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Classes at the university and criteria for assessing their quality. Lesson analysis Main characteristics of the quality of conducting lessons example

Requirements for the lecture, seminar and

practical lesson
(Materials prepared by Danilov A.I., Doctor of Economics, Professor)

I. The concept, content and requirements of the types of occupations

1.1. Lecture- one of the main forms of organization of the educational process, which is an oral, monologue, systematic, consistent presentation of educational material by the teacher with a demonstration of slides and films.

The lecture should be: requirements:


  • have a clear structure and logic for the disclosure of consistently studied issues;

  • have the necessary ideological and theoretical orientation;

  • have a complete character of coverage of a certain topic (problem), close connection with the previous material;

  • be conclusive and reasoned, contain a sufficient number of vivid and convincing examples, facts, justifications, evidence;

  • be problematic, reveal contradictions and indicate ways to solve them;

  • have inner conviction, the power of logical argumentation, arouse the interest of knowledge, give directions for independent work;

  • be at the modern level of science and technology, visual, set out in a clear and clear language, contain an explanation of all newly introduced terms and concepts;

  • be accessible to a specific audience.
Lecture structure includes elements:

Introduction (introductory part);

The main part (disclosure of the main issues);

Final part.

Introduction- part of the lecture, the purpose of which is to interest and tune the audience to the perception of educational material. It consists of:


  • the formulation of the topic of the lecture, the characteristics of its professional significance, novelty and degree of study;

  • formulation of the purpose of the lecture;

  • a presentation of the lecture plan, including the names of the main issues to be considered at the lecture;

  • characteristics of the recommended literature necessary for the organization of independent work of students;

  • retrospection - a reminder of the issues discussed in the last lecture, their connection with new material, an indication of its role, place and significance in this discipline, as well as in the system of other sciences.
Main part - presentation of the content of the lecture in strict accordance with the proposed plan. It includes conceptual and factual material that reveals the topic of the lecture, its analysis and evaluation, various ways of arguing and proving the theoretical positions put forward. The content of the material is determined by the type of lecture.

Conclusion - summing up the general result of the lecture: generalization of the material, formulation of conclusions on the topic of the lecture; answers to students' questions.

CRITERIA FOR ASSESSING THE QUALITY OF A LECTURE

Analysis of the quality of a lecture involves assessing the content, methods of reading, organizing a lecture, supervising the work of students at a lecture, the lecturer's data of the teacher, and the effectiveness of the lecture.

1. Criteria for evaluating the content of the lecture:


  • compliance of the topic with the educational and thematic plan and the work program of the academic discipline;

  • compliance of the content of the lecture with the topic;

  • scientific character, compliance with the modern level of development of science;

  • the accuracy of the scientific terminology used;

  • information content; disclosure of the basic concepts of the topic; combination of theoretical material with specific practical examples;

  • implementation of the principle of organic connection between theory and practice, disclosure of the practical significance of the stated theoretical provisions;

  • implementation of intra-subject and interdisciplinary links;

  • connection with the profile of students' training, their future specialty;

  • the ratio of the content of the lecture to the content of the textbook (material that is not in the textbook is presented; especially complex issues are explained; the task is given to independently work out part of the material from the textbook, etc.).
2. Criteria for evaluating the method of reading a lecture:

  • didactic validity of the type of lecture used and the corresponding forms and methods of presenting the material;

  • structured content of the lecture: the presence of a plan, a list of recommended literature, introductory, main and final parts of the lecture;

  • focusing the attention of the audience on the main provisions and conclusions of the lecture;

  • a rational combination of methodological techniques of traditional pedagogy and new teaching methods (problem, program, context, activity, etc.);

  • consistency, evidence and argumentation of the presentation;

  • clarity and accessibility of the material, taking into account the preparedness of students;

  • correspondence of the pace of presentation to the possibilities of its perception and keeping records by students;


  • the use of information consolidation techniques (repetition, inclusion of questions to check understanding, assimilation, etc., summing up at the end of each question, at the end of the entire lecture);

  • use of notes on the board, visual aids;

  • use of handouts in lectures;

  • use of technical teaching aids.
3. Criteria for assessing the organization of the lecture:

  • correspondence of the lecture to the study schedule;

  • the clarity of the beginning of the lecture (time delay, the lecturer entering the audience, greeting, the success of the first phrases, etc.);

  • clarity of the end of the lecture (end of speech, farewell to students, end time of the lecture in relation to the bell);

  • lecture attendance by students;

  • discipline in lectures;

  • rational distribution of time for lectures (between its parts and questions of the plan);

4. Criteria for assessing the management of students' work at the lecture:

  • monitoring the conduct of lecture notes by students;

  • assisting students in keeping a record of a lecture (emphasizing the presentation of the lecture material, highlighting the most important information with voice, intonation, rate of speech, using pauses, etc.);

  • viewing lecture notes of students (before, during, after the lecture);

  • the use of techniques to maintain attention and relieve fatigue of students at lectures (rhetorical questions, jokes, historical digressions, from the experience of research, creative work of the teacher, etc.);

  • permission to ask questions to the lecturer (during the lecture or after it);

  • coordination of the material reported at the lecture with the content of other types of classroom and independent work of students.
5. Criteria for assessing lecturer data of a teacher:

  • knowledge of the subject;

  • conviction;

  • emotionality, manner of reading (lively, fascinating, monotonous, boring);

  • the degree of use of supporting materials when giving a lecture (referring to the abstract or text of lectures, fluency in the material);

  • a culture of speech;

  • speech data, diction;

  • appearance;


  • contact with the student audience (good, insufficient, absent);


  • the attitude of students towards the teacher (respectful, ironic indifferent, etc.).
6. Criteria for assessing the effectiveness of the lecture:

The degree of implementation of the lecture plan (full, partial);

The degree of completeness and accuracy of consideration of the main issues; disclosure of the topic of the lecture;


  • information and cognitive value of the lecture;

  • educational impact of the lecture.

