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

Introduction

If the student at school did not learn to create anything himself,

that and in life he will always only imitate

copy since little such

which would have learned to copy

spells to make independent

the application of this information.
L. Tolstoy

The importance of the problem is to develop the creative abilities of students - due to, in my opinion, two main reasons. The first of them is a drop in interest in study. Six-year-old kids who first come to school will shine eyes. For the most part, they are waiting for something new, extraordinary, interesting. Children are trusting at the teacher, they are full of desire to do all new and new discoveries with him. Unfortunately, by the end of the elementary school, part of children lose interest in their studies; But still the bulk of the fifth graders is still open to the teacher, they still have a strong motivation for learning. But by the end of ten years of study, as various psychological surveys show, interest in studying retain from 20 to 40 percent of students. How to explain such a fall of interest in learning? There is a contradiction between the magnificent complexity and saturation of the school program that is constantly increasing the level of demands and the ability of students to master the entire amount of information offered to him. Unable to cope with such loads, children simply stop engaged, bother with the role of unable, unpromising, lagging behind. The second reason is that even those students who seem to successfully cope with the program are lost as soon as they turn out to be in a non-standard learning situation, demonstrating their complete inability to solve productive tasks.

Non-standard, original, non-traditional lesson - what does this mean? The definition is not easy to give, but everyone will distinguish the nonradiative lesson from the traditional. At the usual lesson, students know what to expect to be expected from each stage. At the lesson, they are very surprised when the teacher attracts information from other items. During the explanation, students are tuned, listen to the teachers (or pretend to be listening to), so with surprise and interest perceive the information presented in non-standard form (game, lottery, KVN, "Field of Miracles", fairy tales, etc.)

Non-standard lessons cannot be repeated every day, since the training function of the lesson is lost, which consists precisely in the development of habits to one or another activity. Thus, it is impossible to say that the standard lessons are bad, and non-standard are good. The teacher must own the arsenal of construction and those and other lessons.

Before each teacher, the main task is to give durable and deep knowledge of the subject of each student, show their internal resources to children, to make a desire to learn, the desire to learn a new one, to teach children to think critically, to check their knowledge, prove. In addition to traditional types of lessons, we have both non-traditional or non-standard lessons, that is, lessons having a non-standard structure. A non-standard lesson is improvisation of educational material.

The organization of non-traditional educational learning implies the creation of conditions for mastering schoolchildren to the techniques of mental activity.

Today, the main goal of secondary school is to promote the mental, moral, emotional and physical development of the person.

The most important thing in the educational process for the student is performed in the lesson. A modern lesson is, first of all, a lesson on which the teacher uses all the possibilities of a student, his active mental growth, a deep and meaningful learning of knowledge, to form its moral foundation.

One of the ways to form interest in the training 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 training, the use of intellectual games (rebuses, crosswords, riddles, etc.). Interesting in the lesson is not an end in itself, but serves as developing learning tasks. Stimulates informative enthusiasm. In these lessons, students most fully implement their abilities and creative independence. Non-standard lessons develop memory, thinking, imagination, independence, initiative and the will of children, bring the revival and elements of enjoyment in the lesson, increase their interest in knowledge. The teacher is obliged to make a serious work done by entertaining and productive. Gaming tasks must fully coincide with the training. Non-standard lessons must be adapted to the age of children.

1. Standard lesson - the path to success in teaching.

The relevance and significance of the topic.New standards require a non-standard approach to schoolchildren training. The search for new forms and techniques for organizing training, and education of schoolchildren in our time - the phenomenon is not only natural, but also necessary. At school, such forms of classes, which ensure an active part in the lesson of each student, increase the authority of the knowledge and individual responsibility of schoolchildren for the results of academic labor. This can be successfully solved through the technology of non-standard forms of training and upbringing. A non-standard approach to education is a pledge of submission to each student is an equilibrium chance to achieve certain heights in the light of the transition to new federal state educational standards of primary general education. The purpose of the non-standard approach to learning is to provide each student the conditions for development in the process of mastering the content of education; The introduction of educational technologies, personally-oriented learning, game, communicative technologies, the use of group forms of work in the lesson, work in steaming of constant and replacement composition.

A non-standard lesson is extraordinary approaches to teaching educational disciplines. Non-standard lessons are always holidays when everyone has the opportunity to express themselves in the atmosphere of success and the class becomes a creative team. In my work, I apply non-standard forms of training and education that contribute to the development of students' interest in the subject studied, as well as their creative independence, favorable climate, orient students to communicate. The organization of such lessons leads students to the need for creative assessment of studied phenomena, i.e. It contributes to the development of a certain positive attitude towards the learning process. Application in training non-traditional forms of lessons simultaneously provides not only effective achievement of practical, general education and developing goals, but also contains significant opportunities for the challenge and further maintaining the motivation of the student. These lessons include all the diversity of forms and methods, especially those such as problem learning, search engines, interdisciplinary and intraconductible communication, reference signals, abstracts; Removes tension, revitalizes thinking, excited and increases interest in the subject in general.

goal These lessons are extremely simple: revive the boring, captivate creativity, interest ordinary, because Interest is a catalyst for all learning activities.

1.2. Creative principles of non-standard lessons.

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

2. The maximum involvement of class students in active activity in the lesson.

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

4. Support for alternativeness, multiplicity of opinions.

5. Development of the function of communication in the lesson as a condition for ensuring mutual understanding, prompting to action, the feeling of emotional satisfaction.

6. "Hidden" (pedagogically appropriate) differentiation of students in educational opportunities, interests, abilities and inclinations.

7. Using an assessment as an emerging (and not only resulting tool).

Groups of principles are asked by the general direction of pedagogical creativity, focusing on very concrete activities. In addition to the principles, it is necessary to allocate as very significant: periods of preparation and carrying out non-standard lessons.

1.3. Training periods and carrying out non-standard lessons.

1. Preparatory.

In it, the teacher and students are actively involved. If, when preparing for a traditional lesson, only a teacher (writing the outline of the abstract plan, the manufacture of visual benefits, handouts, provision, etc.) is also largely involved in the second case. They are divided into groups (teams, crews), receive or type certain tasks that need to be performed to the lesson: preparation of messages on the theme of the upcoming lesson, drawing up issues, crosswords, quiz, the manufacture of didactic material, etc.

2. Actually a lesson (3 main stages stand out):

First step.

It is a prerequisite for the formation and development of the motivational sphere of students: there are problems, it turns out the degree of readiness to solve them, to find ways to achieve the lesson goals. There are situations, participation in which will allow to solve cognitive, developing and educational tasks. The development of the motivational sphere is the more efficient than the extensive period of the preparatory period: the quality of the execution of preliminary tasks is affected by 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 features.

Second phase.

The message of the new material, the formation of knowledge of students in various "non-standard" forms of organization of their mental activity.

Third stage.

It is devoted to the formation of skills and skills. The control is usually not allocated in time, and "dissolves" in each of the preceding stages. During the analysis of these lessons, it is advisable to evaluate both the results of learning, education, student development, and the picture of communication - the emotional tone of the lesson: not only in the communication of the teacher with students, but also in the communication of students with each other, as well as individual working groups. Obviously, particularly considered - these are only guidelines, the notes for pedagogical creativity. But they help start by setting some "Points of Support". More detailed familiarization with not quite ordinary learning methods and lessons that we have distributed in accordance with the known classification will allow you to choose all new and new grounds for training activities.

1.4. Development of a non-standard lesson.

A non-standard lesson is a "magic crystal", which reflects all components of the applied learning system. Such a lesson embodies the structural elements of the educational program: meaning, objectives, objectives, fundamental educational facilities and problems, types of student activities, alleged results, form of reflection and evaluation of results.

The creation of an unusual lesson is "creativity in a square," because the teacher develops a system of conditions for the upcoming creativity of students. The main issues at the lesson development phase are the following: What exactly will be created by students in the lesson in the direction of the topic studied? How to ensure this process?

During the design of the lesson, the educational program, the level of student training, the presence of methodological tools, specificity of the existing conditions, the type of lesson, as well as forms and methods that will help students create a necessary educational product and achieve the main goals. The key role at this stage is drawn up or selected tasks for students.

After the design of the lesson, its implementation occurs, which is also a creative process, as the lesson is not a simple reproduction of the planned plan. The level of creativity of children depends on the creation of the teacher. And this means that during the lesson, the teacher is also a creator, and not a simple performer of its plan.

Consider the stages and features of the preparation of a lesson oriented workflow of students.

1.5. Non-standard lesson plan.

The lesson plan is a tool for implementing a teacher of its educational program. Therefore, the planning of the lesson begins with planning a series of classes on one topic (partition). A teacher thinks out several lessons related to each other, exercises an approximate breakdown by targets, topics, dominant activities, alleged results. The main educational results are formulated, which are allocated in the general program of classes on the subject and are real for achieving within the framework of the section under study.

1.6. Requirements to 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.

Under the conditions are understood by the presence of factors, without which the normal organization of the lesson is impossible. Analysis of the educational process allows you to allocate two groups of conditions: socio-pedagogical and psychological-didactic. In the Social and Pedagogical Group, you can note the presence of the four most important conditions:

1) a qualified, creatively operating teacher;

2) the group of students with a correctly formed value orientation;

3) the necessary means of learning;

4) trust relationships between students and teacher based on mutual respect.

In the group of psychological and didactic, you can specify the following conditions:

1) the learning level of students that meet the software requirements;

2) the presence of a mandatory level formed by the motive of teachings and labor;

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

4) The use of active forms and teaching methods.

