep track of the time. The lesson brings them great joy of learning. The big plus of non-traditional lessons is that they encourage weak learners to take part, think about assignments, instill in them confidence and the desire to actively participate and learn. Thanks to non-traditional types of teaching, students learn the program material faster and better.

The use of non-traditional forms of lessons is a powerful stimulus in learning, it is a varied and strong motivation. Through such lessons, the excitement of cognitive interest is much more active and faster, because a person, by nature, likes to play, another reason is that there are much more motives in the game than in ordinary learning activities.

It is clear from all that non-standard teaching has many advantages and is increasingly being introduced into schools.

Thus, we can conclude that the effectiveness of the educational process largely depends on the teacher's ability to properly organize the lesson and correctly choose one or another form of conducting the lesson.

Non-traditional forms of conducting lessons make it possible not only to raise students' interest in the subject under study, but also to develop their creative independence, to teach how to work with various sources of knowledge. All the proposed methods and forms of work were born gradually over many years of work, some of them were borrowed from the experience of other teachers, some from books, teaching aids. Development of new, productive educational technologies deserves the closest attention, since without updating teaching methods, as well as without updating its content, it is impossible to solve the problems facing the modern school today. The lesson can be overwhelmingly non-standard and quite traditional, recklessly fascinating and measuredly calm. This is not important. It is important that the form highlights and does not overshadow the content.

Literature

Recommendations for using computers in primary school. // Computer science and education. - 2002. - No. 6. - S. 12-15.
Timofeeva V.P. Research work in elementary school. // Primary school, No. 2, 2008. p. 9-11.
S.V. Savinova "Non-standard lessons in primary school". Volgograd. Publishing house "Uchitel", 2008
http://www.it-n.ru/communities.aspx?cat_no=5025&tmpl=com knowledge.allbest.ru ›Pedagogy›… _0.html
Minkin S.I., Udaltsova E.D. An unusual lesson, or a green hare, lilac and fantasy // SOIUU, Smolensk, 2006
Content and methods of a modern lesson: textbook. allowance. - Volgograd: VA Ministry of Internal Affairs of Russia, 2009.
Chadova N.A. Games in teaching younger schoolchildren // Zh. "Primary School Management", No. 2, 2009
Yakimenko S. I., Abramov V. V. Educational tales, lessons - fairy tales // NMO "Pedagogue", Vitebsk, 2008.

Report on pedagogy of the 1st year student M.A. Nechaeva

Ural State University A. M. Gorky

Yekaterinburg

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 the actual educational activity, within the framework of which basic knowledge, skills and abilities are formed, with creative activities related to the development of individual inclinations of students, their cognitive activity. Non-standard lessons are one of the most important teaching aids, because they form in students a steady interest in learning, relieve stress, help to form learning skills, have an emotional impact on children, thanks to which they form 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 the school; satisfy the child's need for the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to the attempts of teachers to go beyond the limits of 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 out of such lessons: by their very nature, they are good as relaxation, as a holiday for students. They need to find a place in the work of each teacher, as they enrich his experience in the various construction of the methodological structure of the lesson.

In non-standard lessons, students should receive non-standard assignments. 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 the activity that psychology calls productive," creative. There are other signs:

students' independent search for ways and options for solving the set educational problem (choosing one of the proposed options or finding their own option and justifying the solution);

unusual working conditions;

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 it is necessary to find a way out using the knowledge gained), role-playing and business games, contests and competitions (according to the principle "who is faster? More? Better?") And other tasks with elements entertaining (everyday and fantastic situations, dramatizations, linguistic tales, riddles, "investigations").

Of course, non-standard lessons, unusual in design, organization, methodology, 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 because of the great loss of time, the lack of serious cognitive work, low productivity, and more.

Chapter I Forms of education.

Forms of training organization (organizational forms) are an external expression of the coordinated activity of the teacher and students, carried out in a certain order and mode. They are socially conditioned, 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: the number of students; place of study; duration of training sessions and other.

I By the number of students, the following are distinguished:

mass forms of education

collective

group

microgroup

individual

II According to the place of study, there are:

school - school activities (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 By the length of the training time, the following are distinguished:

classical lesson (45 min)

paired lesson (90 min)

paired short lesson (70 min)

lessons "no calls" of arbitrary duration.

1.2. Forms of training.

The history of the development of the school knows various systems of education, in which priority was given to one or another form of organization: individual-group (in schools of the Middle Ages), mutual learning (Bell Lancaster system in England), differentiated learning according to students' abilities (Mannheim system), brigade training (which existed in the 1920s in the Soviet school), the American "Trump plan", according to which 40% of the time students spent in large groups (100-150 people), 20% in small groups (10-15 students) and 40% time was allotted to 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 over three centuries. Its contours were outlined by the German teacher I. Sturm, and the theoretical foundations were developed and implemented into practical technology by Ya.A. Comenius.

The class-lesson form of organization of training is distinguished by the following features:

permanent composition of students of approximately the same age and level of preparedness (class);

each class works according to its own annual plan (training planning);

the educational process is carried out in the form of separate interconnected, following one after another parts (lessons);

each lesson is devoted to only one subject (monism);

constant alternation of lessons (schedule);

teacher leadership (pedagogical management);

various types and forms of students' cognitive activity are applied (variability of activity).

The class-lesson form of organizing educational work has a number of advantages over other forms, in particular the individual one: it is distinguished by a more strict organizational structure; economical, since one teacher works simultaneously with a large group of students; creates favorable preconditions for mutual learning, collective activity, competitiveness, education and development of students. At the same time, this form is not devoid of disadvantages that reduce its effectiveness, the main one of which is the reliance (orientation) on the "average" student, the lack of the possibility of individual teaching and educational work with students.

The class-lesson form of organization of training is the main (main). In addition to her, in the modern school, other forms are used, which are called differently - auxiliary, extracurricular, extracurricular, home, independent, etc. These include: consultations, additional classes, briefings, conferences, circle and extracurricular activities, club work, extracurricular reading, home independent work of students and more. Sometimes the out-of-class forms of organizing training include educational excursions, work at school experimental sites, work in workshops, school cooperatives, hiking in their 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 opposed to lessons without them, etc. Proceeding from this, only home independent work of students and circle (club) activities according to interests can be called auxiliary extracurricular forms of organizing learning ...