1.2. Seminarclass

Seminarclass(seminar) is one of the main forms of organizing the educational process, which is a collective discussion of theoretical issues by students under the guidance of a teacher.

Seminars are organically connected with all other forms of organization of the educational process, including, first of all, lectures and independent work of students. The key topics of the course are presented at seminars, the assimilation of which determines the quality of students' professional training.

A feature of the seminar is the possibility of equal and active participation of each student in the discussion of the issues under consideration.

Target seminar classes - the development of independence of thinking and creative activity of students.

Tasks seminar session:


  • consolidation, deepening and expansion of students' knowledge in the relevant academic discipline;

  • formation of the ability to set and solve intellectual tasks and problems;

  • improving the ability of students to argue their point of view, as well as to prove and refute other judgments;

  • demonstration by students of the achieved level of theoretical training;

  • formation of skills of independent work with literature.
Functions seminar session:

  • cognitive;

  • developing;

  • educational;

  • control.
Kinds seminar classes.

Proseminar- a seminar aimed at familiarizing first-year students with the specifics of independent work at a university, acquiring skills in working with educational and scientific literature. A characteristic element of a student's work in a pro-seminar is the preparation of abstracts on certain topics, their reading and discussion, followed by a conclusion and assessment by the leader.

Seminar itself- a seminar lesson, thematically firmly connected with the work program of the academic discipline and aimed at an in-depth study of its individual, most important topics.

Special Seminar- a research-type seminar with a topic independent of the lecture course, the purpose of which is an in-depth study of a particular problem. It is organized in senior courses and conducted under the guidance of a specialist in this field.

Forms conducting seminars:


  • detailed conversation based on the plan;

  • oral survey of students on the agenda of the seminar;

  • listening and discussion of reports (abstracts) of students;

  • discussion of written abstracts prepared in advance by individual students and then read by the whole group before the seminar;

  • theoretical conference;

  • seminar-press conference;

  • seminar-dispute;

  • seminar-discussion;

  • seminar - "round table";

  • seminar - "brainstorming";

  • seminar-colloquium;

  • seminar-excursion;

  • a seminar in production, in an organization, institution, etc.;

  • seminar - business game;

  • commented reading and analysis of documents (literature);

  • problem solving for independent thinking;
a seminar on research materials conducted by students under the guidance of a teacher;

Mixed form, with elements of various forms of holding.

View selection and forms conducting a seminar is determined by the specifics of the academic discipline, the content of the topic, the profile and level of training of students, the nature of the recommended literature; is designed to help ensure the most complete disclosure of the content of the topic under discussion, the achievement of the greatest activity of students.

STRUCTURE OF THE WORKSHOP

Typical structural elements of a seminar session include:

Introductory speech of the teacher,

Main part,

The final word of the teacher.

introduction teacher briefly characterizes the place of the topic of the seminar in the discipline under study, the goals and objectives of the lesson; mobilizes, organizes and activates the attention of students.

Main part consists of student presentations and their discussion.

Final word of the teacher applies to both individual questions and the seminar as a whole; contains conclusions and assessment of students' activities, setting for the next seminar session.

MAIN CRITERIA FOR ASSESSING THE QUALITY OF A SEMINAR LESSON

1. Criteria for evaluating the content of the seminar:


  • compliance with the educational and thematic plan and the work program of the academic discipline;

  • the quality of the seminar plan (complete, detailed, overloaded, etc.);

  • clarity of setting the goal of the seminar;

  • discussion of controversial issues;

  • consideration of the issues under discussion from the standpoint of modern achievements in science, technology, culture and art;

  • disclosure of the organic unity of theory and practice;

  • professional orientation of the seminar, the connection of the material under discussion with the profile of students' training, their future specialty;

  • the ratio of the seminar to the content of the textbook (considered material that is not in the textbook; material presented in part; material presented in full, etc.);

  • implementation in the content of the seminar within and interdisciplinary links.
2. Criteria for evaluating the methodology for conducting a seminar:

  • didactic validity and correctness of the choice of the used form of the seminar;

  • the logical sequence of building a seminar;

  • the use of methods for activating the thinking of students;

  • the use of techniques for consolidating the information received;

  • the use of effective methods of monitoring the progress and results of the students' fulfillment of the tasks of the seminar;

  • use of technical teaching aids and visual aids.
3. Criteria for evaluating the organization of seminars:

  • correspondence of the seminar to the study schedule;
compliance of the duration (number of hours) of the seminar with the educational and thematic plan and the work program of the academic discipline;

  • availability of a seminar plan;

  • the clarity of the beginning of the seminar (time delay, the entrance of the teacher to the audience, etc.);

  • the clarity of the end of the seminar (the end of the seminar, the end time, compliance with the established duration of the seminar in relation to the bell, etc.);

  • seminar attendance by students;

  • discipline at the seminar;

  • preparation of students for the seminar;

  • rationality of time allocation at the seminar;

  • availability of the required number of collections of seminar plans and other educational publications that provide students with independent work in preparation for the seminar;

  • compliance of the audience in which the seminar is held with the existing norms and requirements (sufficient capacity, the possibility of using technical means, design, etc.);
availability of the necessary visual aids and technical means.

