Technological map of the lesson as a modern form of planning pedagogical interaction between teacher and students.

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Technological map as an effective means of improving quality

education in the context of the implementation of the federal state educational standard for educational institutions

Toolkit

A. Protasova, primary school teacher

Technological map as an effective means of improving the quality of education in the context of the implementation of the Federal State Educational Standard for LEO.: Methodological Guide / 2014

The methodological manual is intended for primary school teachers working according to the Federal State Educational Standard of the NEO, which will help to effectively conduct lessons in primary school within the framework of the system-activity approach

1. Introduction

2. What is a "technological map"

3. The technology of using the technological map in the lesson

4. Stages of drawing up a technological map of a lesson

5. The structure of the technological map

6. The purpose of the technological map in the work of the teacher

7. References

Applications:

1. Regulations on the technological map

2. Forms of technological maps

Introduction

When the GEF LEO is introduced.

The essence of federal state educational standards(Initial ) general education in their active character. the main task what? - student personality developmentthrough their activities... Traditional representations of learning outcomes in the form of knowledge, skills and abilities are outdated. FSES define the real types of activity.

The requirement of the federal state standard: the formation of universal educational actions of students. A lesson flow chart can help to organize the lesson in accordance with this requirement.

What is a "technological map"?

The term "technological map" came to pedagogy from technical, precise production.

Routing- the form of technological documentation, which describes the entire process of processing the product, indicates the operations and their components, materials, production equipment, tools, technological modes, the time required to manufacture the product, the qualifications of workers, etc.

Technological lesson map- a modern form of planning pedagogical interaction between a teacher and students.

Routingis a new type of methodological product that provides effective and high-quality teaching of curricula in primary school and the ability to achieve the planned results of mastering basic educational programs at the stage of primary education in accordance with the FSES of the second generation.

The technological map is intended for the design of the educational process by topic.

Based on the definition of "technological map", it is possible to single out those positions that can and should be relied on when constructing a technological map of a lesson:

It should describe the entire process of activity;

Operations and their constituent parts must be indicated.

The need to implement systemic-activity and personality-oriented approaches in the educational process requires from the teacher not only detailed operational-activity structuring of the lesson, but also a clear fixation of the subject-subject forms of interaction between its participants.

The essence of project pedagogical activity with the use of a technological map is to use an innovative technology for working with information, describing tasks for a student to master a topic, and formulating expected educational results. The technological map is distinguished by: interactivity, structuredness, algorithmicity, manufacturability and generalization of information.

What gives the use of a technological map

Modeling and conducting a lesson using a flowchart allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal educational actions) in accordance with the requirements of the FSES of the second generation, significantly reduce the time for preparing a teacher for a lesson. Advanced teachers have been engaged in drawing up technological maps of a lesson for a long time.

The task of the technological map, as you know, is to reflect the so-called “activity approach” in training.

At each stage of the lesson, we track our activities and the expected actions of the students.

The flow chart of the lesson can be viewed as a product of the teacher's brainstorming session. And the visual image of the lesson is important for him.

The technological map of the lesson allows the teacher to:

See the educational material in a holistic and systematic way and design the educational process for mastering the topic, taking into account the purpose of the mathematics course;

Fully reflect the sequence of all ongoing actions and operations, with a more careful planning of all stages of the lesson, leading to the intended result;

Correct, vary and synchronize the actions of all subjects of pedagogical activity;

Coordinate the actions of the teacher and the student;

Organize independent activities of schoolchildren in the learning process.

The technological map of the lesson will allow the teacher:

Implement the planned results of the Federal State Educational Standard;

Form students UUD in the process of studying the topic, section, entire training course;

Design your activity for a quarter (trimester), half a year, a year;

Design a sequence of work on mastering the topic from the goal to the final result;

Diagnose the achievement of the planned results by students at each stage of the development of the topic;

Correlate the result with the goal of training;

Ensure the improvement of the quality of education.

The technological map will allow the school administration: tomonitor the implementation of the program and the achievement of planned results, as well as provide the necessary methodological assistance.

When introspection of a lesson, the teacher often simply retells its course and finds it difficult to justify the choice of content, methods and organizational forms of teaching. In the traditional plan, mainly the content side of the lesson is painted, which does not allow for its systematic pedagogical analysis. The lesson recording form in the form of a flowchart makes it possible to detail it as much as possible even at the preparation stage, to assess the rationality and potential effectiveness of the selected content, methods, means and types of educational activities at each stage of the lesson. The next step is an assessment of each stage, the correctness of the selection of the content, the adequacy of the applied methods and forms of work in their totality.

With the help of the technological map, it is possible to conduct not only a systemic, but also an aspect analysis of the lesson (tracing the map vertically).