The whole set of requirements for the learning process, ultimately, is reduced to the observance of the didactic principles of training:

* raising and educational training;

* scientific relationship;

* communications theory with practice, learning with life;

* clarity;

* accessibility;

* systematic and sequences;

* independence and activity student in training;

* consciousness and strength of learning knowledge, skills and skills;

* focusing and learning motivation;

* Individual and differentiated approach to students.

In addition to the basic rules arising from the didactic principles, training in the preparation of a non-standard lesson is guided by the special rules for organizing a lesson based on the logic of the learning process, principles of learning and laws of teaching. At the same time:

Determine the general didactic goal of a creative lesson, including educational, educational and developing 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 possibilities of students;

Identify and detail the didactic tasks of the lesson, the consistent decision of which will lead to all goals;

Choose the most efficient combination of methods and teaching methods in accordance with the goals, the content of educational material, the level of student trained ™ and didactic tasks;

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

To seek the didactic tasks to solve at the lesson itself and do not transfer them to homework.

When they talk about the lesson requirements, as usual, they are reduced to the responsibility of compliance with the entire totality of the above rules. However, we note that its focusing is the most significant requirements for a non-standard lesson; rational construction of a lesson; reasonable choice of funds, methods and teaching techniques; A variety of forms of organization of educational activities of students.

1. 7. Active analysis of the planning of a traditional and non-standard lesson.

traditional lesson	non-standard lesson
The purpose of the lesson: a) for teacher: give new stuff b) for the student: learning new knowledge	The purpose of the lesson: a) for teachers: to organize productive activities of students b) for the student: create creative products
Types of activity in the lesson: a) for the teacher: explanation of a new topic, fixing the material passed b) for a student: listening to new material, memorization, understanding, fixing a new material	Types of activity in the lesson: a) for teacher: organization of creative activity b) for a student: study of a new object, analysis of phenomena, etc.
The structure of the lesson is strictly according to the plan, without retreats.	The structure of the lesson is situitation, departure from the planned.
The approach to the topic of the lesson is one point of view on the problem studied outlined in the textbook.	The approach to the topic of the lesson is the diversity of the points of view of specialists on the problem studied.
Control - reproduction students of the studied theme.	Control is the presentation and protection of the studies of the creative product on this topic.
The final stage of the lesson is summing up, consolidating the topic studied.	The final stage of the lesson is a reflection, awareness of its own activity.

2. The idea of \u200b\u200bnon-standard lessons in elementary school

Non-standard lessons in elementary school are an important learning tool, as they form a steady interest in schoolchildren, relieve fatigue, help to form the learning skills, have an emotional influence on schoolchildren, thanks to their deeper and strong knowledge. Non-standard lessons in elementary school are always wondering when all schoolchildren are active when everyone has the opportunity to express themselves in a successful atmosphere and class becomes a creative team. They include all sorts of various forms and methods: search engines, problem learning, between subject and inside subject connections, abstracts, reference signals, etc. The extraordinary games allow you to remove the voltage, with their help thinking is enhanced, interest in classes in general is enhanced.

A lesson, which in its structure repeated many times and performs mental operations, dulls attention, annoying, causes a negative impact on emotions, reduces the efficiency of the employment process. It follows from this that it is necessary to break monotoncy, dilute boredom with bright, unusual events that would have imprinted in memory for a long time and have been able to influence the learning process.

Non-standard lessons in elementary school are needed to educate a moral personality. The schoolboy must always see in front of him examples of a creative attitude to work, then he himself will perceive creativity all the time and he will no longer have the thought of introducing another style of activity. The diversity of atypical lessons allows them to apply them at different classes and all stages of education. And the use of new technologies in the learning process is the computerization of schools, the equipment of school projectors - will allow you to invent new interesting lessons.

They are better absorbed, they are particularly used to apply them on generalizing and introductory lessons. Do not use them always, because they are even interesting, but in some plane may be less useful and informative.

Non-standard lessons differ from the traditional additional fantasy element that contributes to cause interest and striving for mental activity, to an independent search for solving examples and tasks. This is especially important for primary school students.

More often such lessons are generalizing, impulse, they sum up the results of the material passed. The large volume is presented in the game - entertaining form, which does not cause special tension and fatigue of students in the lesson. The teacher has the right to make adjustments to the lesson: make changes, additions, cuts. When a large amount of material is proposed, the teacher has from anything to choose and what to compose for their class team, given the level of student training. Sometimes at the end of the lesson or the appendix gives an additional material that the teacher can enter into this lesson or use it in other lessons.

Non-standard lessons are usually lessons - holidays, although there are reference lessons and systematizing a huge material. Therefore, they can sometimes be prepared in advance, giving children certain homework. When carrying out non-standard lessons to be guided by the principle of "with children and for children", setting one of the main goals to raise students in the atmosphere of good, creativity, joy. Too frequent appeal to such forms of organization of the educational process is inappropriate, as this may lead to a loss of sustainable interest in the training subject and the process of teaching. A non-traditional lesson should be preceded by careful preparation and primarily the development of a system of specific learning and education goals.

When choosing the forms of non-traditional lessons, the teacher needs to take into account the features of its nature and temperament, the level of preparedness and the specific features of the class as a whole and individual students. Every teacher in his work should use what it considers it possible and necessary to him: you can use the lesson in the whole, and you can take separate fragments from them, you can add them to computer presentations, because each teacher is a creative person who carries out strong knowledge skills of their students .

Non-standard lessons, perform several functions:

Develop and maintain the interest of schoolchildren to study, help to realize their inclinations and opportunities;

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

Develop creative abilities of students;

Contribute to the best understanding and understanding of the material being studied;

Are a good means of information overload;

In the best way they develop a child as a person;

There is a warmer understanding between students and the teacher.

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

Non-traditional lessons are better to hold as final when generalizing and securing the skills of knowledge and skills of students. Some of them (travel, integrated, collective lesson, lecture) can be used when studying a new material. However, too frequent appeal to such forms of organization of the educational process is inappropriate because Non-traditional can quickly become traditional, which will eventually lead to a fall of students in interest in the subject and study. Therefore, lessons are held no more than 2-3 times in a quarter and it is desirable to put these lessons on schedule last, because Children are distracted by the game, which can interfere with the following lessons.

Not only a teacher, but also the whole class, and sometimes parents are preparing to this type of lesson. Children can make visual benefits, prepare reports and communications on additional literature, issue an office, invite and meet guests, etc.

The most common types of non-traditional lessons:

1. Turks type KVN.

2. The lesson is a fairy tale.

3. Lessons -Singo.

4. Lessons with group forms of work.

5. Lesson - game.

6. Turkish tests.

7. Turkey contests.

8. Integrated lessons.

9. Lessons-excursions.

10. Turk-seminar, etc.

Collective types of work in the class.Collective types of work make a lesson more interesting, alive, bring up a conscious attitude towards learning work, make it possible to repeat the material to repeat the material, help the teacher to explain, consolidate and constantly control the knowledge, skills and skills of students with minimal time spending.

One of the collective types of work is a quiz. It is held in any teams and requires long preparation. Such lessons pass like holidays, because Each student wants to choose such a question so that it was not possible to answer it immediately. But if no one can answer the question, then the child must answer himself. The number of questions must be defined in advance. Questions should not be repeated. If they are weak, then the assessment is not put, but you need to thank the child for participation. It does not scare away children, especially weak, so all students take an active part. Depending on the level of class preparedness, questions can be both lungs and complex. Sophisticated questions support the work of thought. Each class gets at least ten questions that would carry information, awaken the desire to think, compare the facts. But the interest of students, their passion for the work on the quiz pays off all the costs of strength and time.

Quiz can be carried out in a survey of homework, when fixing the theme for 3-5 minutes, forms can be used as "What? Where? When?", "Happy case", "Field of Miracles", as well as drawing, illustration, appliqués .

Lesson-KVN.

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

Each team at the beginning of the lesson chooses the name (preferably on the subject of the lesson) and the captain of the team. The jury is invited (parents, administration). Questions and tasks for content are cognitive, training, problematic character, and in shape can be entertaining, comic, game.

Victorian lesson

Students do not work on teams, but individually.

The lesson-quiz and a lesson - KVN are held in order to repeat the educational material.

Lesson-tale

This type of non-traditional lesson is carried out when generalizing any topic. The lesson is carried out on the fairy tales of any writers, in Russian folk fairy tales or teacher composes a new fairy tale. As in any fairy tale, there must be positive heroes and negative characters at such a lesson. In the fairy tale there should be a junction: a problematic question, an unusual situation, a mystery, the appearance of the hero of a fairy tale in an unusual suit. Next, we follow the climax, the development of the plot, where the struggle of good and evil is obligatory, unusual information about the heroes of fairy tales, disputes, overcoming difficulties, etc. During this stage of the lesson, the children imperceptibly respond to the questions of the teacher on the past material, learn a new additional material on the lesson. The tale lesson ends with a disconnecy of the goodness of good over evil, knowledge of ignorance. The lesson is completed by universal joy, satisfaction; The result is the result of the lesson, sets marks.

Lesson-standing in elementary school.

Performs not only the function of control, but also is the main purpose of the generalization of the material on the topic or section, clarifies the knowledge of the main issues.

For credit, you can apply the final classes, the lessons of the generalizing repetition or the controlling lessons of checking skills and skills. In the calendar-thematic terms, the themes for which will be credited.

The preparatory part is provided for at the first introductory lesson on the topic. The teacher analyzes the requirements of the program on the topic, the final result, the objective of the lesson, determines the questions and tasks. The teacher introduces the theme and date of the lesson and the credit, its place and the meaning in the study of a new topic; Reports the requirements that will be presented on the standings, on issues and tasks of different difficulties.