4. Criteria for assessing the management of students' work at the seminar:


  • control over the preparation by students of abstracts, tables, diagrams and other materials reflecting the results of independent work with literature before the seminar and during it;

  • mobilization, organization and activation of students' activities during the opening speech;

  • encouraging students to speak, speak, analyze speeches and comments made during the seminar;

  • microintroduction and microconclusion before and after each question of the seminar;

  • summing up, correcting shortcomings, evaluating the work of students, advice on improving the preparation of students, answering students' questions during the final speech;

  • coordination of the material considered at the seminar with the content of other types of classroom and independent work of students;

  • group management: the ability to establish contact with students (the teacher interacts with all students, relies on several students in his work, leaving others passive, etc.);

  • assignment for the next seminar.

  • knowledge of the subject;

  • conviction;

  • the style of the seminar (lively, with the formulation of acute questions, the emerging discussion, monotonous, routine);

  • the nature of the teacher's speech during the seminar (persuasiveness, lack of persuasiveness, constructiveness, degree of generalization of the material, etc.);

  • the ability to provoke and maintain a discussion;

  • culture of speech, diction;

  • appearance;

  • the teacher's attitude towards students (attentive, moderately demanding, indifferent, etc.);

  • the attitude of students towards the teacher (respectful, ironic, indifferent, etc.).
6. Criteria for evaluating the effectiveness of seminars:

  • the degree of implementation of the plan of the seminar (full, partial);

  • the degree of completeness and detail of consideration of the main issues during the seminar;

  • the degree of realization of students' skills to argue, discuss, convince, defend their views;

  • the degree of students' formation of techniques and methods of independent work with literature;

  • informational and cognitive value of the seminar;

  • educational impact of the seminar.

1.3. Practical lesson

Ppractical, occupation- one of the main forms of organization of the educational process, which consists in the implementation by students under the guidance of a teacher of a set of training tasks in order to assimilate the scientific and theoretical foundations of the academic discipline, acquire skills and experience in creative activity, master modern methods of practical work using technical means.

Practical classes are held after lectures, which give the theoretical basis for their implementation. It is allowed to conduct laboratory (practical) classes before reading lectures in order to facilitate the study of theoretical material in the presence of descriptions of practical work, including the necessary theoretical information or links to specific educational publications containing this information.

In the course of practical (laboratory) classes, students keep the necessary intermediate records and draw up a final written report. Reports on the work performed are submitted at the end of the lesson to the teacher for verification.

Target practical training: organization of controlled cognitive activity of students in conditions close to real practical activity.

Tasks practical lessons:


  • consolidation, deepening and expansion of students' knowledge in solving specific practical problems;

  • development of cognitive abilities, independence of thinking, creative activity of students;

  • development of the ability to logically comprehend independently obtained data;

  • mastering new methods and techniques of a specific academic discipline;

  • ensuring a rational combination of collective and individual forms of education.
Functions practical lessons:

  • cognitive;

  • developing;

  • educational.
Practical classes according to the nature of the tasks performed by students are divided into:

  • introductory, undertaken with the aim of consolidating and concretizing the studied theoretical material;

  • analytical, aiming to obtain new information based on formalized methods;

  • creative, related to obtaining new information through independently chosen approaches to solving problems.
Forms of organization of practical classes in accordance with the specific features of academic disciplines and learning objectives can be:

  • exercises;

  • trainings;

  • solving typical problems;

  • classes with the solution of situational problems;

  • lessons on modeling real problems.

  • business games;

  • role-playing games;

  • game design;

  • simulation classes;
offsite classes (in organizations, institutions) with special tasks;

Classes-competitions.

STRUCTURE, PRACTICE LESSON

Typical structural elements of a (practical) lesson are:

introductory part,

Main part,

Final part.

Introduction provides training for students to perform work assignments. It consists of:


  • formulation of the topic, goals and objectives of the lesson, substantiation of its importance in the professional training of students;

  • consideration of the connections of this topic with other topics of the course;

  • presentation of the theoretical foundations of the work;

  • characteristics of the composition and features of the tasks of the work and an explanation of the approaches (methods, methods, techniques) to their implementation;

  • characteristics of the requirements for the result of the work;

  • introductory safety briefing during the operation of technical equipment;

  • checking the readiness of students to perform work assignments;
trial performance of tasks under the guidance of a teacher;

  • instructions on self-control of the results of assignments by students.
Main part involves independent completion of tasks by students. May be accompanied by:

  • additional explanations in the course of work;

  • elimination of difficulties in the performance of work tasks;

  • current control and evaluation of the results of work;

  • maintaining technical equipment in working order;

  • answers to students' questions.
Final part contains:

  • summing up the overall results (positive, negative) of the lesson;

  • evaluation of the results of the work of individual students;

  • answers to students' questions;

  • issuing recommendations to improve performance and eliminate gaps in the system of knowledge and skills of students;

  • collection of reports of students on the work performed for verification by the teacher;

  • a presentation of information about the preparation for the next work, in particular, about the educational literature to be studied.
The introductory and final parts of the laboratory (practical) class are held frontally. The main part is performed by each student individually.