The key component of the classroom-lesson system of teaching organization is the lesson.

A lesson is a segment (stage, link, element) of the educational process, complete in terms of meaning, time and organization. Despite the short duration, the lesson is a difficult and crucial stage of the educational process - the overall quality of school preparation ultimately depends on the quality of individual lessons. Therefore, the main efforts of theorists and practitioners around the world are directed to the creation and implementation of such lesson technologies that allow effectively and in a short time to solve the problems of teaching a given composition of students. Giving a good (quality) lesson is not easy even for an experienced teacher.

1.3. Lesson requirements.

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 high-quality modern lesson must meet, the following stand out:

Using the latest achievements of science, advanced pedagogical practice, building a lesson based on the laws of the educational process.

Implementation in the lesson in the 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.

Establishment of interdisciplinary connections perceived by students.

Communication with previously learned knowledge and skills, reliance on the achieved level of development of students.

Motivation and activation of the development of all spheres of personality.

Consistency and emotionality of all stages of educational activities.

Effective use of educational tools.

Connection with life, production activities, personal experience of students.

Formation of practically necessary knowledge, abilities, skills, rational methods of thinking and activity.

Formation of the ability to learn, the need to constantly replenish the volume of knowledge.

Thorough diagnostics, forecasting, design and planning of each lesson.

Each lesson is aimed at achieving a triune goal: to teach, educate, develop. With this in mind, the general requirements for the lesson are concretized in the didactic, educational and developmental requirements.

“Do not offend children with ready-made formulas, formulas are emptiness; enrich them with images and paintings that show the connecting threads. Don't burden children with the dead weight of facts; teach them techniques and methods to help them comprehend. Don't teach them that facts are important. The main thing is education in a human being ”.
Antoine de Saint-Exupery

“A lesson is a mirror of the general and pedagogical culture of a teacher,” as V.A. Sukhomlinsky, is a measure of his intellectual wealth, an indicator of his outlook, erudition. "

The lesson is allocated at least 98% of the study time. Each student during the years of his apprenticeship attends almost 10 thousand lessons. Every fourth book on didactics is devoted to the lesson. From the lesson there are hundreds of invisible connections that are not noticed at first glance to extracurricular and extracurricular work, the relationship between teachers and parents, to relationships in the teaching staff, to the content and direction of the school's methodological work.

Types of traditional lessons

1. Lesson explaining new material.

2. Lesson to consolidate knowledge.

3. Lesson of repetition.

4. Lesson summarizing the material

5. Lesson of knowledge testing.

6. A lesson in working on errors.

7.Combined lesson (includes elements of the first six types)

A traditional lesson is characterized by: order, proven regulation, discipline, diligence of students who obey the teacher; the exact outlines of the educational material. The goal of teaching has changed. It consists not only in the accumulation of the amount of ZUN, but in the preparation of the student as a subject of his educational activity, but the tasks of the lesson remain unchanged. All this is also upbringing 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. The trainees 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 assess their activities and the activities of their comrades.

7. Reflection is carried out.

8. Homework for the choice of students.

Often, when preparing during the certification of teachers, dear colleagues would like to show you something new and interesting, but at the same time productive. Unconventional lessons will help with this.

Non-traditional lessons are a way to achieve the effectiveness of cognitive activity in the context of the introduction of the Federal State Educational Standard.

This is an impromptu training session with an unconventional structure. An unconventional lesson is unusual in design, organization and methodology.

Teaching is an organized learning process. Speaking about the organization of the learning process, one should not forget about the non-standard forms of organizing the educational and cognitive activities of students in the lesson itself, which lead to the interest of children in studying the subject, the desire to learn new things again and again. It is the non-standard forms of conducting lessons that increase cognitive activity, contribute to maintaining a stable interest in educational work and better assimilation of the program material.

The main tasks of an unconventional 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. Creation of conditions for an atmosphere of creative search

Principles of non-standard lessons

Refusal of the template in the organization of the lesson;

Maximum involvement of students in the class;

Not entertainment, but amusement and enthusiasm, as the basis of the emotional tone of the lesson

Support for the alternative of multiple opinions;

Development of the communication function in the lesson

- “hidden differentiation of students according to educational opportunities, abilities, interests, inclinations.

Signs of an unconventional lesson

1.Bears elements of the new, cognitive.

2.Used extra-curriculum material.

3.Collective activity is organized in combination with individual work.

4. Emotional lift of students is achieved in the course of performing creative tasks.

5. Mandatory introspection is carried out during the preparation for the lesson, in the lesson and after it.

6. An initiative group of students is created.

Group of non-standard lessons

1. Lessons reflecting current social trends (lesson built on the initiative of students)

Lesson review of knowledge;

Dispute lesson;

Lesson with ICT Applications

2. Lessons using game situations:

Role play lesson, press conference lesson, competition lesson, KVN lesson, travel lesson, auction lesson, lesson using a didactic game, lesson - theatrical performance

3 creativity lessons

Essay lesson;

Lesson - release of a "live newspaper";

A lesson in invention.

4.Traditional lessons with new aspects:

Lesson-seminar;

Problem solving lesson;

Lesson conference;

Test lesson;

Lesson - consultation.

5 Lessons from changed organizations:

Lesson lecture, defense of knowledge, defense of ideas, projects, lesson-meeting;

A surprise lesson, a lesson in creativity, a benefit lesson, a lesson “the amazing is near”, a lesson in defense of a fantastic project

6. Lessons imitating any activities or types of work:

Guided tours, literary parlor, travel around the country, train ride, expedition lesson. , lessons with a competitive play basis, domino lesson, “Connoisseurs lead the investigation”, duel game.

7. Lessons from Transforming Standard Organizations

Lesson-consultation, workshop, tele-lesson, conferences

A few tips for preparing a custom lesson

1. Non-standard lessons should be used as the final ones when generalizing and consolidating the knowledge, abilities and skills of students;

2. Too frequent recourse to such forms of organization of the educational process is inappropriate, as this can lead to a loss of sustained interest in the subject and the learning process

3. An unconventional lesson must be preceded by careful preparation. When choosing the 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 of individual students

Disadvantages that are allowed by teachers when organizing non-standard lessons

1. Spontaneous and haphazard application;

2. Overloading some lessons with teaching material

Advantages and benefits of non-traditional lessons:

Interested attitude to the educational material: when preparing for the lesson, students themselves look for interesting material, find amazing facts, questions, write poems, songs on a specific topic;

Enhancing the activity of students: these are no longer ordinary students, but active participants in the educational process;

Mastering the methods of managing collective activities: lessons teach how to listen, analyze, learn to argue, persuade, defend one's opinion, listen to the opinion of comrades, find a quick way out in this situation, solve problematic issues. Non-standard lessons make up for the problems of reproductive methods; lack of differentiation; structure mobility; the formation of subjective relationships by increasing the activity of students not only in the classroom, but also during its preparation; changing the emotional background of the lesson; assessment of students' knowledge at all stages of the lesson.