For example:

implementation by the teacher of the goals of the lesson;

the use of developmental methods, methods of enhancing the cognitive activity of students;

Evaluating and monitoring.
Experience shows that at first the teacher

it is difficult to create a technological map of a lesson (it can be considered as a mini-project of a teacher). The greatest difficulties are caused by the decomposition of the lesson goals into the tasks of the stages, the concretization of the content of the stages of their activities and the activities of students at each stage.

Features of the technological map:

Thorough planning of each stage of activity;

The most complete reflection of the sequence of all ongoing actions and operations leading to the intended result;

Coordination and synchronization of actions of all subjects of pedagogical activity;

Introduce student self-assessment at every stage of the lesson.

Self-esteem is one of the components of activity. Self-assessment is not related to grading, but is related to the procedure for assessing oneself. The advantage of self-esteem is that it allows the student to see his strengths and weaknesses.

Stages of work on a technological map

The parameters of the map can be the stages of the lesson, its goals, the content of the educational material, methods and techniques for organizing the educational activities of students, the activities of the teacher and the activities of the students.

1. Determination of the place of the lesson in the studied topic and its type.

2. Formulation of the purpose of the lesson (educational, developmental, educational).

3. Designation of the stages of the lesson in accordance with its type.

4. Formulation of the goal of each stage of the lesson.

5. Determination of the results of each stage (generated by UUD, product).

6. The choice of forms of work in the lesson.

7. Development of characteristics of teacher and student activities.

This material can be used by primary school teachers working on different teaching materials.

Having analyzed (based on open electronic sources of information) a fairly large number of technological maps of the lesson, developed by practicing teachers, they came to the conclusion that a unified, established form of such a map does not yet exist.

Routing structure

Learning using a flowchart allows you to organize an effective educational process, ensure the implementation of subject, metasubject and personal skills (universal educational actions (hereinafter - UUD)) in accordance with the requirements of the Federal State Educational Standard, and significantly reduce the time for preparing a teacher for a lesson.

Structure

The title of the topic, indicating the hours allotted for its study;

Planned results (subject, personal, metasubject);

Interdisciplinary connections and features of the organization of space (forms of work and resources);

Stages of studying the topic (at each stage of the work, the goal and the predicted result are determined, practical tasks are given to work out the material and diagnostic tasks to test its understanding and assimilation);

Control task to check the achievement of the planned results.

Technological maps are developed on the basis of the technology for the development of information and intellectual competence (TRIC), which reveals general didactic principles and algorithms for organizing the educational process, providing conditions for the development of educational information and the formation of personal, metasubject and subject skills of schoolchildren that meet the requirements of the second generation FSES for educational results.

Stages

At the first stage "Self-determination in activity"stimulating students' interest in studying a specific topic through a situational task, identifying missing knowledge and skills for its implementation in the context of the topic being studied is organized. The result of this stage is the student's self-determination, based on the desire to master the educational material, on the awareness of the need to study it and setting a personally meaningful goal of activity.

In the second stage "Educational and cognitive activities"the development of the content of the educational topic is organized, which is necessary for the implementation of the situational task. This stage has content blocks, each of which includes a certain amount of educational information and is only part of the content of the entire topic. The number of blocks is determined by the teacher, taking into account the principles of necessity and sufficiency for the implementation of the set goal when studying a specific topic.

Each block represents a cycle of step-by-step execution of educational tasks for the development of specific content and includes:

at the 1st step - the organization of students' activities on the development of educational information at the level of "knowledge" - the development of certain terms, concepts, statements;

at the 2nd step - the organization of students' activities to master the same educational information at the level of "understanding";

at the 3rd step - the organization of students' activities to master the same educational information at the "skill" level;

at step 4 - the organization of students' activities upon presentation of the result of mastering the same educational information of this block.

The diagnostic task by its nature corresponds to the “skill” task, but its purpose is to establish the degree of mastering the content block.

Educational tasks for "knowledge", "understanding", "skill" are formulated taking into account the requirements of logical and informational correctness. The consistent implementation of educational tasks creates conditions for mastering the content of the topic, the formation of skills to work with information that correspond to metasubject (cognitive) skills. Successful completion of tasks serves as the basis for the transition to the development of the next content block. The result of this stage is the acquired knowledge and skills necessary to solve the situational task indicated at the first stage.

In the third stage"Intellectual transformative activity"to complete a situational task, students choose a level of performance (informative, improvisational, heuristic), a method of activity (individual or collective) and self-organize to complete a situational task. Self-organization includes: planning, implementation and presentation of a solution. The result of this stage is the implementation and presentation of the situational task.

In the fourth stage"Reflexive activity"the result is correlated with the set goal, and self-analysis and self-assessment of one's own activities to perform a situational task within the framework of the topic under study is carried out. The result is the ability to analyze and evaluate the success of their activities.

Thus, the presented technology not only provides conditions for the formation of personal, meta-subject (cognitive, regulatory, communicative), but also the development of information and intellectual competence of younger students.