EVALUATION CRITERIA FOR PRACTICAL LESSON

1. Criteria for evaluating the content of the practical lesson:


  • compliance of the topic and content of the lesson with the educational and thematic plan and the work program of the academic discipline;

  • clarity and clarity of the purpose and objectives of the lesson;

  • disclosure during the lesson of the organic unity of theory and practice in solving specific problems;

  • the expediency of including theoretical material from the standpoint of the content of the lecture course, the availability of textbooks, manuals and other sources;

  • the accuracy and reliability of the information provided;

  • reflection of the current level of development of science and technology, culture and art;

  • professional orientation of the lesson, connection with the profile of students' training;

  • consistency of assignments with the content of other forms of classroom and independent work of students;
implementation of intra-subject and interdisciplinary links.

2. Criteria for evaluating the methodology for conducting a practical (laboratory) lesson:


  • didactic validity of the form of the lesson and the use of appropriate teaching methods;

  • structured content of the lesson: the presence of introductory, main and final parts;

  • argumentation of the composition of the tasks of the work and the rationale for the methodology and sequence of their implementation;
clarity and clarity of requirements for the results of work;

Consistency, accessibility and persuasiveness of the presentation of the theoretical foundations of the work, guidelines;

Demonstration of methods for completing tasks;

Consecutive transfer of students from performing tasks under the supervision of a teacher to independent problem solving;


  • the use of techniques to enhance the attention of students;

  • the use of techniques for consolidating information during the lesson;

  • the use of effective methods for monitoring the progress and results of the performance of work tasks;

  • providing the possibility of self-control of the progress of work by students;

  • analyticity and differentiation of summing up the work at the end of the lesson;

  • compliance of the volume of tasks with the regulations of the lesson (underload, overload, etc.);

  • taking into account the individual characteristics of students and the use of an individual approach to students, to their ability to perceive and complete tasks;

  • rational combination of methods of collective and individual work of students.
3. Criteria for assessing the organization of practical (laboratory) classes:

  • compliance with the topic and the volume of hours allotted for the lesson, the educational and thematic plan of the discipline, the curriculum;

  • the clarity of the beginning of the lesson (delay in time, the entrance of the teacher to the audience, greeting, the success of the first phrases, etc.);

  • the clarity of the end of the lesson (the presence of a conclusion, summing up, the end time of the lesson, farewell to students, etc.);

  • student attendance;

  • preparedness of students for the lesson;

  • discipline during the lesson;

  • rational distribution of time in the classroom;

  • the presence in the required number of descriptions of laboratory (practical) work;

  • each student has an individual workplace;

  • using student feedback;

  • availability in the required quantity of the required technical, visual and other supporting means, sets of training materials;

  • compliance of the training laboratory, specialized classroom with the requirements of the organization of the lesson (sufficiency of space, design, equipment ergonomics, availability of individual workplaces, etc.);
technology of the lesson.

4. Criteria for assessing the management of students' work during the laboratory (practical) class:

Implementation of current control over the implementation of tasks and preparation of reports on the results of their implementation;

Assisting students in completing assignments;


  • the use of techniques to enhance the attention and activities of students;

  • assessment of the status of assignments and prompt decision-making to eliminate the difficulties encountered by students;

  • differentiated assessment of students' work based on the results of assignments, issuance of recommendations for improving the performance of students.
5. Criteria for evaluating the teacher's pedagogical data:

Knowledge of the subject, professional competence;

Conviction in the expediency of the topic of work from the standpoint of the student's professional growth;

Emotionality, fascination of the presentation of the material;

The ability to mobilize the attention of the audience, arouse interest in completing tasks, create a creative atmosphere for the lesson;

Ability to establish contacts with students;


  • the level of interaction with students (with all students, with several students, etc.);

  • style of attitude towards students (attentive, demanding, indifferent, disrespectful, etc.);

  • style of students' attitude to the teacher (respectful, ironic, indifferent, etc.);

  • the organic inclusion of the teacher in independent work of students during the lesson;

  • appearance;

  • demeanor, ability to stay in front of an audience;

  • culture of speech, diction.
6. Criteria for evaluating the effectiveness of a practical (laboratory) lesson:

  • degree of realization of the purpose and tasks of the work;

  • degree of performance of work tasks;

  • the degree of compliance of the results of the work with the specified requirements;

  • the degree of formation of the necessary skills and abilities among students;

  • the degree of educational impact on students;

  • informational and educational value.

II. Methodology for conducting lectures, seminars and practical classes
The method of conducting the lecture is to develop the full text of the lecture, practical and seminar classes - to develop an outline plan.

When writing the methodology of a lecture, a seminar and a practical lesson, the teacher is guided by the approved work program of the academic discipline used by the department in the educational process, as well as the materials of the educational and methodological complex for this discipline.