STATE EDUCATIONAL INSTITUTION

"SELEZNEVSKAYA SCHOOL № 18"

REPORT

ON THE TOPIC OF:

"NON-STANDARD LESSONS

AS A FORM OF TRAINING "

Prepared

Usenko E.N.

Biology and Chemistry Teacher

SEI LPR "Seleznevskaya school" 18 "

Seleznevka

2015

Since the mid-70s. in the domestic school, a dangerous tendency was revealed to reduce the interest of schoolchildren in classes. The teachers tried to stop the alienation of students from cognitive work in various ways. To the aggravation of the problem, mass practice reacted with so-called non-standard lessons, which have the main goal of stimulating and keeping students' interest in educational work.

A lesson is a dynamic and variable basic form of organization of the educational process, in which, within a specified time, the teacher deals with a certain composition of students - with the class - according to a fixed schedule, using a variety of methods and teaching aids to solve the assigned tasks of education, development and upbringing.

A traditional lesson is a lesson characterized by order, proven regulation, discipline, diligence of pupils who obey the teacher; precise outlines of educational material, established traditions and stereotypes.

An unconventional lesson is an impromptu learning activity that has an unconventional (unidentified) structure. An unconventional lesson is unusual in design, organization and methodology.

Non-standard lessons are one of the most important teaching aids, because they form in students a steady interest in learning, relieve stress, help to form learning skills, have an emotional impact on children, thanks to which they form 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 the school; satisfy the child's need for the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to the attempts of teachers to go beyond the limits of 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 out of such lessons: by their very nature, they are good as relaxation, as a holiday for students. They need to find a place in the work of each teacher, as they enrich his experience in the various construction of the methodological structure of the lesson.

students' independent search for ways and options for solving the set educational problem (choosing one of the proposed options or finding their own option and justifying the solution);

unusual working conditions;

active reproduction of previously acquired knowledge in unfamiliar conditions.

Advantages of non-standard lessons:

non-standard lessons fill in the gaps in reproductive methods, lack of differentiation;

structure mobility;

the formation of subjective relationships by increasing the activity of students not only in the classroom, but also during its preparation;

changing the emotional background of the lesson;

assessment of students' knowledge at all stages of the lesson.

the use of collective methods of work: duties are distributed among the members of the team, taking into account their individual characteristics and interests, in the process of collective work, the search for optimal ways of interrelation of the members of the group is being carried out, correction of the activities of individual students if their actions are not consistent with the general plan of collective work;

development of skills and abilities of independent work, striving for independent search: material presented in a new form is perceived as information that makes you think, understand and remember;

interested attitude to the educational material: when preparing for the lesson, students themselves look for interesting material, find amazing facts, questions, write poems, songs on a specific topic;

enhancing the activity of students: these are no longer ordinary students, but active participants in the educational process;

mastering the methods of managing collective activities: lessons teach how to listen, analyze, learn to argue, persuade, defend one's opinion, listen to the opinion of comrades, find a quick way out in the current situation, solve problematic issues;

the formation of new relationships between teachers and students: students become partners of the teacher in creativity in an atmosphere of cooperation, teamwork;

assessment of the performance of students by their friends, classmates: this assessment is sometimes more significant for them than the teacher's assessment.

Disadvantages that are allowed by teachers when organizing non-standard lessons:

spontaneity and haphazard use;

lack of forecast of positive changes, shifts in the development of students;

not all teachers can determine the idea of the lesson, its developmental possibilities;

the predominance of reproductive learning technologies;

attention is paid mainly to the form, and not to its content;

overloading of some lessons with educational material, often factual.

Basic principles of non-standard lessons.

the relationship of understanding with the student;

teaching without compulsion;

the principle of hard aim;

the principle of support for the student, which can be a guiding thread of a story, a rule, a way to solve a problem;

the principle of assessment, as a respectful attitude not only to children's knowledge, but also to ignorance, encouraging a sense of duty and responsibility;

the principle of introspection;

the principle of the appropriate form;

the principle of the intellectual background of the class and the personal approach;

rejection of the template in the organization of the lesson, from routine and formalism in conducting;

maximum involvement of students in the class in active activities in the lesson. Not entertainment, but amusement and enthusiasm as the basis of the emotional tone of the lesson;

support for alternative, plurality of opinions;

development of the communication function in the classroom as a condition for ensuring mutual understanding, motivation to action, a sense of emotional satisfaction;

"Hidden" (pedagogically expedient) differentiation of students according to educational opportunities, interests, abilities and inclinations;

the use of assessment as a formative, not just an outcome tool.

Non-traditional forms of lesson can be considered as one of the forms of active learning.

Preparing and delivering a lesson in an unconventional form consists of four stages:

1. Concept.

2. Organization.

3. Conduct.

4. Analysis.

Design

This is the most difficult and crucial stage. It includes the following components:

determination of time frames;

definition of the topic of the lesson;

definition of the type of lesson;

choice of class;

choice of an unconventional lesson form;

choice of forms of educational work.

Organization

This stage in the preparation of an unconventional lesson consists of sub-stages:

distribution of responsibilities (between teacher and students);

writing a script for a lesson (indicating specific goals);

selection of assignments and criteria for their assessment, lesson methods and teaching aids; - development of criteria for assessing the activities of students.

Individual work. Possible options for drawing up tasks:

all students receive the same assignment;

Tasks of the same type with different data (or with similar wording);

Different tasks (by formulation, method of solution, complexity);

Other options.

Carrying out.

In the course of the lesson, individual or group work of students is organized.