Output

Technological lesson mapIs a way of graphically designing a lesson, a table that allows you to structure the lesson according to the parameters selected by the teacher. Such parameters can be the stages of the lesson, its goals, the content of the educational material, methods and techniques for organizing the educational activities of students, the activities of the teacher and the activities of students.

It is very important, in our opinion, to thoughtfully develop the characteristics of the activities of the teacher and students and the results of each stage. The new standard obliged for the first time to introduce an activity-based approach to the organization of the educational process. The teacher is now required to organize in the classroom with the help of modern educational technologies such educational activities that will ensure the achievement of new educational results, will allow students to develop their abilities. At the same time, the student does not listen to the teacher so attentively, as he learns knowledge and skills in the process of activity. Therefore, in the development of each topic, it is important to understand what kind of student activities you specifically organize, and what result you expect to receive.

Literature

Kopoteva, G.L. Designing a technological map of a lesson in accordance with the requirements of the Federal State Educational Standard / G.L. Kopotev // Management of an elementary school.- 2011.-№12.- p. 13-18.

Bezrukov, V. S. Advantages and disadvantages of a modern lesson / V. Bezrukova // Director of the school.-2004.-№2.-p.33-37.

Lavrent'ev, V.V. Requirements for the lesson as the main form of organizing the educational process in the conditions of student-centered learning: methodological recommendations / V.V. Lavrentyev // Head teacher for school administration. - 2005.-№1.- p.83- 88.

Source: Designing a technological map of a lesson: scientific and methodological manual.-Vitebsk: UO "VOG IPK and PRR and SO", 2006.

Appendix No. 1

I approve:

School Principal ______________ / Full name

"______" ____________________ 20 _____

The decision of the pedagogical council, protocol No. _______

From "______" ______________ 20 ____

Order No. ____ dated "____" __________ 20__

Position

about the technological map of the lesson

(sample)

General Provisions

This Regulation has been developed in accordance with the Federal Law

dated December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (Article 48.1.5.)

Technological map of the lesson - a document regulating the teacher's activities in planning and organizing the educational process in the classroom in accordance with the requirements of federal state standards of primary general, basic general and secondary general education.
Technological map of the lesson - a method of graphical design of the lesson, a table that allows you to structure the lesson according to the parameters selected by the teacher. Such parameters can be the stages of the lesson, its goals, the content of the educational material, methods and techniques for organizing the educational activities of students. A technological map of a lesson is a generalized graphic expression of a lesson scenario, the basis for its design, a means of representing the individual methods of work of a teacher of a general educational institution (hereinafter referred to as OU).
The technological map of the lesson is drawn up by the teacher in accordance with the work program of the course, subject, discipline (module).
The technological map of the lesson can be drawn up in the form of a synopsis or a table, in which the nodal blocks are fixed.
The presence of a technological map of the lesson is mandatory for the operation of the educational institution.
The technological map of the lesson refers to the local acts of the educational institution.
The main purpose of the technological map:

1.7.1. determining the place of the lesson in the studied topic, section, course;

1.7.2. determining the purpose of the lesson and fixing the planned results at the personal, subject and metasubject levels in accordance with the requirements of federal state standards of primary general, basic general and secondary (complete) general education;

1.7.3. setting the tasks of the lesson and grouping the content of the educational material selected by the teacher, determining the sequence of its study;

1.7.4. the choice of forms and methods of organizing the activities of students in the classroom with the aim of enhancing the cognitive interest of students and creating optimal conditions for students to master universal educational actions.

Development of a technological map

2.1. In the technological map of the lesson, the teacher needs to fix the nodal blocks:

2.1.1. goal setting (what needs to be done, implemented);

2.1.2. instrumental (by what means it must be done, implemented);

2.1.3. organizational-activity (with what actions and operations it must be done, implemented).

2.2. The main components of the goal-setting block are the topic of the lesson, the purpose of the lesson and the planned results of the lesson.

The topic of the lesson is the problem determined by the working program of the course, subject, discipline (module), the material to be transformed in the process of students' cognitive activity in the lesson, which should be transformed as a result of the technological process into the essential characteristic of the student, the content of his competencies, the vector of personal development.

The teacher defines the purpose of the lesson as the solution of a triune task - educational, developmental, educational. In addition, in this section it is necessary to reflect the formation of universal educational actions: personal, regulatory, communicative and cognitive.

The planned lesson results in accordance with the requirements of federal state educational standards of primary general, basic general and secondary general education must be reflected as personal, subject and metasubject (regulatory, communicative and cognitive universal educational actions).

The main components of the instrumental block, recorded in the technological map of the lesson, are: lesson objectives, lesson type and educational and methodological complex of the lesson.

Lesson objectives are a series of actions that structure the activities of students in the lesson that need to be solved. The formulated list of lesson tasks allows you to build their hierarchical sequence as a program of students' activities in the lesson.
The type of lesson plays a service role and is determined by the teacher independently in accordance with the logic of his essential goals and objectives.
The educational-methodical complex of the lesson should reflect the following sections: sources of information, equipment, didactic support, materials for the cognitive activity of students.

