The lesson is the main form of organization of teaching chemistry. Requirements for the structure of a modern chemistry lesson at FGOS LLC

REQUIREMENTS FOR A MODERN CHEMISTRY LESSON. The most important requirements for a chemistry lesson:

1. High level of organization of the educational process in the classroom. With all its content, goals, and teaching methods, a chemistry lesson should correspond to solving the problems of a chemistry course.

2. High scientific level of the lesson. It is determined by the program and textbooks, which are constantly being improved, reflecting the development of chemical science.

3. It is important for each lesson to require educational teaching. Education in the classroom is not a separate stage, an additional event. Everything in a lesson educates - the content of the material, the teaching methods used, the personality of the teacher, the atmosphere of the chemistry classroom.

4. A modern chemistry lesson is a developmental lesson that promotes the development of cognitive activity, memory, thinking, creative and research abilities.

5. An important requirement for the lesson is the widespread use of independent work. The degree of independence increases from the simplest jobs to the most complex ones.

6. Chemistry lesson - a lesson well equipped with a variety of
teaching aids, including informational and technical, using all types of chemical experiments.

7. In a modern lesson, the connection between the material being studied and production and life is revealed.

8. In chemistry lessons, interdisciplinary connections are realized (with physics, biology, mathematics, etc.), which helps students form a unified picture of the world, a scientific worldview.

9. A chemistry lesson is an optimal combination of collective, individual and group forms of learning.

10. A modern lesson is clearly organized, proportionately constructed, ordered, all its parts are coordinated and subordinated to the main didactic task. Every minute of time is used sparingly in class. The portion of material selected for study in the lesson should have internal logical completeness, a relationship with what has been studied previously and with what will be learned in the future. Since the lesson is a link in the lesson system, it can end and open question, a problem so that students try to find the answer on their own or look forward to the next lesson.

11. An important requirement for the lesson is systematic monitoring of students’ knowledge and practical skills.

12. A modern chemistry lesson is permeated with the idea of optimizing the educational process. This means that the teacher chooses such means, methods and techniques of teaching, such an option for constructing a lesson, and rationalizes his own work and the work of students in the lesson in order to ensure the maximum possible efficiency in achieving the set goals in the allotted time.

13. A business atmosphere based on goodwill and trust, combined with emotional uplift, should reign in the lesson.

Before the start of the lesson, students are required to take their assigned seats in the chemistry classroom and prepare everything necessary for the lesson. Experienced teachers start the lesson from the very first minute. As the lesson progresses, the teacher constantly maintains discipline and attention of students, involving them in active cognitive activity.

A lesson is an integral functioning system in which the interaction of the teaching and learning processes is ensured. The conditions for organizing a lesson are as follows: socio-pedagogical (the presence of a qualified, creatively working teacher and a friendly team of students with the right value orientation, provision of good textbooks and teaching aids, a favorable psychological climate) and psychological-didactic ( high level students’ learning, the presence of formed learning motives, compliance didactic principles and rules for organizing the educational process). The functioning of this system is determined by the learning objectives. The remaining elements are subordinate to these goals and are only means of achieving them. It is these components that should be considered the structural elements of the lesson system.

Planning and conducting a lesson is determined by its goals. The basic requirements for a chemistry lesson (according to R. G. Ivanova) are as follows:

focus on achieving specific goals of training, education, and development of students;

ensuring a high ideological and political level of the educational process, conditions for the formation of a dialectical-materialistic worldview, atheistic, labor, moral education, connections with the practice of communist construction;

using all the possibilities of content and teaching methods to develop students’ interest in learning, logical thinking, and creative abilities; widespread use of problem-based learning;

training taking into account interdisciplinary connections;

a combination of various teaching methods that correspond to the objectives of the lesson and the content of the educational material, ensuring accessibility of learning; the appropriate use of all types of chemical experiments and sets of teaching aids, including technical means;

instilling the skills of independent work of students in the classroom in its frontal, group and individual forms:

the integrity of the lesson in all its parameters (content, didactic links), determined by the learning objectives, the consistency of all its parts; saving teaching time;

a calm, business-like atmosphere in the lesson, based on goodwill and mutual trust between the teacher and students and a common interest in the success of the lesson.