Group work. Groups can be offered:

the same task (if the group is one-level);

tasks that are the same in terms of difficulty, but different in formulation, methods of solution, initial data (for single-level groups);

Tasks differing in the level of difficulty (for multi-level groups); in particular, if a difficult task is solved in a lesson, it can be divided into several subtasks and distributed into groups;

Other options.

The volume of assignments, the level of their complexity, the number of assignments for each student (or group) - all this depends on the time of the lesson, the characteristics of the class (for example, the pace of work), the individual characteristics of the students and other factors.

Analysis

The final stage in conducting an unconventional lesson is its analysis. Analysis is an assessment of the past lesson, answers to questions: what worked and what did not; what are the reasons for failures, an assessment of all the work done; look back to help draw conclusions for the future. It is necessary to pay attention to the following important points.

Thus, the effectiveness of training is directly dependent on the level of student activity in cognitive activity, the degree of his independence in this process. The inclusion of schoolchildren in educational and cognitive activities to achieve learning goals is ensured by means of activation, which are the content of education, methods and forms of education. Therefore, a teacher should always set himself the task of shaping the cognitive activity of schoolchildren as a motive for their activity and using it correctly as a means of teaching. One of the forms of teaching that activates the cognitive activity of students is a non-standard lesson.

ALGORITHM OF THE TEACHER'S ANALYSIS OF THE LESSON

1. What requirements were you guided by?

2. How is the relationship of lessons in the topic taken into account?

3. How were the characteristics of students taken into account, including the strong, the weak?

4. How did you define the triune objective of the lesson?

5. How are the students' activities planned?

6. Did you choose the right teaching material for the lesson?

7. Have the techniques and methods of the teacher and students justified themselves, if not, then why?

8. Have the used visual aids and TCO justified themselves, if not, why not?

9. What contributed to the development of students' cognitive abilities?

10. What is the pedagogical value of students' independent work?

11. What did the lesson give for the formation of the students' worldview, for the education of their moral traits, will, character, culture of behavior?

12. How was the lesson foreseen and how was it justified?

13. What difficulties did the whole class, individual students have? How were they overcome? Causes of difficulties and ways to eliminate them.

14. Have the goal and objectives of the lesson been achieved, by what criteria is it determined, if not, why not?

15. Evaluation of the effectiveness of the lesson.

16. Self-assessment of the lesson by the teacher.

17. Ways to improve the lesson.

The opinions of teachers on non-standard lessons differ: some see them as progress in pedagogical thought, the right step towards democratization of the school, while others, on the contrary, consider such lessons to be a dangerous violation of pedagogical principles, forced retreat of teachers under the pressure of lazy students who do not want and do not know how to work seriously ...

Types of non-standard lessons.

Analysis of the pedagogical literature made it possible to identify several dozen types of non-standard lessons. Their names give some idea of the goals, objectives, methods of conducting such classes. Let's list the most common types of non-standard lessons.

The teachers have developed many methodological techniques, innovations, innovative approaches to conducting various forms of classes. According to the form of conducting, the following groups of non-standard lessons can be distinguished:

1. Lessons in the form of competition and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.

2. Lessons based on the forms, genres and methods of work known in public practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reporting, review.

3. Lessons based on the non-traditional organization of educational material: a lesson in wisdom, revelation, a lesson-block, a lesson-"understudy" begins to act. "

4. Lessons reminiscent of public forms of communication: press conference, auction, benefit performance, rally, regulated discussion, panorama, telecast, teleconference, report, dialogue, "live newspaper", oral journal.

5. Lessons based on fantasy: a fairy tale lesson, a surprise lesson, a gift lesson from Hottabych.

6. Lessons based on imitating the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.

7. The traditional forms of extracurricular work carried over within the framework of the lesson: KVN, "the investigation is carried out by experts", a matinee, a play, a concert, a dramatization of a work of art, a dispute, "gatherings", "a club of experts".

8. Integrated lessons.

9. Transformation of traditional ways of organizing a lesson: lecture-paradox, paired survey, express survey, test lesson (defense of assessment), lesson-consultation, defense of the reader's form, TV lessons without television.

1. Non-standard lessons should be used as final lessons when generalizing and consolidating the knowledge, abilities and skills of students;

2. Too frequent recourse to such forms of organization of the educational process is inappropriate, as this can lead to a loss of sustained interest in the subject and the learning process;

3. A non-traditional lesson should be preceded by thorough preparation and, first of all, the development of a system of specific goals of teaching and upbringing;

4. When choosing the forms of non-traditional lessons, the teacher must take into account the peculiarities of his character and temperament, the level of preparedness and the specific characteristics of the class as a whole and of individual students;

5. It is advisable to integrate the efforts of teachers in preparing joint lessons, it is advisable not only within the framework of the subjects of the natural and mathematical cycle, but also going into the subjects of the humanitarian cycle;

6. 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.

An example of a custom lesson

at school:

Generalizing lesson-fairy tale in chemistry in grade 8

municipal educational institution

"Secondary school number 9"

p. Novokavkazsky,

Alexandrovsky district

experience

"Non-standard math lessons"

Mathematic teacher

Chegrinets E.I.

year 2014

Non-standard forms of lessonsallow to do mathematics more accessible and exciting, to interest all students, to involve them in activities in the process of which the necessary knowledge, skills and abilities are acquired.

For students, a non-standard lesson is a transition to a different psychological state, this is a different style of communication, positive emotions, a feeling of oneself in a new quality; it is an opportunity for everyone to express themselves, to develop their creativity and personal qualities. Children, as a rule, are placed in a "situation of success", which helps to awaken their activity both in the work in the lesson and in the preparation of creative homework assignments. A non-standard lesson not only teaches, but also brings up a child.

Applying non-standard lessons in my practice for a number of years, I came to the conclusion that such lessons increase the effectiveness of teaching, presuppose a creative approach on the part of both the teacher and the student. This is a form of active learning.

In my work I use a variety of non-standard lessons:
lesson - conference, lesson - competition, lesson - game, lesson in creativity,
lesson - test, lesson - travel, lesson - simulator, lesson - lecture, lesson - auction,lesson - creative report.

Creativity lessons are lessons on how to compose and solve problems. The value of assigning tasks to students is that:

there is an element of solution research;
a connection is established between all types of tasks;
the system of tasks on the topic is easily visible;
there is an element of creativity.

I use drawing up tasks from ready-made drawings mainly in geometry lessons, where almost every statement and every answer to a question posed is my own vision of the problem and its justification.