The main components of the organizational and activity block, recorded in the technological map of the lesson, are: basic concepts, organization of space, intersubject connections, student actions, diagnostics of results, homework.

Basic concepts - key definitions, names, rules, algorithms that, as a result of studying the educational material, should be mastered by students.
The organization of the space is determined by the teacher independently and reflects those forms of student activity that maximally contribute to the effective assimilation of educational material, the formation and development of universal educational actions of students.
Interdisciplinary connections are reflected in the technological map, if any. The teacher must indicate the subject area, the discipline that will be integrated with the subject being studied.
The actions of students as a section of the technological map reflects the activities of students in the lesson - actions and operations performed by them in an individual, pair or group form of work. In addition, the teacher can display assignments and exercises that are aimed at the formation and development of UUD.
Diagnostics of the results displays in the flow chart of the lesson various methods of control and self-control of students, summing up the lesson and designing independent work at home.
Homework is indicated in the flow chart, if any, and should be determined by the purpose of the lesson, its planned results, and be individual in nature.

Lesson planning steps:

definition of the type of lesson, development of its structure;
selection of the optimal content of the teaching material for the lesson;
highlighting the main supporting educational material in the general content of the lesson;
selection of technologies, methods, means, teaching methods in accordance with the type of lesson;
choice of organizational forms of student activity in the classroom and the optimal volume of their independent work;
determining the form and volume of homework;
determination of forms of summing up the results of the lesson, reflection;
registration of the technological map of the lesson.

Compliance with the rules to ensure the successful implementation of the planned lesson:

taking into account the individual age and psychological characteristics of class students, the level of their knowledge, as well as the characteristics of the entire classroom as a whole;
selection of a variety of educational tasks and situations that contribute to the actualization of the cognitive activity of students in the lesson and the development of UUD;
differentiation of educational tasks.

Making a technological map of the lesson

3.1 . The technological map of the lesson is drawn up in the form of a synopsis or table, in which the teacher records the necessary information.

3.2. The teacher will independently determine the volume of the content of the technological map of the lesson and its design.

The procedure for storing the technological map of the lesson

4.1. The technological map of the lesson is kept until the end of the academic year.

Appendix # 2

Types of technological maps

Technological map of the lesson number 1

FULL NAME. teachers:

Class: .

Date: .

Subject: Russian.

Scheduled lesson #:.

Lesson topic:

The place and role of the lesson in the studied topic:

Lesson objectives (educational, developmental, educational):

Characteristics of the stages of the lesson

FOUD is a form of organizing the educational activities of students (F - frontal, I - individual, P - pair, G - group).

Technological map of lesson number 2

Didactic

structure

lesson

Methodical substructure of the lesson

Signs

solutions

didactic

tasks

Methods

learning

The form

activities

Methodical

techniques and their

Funds

learning

The ways

organization

activities

Technological map No. 3

Academic subject
Class
Lesson type
Lesson construction technology
Lesson topic
The purpose of the lesson
Basic terms, concepts

Technological map of lesson number 4

Item:

Lesson topic:

Lesson type:

Representation of the results:

Personal:

Metasubject:

Subject:

The purpose of the lesson :

Technology:

Technological map of lesson number 5

Lesson topic _________________________________________________

Student goals	Teacher goals Educational Developing Educational
Lesson type	Lesson form
Basic concepts, terms	New concepts
Forms of control	Homework

Technological map of lesson number 6

Item
Class
Lesson topic
Lesson type

Planned results:

During the classes	Teacher activity	Student activities
		Cognitive			Communicative		Regulatory
		Actions taken			Actions taken	Formable ways of activity	Actions taken	Formable ways of activity
Stage 1 - Organizational stage

Stage 2 - Updating knowledge

Stage 3 - Learning new knowledge and ways of doing things

Stage 4 - Initial check of understanding of what has been learned

Stage 5 - Homework

Stage 6 - Consolidation of what has been learned

Stage 7 - Generalization and systematization

Stage 8 - Summarizing the Lesson

Stage 9 - Reflection
			UUD	Teacher activity	Students' activities

Technological map No. 8

Full name of the teacher: .................................
Item: ..............................................
Class: ................................................ ..
Lesson type: ............................................

Technological map with the didactic structure of the lesson

Didactic lesson structure *	Student activities	Teacher activity	Assignments for students, the completion of which will lead to the achievement of planned results	Planned results
Didactic lesson structure *	Student activities	Teacher activity		Subject	UUD
Organizing time
Homework check
Learning new material
Securing new material
Control
Reflection

Purpose: to study the issue of drawing up a "technological map".

A technological map is a new type of methodological product that provides effective and high-quality teaching of training courses in primary school and the possibility of achieving the planned results of mastering basic educational programs at the stage of primary education in accordance with the FSES of the second generation.