The subject content of the lesson is determined by the program and textbook, but the teacher, when preparing for it, is obliged to use additional material, especially if it is relevant and allows you to establish a close connection between learning and the surrounding reality, with life. The main thing is that the selected material does not exceed the volume determined by the program and textbook, i.e., does not contain additional new concepts. Illustrative material is selected so that it does not interfere with the assimilation and consolidation of the main program material in the lesson. Important characteristic lesson is its structure. There are three mandatory components of any lesson: updating previous knowledge and methods of action, the formation of new concepts and methods of action, and the application of new concepts and methods of action - the formation of skills. All these components are necessarily present in any lesson in different proportions. They are inseparable and dynamic. The most important among them is the formation of new concepts and methods of action, which cannot be accomplished without relying on previous experience and without applying the acquired knowledge in practice.

The simplest classification of lessons based on the didactic goal is the following: lessons on transferring and acquiring new knowledge, lessons on consolidating and improving knowledge and skills, and lessons on testing the results of assimilation. However, this classification, like any other, is very relative, because the educational nature of the lesson presupposes, along with the transfer of new knowledge, to ensure its consolidation and control its assimilation.

The classification of lessons into types depending on the dominant methods (lecture, conversation, practical lesson, etc.) is also relative, since with one leading method the teacher usually uses many more auxiliary methods and techniques that play an equally significant role in conducting the lesson. . Sometimes the variety of methods in a lesson is so great that it is generally impossible to accurately determine its type, but the methods should always correspond to the learning objectives, the content of the lesson and the specific conditions in the classroom.

Selecting a system of adequate teaching methods and means is a creative process. In order to increase the effectiveness of the lesson, it is necessary to select a system of teaching methods based on specific conditions, to be well versed in methodological literature and regularly study publications in the journal “Chemistry at School”, which covers the teaching of certain topics in the chemistry course, and also publishes materials on the best practices of teachers.

It is also necessary to have a good understanding of the complex of teaching and educational means available to the school.

Lessons included in the system of any specific teaching technology require special consideration. They generally do not fit into the traditional classification.

Preview:

Subject:

" Chemistry lesson:

lesson classification problem,

modern requirements for a lesson in the subject.

Characteristics of the main types of chemistry lessons at school»

Prepared the articleVetrik Elena Yurievna

Position: _ Teacher ___

Place of work: MKOU "Secondary School No. 20" Izmailikha village

Introduction .........................................................................................................3

2.1. Classification.............................................................................6

2.2. Classification problem...........................................................7

2.3. Lesson structure..........................................................................8

2.4. Lesson activities................................................................9

2.5. Lesson Objectives ................................................................................11

Chapter 3. Characteristics of lesson types.....................................................13

4.1. Lesson preparation.......................................................................20

4.2. Lesson summary...........................................................................22

4.3. Educational activities................................................................23

5.2. Peculiarities modern lesson .............................................28

Conclusion ............................................................................................................31

List of used literature.......................................................33

Introduction.

A lesson is a form of organizing training with the goal of students mastering the material being studied (knowledge, abilities, skills, ideological and moral-aesthetic ideas). This form is used whenclassroom-based teaching system and is conducted for a class, that is, a relatively permanent educational group.

Classes are held in this form in most educational institutions that implement educational programs general education. No matter how reforms and modernization improve, the main organizational form learning remains a lesson. The modern school was built and stands on it.

An analysis of the lessons conducted at school shows that their structure and methodology largely depend on the didactic goals and objectives that are solved in the process of studying a particular topic. All this allows us to talk about the methodological diversity of lessons and highlight those that are characterized by a number of common features.

The lesson offers a solution to the problems of education, a value-based attitude to life, and the development of a meaningful, motivated creative position through the means of non-traditional organization of the educational process.

The relevance of the topic of the work is that the lesson is the main dynamic and variable form of organizing the process of purposeful interaction between teacher and students, including content, forms, methods and means of teaching and systematically used to solve the problems of teaching, education and development of the student. In the light of the concept of modern education, great attention is currently paid to training, education and development, since the development of scientific and technological progress in the 20th century has revealed the great need of all humanity to receive quality education.

The purpose of the research is to identify the features of the main organizational form of teaching chemistry, the features of a modern lesson.

Objectives of the work: consider the lesson as an integral system; identify the typology and structure of lessons; evaluate a modern chemistry lesson.