Full text lectures involve a literal presentation of the entire material (with all examples and calculations).

P lan abstract for practical training should contain an introductory, main and final part.

In the introductory part needs to be stated:

Topic, objectives of the lesson, issues studied, the order in which they are considered;

Control questions on previously covered material.

In the main part outline plan reflects:

The order of actions of the teacher;

The actions of students when considering each issue;

Applied methods and methodological techniques;

The procedure for using TCO;

Questions to be covered in class.

The final part states:

Student activities and assessments;

The most characteristic errors, methods and terms of their elimination;

Tasks for self-training;

Time to answer student questions;

Topic for the next lesson.

Outline plan for conducting a seminar should include:

Approximate calculation of time for discussion of each question of the seminar plan;

Plan or theses of the introductory speech (the meaning of the topic; the task of the seminar; the most important theoretical issues to be discussed; the order of the seminar);

Additional questions for the seminar.;

Organization of the work of students at the seminar (whom to give the first word; the place of the report in the structure of the seminar and the order of its discussion; which of the students and when to call for control);

The procedure for using at the TCO seminar, handouts;

Closing remarks (evaluation of the seminar as a whole; evaluation of the report; analysis of students' speeches and their evaluation; generalization of the most difficult issues discussed at the seminar; conclusions on the topic; task for the next lesson).

Teaching of physical culture in the main general education programs

on the organization of pedagogical practice for students of the specialty 050141 "Physical culture"


Purpose of practice: The practice program involves the formation of a holistic understanding of the features of pedagogical interaction among students and mastering the functions of the activity of a teacher of physical culture, as well as familiarization with the methodology of conducting lessons. Students develop a practice plan, write lesson notes, keep notes of observations and participate in the analysis of lessons and extracurricular activities. At the end of the practice, they write a report and speak at the final conference.

The qualitative characteristics of the student-trainee's activity (assessment) is made taking into account the quality of the final documentation, the amount of work performed in accordance with the content of the program, the timeliness of the completion of all training tasks and the final documentation

Based on the results of work during the period of educational and pedagogical practice, the student
the trainee is given a grade. Educational and pedagogical practice is carried out according to the curriculum in the 1st semester of 3 weeks: 1 week - observation and analysis of lessons, 2-3 weeks - conducting lessons.

Practice objectives:

1. To study the process of organizing physical culture and health improvement work of an educational institution. Conduct an analysis of the forms, methods, means of physical education in the educational institution.

2. To consolidate students' knowledge and formation of professional skills in planning, organizing and conducting various forms of work on physical education in different classes.

3. To consolidate the students' knowledge and the formation of professional skills and abilities for the physical fitness of schoolchildren.

4. To form the ability to analyze the conditions of an educational institution for the organization of a safe environment in the process of physical activity of schoolchildren.

Approximate content of the practice

Installation consultation at GBPOU "KTsO No. 1" - 2 hours

1 week "Observation"

Day

1. Acquaintance with the administration of the institution, conditions and basic forms of work in physical education, acquaintance with teachers.

2. Acquaintance with the organization of work on medical control over the state of health, the level of physical development of children.

3. Acquaintance with the documentation of planning work on physical education and the development of a calendar plan for the period of educational and pedagogical practice (3 weeks).

4. Familiarization with the subject-developing environment in physical culture (gym, playground, sports corners: standard and non-standard).

5. Analysis of the conditions of an educational institution for the organization of a safe environment in the process of physical activity of schoolchildren.

2 day

The calendar plan of work is compiled by the student - trainee on the first day of teaching and teaching practice. According to the schedule, the student, based on the content of the practice program, plans for himself a specific date and content of the activity with its subsequent analysis. In the column "Note on the work performed" appropriate comments are made on the student's work, and in the next column the signature of the physical education teacher working at the school is put.

Work Schedule Diagram

Day

1. Observation of the physical education lesson in elementary school.

2. Analysis of the observed lesson.


SCHEME OF ANALYSIS
PHYSICAL EDUCATION LESSON

I. General information.

1. Educational institution ______________________________________

2. Class _________________________ Group __________

3. The number of students according to the list _________ Worked on _________

4. Academic quarter __________ Date of the lesson ________

5. Location of the lesson ________________________________

6. Surname and initials of the teacher ________________________

II. Abstract of the lesson.

7. Class number from the beginning of the school year ______________________

8. Tasks solved in the lesson ________________________________________________________________________________

(do they meet the requirements of an integrated approach, the age characteristics of students and their level of physical fitness).