Learning using the flowchart allows you to organize an effective educational process, ensure the implementation of subject, metasubject and personal skills (universal educational actions), in accordance with the requirements of the second generation FSES, significantly reduce the time for preparing a teacher for a lesson .

The term "technological map" came to pedagogy from technical, precise production.

Technological map is a form of technological documentation, which describes the entire process of processing a product, indicates operations and their components, materials, production equipment, tools, technological modes, time required to manufacture a product, qualifications of workers, etc.

The technological map is intended for the design of the educational process.

Over the past decades, radical changes have taken place in society in the idea of the goals of education and the ways of their implementation. The purpose education becomes the general cultural, personal and cognitive development of students, providing such a key competence, how to learn.

In a broad sense, the term “ universal learning activities”Means ability to learn, i.e. the ability of the subject for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (strictly psychological) sense, this term can be defined as a set of student's methods of action (as well as the skills of educational work associated with them), which ensure the independent assimilation of new knowledge, the formation of skills, including the organization of this process.

Consequently, educators need to look for and use new approaches in working with students in order to achieve modern educational goals.

Today it is necessary to understand how to form universal learning actions in students in the classroom.

Application ... Slide 2 - what gives the use of ...

Modeling and delivering a lesson using technological map allows you to organize an effective educational process, ensure the implementation of subject, metasubject and personal skills (universal educational actions) in accordance with the requirements of the second generation FSES, significantly reduce the time for preparing a teacher for a lesson. Advanced teachers have been engaged in drawing up technological maps of a lesson for a long time.

The task of the technological map, as you know, is to reflect the so-called “activity approach” in training.

At each stage of the lesson, we track our activities and the expected actions of the students.

The flow chart of the lesson can be viewed as a product of the teacher's brainstorming session. And the visual image of the lesson is important for him.

Slide 3- map parameters.

Such parameters can be the stages of the lesson, its goals, the content of the educational material, methods and techniques for organizing the educational activities of students, the activities of the teacher and the activities of students.

The lesson recording form in the form of a flowchart makes it possible to detail it as much as possible even at the preparation stage, to assess the rationality and potential effectiveness of the selected content, methods, means and types of educational activities at each stage of the lesson. The next step is an assessment of each stage, the correctness of the selection of the content, the adequacy of the applied methods and forms of work in their totality.

Slide 4- the technological map will allow the teacher ...

The technological map will allow the teacher:

implement the planned results of the second generation FSES;
systematically form students' universal learning actions;
design your activities for a quarter, half a year, a year through the transition from lesson planning to project design;
in practice, implement interdisciplinary communications;
carry out diagnostics of the achievement of the planned results by students at each stage of the development of the topic.

Slide 5 - lesson parameters.

1) The name of the stage of the lesson.

2) Objectives of the lesson stage.

4) Teacher activity.

5) Student activities.

6) Forms of work.

7) Result.

It is very important, in our opinion, to thoughtfully develop the characteristics of the activities of the teacher and students and the results of each stage. The new standard obliged for the first time to introduce an activity-based approach to the organization of the educational process. The teacher is now required to organize in the classroom with the help of modern educational technologies such educational activities that will ensure the achievement of new educational results, will allow students to develop their abilities. At the same time, the student does not listen so attentively. teachers, how much in the process develops knowledge and skills... Therefore, in the development of each topic, it is important to understand what kind of student activities you specifically organize, and what result you expect to receive.

The technological map of the lesson is a modern form of planning the pedagogical interaction of the teacher and students.

Based on this definition, it is possible to single out those positions that can and should be relied on when constructing a flowchart for a lesson:

the need to describe the entire process of activity;
indication of operations, their constituent parts.

In the structure of the flow chart of the lesson, it is necessary to provide for the following possibilities:

Slide 6 - technological map capabilities:

careful planning of each stage of activity;
the most complete reflection of the sequence of all ongoing actions and operations leading to the intended result;
coordination and synchronization of actions of all subjects of pedagogical activity;
introduction of self-assessment of students at each stage of the lesson.

Stages of work on a technological map:

Slide 7 - stages of work on a technological map.

1. Determination of the place of the lesson in the studied topic and its type.

2. Formulation of the purpose of the lesson (educational, developmental, educational).

3. Designation of the stages of the lesson in accordance with its type.

4. Formulation of the goal of each stage of the lesson.

5. Determination of the results of each stage (generated by UUD, product).

6. The choice of forms of work in the lesson.

7. Development of characteristics of teacher and student activities.

This material can be used by primary school teachers working on different teaching materials.

Slide 8 - the structure of the technological map.

1st stage. “Self-determination to action. Organizing time". Teacher activity: inclusion in the business rhythm. Oral communication from the teacher. Student activities: preparing the class for work.