Lesson-seminar in elementary school.

It is primarily characterized by two interconnected signs: an independent study of the schoolchildren of the program process and discussing the results of their cognitive activity. On them, schoolchildren learn to keep speech with spontaneous messages, to discuss, protect their judgments. Seminars improve the development of cognitive and research skills of schoolchildren, increase the culture of communication.

The workshop in elementary school can be distinguished by educational tasks, sources of understanding information, forms of their conduct, etc. As practice shows, non-standard lessons in elementary school acquire common seminars - detailed conversations, seminars, reports, essays, creative tasks, commented reading, workshop-solving tasks, seminar dispute, seminar conference.

Integrated lesson.

The idea of \u200b\u200bintegration has recently been the subject of intensive theoretical and practical research in connection with the ongoing differentiation processes in training. Its current stage is characteristic of both the empirical orientation - the development and holding of integrated lessons, and the theoretical - the creation and improvement of integrated courses, in some cases uniting many objects, the study of which is provided for by the curricula of educational institutions. Integration makes it possible on the one hand, show the students of the "World as a whole", overcoming the disunity of scientific knowledge on disciplines, and on the other, to use the academic time during this account to use for the full implementation of profile differentiation in training.

In other words, from a practical point of view, integration implies an increase in interdisciplinary relationships, a decrease in student overloads, expanding the sphere of information received by students, reinforcement of learning motivation. The methodical basis of the integrated approach to learning is the formation of knowledge of the world and its patterns in general, as well as the establishment of inside the subject and between subject connections in the assimilation of the basics of sciences. In this regard, any lesson with their structure is called an integrated lesson if knowledge, skills and results of the analysis of the material studied by the methods of other sciences are attracted to conduct it, and other learning items. It is not by chance, so integrated lessons are called even between subject, and the forms of their most different: seminars, conferences, travel, etc.

Open thoughts

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

The main skills that develop at the same time: the ability to listen and hear, the ability to clearly and clearly express their thoughts: the ability to combine individual and collective.

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

1. I think ...

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

3. I do not agree (disagree) with ...

4. I think ...

Lesson-journey

The lesson is carried out in the form of an imaginary journey. The stages of the lesson are stopping along the path. A guide (instructor) may be a teacher or a pre-prepared student. Students are offered a route leaf, then children choose transport, equipment, clothes - everything you need for travel.

Lesson-Agra.

The name of the lesson can be held in the form of "What? Where? When? "," Melvers and Umnikni "," the smartest "," crosses "and others. The educational task of these lessons is a generalization and systematization of students' knowledge. The first three games are carried out by analogy with the telecasts of the same name. The game "Krubbits-Noliki" is done like this: the class is divided into teams: "Cross" and "Nolik" choose the jury or invite. First according to the lot, for example, "cross" and choose any contest. The teacher calls the task or question on this competition. Both teams perform the task, the jury is estimated, the cell of the playing field is closed "x" or "o" depending on who won. The next move makes the winning team. After performing all the tasks of the lesson, the jury calculates the number of "x" and "o"; Calls the winning team. The winning team receives "tops" or prizes.

From pedagogical practice it is noted that the position of the teacher in the educational process and the nature of its activities, principles, training methods and the nature of its activities, principles, methods of learning change. The main task of the teacher is to organize a joint search for solving the problem arising before students. The teacher begins to act as a mini-performance director, which is born directly in the class. New learning conditions require a teacher of skills to listen to everyone for each question, without rejecting any answer, to stand up to the position of each responding, to understand the logic of his reasoning and find a way out.

Lesson - Conference.

Lesson - the conference is also unusual for children. For its success, genuine interest in reports, the topics of which students choose themselves. Information and student messages must be made in a form that would ensure the availability of the outlined material for all those present. This requires individual preparatory work with rapporteurs. The duration of each report should not exceed 10-12 minutes. This time is quite enough to set out both the problem and the main results of experiments, and conclusions. Teacher's task is to help the student to prepare a message according to the topic, make sure that he sets out a good language, within the regulation of the time. Listeners cannot perceive in a row more than 4-5 messages. You can spend a lively discussion by reports. If there are many prepared reports, they are divided into two categories: oral and poster messages. The class can be decorated with appropriate posters. The result of the conference brings the teacher. The scientific and practical conference is one of the most complex and time-consuming forms of work. Its preparation requires a considerable effort and time teacher. But all this pays off by the deep impression that leaves a successfully conference from schoolchildren.

Lesson - Excursion.

Children love both travel lessons, lessons - excursions. They develop collectivism, friendship, mutual assistance, thinking, memory and horizons of children. But such lessons need to be prepared in advance: choose a place of travel, goal, guide, pick up poems in advance, songs, questions. Children help the guide to make up the story, supply it with an additional material, prepare equipment. Lessons - excursions can be based on simulation activities, for example, correspondence excursion, a tour of the past.

4. Non-standard lessons using ICT.

Modern lesson is impossible to carry out without attracting 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 the formation of a personal attitude to the studied personality, to develop various parties to the mental activities of students. In such lessons, children of younger school age are formed by the skills and desire to learn, the algorithmic style of thinking is developing, knowledge and skills are not only a specific educational subject, but also by the ownership of ICT, without which further successful training is impossible.

Presentation is a powerful means of visibility, the development of cognitive interest. The use of multimedia presentations allows you to make lessons more interesting, includes not only vision, but also rumor, emotions, imagination, helps children to immerse themselves in the material studied, make the learning process less tedious.

So, for example, studying the topic of the "variety of plants on earth" around the world, it is useful to contact children with a question "Want to know more about the plants of our country? Let's find information on the Internet, together to make a presentation. " And during the lesson - games on this topic, the children demonstrated their presentations. Thanks to presentations, those students who usually did not differ in high activity in the lessons began to actively express their opinion, reason.

In the lessons of mathematics, when conducting lessons - Competitions I use an interactive board. To attract attention and activity of students at the beginning of the lesson, I spend an oral account with the elements of the game "Write only the answer". Examples I write in two columns by options. After the children recorded the answers, with the help of animation on an interactive board, self-test or mutual test. This kind of work is liked with students, as they act as a teacher. When performing oral calculations, demonstrate the schemes, rebuses.

For the development of interest in Russian lessons I use an interactive board. Students offer creative tasks that may be expressed: in writing words, underscore, allocating the words, finding a grammatical basis and secondary members of the sentence.

The lessons of literary reading will be uninteresting and boring, if not included in their content audio means. For example, in the lesson, the "Generalization section" suggests children to listen to the records of the exemplary reading of small works. This teaches expressive reading, the ability to feel the mood, determine the character of heroes. Reading poems under a well-chosen phonogram causes a storm of emotions in the souls of small listeners, the desire to try to cause the same feelings and others. Increase the creative and intellectual potential of students' lessons - quizzes for fairy tales, expand and enshrine the knowledge gained.

The application of design activities in the lesson of the surrounding world allows you to develop an active independent thinking of the child and teach it not just to memorize and reproduce the knowledge that the school gives him, but to be able to apply them in practice. When selecting the topic of the project, I focus on the interests and needs of students, their possibilities and personal significance of the upcoming work, the practical significance of the results of the project.

One of the forms of cognitive activity is a game promoting development and strengthening interest in mathematics. In order to initiate interest in the account, apply the following role-playing games in various options: "Fishing", circular examples, "Who is faster", "Find a mistake", "encoded answer", "Mathematical Domino", "Collect the Card", "Relay "

The gaming form of intensity can be used at various stages of the lesson. The determination of the site of the didactic game in the structure of the lesson and the combination of the elements of the game and the exercise is largely dependent on the correct behavioration of the teacher of the functions of the didactic games and their classific competitions. First of all, collective classics in the class should be divided according to the didactic tasks of the lesson. These are primarily educational games that are controlling, generalizing.

5. Transcue.

All non-standard lessons are interested in, carrying a big, emotional charge, although these lessons are preceded by a very large, painstaking work.

A non-standard lesson can rightly be considered a real lesson. Children are actively involved in the lesson, creatively thinks, do not wait for the end of the lesson, do not follow the time. The lesson brings them a greater joy of knowledge. The big plus of non-traditional lessons is that they encourage weak students to participate, think about tasks, instill with the confidence and desire of active participation and knowledge. Thanks to unconventional types of learning, students are faster and better absorbed software material.

The use of non-traditional forms of lessons is a powerful incentive in learning, it is a variety of strong motivation. Through such lessons, the initiation of cognitive interest is much more actively and faster, because a person in nature like to play, another reason is that the motives in the game are much more than that of ordinary learning activities.

Of all you can see that non-standard learning has many advantages and more and more often should be implemented in schools.

Thus, it can be concluded that from the skill of the teacher, to properly organize a lesson and competently choose this or that form of the study depends in many ways the effectiveness of the educational process.

Non-traditional forms of conducting lessons make it possible not only to raise the interest of students to the subject studied, but also develop their creative independence, to train work with various sources of knowledge. All proposed techniques and forms of work were born gradually for many years of work, some of them are borrowed from the experience of other teachers, some of the books, methodological benefits. Development of new, productive educational technologies deserves the most close attention, because without updating learning methods, As without updating its content, it is impossible to solve the tasks today before the modern school. The lesson can be stunningly non-standard and quite traditional, gambling - fascinating and measured - calm. It is not important. It is important that the form flashes, and not overshadowed the content.