Creativity lessons allow you to activate the mental activity of students, develop the skills and abilities of a more conscious, practical application of the studied material by schoolchildren, make it possible to increase the volume of problems to be solved, and increase interest in the study of mathematics.

For thematic repetition, I select, as a rule, the most essential questions of the section. And so that the final control was as productive as possible, I teach labyrinth lessons in a competitive form in three stages. In the first and second stages, three different teams compete. The rest at this time perform the role of controllers when a foreign team passes the maze points, assessing the productivity of the participation of each team member, the creative atmosphere at work, the level of mutual assistance, work as "experts" in the "information bureau", where they give instructions, advice, consultations, auxiliary tasks. Providing creative assistance to a teammate is highly appreciated. The team that is the first of the three to complete the stage is declared the winner of the stage. At the end of the lesson, questions, answers, the most tricky tasks are analyzed, an assessment of the work of teams, the personal contribution of each, "controllers" and "experts" is given. Control directly at the points of the maze of the guys themselves, checking the availability of the necessary rough notes, commenting on them and the dependence of the success of the whole team on the work of each, democratic communication make it practically insignificant the possibility of chance or guessing the answer, or idleness at the expense of strong students.

A mystery lesson is fraught with great opportunities for the development of the child's creative abilities, memory training.

The guessing process, according to modern teachers, is a kind of gymnastics that mobilizes and trains the child's mental strength. Guessing riddles can be viewed as a creative process, and the riddle itself as a creative task. In such lessons, I use crosswords as a means of checking students' erudition, as well as for better assimilation of the factual material. I select the logical tasks of the crosswords taking into account the age and psychological characteristics of the students. I use thematic crosswords for both frontal and individual work with students. The relative difficulty in using crosswords is their drawing. butapplication in ICT lessonsmakes this process less time consuming.

The accumulated experience of conducting non-standard lessons convinces us that their goal is extremely simple: to revive the boring, to captivate creativity, to interest students, since interest is a catalyst for all educational activities. Non-standard lessons are always holidays when all students are active and the class becomes a creative laboratory. These lessons include all a variety of forms and methods, especially such as problem learning, search and research activities, interdisciplinary and intrasubject connections, reference signals, notes, etc. The tension inherent in ordinary lessons is removed, thinking is revitalized, interest in the subject increases the whole.

Games in math lessons

Without play, there is no, and there cannot be, full-fledged mental development.
Play is a huge bright window through which a life-giving stream of ideas and concepts about the world around is poured into the child's spiritual world.

The game is a spark that ignites the spark of inquisitiveness and curiosity. V. A. Sukhomlinsky.

An important role in the development of students' creative abilities is given to games in mathematics lessons - a modern and recognized method of teaching and upbringing, which has educational, developmental and upbringing functions that act in organic unity.

In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, a desire for knowledge.

I develop the rules of the game taking into account the purpose of the lesson and the individual capabilities of students. This creates the conditions for the manifestation of independence, perseverance, mental activity of children, for the possibility of each student's feeling of satisfaction and success. In addition, the rules of the game educate the ability to manage their behavior, obey the requirements of the team.

In my work I use various games: the business games "Builder" (the topic "Areas of polygons"), "Constructor" (the topic "Symmetry in nature and technology"); competition of artists (theme "Coordinate plane"), numerical fireworks (theme "Arithmetic operations with ordinary fractions") and others.

Mathematical tale as a means of developing mathematical creativity of students in grades 5-9 of secondary school
I cannot imagine learning at school, not only without listening, but also without creating fairy tales.V.A. Sukhomlinsky

When using fairy tales in the process of teaching mathematics, the main emphasis is not on memorizing educational information, but on its deep understanding, conscious and active assimilation. An independently invented fairy tale with the use of mathematical concepts and their properties in the storyline allows you to more firmly and more fully assimilate these concepts.

Including fairy tales in the educational process, I observe the necessary didactic conditions:

correspondence of the theme of fairy tales to the age of schoolchildren;
using the experience of students, which they received in other lessons;
the composition of fairy tales by the teacher together with the children, since this is not only an example of how to compose, but also the stimulation of the work of students.

The criteria by which I evaluate fairy tales:

lack of meaningful mathematical errors;
completeness of the plot;
consistency and consistency of presentation;
originality of the plot.

Fairy tales in mathematics perform various functions in the educational process:

organizational - drawing attention to the objects under study, increasing interest in educational material, improving the microclimate in the lesson;
meaningful - deepening understanding of individual properties of the object under study, reporting additional information about it;
controlling - correct identification of existing shortcomings in the assimilation of the material, the degree and depth of its assimilation;
motivational - increasing the level of motivation in the study of a subject.

I use fairy tales in mathematics at various stages of the educational process.

Goal setting. Fairy tales of mathematical content or excerpts from them, read at the beginning of the lesson, help to increase the attention of students, their motivation, which leads to further independent in-depth study of the topic.

Learning new material.Fairy tales increase the level of positive emotions, which contributes to the unconscious assimilation of the material. A non-standard form of presentation of scientific concepts allows you to see the objects under consideration from an "unusual" side, which contributes to a deeper and more durable memorization of the material.
Securing the material. Tasks such as "continue the fairy tale", "analyze the fairy tale", "find mistakes in the fairy tale" reinforce and deepen the program knowledge, open up for the students what they have learned from a new, unusual side, which contributes to the development of their creative abilities.

Control over the assimilation of the material.Composing your own fairy tales on a studied topic with an unusual goal-setting: for students of other classes in parallel, for publication in the school press, etc.

Final repetition.Composing your own fairy tales of various shapes and sizes on topics studied during the academic year allows you to play several different mathematical ideas in a fairy tale at once, to find new connections and relationships between mathematical characters (objects).

Creating fairy tales in teaching mathematics is one of the most original and effective means of all-round creative development of schoolchildren.

Origami
Since ancient times, Japanese wisdom says:

"The great square has no limits."

Try to fold a simple figure

And in an instant he will be carried away by an interesting matter.

A.E. Gaidaenko.

The world of school geometry requires constant reference to images. But imaginative activity is complex, it is difficult to lend itself to traditional teaching due to such qualities of images as subjectivity, polysemy, and the integrity of perception.