2nd stage. “Actualization of knowledge and fixation of difficulties in activity”. Teacher activity: reveals the level of knowledge, identifies typical shortcomings. Student activities: perform an assignment that trains individual learning abilities, mental operations and learning skills.

3rd stage. "Statement of the educational problem". Teacher activity: activates the knowledge of students, creates a problem situation. Student activities: set goals, formulate (clarify) the topic of the lesson.

4th stage. "Building a project for a way out of a difficulty." Teacher activity: building a project for getting out of difficulty. Student activities: make up a plan to achieve the goal and determine the means (algorithm, model, etc.).

5th stage. “Primary anchoring”. Teacher activity: establishes awareness of perception, organizes primary generalization. Student activities: solve typical tasks with speaking the algorithm out loud.

6th stage. "Self-study with self-test against the standard." Teacher activity: organizes activities for the application of new knowledge. Student activities: independent work, carry out a self-test, step by step comparing with the standard.

7th stage. “Reflection of activity (lesson summary)”. Teacher activity: organizes reflection. Students' activities: self-assess their own educational activities, correlate the goal and results, the degree of their compliance.

During work, modern teachers can use the flow charts of the lesson. This form of preparation differs from the usual outline in that it includes many more structural elements. Let us analyze what a technological map of a lesson according to the Federal State Educational Standard is, a sample will also be presented below.

Making lesson plans is an important part of the activity of any employee of an educational institution. Teachers plan their classes taking into account the individual characteristics of students, the requirements of the curriculum, educational documents. They make a work plan for the year, week and lesson plans. This can be done in two ways: recording your activities in the form of notes, which is a more familiar way for teachers, or with the help of a flowchart.

Remember! The abstract looks like an abbreviated script. It describes all the stages of the lesson, the sequence of exercises, the teacher's actions.

Drawing up a lesson plan

It has a free form of writing: information can be displayed in a narrative manner by section, in a diagram or table. Each school approves its own format for this document.

In some higher educational institutions, students are taught to write down even an approximate speech in a synopsis at each stage. The notes describe the methods and means of teaching that the teacher uses, and prescribe general goals.

The technical map covers many more aspects. What is the form of the technological map of the lesson according to the Federal State Educational Standard. It describes the types of activities of all participants in the educational process: teachers and students. Also indicate the universal educational activities that develop and form throughout the lesson. The map helps to analyze not only the stages of the lesson, but also its effectiveness from the point of view of the system-activity and individual approach.

Comparison of the technical map and outline is clearly presented in the table:

Card requirements

Important! So far, teachers do not have to compulsorily formalize their activities with the help of a new form of organization of pedagogical work, but this approach is practiced in many schools.

Basic requirements for drawing up a technical map:

In the "head" (initial part) of the document, general data is prescribed: the name of the subject, the topic and the type of training session.
Instead of goals, which are usual for notes, they form “predictable results”: what the teacher expects to receive from the students. The results are divided into three blocks: personal (the ability to evaluate oneself and others, work in a team, resolve conflict situations), metasubject (the ability to establish analogies) and subject (which relate to a specific subject). In this part of the technical map, didactic tools and necessary equipment are indicated.
The main part of the technical map is drawn up in the form of a table. There is no single tabular form. It uses columns with the names of individual stages, types of work, content of the material, indicate which UUD are formed and by what means. Additionally, you can specify the time and methods of control.

Important! The technical map is formed using the training program. From it, you can take a list of ELCs and use this information to formulate projected results.

In addition to the map, attach diagrams, tables, a list of references, if there is such a need. Consider the features of technological maps in more detail using examples of individual items.

Header requirements

The technological map of the English lesson has such a standard form.

Class	5
Item	English
Theme	"Daily routines"
Target	Formation of key competencies, development of communication, listening and writing skills
Tasks	Practical: develop the ability to solve problem situations, use target vocabulary in communicative situations; develop the ability to express yourself in writing using the learned lexemes and grammatical rules. Educational: learn previously learned lexemes and grammatical structures in oral and written speech, use the simple present tense correctly Educational: develop the ability to listen to classmates, give advice, form social communication and flexibility in dealing with different people; to instill in students a love for a foreign language, respect for the culture of the country whose language is being studied. Developing: develop imagination, initiative, academic and organizational skills; develop the ability to interact in a foreign language with other people, adapt your speech to the specifics of the communicative situation.
UUD, which are formed in children	Personal: develop thinking, the ability to adapt to different situations, form internal motives for learning. Regulatory: teach you to plan your activities, analyze them and adjust them yourself. Communicative: develop the ability to productively interact with other participants in the educational process. Cognitive: learn to improvise in communication, find ways to solve problems, analyze and use the knowledge gained.
Forms of organizing activities	Individual and frontal work. Independent work to test the acquired knowledge. Group work with communicative situations
Technologies	student-centered learning; ICT-assisted training; cooperation.
Methods	conversation; work in micro groups; game techniques.
Materials (edit)	Computer with presentation, handouts, books, blackboard.