9. Correspondence of the content of the lesson (class) with the tasks, program requirements and work plan ______________________________________________________________________________________________________________

_______________________________________________________________________________________________________

10. The correctness of the structure of the lesson (class) and the location of the material, dosage ________________________________________________________________________________________________________

III. Evaluation of the quality of the lesson.

11. Preparedness of places of employment, equipment, inventory and their sanitary and hygienic condition ________________________________________________________________________________________________________

________________________________________________________________________________________________________

12. Ensuring safety ___________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

13. Punctuality of the beginning and end of the lesson _______________________________________________________________

________________________________________________________________________________________________________

14. Appearance of the teacher: his gestures, facial expressions, manner of dealing with students ________________________________________________________________________________________________________

________________________________________________________________________________________________________

15. The attitude of the teacher to the appearance of students _________________________________________________

________________________________________________________________________________________________________

16. Discipline and activity of those involved ______________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________

17. The correct choice of place by the teacher for explaining the task, giving commands, etc. in all parts of the lesson _________________________________________________________________________________________________

________________________________________________________________________________________________________

18. The feasibility of using the premises, the efficiency of using inventory and equipment ________________________________________________________________________________________________________

________________________________________________________________________________________________________

IV. methodological aspect.

19. Implementation of teaching, improving and developing tasks in the lesson ________________________________________________________________________________________________________

20. Methodological value and quality of the use of verbal teaching methods (correct delivery of commands, meaningful explanation, ability to conduct a conversation, culture of speech, knowledge and explanation of terminology)

________________________________________________________________________________________________________

________________________________________________________________________________________________________

21. Methodological value and quality of showing exercises __________________________________________________

________________________________________________________________________________________________________

22. Prevention and correction of errors _______________________________________________________________

________________________________________________________________________________________________________

23. The correctness of the selection of means, methods and techniques of teaching in accordance with the objectives of the lesson ________________________________________________________________________________________________________

________________________________________________________________________________________________________

24. The use of various forms of organization of educational activities (in-line, group, frontal methods) in various parts of the lesson (preparatory, main, final) ________________________________

________________________________________________________________________________________________________

25. Implementation of an individual approach to learning __________________________________________________

________________________________________________________________________________________________________

26. Use of incentive methods. The variety of these methods and techniques

________________________________________________________________________________________________________

27. Compliance with the methodological principles of physical education:

a) consciousness and activity ________________________________________________________________________

b) visibility ______________________________________________________________________________________________

c) accessibility and individuality ________________________________________________________________________

d) systematic ____________________________________________________________________________________

28. Lesson Density:

a) overall density (high, medium, satisfactory, unsatisfactory) ________________________________________________________________________________________________________

* The overall density of a lesson is the ratio of the time used pedagogically justified to the entire duration of the lesson. Pedagogically justified costs of lesson time include the objectively necessary time spent on such learning processes or aspects of the teacher's activities in the lesson, such as students' perception and comprehension of the explanation of the exercise, demonstration, teacher's instructions; performance of physical exercises and the necessary rest; rebuilding; installation of shells and their cleaning, etc.

Unjustified expenses of lesson time include its losses caused by organizational or other problems, such as: untimely start and premature end of the lesson, downtime between approaches to the projectile, breaks in the lesson caused by a violation of discipline, equipment breakdown, etc. (for example: 32 minutes in the lesson was spent justifiably, therefore, the total density of the lesson (X) will be:

The overall lesson density of 80% is high; 70% - medium; 60% - satisfactory; less than 60% - unsatisfactory;

b) motor density (the higher the percentage of motor density, the higher the motor activity in the lesson, it depends on the objectives of the lesson)

________________________________________________________________________________________________________

* The motor density of the lesson is the ratio of the time spent directly on the implementation of physical exercises to the entire duration of the lesson (for example: 10 minutes in the lesson was spent by the student under supervision on doing physical exercises, therefore, the motor density of the lesson (X 1) will be:

To obtain indicators of the general and motor density of the lesson, it is necessary to time the analyzed physical education lesson by filling in the proposed columns of the table and figure of the lesson time cost diagram, which shows:

- the overall density of the lesson;

– motor density of the lesson;

- unjustified expenditure of class time.

30. Physiological curve of the lesson. Analysis of the distribution of educational material according to the physiological curve of the heart rate (HR) _____________________________________________________________________

31. Heart rate in students: before class (at rest beats / min) _________________________________________________________

the highest heart rate ______ at ______ minute of the lesson;

in the final part of the lesson ______;

5 minutes after the end of the lesson (at rest bpm) ___________

32. What physical qualities specially outlined by the plan developed? ______________________________ _________________________________________________________________________________________________

To what extent have these tasks been achieved? ________________________________________________________________________

1. Teacher conducting the lesson:

2. "Methodology and methods of psychological and pedagogical research"

3. The form of the lesson (lecture, practical, laboratory lesson, etc.): practical

4. Contingent (faculty, course, group): Faculty of Education, 4th year, 416 group

5. Lesson topic:"Psychological and pedagogical research in the education system, their role"

6. The main characteristics of the quality of the lesson:

a) characterizing this lesson, it is possible to identify the correspondence of the content of the lesson to the topic of the academic discipline, the lecture clearly defines the functions of both the research methodology and the research activity itself,

b) in the course of the lesson, the teacher used various methods and forms of work that activate students: a survey, a business game "How scientific knowledge is formed", various practical examples, problematic questions that activate students' knowledge, writing an essay "The role of knowledge in science and practice";

c) the activity of students in the lesson was quite high, problem tasks were used to identify the role of pedagogy and psychology in the system of scientific knowledge, the definition of the main categories and concepts of "science", "knowledge", "cognition" took place in the form of a business game.

d) the general impression of the lesson: the lesson was held at a fairly high scientific and practical level, the preparation of the teacher for the lesson can be traced in the choice of optimal means and teaching methods.