Origami provides rich opportunities for the development of not only the geometric ideas of students, but also the creative development of children in general. In this regard, the use of origami in the lessons in grades 5-6 is very important, since the geometric information that is subject to further study in the courses of planimetry and stereometry is generated, comprehended and to some extent systematized when constructing origami figures. Such a construction of knowledge makes it possible to envisage the inclusion of intuition, imagination, logical thinking and other processes in the cognitive experience of children.

The importance of origami for child development
Stimulates the development of memory, since a child, in order to make a craft, must remember the sequence of its manufacture, techniques and methods of folding.

Develops spatial imagination, helps the development of drawing skills, since the schemes of the products you like need to be sketched in a notebook.

Develops the artistic taste and creativity of children, activates their imagination and fantasy.

Promotes the creation of play situations, expands the communication skills of children.

Improves labor skills, forms a culture of work, teaches accuracy, the ability to use material carefully and economically, and keep the workplace in order.

In the educational process I use origami both as a game technique and as a visual aid.

The use of ICT in mathematics lessons and after school hours

The problem facing school education is to prepare students for life and professional activity in a highly developed information environment, for the possibility of obtaining further education using modern information technologies of teaching.

The use of computer technology in the classroom allows you to make the lesson non-traditional, bright, rich, helps to form the student's information competence, the ability to transform information objects in practice using information technology, activates the mental activity of students, stimulates them to acquire knowledge on their own. Students develop curiosity, cognitive interest.

Lessons using ICT are built on an active basis using a problem-research approach. Students try to solve standard math problems in a non-standard way - using modern computer technology. This achieves the motivational goal of awakening interest in learning.
I strive to use the computer at all stages of the learning process: when explaining new material, consolidating, repeating, monitoring, while for the student it performs various functions: a teacher, a working tool, a learning object, a collaborating team. The computer allows you to enhance the motivation of learning through an active dialogue between the student and the computer, the variety and color of information (text + sound + video + color), by orienting the teaching towards success (it allows you to complete the solution of any problem, relying on the necessary help), using the game background of communication between a person and machine and, which is important - endurance, calmness and friendliness of the machine in relation to the student.

Using a computer program for processing test results allows me to provide feedback on the learning process, analyze the activities of the class as a whole, the results of each student individually and choose ways to adjust the educational process to provide the necessary assistance to students in order to achieve the intended results.

When organizing research activities, students use the Internet to find the necessary information, prepare presentations to defend their work.

Pedagogical observations have shown that purposefully used information communication technologies contribute to the development of independence and creative abilities of students, make it possible to increase the level of consistency of students' knowledge in mathematics, and significantly increase the level of individualization of education.

Research activities of students as a means of developing their creative abilities.

There are no reliable tests of aptitude, other than those that appear as a result of the active participation of even the smallest search work. A.N. Kolmogorov.

An important place in the formation of the creative abilities of schoolchildren is occupied by research activity, in which students are put in a situation where they independently master the concepts and approaches to solving problems in the process of cognition, to a greater or lesser extent guided by the teacher, solve creative problems with an unknown result in advance. It is the research approach to teaching that allows children to become participants in the creative process, and not passive consumers of ready-made information, increases the cognitive activity and intellectual potential of the student's personality, develops imagination, intuition, the need for self-actualization, reveals and expands students' own creative capabilities.

In my work I use the following types of research activities:

problem-abstract: analytical comparison of data from various literary sources in order to highlight the problem and design options for its solution;
experimental research: checking the assumption of confirming or refuting the result;
design and search: the search, development and protection of a project is a special form of the new, where the target setting is the methods of activity, and not the accumulation and analysis of factual knowledge.

As a result of participation in research activities, the student develops the following skills:

independently acquire new knowledge, effectively apply it in practice.
think critically and creatively, find rational ways to overcome difficulties, generate new ideas;
competently work with information: be able to collect the necessary facts, analyze them, put forward hypotheses for solving problems, make the necessary generalizations, establish patterns; formulate reasoned conclusions, find solutions;
to be sociable, contact in various social groups;
to work independently on the development of their own morality, intellect, culture.

Development of creative abilities of students outside the classroom
The subject of mathematics is so serious that no opportunity should be missed to make it entertaining. Blaise Pascal.

Extracurricular work on the subject is also subordinated to the development of the creative abilities of students, the ability to independently acquire knowledge, to apply them in unfamiliar or non-standard situations. Math circles, electives, special courses arouse students' interest in the subject, contribute to the development of the mathematical outlook of students, instilling the skills of independent work. They are complemented by events held within the subject week. These are math evenings, quizzes, various didactic games: "What? Where? When?", "Happy accident", KVN and others. Staged fairy tales are very popular among schoolchildren. Both "strong" and low-performing students take part in the preparation of these events. Here their artistic, artistic, musical abilities are fully manifested, ingenuity and logical thinking develop.

Conditions for the occurrence of experience.

The development of a person's inner forces is not only a social order of society, but also the need of the person himself, who realizes his mediation from the objective world by practice and wants to realize his inner potential. Representatives of many scientific directions and schools that consider the development of a person, his personal, psychological, didactic and other qualities, confirm the productivity of this process in the course of activity and communication, emphasizing that not every activity has a developmental function, but one that affects potential the student's capabilities, causes his creative activity, which is considered as the highest level of cognitive activity, characterized by such qualities as originality, unconventionality, independence.

The question of whether a person can be taught to exhibit cognitive activity and develop his abilities for creative activity has not been finally resolved. Upon acquaintance with many studies, it turns out that the range of pedagogical innovations is too wide and not streamlined. A contradiction arises between a large number of pedagogical innovations and the absence of their system, which allows one to move from the spontaneous introduction of these pedagogical ideas to a purposeful, more effective one. The revealed contradictions determine the choice of my topic:"Enhancing the cognitive activity of students in mathematics lessons and after school hours."

The relevance and novelty of the experience.

In the educational process, the cognitive activity of students plays a leading role, since it is through it that the learning content is assimilated. Research by L.P.Bueva, V.V. Davydov, A.V. Margulis, A.M. Matyushkin, I.F. contributes to an increase in the level of independence of the cognitive activity of schoolchildren through its activation. The most acute problem of enhancing the cognitive activity of students arises when teaching adolescent children. This is due to the fact that at the age of 13-14 an intensive moral and social formation of the personality begins, the child's striving for "adulthood" is observed, the main problem is communication with peers, the teenager's desire to find himself, to self-determine. Interest in learning weakens, working capacity decreases, therefore, the quality of knowledge deteriorates. Meanwhile, adolescence is important in the formation of a child's personality, it is during this period that the foundation of values and knowledge that are useful and necessary for life is laid.