In this case, the structure of the lesson can go as a separate appendix to the technical plan or as an additional line in this table.

main blocks of the technological map

A technological map of a math lesson can have such a design. Here's an example based on a 5th grade math lesson:

Topic: decimal fractions;

Planned results:

personal: students are able to form their own goals of self-development, understand their role in the educational process and realize the importance of a mathematics lesson for life, understand the peculiarities of using learned rules to solve practical problems;
subject: students know how to use decimal multiplication in real life, understand what this skill is for and how to use it in real life.
metasubject: students understand the problems formed by the teacher, are able to analyze the results of their activities and correct them.

Type: learning new material.

Equipment: presentation, book, whiteboard, handouts.

In this version, information not only about the type of lesson and the subject, but also about the goals is placed in the header of the technical map. In this case, in the table, the course of the lesson is drawn up in the following format:

Stage	Teacher actions	Student activities	Methods, forms, methods of work	UUD	Result
All the structural elements of the lesson are signed step by step, in addition, you can indicate the approximate time spent on each stage	Opposite each stage, what the teacher is doing is indicated: what he says, what tasks he gives.	How the student reacts to the teacher's activity: completes assignments, answers questions.	The content of the teacher's activity from the point of view of methodology: the names of the methods used, techniques, methods	What UUDs are formed at each stage and during the use of each method	The predicted result expected by the teacher after each action and acceptance of work.

Useful video: drawing up a technological map of the FSES lesson

What does the technological map of the Russian language lesson according to the Federal State Educational Standard look like?

Another version of the card design using the example of the subject "Russian language". Universal learning activities can be arranged after the header in the form of a table:

Personal	Regulatory	Communicative	Cognitive	Subject
To form the ability of self-assessment based on performance results.	Learn to evaluate the performance of other students, organize independent work and self-assessment	On the basis of a correctly formulated goal and characteristics of the communicative situation, build a communication model that helps to achieve the desired communicative results	Learn to systematize learning outcomes, use the knowledge gained in real life.	Become familiar with the rules for writing suffixes in present tense verbs (these goals are prescribed in accordance with the curriculum)

After that, the teacher describes all the stages of training. Its structural elements should be built in such a way that the set goals were achieved using different methods, techniques and methods.

A flow chart is a handy tool for teachers who are serious about their work. With its help, you can plan all the details, not to miss important aspects. Often this document is recommended to be prepared by those who conduct an open lesson in various subjects: the commission has a map in front of its eyes and, based on the teacher's actions during the lesson, draws conclusions about his qualifications and professional training.

Helpful video: Wizard of technological maps

Output

To create a technical map, it is not necessary to independently design tables and lists. On the Internet there is a ready-made development of a technological map for a lesson in the Federal State Educational Standard, there are many ready-made templates available for download, where all the requirements for a technological map are taken into account. The teacher only needs to fill in the appropriate fields with their goals and material.

How to reduce the time spent on drawing up a flow chart of a lesson

I cannot but agree with the opinion that preparation for the lesson in accordance with the new requirements of the second generation Federal State Educational Standard, namely, drawing up a technological map of the lesson, allows organizing a more effective educational process. However, at the initial stage, planning a lesson "in a new way" took me a lot of time (about 2 hours per lesson!) Until the most convenient form was developed and the possible parameters of the lesson were spelled out.

Yes, I re-read a lot of methodological literature on the Internet, I found many examples of technological maps, but not a single specific manual for creating a lesson map. Therefore, I decided to write about my experience. Having selected and summarized the information found, I adapted the table, the list of lesson stages, templates of goals, tasks, etc. When drawing up the next flow chart of the lesson, now I simply copy and transfer the information I need to the following table:

		Used methods, techniques, forms	Formed UUD	The result of cooperation	Funds learning
Actions teachers	Actions learners

At the beginning of the technological map, it is necessary to register a "header".

Step 1: Filling the header

Lesson topic:

Basic tutorial:

Step 2: We determine the place of the lesson in the topic, its goals (the result predicted by the teacher, which should be achieved by the end of the lesson) and tasks.

Purpose (for example):

organize the activities of students to study and consolidate the structures of greeting / farewell;

organize the activities of students for the study and primary consolidation of the letters of the alphabet A, B, C, introduce the concept of transcription;

organize the activities of students to repeat and generalize the material covered, organize an examination of their knowledge of the alphabet;

Tasks:

Educational (cognitive, cognitive). Example description: to form general educational abilities and skills (the ability to compare, generalize, draw conclusions, analyze), expand the vocabulary of students through acquaintance with new words ...