Signature of the teacher conducting the lesson ____________

Master's signature _________________________________

Date of class attendance ______________________________

Faculty of Education

Plan-outline of classes within the framework

Scientific and pedagogical practice

direction: 050100 Pedagogical education

degree (qualification) - master of pedagogical education

profile: "Social Pedagogy"

2nd year master's student

Kinevoy I.

_________________________

(signature) .

Practice leader

Galushchinskaya Yu.O., candidate of pedagogical sciences, associate professor

_________________________

Shadrinsk, 2013

Outline of the fragment of the lesson

  1. Galushchinskaya Yu.O., candidate of pedagogical sciences, associate professor
  2. Name of the academic discipline: Pedagogical communication
  3. practical
  4. Lesson topic:"Theoretical foundations of communication"
  5. Part of the lesson: main.
  6. Learning objectives:

Reveal students' knowledge about the content of the laws and functions of communication theory;



Consolidate students' knowledge of modern research in the field of pedagogical communication;

  1. Lesson fragment content:

Questioning students about the content of the laws of communication;

The use of analog tasks for the application of communicative laws in the pedagogical process of educational institutions of various types;

Questioning students about the functions of communication;

Writing an essay on the topics: "Communication and its functions in my school experience", "Communication functions - as I understand them" (by options).

  1. survey, essay writing, use of problem situations.
  2. Student activity: high.
  3. Before the lesson, a consultation was held with the teacher, the forms and methods of work were determined. In the process of conducting a fragment of a practical lesson, I used the method of questioning students to identify knowledge about the basic laws and functions of communication theory; such methods of activating students as: solving a problem situation, writing an essay, etc. were used. attention of a large group of students. I believe that the tasks set during the fragment of the lesson were achieved by me.
  4. Teacher's recommendations


_______________________________________________________________________

_______________________________________________________________________

Grade ______________

Lesson outline

  1. Teacher conducting the lesson (full name, degree, title): Galushchinskaya Yu.O., candidate of pedagogical sciences, associate professor
  2. Name of the academic discipline: Pedagogical communication
  3. Form of the lesson (seminar, practical lesson, laboratory lesson, etc.): lecture
  4. Contingent (faculty, course, group): Faculty of Education, 3rd year, 316 group.
  5. Topic of the lesson: "Models and basic elements of the communication process" (4 hours)
  6. Part of the lesson: introductory, main, final.

7. Learning objectives:

To form students' knowledge about the content of the main theoretical approaches to the definition of communication models,

To form scientific ideas about the main elements of the communication process;

Contribute to the mastery of students with a set of skills and abilities of pedagogical communication.

9. Methods and forms of conducting a lesson fragment: lecture-story, use of presentation, use of problematic situations, examples, business game "Communication Barriers".

10. Student activity: high.

11. Self-assessment of the undergraduate (difficulties, successes): Before the lesson, a consultation was held with the teacher, the forms and methods of work were determined. In the process of conducting a fragment of a practical lesson, I used the method of a lecture-story about the history of the emergence of communication models using a multimedia presentation. Such methods of activating students as: a business game, examples from practice and fiction were used. During the lesson, I liked the communication with the audience, my own feeling of the significance of my work. At the beginning of the lesson, the most difficult thing for me was to capture the attention of the entire audience, to make the training material understandable to everyone. However, gradually, as the material was presented, contact was established. I believe that the tasks set during the fragment of the lesson were achieved by me.

  1. Teacher's recommendations _____________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Grade ______________

Signature of the teacher of the discipline _______________

Undergraduate Signature ____________________________________

The date of the _______________________________________

Federal state budget educational

higher professional education "Shadrinsk State Pedagogical Institute"

Faculty of Education

Department of Social Pedagogy and Social Work

Individual plan

  • COMPETENCES
  • PHYSICS
  • LABORATORY LESSON
  • QUALITY
  • TECHNICAL UNIVERSITY

The paper considers the main criteria for evaluating an open laboratory lesson in physics. General cultural and professional competencies formed by students in the course of studying physics at a technical university are taken into account.

One of the main directions of modernization of higher education has become the solution of the problem of the quality of knowledge acquired at the university by students. The student will not receive high-quality knowledge that meets the new requirements if the teacher does not take these requirements into account when organizing lectures, laboratory and practical classes. According to the new requirements, in addition to issuing academic material on the discipline being studied, the teacher must form general cultural and professional competencies in the course of studying the discipline. For example, for the direction of training 18.03.01 "Chemical technology" in the course of mastering the discipline of physics, the teacher must form the following competencies:

OK-7: capable of self-development, improving their qualifications and skills, able to acquire new knowledge in the field of engineering and technology, mathematics, natural, humanitarian, social and economic sciences

OK-12: able to work with information in global computer networks.

PC-7: able and ready to carry out the technological process in accordance with the regulations and use technical means to measure the main parameters of the technological process, the properties of raw materials and products

PC-8: is able to create mathematical models of typical professional problems, find ways to solve them and interpret the professional (physical) meaning of the obtained mathematical result

PC-21: able to plan and conduct physical and chemical experiments, process their results and evaluate errors, mathematically model physical and chemical processes and phenomena, put forward hypotheses and set limits for their application

PC-24: is able to use the knowledge of basic physical theories to solve physical problems, independently acquire physical knowledge, to understand the principles of operation of instruments and devices, including beyond the competence of a particular area.