Literature

Recommendations for the use of computers in elementary school. // Informatics and education. - 2002. - № 6. - P. 12-15.
Timofeeva V.P. Research work in elementary school. // Primary School, # 2, 2008. p. 9-11.
S.V. Savinova "Non-standard lessons in elementary school." Volgograd. Publishing House "Teacher", 2008
http://www.it-n.ru/communities.aspx?cat_no\u003d5025&tmpl\u003dcom knowledge.allbest.ru\u003e Pedagogy\u003e ... _0.html
Minkin S. I., Udaltsova E. D. Unusual lesson, or green hare, lilac and fantasy // Syouuu, Smolensk, 2006
Content and methods of modern lesson: studies. benefit. - Volgograd: VA of the Ministry of Internal Affairs of Russia, 2009.
Chadova N. A. Games in the training of younger schoolchildren // w. "Primary School Management", № 2, 2009
Yakimenko S.I., Abramov V. V. Training fairy tales, lessons - fairy tales // NMO "Pedagog", Vitebsk, 2008.

Report on the pedagogy of the student I course of Nectayeva M.A.

Ural State University. A. M. Gorky

Yekaterinburg

Introduction

The orientation of the modern school on the humanization of the process of education and the versatile development of the identity of the child involves the need for a harmonious combination of actually learning activities, within which basic knowledge, skills and skills are formed, with the activities of creative, related to the development of individual students' students, their cognitive activity. Non-standard lessons - one of the important learning tools, because They form a sustainable interest in teachings in students, relieve tension, help to form training skills, have an emotional impact on children, thanks to which they are formed smaller, deep knowledge. Features of non-standard lessons consist in the desire of teachers to diversify the life of a schoolboy: to cause interest in cognitive communication, to the lesson, to school; Satisfy the need of a child in the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to the attempts of teachers to go beyond the template in the construction of the methodological structure of the classes. And this is their positive side. But from such lessons it is impossible to build the whole process of learning: in their very essence, they are good as discharge as a holiday for students. They need to find a place in the work of each teacher, as they enrich its experience in the diverse construction of the methodological structure of the lesson.

On non-standard lessons, students should receive non-standard tasks. Non-standard task - the concept is very wide. It includes a number of signs that make it possible to accommodate the tasks of this type from the traditional (standard). The main distinguishing feature of non-standard tasks is their connection with the activities that in psychology is called productive ", creative. There are other signs:

independent search for students' tracks and options for solving the classroom task (choosing one of the proposed options or finding your own option and the rationale for the decision);

unusual working conditions;

active reproduction of previously gained knowledge in unfamiliar conditions.

Non-standard tasks may be presented in the form of problem situations (predic conditions, of which you need to find a way out, using the knowledge gained), role and business games, competitions and competitions (according to the principle "Who is faster? More? Better?") And other tasks with elements Interesting (everyday and fantastic situations, staging, linguistic fairy tales, riddles, "investigations").

Of course, non-standard lessons, unusual on the plan, organization, methods of conducting, more like students than the everyday training sessions with a strict structure and the established mode of work. Therefore, practicing such lessons follows all teachers. But turning non-standard lessons to the main form of work, to introduce them to the system is inappropriate because of the large loss of time, the lack of serious informative labor, low performance and the other.

Chapter I Form of Learning.

Forms of training (organizational forms) - this is an external expression of the agreed activity of the teacher and students carried out in a certain order and mode. They have social conditionality, arise and are improved due to the development of didactic systems.

1.1 Classification of organizational forms.

Organizational forms of learning are classified according to various criteria: the number of students; place of study; The duration of training sessions and the other.

I on the number of students stand out:

mass forms of learning

collective

group

microGroups

individual

II at the place of study vary:

school - school classes (lessons), work in the workshops, on a school experienced plot, in the laboratory and more.

extracurrician - home independent work, excursions, classes in enterprises and more.

III on the duration of learning time distinguish:

classic lesson (45 min)

paired lesson (90 min)

paired shortened occupation (70 min)

lessons "Without calls" of arbitrary duration.

1.2. Forms of training.

The history of the development of the school knows various training systems, in which the advantage was given to those or another forms of organization: individually-group (in the Schools of the Middle Ages), mutual learning (Bell-Lancaster system in England), differentiated learning on students' ability (Mannheim system), brigadier training (existing in the 20s 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 (10-15 students) and 40% Time was given to independent work.

The greatest distribution both in our country and abroad received a class-grade training system that emerged in the XVII century. And developing for more than three centuries. Her contours outstretched German teacher I. Sturm, and developed theoretical foundations and embodied in practical technology Ya.A. Komensei.

The cultural form of training organization is distinguished by the following features:

constant composition of students of about one age and level of preparedness (class);

each class is working in accordance with its annual plan (training planning);

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

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

permanent alternation of lessons (schedule);

leadership role of the teacher (pedagogical management);

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

The class-grade form of training work has a number of advantages compared to other forms, in particular individual: it has a stricter organizational structure; economical, since one teacher works simultaneously with a large group of students; Creates a favorable prerequisites for mutual education, collective activities, competitiveness, upbringing and developing students. At the same time, this form is not devoid of deficiencies that reduce its effectiveness, the main one among which is support (orientation) on the "average" student, the lack of the possibility of individual educational work with students.

The class-grade form of training is the main (main). In addition to her, the modern school uses other forms, called differently - auxiliary, extracurricular, extracurricular, homemade, independent, etc. to them: consultations, additional classes, instructions, conferences, circle and elective classes, club work, Extracurricular reading, home independent work of students and more. Sometimes, outside the classroom forms of training, training excursions include work on accelerated experienced areas, work in workshops, school cooperatives, hiking in the native land, physical culture competitions in stadiums and sports grounds, etc. It usually occurs confusion and terminological substitution: class As a permanent composition of students is identified with a classroom for classes, the lessons "with calls" are opposed to the lessons without them, etc. Based on this, only home independent work of students and circle (club) interests may be called auxiliary extracurricular forms of training .

The key component of the class-paper system of learning is a lesson.

A lesson is a segment (stage, link, element) of the educational process in a sense, temporary and organizational attitude. Despite the small duration, the lesson is a complex and responsible stage of the educational process - the overall quality of school training depends on the quality of individual classes. Therefore, the main efforts of theorists and practitioners throughout the world are sent to the creation and implementation of such lessons technologies that allow us to effectively and in a short time to solve the tasks of learning this composition of students. Give a good (high-quality) lesson - the matter is not easy even for an experienced teacher.

1.3. Requirements for lesson.

Much depends on the understanding and implementation of the teacher's requirements for the lesson, which are determined by the social order, personal needs of students and objectives of training, the laws and principles of the educational process.

Among the general requirements that the qualitative modern lesson must meet, the following are allocated:

Using the latest achievements of science, advanced pedagogical practice, building a lesson based on the patterns 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 relations conscious students.

Communication with previously learned knowledge and skills, support for the achieved level of student development.

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

The logicality and emotionality of all stages of educational activities.

Effective use of pedagogical agents.

Communication with life, manufacturing activities, personal student experience.

Formation of practically necessary knowledge, skills, skills, rational thinking and activities.

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

Careful diagnosis, prediction, design and planning of each lesson.

Each lesson is heading for the achievement of the trice goal: to train, raise, develop. Taking into account this, general requirements for the lesson are specified in didactic, educational and developing requirements.

"Do not hurt children with finished formulas, formulas - emptiness; Enrich them with images and paintings on which the binding threads are visible. Do not unhappy with children with dead facts; Teach them receptions and ways to help them comprehend. Do not learn them that the facts are the main thing. The main thing is to raise the human man. "
Antoine de Saint-Exupery

"The lesson is a mirror, general and pedagogical culture of the teacher, - as V.A. wrote Sukhomlinsky, - Meryo his intellectual wealth, indicator of its horizons, erudition. "

The lesson is given at least 98% of academic times. Each schoolboy during the years of his apprenticeship visits almost 10 thousand lessons. Every fourth didactics book is devoted to the lesson. From the lesson stretch hundreds of not noticeable at first glance of invisible links to extracurricular and out-of-school work, the relationship between teachers and parents, to relations in the pedagogical team, to the content and focus of the methodical work of the school.

Types of traditional lessons

1.Rok explaining new material.

2. Easy consolidation of knowledge.

3. The moment of repetition.

4. The generalization of the material

5.Arque knowledge check.

6.Arows work on errors.

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

The traditional lesson is characterized by: the procedure, verified regulation, discipline, the partnership of students submitted to the teacher; The exact outlines of the educational material. The training of learning changed, it consists not only in the accumulation of the sum of the zone, but in the preparation of a schoolboy as a subject of its educational activities., But the tasks of the lesson remain unchanged. This is all the education and development of the personality, the main means of the solution of which continues to be cognitive activity. Within the framework of the GEF, the basic requirements for the modern lesson have been developed.

Main didactic requirements for a modern type lesson

1. These are the students themselves.

2. The checks and objectives of the lesson form the students themselves, determining the boundaries of knowledge and ignorance.

3. Using themselves planning ways to achieve the target target.

4. In practical activities, students carry out training actions using group and individual methods.

5. Control is carried out by studying in the form of self-control and interconnection.

6. Consuming gives an assessment of their activities and activities of their comrades.

7. Reflection works.

8. Maximum task to choose from students.

Often when preparing during certification of pedagogical workers, you would like to show something new and interesting, but at the same time productive. Unconventional lessons will help

Non-traditional lessons are a way to achieve the effectiveness of cognitive activity in the conditions of introducing GEF.

This is an improvised learning occupation having an unconventional structure. A non-standard lesson is unusual according to the plan, organization and methodology.