Developing. Example description: develop communication skills of cooperation with other students, improve reading and pronunciation skills of the learned words; to promote the development of students' skills to generalize the knowledge gained, to carry out analysis, synthesis, comparisons, to draw the necessary conclusions; provide conditions for the development of skills to establish causal relationships, situations that contribute to the development of skills to analyze, conditions for the development of skills and abilities to work with sources of educational and scientific and technical information, to highlight the main and characteristic, conditions for the development of attentiveness, observation and the ability to highlight the main thing, assessment of various processes, phenomena and facts; to promote the development of skills to apply the knowledge gained in non-standard (typical) conditions, to promote the development of volitional qualities of students, the development of creative approach to solving practical problems, the development of technological (abstract, logical, creative) thinking.

Educational. Example description: create / provide conditions for fostering a sense of humanism, collectivism, respect for elders, mutual assistance, responsiveness, politeness, negative attitude to bad habits, awareness of the value of physical health, promote the development of interest in learning a foreign language, promote an increase in the level of motivation in the classroom through the means of teaching.

Tasks can be repeated from lesson to lesson and this is normal - after all, we cannot develop attention, improve memory or motivate to study in one lesson.

Lesson type (example): a lesson in learning new things, a lesson in consolidating knowledge, a lesson in the complex application of knowledge, a lesson in generalizing and systematizing knowledge, a lesson in monitoring and assessing knowledge (or a lesson in the formation of speech skills, a lesson in improving speech skills, a lesson in the development of speech skills).

Now let's go directly to filling the table.

Step 3: The designation of the stages of the lesson in accordance with its type. Here you can also prescribe linguistic aspects (phonetics, vocabulary, grammar), and types of speech activity (listening, speaking, writing, reading) in order to trace the consistency and consistency.

Lesson steps:

Motivational introductory part (5-10 minutes).

1.1 Organization of the beginning of the lesson: greeting, warm-up

1.2 Preparation for the main stage of the lesson (Providing motivation for learning activities - goal setting)

1.3 Checking homework

Operational and cognitive part (30-35 min)

2.1 Assimilation of new knowledge and methods of action

2.2 Initial test of understanding

2.3 Consolidation of knowledge and methods of action

2.4 Generalization and systematization of knowledge

2.5 Control and self-test of knowledge

Reflexive-evaluative part (5-10 min)

3.1 Lesson summary

3.2 Reflection

3.3 Homework information

Be sure to turn on the physical minute (at 20-25 minutes), and preferably two (at 12 and 22 minutes).

Step 4: We write down the goals of each stage, for example: to assimilate, consolidate, generalize, etc.

Step 5: The content of the lesson is the actions of the teacher and the actions of the students.

Step 6: The methods used (reproductive, partial search, explanatory and illustrative), as well as techniques, forms of work of students (individual , collective, in pairs).

Step 7: Formed UUD.

Personal UUD:

the formation of an adequate, positive, conscious self-esteem;

the formation of a motive that realizes the need for socially significant activities;

development of cognitive interests, educational motives;

development of goodwill, trust and consideration for others;

formation of readiness for cooperation, assistance.

Regulatory UUD and activities:

the ability to organize their activities (independent drawing up of a plan for completing tasks);

the ability to accept, maintain and follow learning goals;

the ability to act according to a plan (solving a problem, calculating expressions in two or more actions);

the ability to control the process and the results of their activities (verification of calculations);

the ability to adequately perceive grades and grades (self-assessment and comparison of self-assessment results with the teacher's grade);

the ability to distinguish between the subjective complexity of the problem and the objective difficulty (analysis of the problem, determination of the type of problem);

readiness to overcome difficulties (solving non-standard problems, searching for new solutions).

Cognitive (general educational) UUD:

search and selection of the necessary information (task analysis, finding the given information, project activities)

sign-symbolic modeling (construction of drawings, diagrams, creation of a short note to the problem, derivation and writing of formulas)

the ability to structure knowledge;

the ability to consciously build speech statements in oral and written form (explain the calculation algorithm, the process of solving a problem, write down explanations for actions);

selection of the most effective ways to solve problems depending on specific conditions (calculation in the most convenient way, solving a problem in several ways);

Cognitive (logical) UUD:

analysis, synthesis, classification, summing up a concept, establishing cause-and-effect relationships, building a logical chain of reasoning, proof.

Communicative UUD:

the ability to formulate your thoughts orally and in writing (to prove your point of view)

the ability to enter into a dialogue (ask questions to the teacher, classmates, answer questions);

the ability to negotiate, find a common solution (work in pairs, groups);

understanding the possibility of different positions (performing the task in different ways, guessing the answers),

respect for another point of view,

the ability to prove your position,

coordination of efforts to achieve common goals (work in groups, groups, project activities).

Step 8: The result of cooperation should be consistent with the assigned tasks of each stage of the lesson.

Step 9: Write out the training tools so that you can see at once everything that you need at this stage.

Now we save the layout of the map with empty columns and rows on the computer and fill it with the information that has already been prepared. I hope you can significantly reduce the time spent preparing for the lesson for the new requirements.

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