One of the main tasks of the teacher is the organization of educational activities in such a way that students develop needs in the implementation of the creative potential of the educational material in order to master new knowledge. To work on enhancing cognitive activity means to form a positive attitude of schoolchildren to educational activities, to develop their desire for a deep knowledge of the subjects being studied. To instill a deep interest of students in mathematics, to develop their cognitive activity, it is necessary to search for additional means that stimulate the development of general activity, independence, personal initiative and creativity of students of different ages. The main task of the teacher is to increase the proportion of internal motivation for learning. The formation of cognitive activity is possible provided that the activity that the student is engaged in is interesting to him. An interesting academic subject is an academic subject that has become the "sphere of goals" of students in connection with one or another motive that motivates it (Fridman, Kulagina. Psychological reference book of a teacher. - M., Enlightenment, 1991). Consequently, high cognitive activity is possible only in an interesting lesson for the student, when he is interested in the subject of study. And vice versa, “to bring up in children a deep interest in knowledge and the need for self-education means to awaken cognitive activity and independence of thought, to strengthen faith in one’s own strengths” (VB Bondarevsky. Fostering interest in knowledge and the need for self-education. - M., Enlightenment, 1985).

I try, by awakening interest in my subject, not only to transfer experience, but also to strengthen faith in myself in every child, regardless of his abilities. It is necessary to develop creative abilities in weak students, not to let more capable children stop in their development, to teach everyone to cultivate willpower, strong character and purposefulness in solving difficult tasks. All this is the upbringing of a creative personality in the broadest and deepest sense of the word. But in order to create a deep interest of students in the subject, for the development of their cognitive activity, it is necessary to search for additional means that stimulate the development of general activity, independence, personal initiative and creativity of students.

A feature of our time is the need for entrepreneurial, business, competent specialists in a particular area of social, social, economic and productive activity. It is necessary to be literate in order to function normally in a complex and demanding society. And being literate in a fast-paced world simply means being better educated. The higher the level of education, the higher the professional and social mobility. In my lessons, I offer students various types of independent activities that require the mobilization of knowledge, skills, the ability to make decisions, take responsibility, educating the will to win and overcome difficulties. In the process of such work, students get used to the demand for their knowledge, are convinced of the importance of education.

Theoretical substantiation of the experiment.

A new look and new content requires different teaching principles. So, the training of the honored teacher of the RSFSR, laureate of the NK Krupskaya-Okunev Anatoly Arsenievich Prize, which I use in my practice, is based on different principles. Conceptual provisions of pedagogical technology based on effective lessons (A.A. Okunev) are based on the fact that:

driving force the educational process is a contradiction between the tasks that you set for the students, and their knowledge, skills;

principle of interest... Novelty, new material as a kind of stimulus causing a mismatch, including the mechanisms of activity in orientation and cognitive activity. Each lesson should be intriguing, zest;

good lesson is a lesson in questions and doubts, insights and discoveries. Its conditions:

theoretical material should be given at a high level, and asked according to ability;
the principle of connection between theory and practice: teach to apply knowledge in unusual situations;
the principle of accessibility: the student must act at the limit of his capabilities; the teacher's talent is to guess these possibilities, to correctly determine the degree of difficulty;
the principle of consciousness: the child must know what he is going through (at the beginning of the study of the topic, they flip through the textbook, establish why and what they will study);
setting not on memorization, but on meaning, the task is at the center of the content;
the principle of the strength of knowledge assimilation: the basics of memorization are given;
thinking should take precedence over memory.

Unconventional lessons.

As means of enhancing the teaching of schoolchildren are:

educational content
shape
methods
teaching techniques

In school practice and in methodological literature, it is customary to divide teaching methods intostandard and non-standard.

Standard view training is the most common and is training in knowledge, skills and abilities according to the scheme:learning new - consolidation - control-assessment... At present, traditional education is gradually being replaced by other types of education, since other requirements are determined for the personality and the process of its development in school.

Non-traditional forms of lessons make it possible to make mathematics more accessible and exciting, to attract the interest of all students, to involve them in activities in the process of which the necessary knowledge, skills and abilities are acquired. Applying non-standard lessons in my practice for a number of years, I came to the conclusion that such lessons increase the effectiveness of teaching, presuppose a creative approach on the part of the teacher and the student. This is a form of active learning. In my work, I use the following non-standard lessons:

competition lesson;
game lesson;
travel lesson;
workshop lesson;
lesson-lecture;
lesson-consultation;
integral lessons.

Lesson-lecture.

In preparation for lectures the teacher should have a clear plan for its implementation (it can be made visible to students). When conducting a lecture lesson, techniques and forms are needed to make students active participants. Therefore, where possible, it is necessary to apply the problematic presentation of the material. In the lesson, pose problems, solve them, students follow the logic of presentation, control it, participate in the solution process. The presentation should be accompanied by questions that I answer myself or involve students. Students should have notes in notebooks, so I think over the content and form of notes on the board and in notebooks in advance. When studying geometric material (stereometry), analogy, comparison, generalization become active methods of cognition. On the eve of the lesson, students are invited to divide the page into two parts as one of the types of homework. On the left side of it, write out the necessary definitions, theorems, axioms of planimetry, which will be actively used in the lesson. These are, first of all, planimetric analogs. The right side is completed in the lesson under my guidance. There is a process of comparing mathematical facts, finding out similar properties, their presence in new objects or their absence, transfer of known properties to new objects. The lecture presentation in mathematics is accompanied by examples, examples of solving exercises and problems, technical means, visual aids are used.

Lesson consultation.