Teaching is an organized process of knowledge. Speaking about the organization of the learning process, one should not forget about the non-standard forms of organizing the educational and cognitive activity of students in the lesson, which lead to the interest of the guys in the study of the subject, the desire to reiterate and re-know the new one. It is non-standard forms of lessons that increase cognitive activity, contribute to maintaining stable interest in academic work and better absorption of software material.

The main tasks of the non-traditional lesson

1. Communication development

2. Personal development.

3. Development of cognitive motifs, initiatives and interests of students. 4. Forming the ability to learn.

5. Development of communicative competence.

6. Creating conditions for the atmosphere of creative search

Principles of non-standard lessons

Refusal to the template in the organization of the lesson;.

Maximum involvement of educational class;

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

Support for alternativeness of many opinions;

Development of the function of communication in the lesson

- "Hidden differentiation of students in educational opportunities, abilities, interests, inclinations.

Signs of non-traditional lesson

1. The elements of the new, cognitive.

2. Using an out-program material.

3. Collective activities in combination with individual work.

4. The emotional rise of students in the course of the fulfillment of creative tasks.

5. Communicative self-analysis during the preparation for the lesson, in the lesson and after it.

6. The initiative group from the students is created.

Group of non-standard lessons

1.Roki reflecting modern public trends (a lesson built on the initiative of students)

Lesson reviewing knowledge;

Lesson Dispute;

ICT lesson

2.Rouries using play situations:

Lesson role-playing game, a lesson - press conference, a lesson-competition, a CVN lesson, a tutor's lesson, a lesson - auction, a lesson using a didactic game, a lesson -Teatrical performance

3. Turks of creativity

An essay lesson;

Lesson "Living Newspaper";

The lesson of invention.

4. Starticle lessons with new aspects:

Lesson - Seminar;

Lesson for solving problems;

Lesson conference;

Lesson-Offset;

Lesson - consultation.

5 lessons with altered organizations:

Lecture lesson, knowledge protection, defense of ideas, projects, meeting lesson;

Lesson - Surprise, Working, Lesson-Benefis, Lesson "Amazing Near", Lesson Protection of a Fantastic Project

6. Turks, imitating any classes or types of work:

Excursions, literary living room, travel voucher, train trip, lesson - Expedition. , lessons with a gaming compact basis, a lesson - Domino, "the investigation lead experts", the game of a duel.

7. Lessons Transformation of standard methods of organization

Lesson-Consultation, Workshop, Tele Lesson, Conference

Several tips for the preparation of a non-standard lesson

1. Sandar lessons should be used as final when generalizing and consolidating knowledge, skills and skills of students;

2. Too frequent appeal to such forms of organization of the educational process is inappropriate, as this may lead to a loss of sustainable interest in the learning subject and the process of teaching

3. Careful training should be preceded by a thorough preparation. When choosing the forms of non-traditional lessons, the teacher needs to take into account the features of its nature and temperament, the level of preparedness and specific features of the class as a whole and individual students

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

1. Elementibility and impossibility of use;

2. Overload of some lessons by educational material

Advantages and advantages of non-traditional lessons:

Interested attitudes towards learning material: when preparing for a lesson, students themselves are looking for interesting material, find amazing facts, questions, poetry, songs on a certain topic;

Activation of students' activity: these are not ordinary students, but active participants in the educational process;

Mastering the methods of collective activity: Lessons are taught to listen, analyze, learn to argue, convince, defend your opinion, listen to the opinion of comrades, find a quick way out in the current situation, solve problematic issues. Non-standard lessons replenish the problems of reproductive methods Insufficiency of differentiation; Mobility structure; The formation of subjective relations by increasing the activities of students not only in the lesson, but also during its preparation; change of emotional lesson's background; Evaluation of students' knowledge at all stages of the lesson.

State educational institution

"Seleznevskaya School No. 18"

REPORT

ON THE TOPIC:

"Non-standard lessons

As a form of learning "

Prepared

Usenko E.N.

Biology and Chemistry Teacher

GOU LNR "Seleznevskaya School" 18 "

Seleznev

2015

From the mid-70s. In the domestic school, a dangerous tendency to reduce the interest of schoolchildren to classes was discovered. The alienation of students from the cognitive labor of teachers tried to stop in various ways. To exacerbation of the problem, the massive practice responded to the so-called non-standard lessons, which have the main goal of the initiation and retention of students' interest in learning work.

The lesson is the dynamic and variable basic form of the organization of the educational process, in which, within the framework of exactly established time, the teacher is engaged in a certain composition of students - with a class - on a solid schedule, using a variety of methods and learning tools to solve the tasks of education, development and education.

The lesson is traditional - this is a lesson that is characterized by a procedure, verified regulation, discipline, the perpetrators of students who obey the teacher; The exact outlines of the educational material that has developed traditions and stereotypes.

A non-standard lesson is an improvised learning activity that has an unconventional (unspecified) structure. A non-standard lesson is unusual according to the plan, organization and methodology.

Non-standard lessons - one of the important learning tools, because They form a sustainable interest in teachings in students, relieve tension, help to form training skills, have an emotional impact on children, thanks to which they are formed smaller, deep knowledge. Features of non-standard lessons consist in the desire of teachers to diversify the life of a schoolboy: to cause interest in cognitive communication, to the lesson, to school; Satisfy the need of a child in the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to the attempts of teachers to go beyond the template in the construction of the methodological structure of the classes. And this is their positive side. But from such lessons it is impossible to build the whole process of learning: in their very essence, they are good as discharge as a holiday for students. They need to find a place in the work of each teacher, as they enrich its experience in the diverse construction of the methodological structure of the lesson.

independent search for students' tracks and options for solving the classroom task (choosing one of the proposed options or finding your own option and the rationale for the decision);

unusual working conditions;

active reproduction of previously gained knowledge in unfamiliar conditions.

Advantages of non-standard lessons:

non-standard lessons replenish the gaps of reproductive methods, insufficiency of differentiation;

mobility structure;

the formation of subjective relations by increasing the activities of students not only in the lesson, but also during its preparation;

change of emotional lesson's background;

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

the use of collective ways of work: Responsibilities are distributed among members of the team, taking into account their individual characteristics and interests, in the process of collective work, it is planted to find optimal ways of the relationship of the members of the group, the correction of the activities of individual students if their actions are not consistent with the general plan of collective labor;

development of skills and skills of independent work, desire for independent search: the material presented in a new form is perceived as information that makes thinking, understand and remember;

interested attitudes towards learning material: when preparing for a lesson, students themselves are looking for interesting material, find amazing facts, questions, poetry, songs on a certain topic;

activation of students' activity: these are not ordinary students, but active participants in the educational process;

mastering the methods of collective activity: Lessons are taught to listen, analyze, learn to argue, convince, defend your opinion, listen to the opinion of comrades, find a quick way out in the current situation, solve problematic issues;

the formation of new relations between teachers and students: students become partners of the teacher for creativity in the atmosphere of cooperation, collective labor;

assessment of students' activity by their friends, comrades in studies: This rating is sometimes more significant than the assessment of the teacher.

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

spontaneity and impurity use;

lack of prediction of positive changes, shifts in student development;

not all teachers can identify the idea of \u200b\u200ba lesson, its developing opportunities;

predominance of reproductive teaching technologies;

attention is drawn mainly on the form, and not on its maintenance;

overloading of some lessons by educational material, often factual.

The basic principles of non-standard lessons.

the relationship of mutual understanding with the student;

doctrine without coercion;

principle of a difficult goal;

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

the principle of evaluation, as a valid attitude, not only to child knowledge, but also to ignorance, promoting a sense of debt and responsibility;

principle of self-analysis;

principle of the corresponding form;

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

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

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

support for alternativeness, multiplicity of opinions;

development of the function of communication in the lesson as a condition for ensuring mutual understanding, encouraging the action, the feeling of emotional satisfaction;

"Hidden" (pedagogically appropriate) differentiation of students in educational opportunities, interests, abilities and inclinations;

using the assessment as an emerging, and not only the resulting tool.

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

The preparation and conduct of a lesson in an unconventional form consists of four stages:

1. Confusion.

2. Organization.

3. Holding.

4. Analysis.

Banner

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

determination of the time frame;

definition of the lesson;

definition of the type of lesson;

select class;

the choice of non-traditional lesson form;

the choice of forms of academic work.

Organization

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

distribution of duties (between teacher and students);

writing a lesson script (indicating specific purposes);

selection of tasks and criteria for their estimates, methods of lesson and learning tools; - Development of criteria for assessing the activities of students.

Individual work. Options are possible:

all students receive the same task;

Simplicity of tasks with different data (or with similar wording);

Different tasks (according to the wording, method of solving, complexity);

Other options.

Conduct.

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

Group work. Groups can be offered:

the same task (if a group is single-level);

tasks, the same in terms of complexity, but are different in the wording, methods of solving, source data (for single-level groups);

Tasks that are characterized by the level of complexity (for multi-level groups); In particular, if a difficult task is solved in the lesson, it can be divided into several subtasks and distribute them into groups;

Other options.

The amount of tasks, the level of their complexity, the number of tasks for each student (or group) is all depends on the time of the lesson, the characteristics of the class (for example, a pace of work), individual characteristics of students and other factors.

Analysis

The final stage of the unconventional lesson is its analysis. Analysis is an assessment of the past lesson, answers to questions: what happened, and what is not; What are the reasons for failures, assessing all the work done; View "Back", helps to draw conclusions for the future. It is necessary to pay attention to the following important points.