The quality of teaching physics further influences the good organization of the student in the development of technical disciplines and the formation of professional competencies. Quality is impossible without constant monitoring of the organization of classes.

Based on the work, which discusses the basic requirements for assessing the quality of a university lecture, we highlight the main criteria for assessing a laboratory lesson in physics. As a rule, students are allotted a significant number of hours out of the total for mastering a laboratory workshop, therefore, by analyzing the quality of a laboratory lesson, one can judge not only the professional qualities of a teacher, but also the degree of formation of general cultural and professional competencies.

The evaluation of any laboratory session should be composed of:

Teacher self-assessments. The teacher gives an assessment of the open lesson, with the aim of further work on its improvement, argues for the chosen methodology, identifies the reasons for the decline in students' interest, etc.

Commission estimates. In the course of the laboratory lesson, the commission evaluates the organization, content, methodology, student work management, teacher's professional data and performance.

Student grades. During the survey and conversation with students, a conclusion is made about the quality of the lesson.

When evaluating an open laboratory session, the following criteria should be considered:

  1. Organization evaluation laboratory lesson:
    • compliance of the topic and volume (number of hours) allocated for the lesson with the thematic plan presented in the work program;
    • timeliness of the beginning and end of the lesson;
    • preparedness and activity of students in the classroom;
    • availability of guidelines, preparation of laboratory facilities for work, a computer and the availability of computer programs for processing the results of the experiment;
    • availability of safety instructions.
  2. Evaluation of the content of the laboratory lesson:
    • clarity and conciseness of the formulation of the purpose of the lesson;
    • professional orientation of the lesson;
    • the accuracy and reliability of the information provided;
    • reflection in the tasks of the modern level of development of science, production;
    • reflection in the guidelines of tasks for the formation of general cultural and professional competencies corresponding to this area of ​​training;
    • implementation of intradisciplinary and interdisciplinary links;
    • the feasibility and optimality of the volume of the studied material;
    • the presence of tasks for the formation of skills for processing the results of the experiment in tabular and text format.
  3. Evaluation of the methodology for conducting a laboratory lesson:
    • the validity of the choice and use of the appropriate teaching methodology in accordance with the competencies being formed;
    • the presence of the structure of the lesson (introduction, main part, conclusion)
    • argumentation of the composition of the tasks of the work;
    • clarity and clarity of requirements for the results of work;
    • the presence in methodological materials of methods of statistical processing of the material, graphical analysis.
  4. Criteria for evaluating the effectiveness of the teacher's activities in the classroom:
    • rationality and efficiency of use of class time;
    • assisting students in completing assignments and eliminating difficulties encountered by students;
    • instilling in students the skills of independent work;
    • differentiated evaluation of the results of work in the classroom for all students;
    • implementation of current control over the execution of tasks and preparation of reports on the results of execution.
  5. Criteria for evaluating students' activities:
    • degree of discipline;
    • the degree of organization and interest of students;
    • the degree of cognitive activity of students;
    • involvement of students in independent work during the lesson;
  6. Criteria for assessing the professional data of a teacher:
    • knowledge of the discipline, professional competence;
    • teacher's attitude towards students;
    • demeanor, the ability to stay in front of an audience, the ability to interact with all students;
    • discipline;
    • culture of speech, diction.
  7. Criteria for evaluating the results of a laboratory lesson:
    • degree of goal realization;
    • the degree of performance of tasks by all students;
    • the quality of the work performed;
    • the degree of mastering general cultural and professional competencies;
    • assessment of the work of all students.

All those who attended the lesson draw up a conclusion on the quality of the open lesson, which assesses the level of organization of the lesson, the content and methodology of its conduct, etc. These parameters should be reflected in the final assessment of the quality of the lesson according to the seven criteria presented, which is set on a 3-point scale: 1 - satisfactory rating. The work is being carried out at a relatively acceptable level. There are some shortcomings. 2 is a good score. The work is being carried out at a fairly good level. Deficiencies are few, insignificant and easily corrected. 3 - high. Almost completely meets the requirements.

Based on the results of the demonstration lesson, the conclusion should reflect those features of the lesson that are recommended for: - introducing other teachers into practice, - participating in competitions, - conducting master classes, creative workshops, etc. at the university level.

Bibliography

  1. Andrienko A.S., Apanasenko O.N., Mustafina G.A. etc. Pedagogy-Family-School. Monograph Vol. 12 Voronezh 2007.
  2. Bineeva F.N., Rakhmankulova G.A. Formation of logical thinking of students of a technical university in the teaching of physics [Electronic resource] / 10th scientific and practical conference prof.-teacher. composition of VPI (branch) VolgGTU (Volzhsky, January 27-28, 2011): Sat. mater. [abs. report] conf. / VPI (branch) VolgGTU. - Volgograd, 2011. - 1 electron. opt. disc (CD-ROM). - C. 204-206.
  3. Rakhmankulova G.A., Kuzmin S.Yu., Mustafina D.A., Rebro I.V. Formation of engineering thinking of students through research activities: monograph / [B. m.] : Publishing solutions [Licensed by Ridero], 2015. - 113 p.
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