Lesson - consultationis carried out when consolidating skills on a topic. It is a kind of independent work of students. It is convenient to conduct such lessons in twos. To do this, I prepare individual cards for each student or 4-8 different options. There are about 4 tasks in the card. The first assignment is designed to check the assimilation of the required learning outcomes. The second task is prepared for children who have mastered the topic at the level of compulsory learning outcomes. Some elements of difficulty are added to this task. The third task is similar to the second, only its difficulty is doubled. The fourth task is a task of increased complexity, that is, it includes exercises that require additional knowledge, ingenuity, and extraordinary thinking. The lesson begins with my explanation and an invitation to all students to complete the first task. As the student progresses, some students have doubts, any questions regarding both this topic and other topics encountered in the assignment. There are always guys in the class who, for whatever reason, have fragile knowledge. The student's question is a raised hand or a signal flag. In this case, I immediately give advice, answering any question regarding the assignment. At the end of the lesson, the work is collected for review. They are assessed taking into account the advice received. But if the student is not satisfied with the grade, he can refuse it, then this grade is not put in the journal. During the consolidation of the knowledge gained, the children have the opportunity to complete advanced tasks and get additional points, improving their grades. The positive results of such lessons-consultations are obvious: not only the gaps in the knowledge of students on this topic disappear, but also they are consolidated, other topics of the subject are remembered. The guys learn to correctly assess their capabilities, and sometimes take risks. The lesson-consultation allows the teacher to work individually with each student.

Lesson-workshop.

the main goal workshopsconsists in developing students' abilities and skills in solving problems of a certain type or type, in mastering new mathematical methods. The first stage of preparation for such lessons is a mathematical and didactic analysis of the theoretical and practical material of the topic. When analyzing practical material, I take the following actions:

solve all the problems on the topic from the textbook, highlighting the main types of problems;
to establish the correspondence of the practical material to the studied theory;
identify the functions of each task (didactic, cognitive, developmental, practical);
highlight new types of problems for students, examples and methods for their solution;
select key tasks for the application of the studied topic;
to highlight tasks that allow several ways of solving;
plan cycles of interrelated tasks;
draw up a test that takes into account the level of development of each student.

You cannot learn mathematics by observing this process from the outside, therefore, in the lessons - workshops, I try to develop students' independence in solving problems.

Block learning.

Recently, the experience of studying theoretical material has been spreading more and more.enlarged blocksin order to free up at least two or three lessons for solving problems. The first in a series of lessons focuses on finding common techniques with the theory learned. This lesson, together with the previously studied theoretical material, becomes the basis for subsequent practical lessons, in which students show more independence, and the teacher has the opportunity to take into account their individual characteristics. The form of work on it is collective. In the second and third lessons, there is a collective and group solution of more complex problems. In the last lesson of this series, each student solves problems independently in accordance with their capabilities.

Tournament lesson.

Preparing for the tournament lesson carried out in advance. The class is divided into teams, each chooses a name, motto, captain. A creative homework assignment is given: to compose a problem for the opposing team so that it reflects the main questions of the topic being studied, was originally compiled and framed. For such lessons, I invite my parents, my colleagues, the class teacher.

Individual work.

Individual workwith students is a necessary condition for the development of the student's personality. I believe that this kind of work with students should be present in every moment of the lesson. The organizational moment of each lesson is of great importance. How to quickly set children up for work, but do it without prodding and severity? I use quick math dictations to increase interest in a subject. Three features distinguish them from ordinary dictations:

The tasks are not the same in difficulty. At first, very easy ones are offered, then more and more difficult.
The tempo of the dictation changes. Slow at first, then speeding up.
Simultaneously with the class, 2 students work at the blackboard. This gives you the opportunity to check your answers.

In my work, I use elements of problem learning in order to discover a new property of a mathematical object.

For example, the topic: "Divisibility signs".I am describing a life situation in which one piece is torn off from some financial document, and as a result, the first digit of the number X152 is unknown. The accountant knows that this number is four-digit, it must be divided by three (the money is to be divided equally into three teams), and also remembers that the first digit of this number is greater than 5. How to recover an unknown digit? The digit is reconstructed using the divisibility sign by 3.

Experience once again confirms that with problem learning at all its stages, there is an active cognitive activity of students. But you need to be a good strategist and in time to create feasible difficulties for the intelligence of children. This is our job: not to eliminate all obstacles on the way of children to the top of knowledge, but to systematically create them. This will allow children not only to consciously master the school curriculum, but also to advance towards the formation of their personality.

Information Technology.

To make mathematics interesting for children in a modern school, elements of information technology can be used in lessons and additional classes. Information technologies are capable of solving many pedagogical problems, provide completely new opportunities for creativity, the acquisition and consolidation of professional skills, and make it possible to implement fundamentally new forms and methods of teaching. The use of information technology in the classroom allows you to form and develop the cognitive motivation of schoolchildren to acquire new knowledge, helps to create conditions for the success of each student in the lesson, significantly improves the clarity in organizing the work of a class or group of students. Allows you to create an informational environment that stimulates the interest and inquisitiveness of the child.

Test tasks.

Among the innovative teaching methods for the school, brought from the practice of university education, it should be noted, first of all, tests that maximally contribute to the development of students' mathematical thinking, i.e. perform a developmental function. The use of tests in mathematics lessons provides not only an objective assessment of the knowledge and skills of students, but also effective feedback in the educational process, reveals the fact of mastering knowledge, which is necessary to get a real picture of what has already been done in the course of the educational process and what needs to be done. Before applying tests in the lesson, it is necessary to decide in order to study this topic and a specific lesson, that is, to decide how students should learn this educational material: just learn, distinguish what is what (1st level), or perform some assignments, to define something, to prove, that is, to act in a standard situation known to them (2nd level), or maybe you bring your students to the level of heuristic activity, teach the ability to act in a situation that is not standard for them (3rd level) ... Then you need to get to know and master the methodology of writing tests, assessing them, drawing up a grading scale in accordance with which to evaluate the work of students. In conclusion, the test results are analyzed, and a conclusion is made, the further educational process is designed.

The effectiveness of the experience.

The problem of student development is one of the most difficult tasks in teaching practice. The solution to this problem depends on what kind of result the teacher is guided by in his work. The criterion of activity is the end result: either to give the student only a set in the subject, or to form a personality ready for creative activity.

Every year, graduate students successfully pass mathematics for final certification.

The creative activity of students is not limited to the acquisition of something new. The work will be creative, informative, when the intention of the students is manifested in it, new tasks are posed and independently solved with the help of the acquired knowledge. Working in circles, solving interesting, entertaining problems fosters a steady interest in the study of mathematics. The indicators of this work are the results of municipal, regional and regional Olympiads.

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