Thus, the learning efficiency is directly dependent on the level of student's activity in cognitive activity, the degree of its independence in this process. The inclusion of schoolchildren in educational and educational activities to achieve learning goals is ensured using the activation tools, which are the content of education, methods and forms of education. Therefore, the teacher should always set a task in front of him - to form cognitive activity of schoolchildren as a motive of their activities and correctly use it as a means of learning. One of the forms of training intensifying cognitive activity of students is a non-standard lesson.

Analysis algorithm teacher conducted lesson

1. What are the requirements guided?

2. How is the relationship of lessons in the subject matter?

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

4. How did the tariff lesson determined?

5. How is students' activity planned?

6. Is the educational material for the lesson right?

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

8. Did you justify yourself with visual benefits and TSS, if not, why?

9. What contributed to the development of educational abilities of students?

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

11.What gave a lesson to form the worldview of students, to educate their moral damn, will, character, culture of behavior?

12. How was it foreseen and how is the course of the lesson?

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

14. Whether the purpose and objectives of the lesson are achieved, for which criteria is defined if not, why?

15. Evaluation of the performance of the lesson.

16. Self-esteem teacher teacher.

17. Ways of improving the lesson.

Opinions of teachers for non-standard lessons disagree: Some seize the progress of pedagogical thought in them, the correct step towards the democratization of the school, while others, on the contrary, consider such lessons with a dangerous violation of pedagogical principles, forced by the departing of teachers under the head of the inclined students who do not want and do not know how to work seriously .

Types of non-standard lessons.

Analysis of pedagogical literature allowed to highlight several tens of types of non-standard lessons. Their names give some idea of \u200b\u200bthe objectives, tasks, methods of conducting such activities. We list the most common types of non-standard lessons.

Many methodological techniques, innovations, innovative approaches to the various forms of classes have been developed by teachers. In the form of carrying out the following groups of non-standard lessons:

1. Lessons in the form of competition and games: Competition, tournament, relay (linguistic battle), Duel, KVN, Business game, Roleplay, Crossword, Quiz, etc.

2. Lessons based on forms, genres and methods of work known in public practice: research, invention, analysis of primary sources, comments, brain attack, interview, report, review.

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

4. Lessons resembling public forms of communication: press conference, auction, benefit, rally, regulated discussion, panorama, telecast, teleconference, report, dialogue, "Living newspaper", oral magazine.

5. Lessons based on fantasy: a tale lesson, a surprise lesson, a lesson-gift from Hottabach.

6. Lessons based on imitation of the activities of institutions and organizations: Court, consequence, Tribunal, Circus, Patent Office, Scientific Council.

7. The traditional forms of extracurricular work carried out in the framework of the lesson: KVN, "The investigation is conducted by experts", Matinee, performance, concert, drawing artwork, dispute, "gatherings", "Club of experts".

8. Integrated lessons.

9. Transformation of traditional ways to organize a lesson: a paradox lecture, a pair survey, express survey, a lesson-test (evaluation protection), a lesson-consultation, protection of the reader's formulation, television without television.

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

3. A non-traditional lesson must be preceded by careful preparation and primarily the development of a system of specific learning and education goals;

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

5. Integrate the efforts of teachers in the preparation of joint lessons, it is advisable not only within the framework of the subjects of the natural-mathematical cycle, but also leaving the objects of the humanitarian cycle;

6. When carrying out non-standard lessons to be guided by the principle of "with children and for children", putting one of the main goals to raise students in the atmosphere of good, creativity, joy.

An example of a non-standard lesson

at school:

Summarizing chemistry tale lesson in grade 8

municipal General Education

"Secondary school №9"

n. Novocavkazi,

Aleksandrovsky District

work experience

"Non-standard mathematics lessons"

Mathematic teacher

Chegrin E.I.

year 2014

Non-standard forms of lessonsallow you to domathematics more affordable and exciting, to interest all students, attract them to activities, in the process of which the necessary knowledge, skills and skills are purchased.

For students, a non-standard lesson is a transition to another psychological state, this is another style of communication, positive emotions, feeling in new capacity; This is an opportunity to express yourself to everyone, develop your creative abilities and personal qualities. Children, as a rule, are delivered to the "Success Situation", which contributes to the awakening of their activity and in working at the lesson, and in the preparation of creative homework. A non-standard lesson not only trains, but also raises the child.

Applying non-standard lessons for a number of years in its practice, I concluded that such lessons increase the learning efficiency, suggest a creative approach from both the teacher, and the student. This is one of the forms of active learning.

In our work, we use a variety of non-standard lessons:
lesson - Conference, Lesson - Competition, Lesson - Game, Creativity Lesson,
lesson - Offset, lesson - travel, lesson - simulator, lesson - lecture, lesson - auction,lesson - creative report.

Creativity lessons are the lessons for compiling and solving problems. The value of drawing up tasks with students is that:

there is an element of the decision of the solution;
the relationship between all types of tasks is established;
easily foreseeable task system on the topic;
there is an element of creativity.

The preparation of tasks on ready-made drawings apply mainly in the lessons of geometry, where almost every statement and every answer to the question registered is its own vision of the problem and its rationale.

The lessons of creativity allow you to intensify the mental activity of students, develop the skills and skills of more conscious, practical application of studied material studied, make it possible to increase the volume of solved tasks, increase interest in learning mathematics.

For thematic repetition, we take away, as a rule, the most significant issues of the section. And that its completing control was most productive, I spend lessons-labyrinths in a competitive form in three stages. In the first and second stages, three different teams compete. The rest at this time carry out the role of controllers when passing by someone else's team of paragraphs of the labyrinth, evaluating the productivity of each member of the team, creative atmosphere when working, the level of mutual assistance, work as "experts" in the "Reference Bureau", where they give instructions, advice, advice, auxiliary tasks. Highly evaluated the provision of creative assistance to the team team. The team, the first of the three completed stage, is declared the winner of the stage. At the end of the lesson, questions are analyzed, the answers, the most trusted tasks are given, the work of the teams, the personal contribution of each, "controllers" and "experts" is given. Control directly at the paragraphs of the labyrinth of the guys themselves, checking the presence of the necessary draft records, comment on them and the dependence of the success of the entire team from each work, democratic communication makes almost a minor possibility of chance or guessing the answer, or idleness due to strong students.

The riddle lesson pays great opportunities for the development of child's creative abilities, memory training.

The learning process, according to modern teachers, is a kind of gymnastics, mobilizing and training mental forces of the child. Gaying of riddles can be viewed as a creative process, and the mystery itself as a creative task. At such lessons I use crosswords as a means of checking the erudition of students, as well as for better assimilation by them of the actual material. The logical tasks of crossword puzzles, taking into account the age and psychological characteristics of students. Thematic crosswords I use both frontal and individual work with students. Relative difficulty when using crosswords represents their drawing. butapplication in ICT lessonsmakes this process less laborious.

The accumulated experience of holding non-standard lessons convinces that their goal is extremely simple: to revive the boring, to captivate creativity, the interest of students, as interest is the catalyst for all training activities. Non-standard lessons are always holidays, when all students and class are active becomes a creative laboratory. These lessons include all the variety of forms and methods, especially those such as problem learning, search and research activities, interprecotect and domestic communication, reference signals, abstracts, etc. The tension is inherent in conventional lessons, thinking is enhanced, interest in the subject in the subject Overall.

Games in the lessons of mathematics

No game no, and there can be no full-fledged mental development.
The game is a huge bright window through which a lifeful flow of ideas is poured into the spiritual world of the child, the concepts of the environment.

The game is a spark, igniting the light of inquiry and curiosity. V. A. Sukhomlinsky.

An important role in the development of the creative abilities of students is allocated to games in mathematics lessons - a modern and recognized method of learning and education, which has educational, educational and raising functions that operate in organic unity.

In the process of the game, children produce a habit of focusing, thinking independently, attention develops, striving for knowledge.

The rules of the game are developing the purpose of the lesson and the individual capabilities of students. This creates the conditions for the manifestation of independence, perseverance, the mental activity of children, for the possibility of the appearance of each student a sense of satisfaction, success. In addition, the rules of the game raise the ability to manage their behavior, obey the requirements of the team.

In our work, I use various games: Business Games "Builder" (the topic "Polygons Square"), "Designer" (the topic "Symmetry in nature and technology"); Competition of artists (the topic "coordinate plane"), numerical fireworks (the theme "arithmetic action with ordinary fractions") and others.

Mathematical fairy tale as a means of developing mathematical creativity of students of the 5-9 grades of secondary school
I can not imagine training at school not only without a hearing, but without creating fairy tales.Sukhomlinsky V.A.

When using fairy tales in the process of learning mathematics, the main focus I do not at remember the study information, but on its deep understanding, conscious and active assimilation. Self-invented fairy tale using mathematical concepts in the storyline and their properties makes it stronger and fully assimilate these concepts.

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

compliance topics of tales of schoolchildren's age;
using student experience, which they received in other lessons;
working a teacher's fairy tales along with children, as this is not only an example of how to compose, but also stimulation of students' work.

Criteria for which I evaluate fairy tales:

lack of meaningful mathematical errors;
completion of the plot;
sequence and logicality of the presentation;
the originality of the plot.

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

organizational - attracting attention to the objects studied, increasing interest in educational material, improving the microclimate in the lesson;
meaningful - deepening understanding of the individual properties of the object being studied, the message of additional information about it;
controlling - the 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 the educational subject.

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

Goal. Fairy tales of mathematical content or passages of them, read at the beginning of the lesson, contribute to increasing the attention of students, their motivation, which leads to a further independent in-depth study of the topic.

Studying a new material.Fairy tales increase the level of positive emotions, which contributes to the unconscious absorption of the material. The non-standard form of presentation of scientific concepts allows you to see the objects under consideration with the "unusual" side, which contributes to a deeper and durable storage of the material.
Fastening the material. Tasks like "Continue the fairy tale", "Analyze the fairy tale", "Find in a fairy tale" fasten and deepen software knowledge, open for students studied from a new, unusual side, which contributes to the development of their creative abilities.

Control over the assimilation of the material.The composition of his own fairy tales on the subject studied with unusual goals: for students of other classes in parallels, for publication in the school press, etc.

Final repetition.The composition of its own fairy tales of various forms and volumes by themes studied during the school year, allows you to beat several different mathematical ideas in a fairy tale, find new connections and relationships between mathematical heroes (objects).

Creating fairy tales when teaching mathematics is one of the most original and effective means of comprehensive creative development of schoolchildren.

Origami
Japanese wisdom since sincerroves:

"The Great Square has no limits."

Try to fold a simple figure,

And in the moment it will pass the interesting thing.

A.E. Gaidenko.

The world of school geometry requires constant appeal to images. But the figurative activity is complex, it is difficult to traditionally teach due to the qualities of the images as subjectivity, multigid, the integrity of perception.

In Origami, rich opportunities are laid for the development of not only geometric ideas of students, but also the creative development of children in general. In this regard, the use of origami in lessons in 5-6 classes is very important, since the geometrical information, to further study in the rates of planimetry and stereometry, is emerging, is comprehended and is somewhat systematized when constructing origami-figures. Such designing knowledge makes it possible to envisage the inclusion of intuition, imagination, logical thinking and other processes in the cognitive experience of children.

Origami value for child development
Stimulates the development of memory, since the child to make a craft must remember the sequence of its manufacture, techniques and methods of folding.

Develops the spatial imagination, helps the development of drawing skills, as the schemes of the products of the products need to be sketched into the notebook.

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

Promotes the creation of play situations, expands the communicative abilities of children.

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

In the educational process I use Origami and the rights of the game technique, and as a visual allowance.

Using ICT in mathematics lessons and after school hours

Before school education is a problem - to prepare students for life and professional activities in a highly developed information environment, to the possibility of obtaining further education using modern information technology training.

The use of computer equipment in the lessons allows you to make a lesson with unconventional, bright, saturated, helps to form information competence from the student, the ability to transform information objects in practice using information technology tools, activate the mental activities of students, stimulate them to independently acquire knowledge. Students develop curiosity, cognitive interest.

Lessons using ICT build on an active basis with the use of a problem-study approach. Pupils are trying to solve standard mathematical tasks by a non-standard way - applying modern computer technology. This achieves a motivational goal - awakening interest in learning.
I strive to use the computer at all stages of the learning process: with the explanation of the new material, fixing, repetition, control, while for the student it performs various functions: teachers, working tools, learning object, collaborating the team. The computer allows you to strengthen the motivation of the exercise by an active dialogue of the student with a computer, a variety and colorful of information (text + sound + video + color), by orientation of the teaching for success (allows you to bring the solution to any task, based on the necessary assistance), using a human communication game background with Machine and what is important - excerpt, calmness and friendly car in relation to the student.

The use of a computer test results processing program allows me to feed the learning process, analyze the class of class as a whole, the results of each student separately and choose ways to adjust the educational process to assume the necessary assistance to trainees to achieve the outlined results.

When organizing research activities, students use the Internet network to search for the necessary information, prepare presentations to protect work.

Pedagogical observations have shown that purposefully used information communication technologies contribute to the development of independence and creative abilities of students, allow you to increase the level of systematic knowledge of students in mathematics, significantly increase the level of individualization of learning.

Student's research activities as a means of developing their creative abilities.

There are no significant reliable test tests, except for those that manifest themselves as a result of active participation of at least the smallest search work. A.N. Kolmogorov.

An important place in the formation of the creative abilities of schoolchildren is studying research activities in which students are put in a situation where they independently master the concepts and approaches to solving problems in the process of knowledge, more or less sent by the teacher, solve creative tasks with an unknown result in advance. It is the research approach in training that allows the guys to become participants in the creative process, and not passive consumers of finance information, increases the cognitive activity and intellectual potential of the student's personality, develops imagination, intuition, the need for self-actualization, discloses and expands its own creative opportunities for students.

In our work I use such types of research activities:

problem-abstract: Analytical comparison of data of various literary sources in order to illuminate problems and designing options for its solution;
experimental research: verification of the assumption of confirmation or refutation of the result;
design search: Search, development and protection of the project - a special form of a new one, where the target installation is methods of activity, and not the accumulation and analysis of actual knowledge.

As a result of participation in research activities, the student is formed by the following skills:

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

Development of student creative abilities in extracurricular time
The subject of mathematics is so serious that it is impossible to miss any possibility to make it entertaining.Blaze Pascal.

The development of students' creative abilities, the ability to independently obtain knowledge, apply them in unfamiliar or non-standard situations and extracurricular work on the subject. Mathematical circles, optional, special courses are of interest to students to the subject, contribute to the development of a mathematical horizon of students, instilling independent work skills. They are complemented by events held within the subject week. These are mathematical evenings, quizzes, various didactic games: "What? Where? When?", "Happy case", KVN and others. Schoolchildren are very popular with stiable fairy tales. In the preparation of these activities, both "strong" and delicate students are participating. Here, their artistic, artistic, musical abilities are fully manifested, mixer, logical thinking.

The conditions for the occurrence of experience.

The development of the internal forces of a person is not only a social order of society, but also the need of a person himself, aware of their indirectness from the objective world of practice and wishing to realize their internal potential. Representatives of many scientific areas and schools that consider the development of a person, his personal, psychological, didactic and other qualities, confirm the productivity of the course of this process in the course of activity and communication, emphasizing that not any activity has a developing function, and that that affects potential The possibilities of the student causes its creative activity, which is considered as the highest level of cognitive activity characterized by such qualities as originality, non-crack, independence.

The question of whether a person can be taught to show cognitive activity and develop his abilities to creative activities, is finally not resolved. When meeting many studies, it turns out that the spectrum of pedagogical innovation is too wide and is not ordered. There is a contradiction between the large number of pedagogical innovations and the lack of their system, which allows the natural introduction of these pedagogical ideas to go to a targeted, more efficient. The detected contradictions determine the choice of my topic:"The intensification of the cognitive activity of students in the lessons of mathematics and in extracurricular time."

Relevance and novelty of experience.

In the educational process, cognitive activity of students plays a leading role, since it is assisted by learning content through it. Research L.P.Bueva, V.V. Davodova, A.V. Magulis, A.M. Matushkin, I.F.harlamova, T.I.Shamova, etc. show that improving the effectiveness and quality of the educational process as a whole It helps to increase the level of independence of the cognitive activity of schoolchildren through its activation. The most acute problem of the intensification of cognitive activity of students is getting up when teaching children's children. This is due to the fact that in 13-14 years old, the intensive moral and social formation of the person begins, the child's desire to "adulthood", the main problem becomes communicating with peers, the desire of the teenager to find themselves, self-fund. Interest in learning weakens, the performance is reduced, therefore, the quality of knowledge is worsening. Meanwhile, adolescence is important in the formation of the child's personality, it is during this period that the foundation of values \u200b\u200band knowledge, 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 have formed needs to implement the creative potential of the educational material in order to master new knowledge. It means to work on the activation of cognitive activity - this means to form a positive attitude of schoolchildren to educational activities, develop their desire to deep knowledge of the subjects under study. To prolong the deep interest of students to mathematics, the development of their cognitive activity requires a search for additional funds that stimulate the development of general activity, independence, personal initiative and creativity of students of different ages. The main task of the teacher is an increase in the specific gravity of the internal motivation of the exercise. The formation of cognitive activity is possible, provided that the activity is involved in the student is interesting. An interesting educational item is a training subject that has become a "sphere of objectives" of students in connection with this or another motive prompting (Friedman, Kulagin. Psychological reference book of teachers. - M., Enlightenment, 1991). Consequently, high cognitive activity is possible only on an interesting lesson for a student when he is interested in the subject of study. Conversely, "to raise deep interest in the knowledge and the need for self-education - this means to awaken the cognitive activity and independence of thought, strengthen faith in your strength" (Bondarevsky V.B. Education of interest in knowledge and needs for self-education. - M., Education, 1985).

I try, awakening interest in my subject, not just to transfer experience, but also to strengthen faith in your strength for each child, regardless of its abilities. It is necessary to develop creative opportunities for weak students, not to discover in its development to more capable children, to teach everyone to raise the power of will, hard character and purposefulness in solving complex tasks. All this is the upbringing of a creative person in the widest and deep understanding of this word. But to create a deep interest of students to the subject, for the development of their cognitive activity, it is necessary to search for additional funds that stimulate the development of general activity, independence, personal initiative and student creativity.

The peculiarity of our time is the need for enterprising, business, competent specialists in one or another sphere of social, social, economic and productive activities. It is necessary to be competent to "function in complex and demanding society normally". And be competent in a rapidly changing world means to be just better formed. The higher the level of education, the higher professional and social mobility. In their lessons, I offer students various types of independent activities that require mobilization of knowledge, skills, the ability to make decisions, to take responsibility to raise the will to victory and overcoming difficulties. In the process of such work, students are accustomed to the demand of their knowledge, are convinced of the significance of education.

Theoretical substantiation of experience.

A new type and new content requires other principles of training. Thus, on other principles, the Honored Teacher of the RSFSR is being built, the winner of the N.K. Arsenyevich Akuneva Anatoly Arsenievich, which I apply in my practice. The conceptual provisions of the pedagogical technology based on effective lessons (A.A. Kunev) are based on the fact that:

driving force The educational process is a contradiction between those tasks that you put in front of students, and their knowledge, skills;

principle of interest. Novelty, new material as a kind of irritant, causing mismatch, including mechanisms for orientation and cognitive activity. In each lesson, there must be intrigue, the raisin;

good lesson - This is a lesson of questions and doubts, insights and discoveries. His conditions:

theoretical material must be given at a high level, and asked, according to the abilities;
the principle of communication of theory with practice: to learn to apply knowledge in unusual situations;
principle of availability: The schoolboy must act at the limit of its capabilities; The talent of the teacher is to guess these possibilities, correctly determine the degree of difficulty;
the principle of consciousness: the child should know that it passes (at the beginning of the study, the tutorial scrolls, establish why they will be studied);
installation is not for memorization, but per meaning, task in the center of the content;
the principle of the strength of the learning of knowledge: the basics of memorization are given;
thinking must dominate the memory.

Unconventional lessons.

As a means of enhancing the teachings of schoolchildren are:

training content
forms
methods
training techniques

In school practice and in the methodical literature it is customary to share learning methods forstandard and non-standard.

Standard View Learning is the most common and is training knowledge, skills and skills according to the scheme:studying new - fixing - control-evaluation. Currently, traditional training is gradually displaced by other types of learning, since other requirements for the individual and the process of its development are determined at school.

Non-traditional forms of lessons make it possible to make mathematics more affordable and fascinating, attract the interest of all students, attract them to activities, in the process of which the necessary knowledge, skills and skills are purchased. Applying non-standard lessons for a number of years in his practice, I concluded that such lessons increase training efficiency, suggest a creative approach from the teacher and the student. This is one of the forms of active learning. In my work, I apply the following non-standard lessons:

lesson-competition;
lesson-game;
lesson-Travel;
a lesson-workshop;
lecture lesson;
lesson-consultation;
integral lessons.

Lecture lesson.

When preparing K. Lectures the teacher must have a clear plan of its holding (it can be made foreseeable for students). When lecture on the lesson, techniques are needed and forms that allow students active participants. Therefore, where possible, it is necessary to apply a problem presentation of the material. In the lesson, put problems, solve them, students follow the logic of the presentation, control it, participate in the decision process. The presentation to accompany the issues to which I answer myself or attract students. In notebooks, students should have a record, so I think about the content, the form of records on the board and in notebooks. When studying the geometric material (stereometry), the analogy, comparison, generalization becomes active methods of cognition. Students on the eve of the lesson as one of the types of homework is proposed to divide the page into two parts. On the left side of it to write down the necessary definitions, theorems, the axioms of planimetry, which will actively be used in the lesson. This is primarily planimetric analogs. The right side is filled in the lesson under my leadership. The process of comparing mathematical facts occurs, similar properties are found, the presence of them in new objects or their absence, transfer of known properties to new objects. The lecture presentation in mathematics is accompanied by examples, samples of the solution of exercises and tasks, technical means, visual benefits apply.

Lesson-consultation.

Lesson - Consultationit is carried out when attaching skills for any topic. It is a peculiar independent work of students. It is convenient to conduct such lessons dual. For this, I am preparing individual cards for each student or 4-8 different options. In the card about 4 tasks. The first task is drawn up to check the absorption of mandatory learning outcomes. The second task is compiled for the guys who have learned the topic at the level of mandatory learning. Some elements of complexity are added to this task. The third task is similar to the second, only its complexity increases twice. The fourth task is a task of increased complexity, that is, it includes exercises requiring additional knowledge, smellings, extraordinary thinking. The lesson begins with my explanation and suggestions to fulfill the first task to fully. As some students are fulfilled, doubts have any questions regarding both the topic and other topics found in the task. Always in the classroom there will be guys who have for any reason non-reasons. The question of the student is a raised hand or alarm check box. In this case, I immediately give a consultation, responding to any question regarding the task. At the end of the lesson, work is collected. They are assessed with the consultation received. But if the student does not satisfy the assessment, he can refuse her, then this assessment of the log is not exhibited. During the consolidation of the knowledge gained, the guys have the ability to perform advanced tasks and get additional points, improving their estimates. Positive results of such class consultations are available: not only disappear gaps in the knowledge of students on this topic, but also fixed, other subjects are remembered. The guys are involved correctly evaluate their capabilities, and sometimes risks. The consultation lesson allows the teacher to work individually with each student.

Work lesson.

the main goal working lessons It is to develop skills in students and skills in solving problems of a particular type or species, in mastering new mathematical methods. The first stage of preparation for such lessons consists in mathematical and didactic analysis of theoretical and practical material of the topic. When analyzing practical material, I do the following actions:

solve all tasks on the topic of the textbook by allocation of basic types of tasks;
establish the compliance of the practical material of the studied theory;
identify the functions of each task (didactic, cognitive, developing, practical);
allocate new tasks for students, examples and methods to solve them;
select key tasks for the application of the studied theme;
allocate tasks that allow several ways to solve;
plan cycles of interrelated tasks;
create a test work that takes into account the level of development of each student.

It is impossible to learn mathematics, watching this process from the side, so in the lessons - practitioners I try to develop the independence of students in solving problems.

Block learning.

Recently, the experience of studying theoretical material is increasingenlarged blocks In order to free up at least two or three lessons to solve problems. The first of the lesson series is dedicated to finding common techniques with the help of the studied theory. This lesson, together with the previously studied theoretical material, becomes the basis for subsequent workshops, on which students exhibit 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 tasks. In the last lesson in this series, each student solves the task independently in accordance with its capabilities.

Tournament lesson.

Preparation for the tournament lesson It is carried out in advance. The class is divided into teams, each chooses the name, motto, captain. Creative homework is given: make a task for the opponent team so that it reflects the main questions of the topic studied, was originally compiled and decorated. At such lessons I invite parents, my colleagues, a class teacher.

Individual work.

Individual work Students are a necessary condition for the development of the student of a schoolboy. I believe that this type of work with students should be present in each moment of lesson. Of great importance is the organizational moment of each lesson. How to quickly set up children to work, but do it without dumbging and rigor? To increase interest in the subject I use quick mathematical dictations. From ordinary dictations, they are distinguished by three features:

Tasks are not the same for difficulty. First, very lungs are offered, then everything is more complicated and more difficult.
The pace of dictation changes. First slow, then dimumed.
Simultaneously with the class at the board there are 2 student. This makes it possible to test your answers.

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

For example, the topic: "Signs of divisibility." I describe such a life situation at which one piece is cut off from some financial document, and as a result of the first figure of the number x152 unknown. The accountant knows that this is the number of the four-digit, it must share for three (money will equally divide into three brigades), and also remembers that the first figure of this number is greater than 5. How to restore an unknown figure? The digit is restored using a sign of divisibility by 3.

Experience once again confirms that in problem learning at all of its stages, the active cognitive activity of students is noted. But you need to be a good strategist and create saturated difficulties for intelligence children. This is our job: it is not to liquidate all the obstacles on the way the guys to the top of knowledge, and the systematically create them. This will allow children not only consciously possess the school program, but also to advance towards the formation of their personality.

Information Technology.

In order for children in modern school to be interesting to mathematics, it is possible to use elements of information technologies in the lessons and additional classes. Information technologies are able to solve many pedagogical tasks, provide completely new opportunities for creativity, acquisition and consolidate professional skills, allow us to implement fundamentally new forms and learning methods. The use of information technologies in the lessons allows you to form and develop the cognitive motivation of schoolchildren to obtain new knowledge, helps to create the conditions for the success of each student at the lesson, significantly improves the clarity in organizing a class or group of students. Allows you to create an information environment that stimulates the interest and toastness of the child.

Test tasks.

Among the innovative learning methods for the school, first of all, tests that are as much as possible to develop mathematical thinking of students should be noted primarily. Perform a developing function. The use of tests in mathematics lessons ensures not only an objective assessment of knowledge and skills of students, but also effective feedback in the educational process, identifies the fact of learning knowledge, which is necessary to obtain a real picture of what has already been done during the study process and what has been to do. Before applying tests in the lesson, it is necessary to determine in order to study this topic and a specific lesson, that is, to decide how students must learn this training material: only to discover, distinguish what (1st level), or perform some Tasks, to determine something, to prove, that is, to act in the standard situation known to him (2nd level), and maybe you will withdraw your students on the level of heuristic activities, learn the ability to act in non-standard situation for them (3rd level) . Then it is necessary to get acquainted and master the methodology for drawing tests, their assessment, to draw up the score of the estimates, in accordance with which evaluate the work of students. In conclusion, test results are analyzed, and the conclusion is made, the further educational process is designed.

Performance of experience.

The problem of the development of the student is one of the most complex tasks in pedagogical practice. The solution to this problem depends on how the teacher is focused on obtaining what kind of result. The criterion of activity is the end result: either give the student only a set of ones, or to form a person, ready for creative activity.

Every year, student graduation classes successfully surrender mathematics for final certification.

Creative student activities are not limited to the acquisition of a new one. The work will be creative, cognitive when the idea of \u200b\u200bstudents is manifested in it, new tasks are set and solved independently with the help of acquired knowledge. Work in circles, the solution of interesting, entertaining tasks is raising sustainable interest in the study of mathematics. The indicator of this work is the results of municipal, district and regional olympics.

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