The subject of the study is a modern lesson.

Chapter 1. Lesson as a holistic system

The main organizational form of teaching in a secondary school is the lesson.

What is a lesson? The answer to this question is very difficult today. Until now, the prevailing opinion in pedagogical science is that a lesson is a form of organizing education with a group of students of the same age, a permanent composition, a lesson on a fixed schedule and with a uniform curriculum for all. This form presents all components of the educational process: goal, content, means, methods, organization and management activities and all its didactic elements. The essence and purpose of a lesson in the learning process as an integral dynamic system is thus reduced to the collective-individual interaction between the teacher and students, as a result of which students acquire knowledge, skills and abilities, develop their abilities, experience, communication and relationships, as well as improvement pedagogical excellence teachers. Thus, the lesson, on the one hand, acts as a form of learning movement as a whole, on the other hand, as a form of organization of learning, predetermined by the basic requirements for the organizational structure of the lesson by the teacher, arising from the laws and principles of teaching.

Thus, a lesson is an integral functioning system in which the interaction of the teaching and learning processes is ensured. The birth of any lesson begins with awareness and correct, clear definition of it. ultimate goal– what the teacher wants to achieve; then establishing the means that will help the teacher achieve the goal, and then determining the method - how the teacher will act so that the goal is achieved.

Chapter 2. Classification of lessons

Typology of lessons is an important didactic problem. It should help put lesson data in order, a system for a wide range of purposes, as it represents the basis for a comparative analysis of lessons, for judging what is similar and different in lessons. The lack of an accurate and justified typology of lessons hinders the increase in the effectiveness of practical activities.

Typology can be approached in different ways. The first, simplest approach is to list the lessons that exist in the practice of the school, and then combine them according to some criteria.

2.1. Classification

This approach to classifying lessons was proposed, for example, by I. N. Kazantsev (classification by content and method of delivery). Classification by content provides for the division of lessons in accordance with the specifics of subjects, topics, sections, etc., presented in the lesson. I. N. Kazantsev, for example, points out that “lessons are divided according to their content, structured depending on the specifics of the sections, and within them - depending on the content of the topics taught.”

I. N. Kazantsev’s classification according to the method of conducting educational classes includes such types as excursion lessons, film lessons, independent work lessons, etc. The second approach to classifying lessons is based on an analysis of the features of the learning process and its components.

Thus, S.V. Ivanov in his classification identifies the following types of lessons:

1) introductory,

2) lesson of initial familiarization with the material,

3) mastering new knowledge,

4) applying the acquired knowledge in practice,

5) skills lesson,

6) consolidation, repetition and generalization,

7) control,

8) mixed, or combined.

The third approach to classifying lessons, which is very close to the second, is classification according to the main didactic purpose of the lesson and its place in the lesson system (I.N. Kazantsev, B.P. Esipov). The most developed classification here is that proposed by B.P. Esipov, who identifies:

1) combined, or mixed, lessons;

2) lessons to familiarize students with new material;

3) lessons to consolidate knowledge;

4) having the main goal of generalizing and systematizing what has been studied;

5) having the main goal of developing and consolidating skills and abilities;

6) with the main goal of testing knowledge.

Within the framework of the listed types of lessons, B. P. Esipov also identifies subtypes.

The second and third approaches to classifying lessons are more justified than the first. They played a positive role in the theory and practice of teaching.

2.2. Classification problem

However, existing classification approaches suffer from serious shortcomings. Firstly, all of the above classifications list in a rather simplified form the features characteristic of each type of lesson and evaluate them in the same way, with the same yardstick, ignoring the huge differences in the functional role of each of the features.

Secondly, they do not indicate how each feature influences the construction and delivery of a lesson, as a result of which the classification cannot properly guide the actions of teachers. Thus, the division of lessons into lessons to familiarize students with new material, consolidate knowledge, etc. gives little value to the teacher, since it does not reveal how these characteristics relate to the organization of the educational process. Thirdly, many lessons belonging to the same type in this classification have different internal organization, and vice versa.

Based on the above, we can conclude that the criteria for division (classification) should lie not only in some characteristics, but also in the ways of organizing the lesson itself. Lesson typologies that are based only on descriptive characteristics and do not take into account the way each lesson is organized are not effective enough. In this regard, one should be critical of typologies in which diagnostic features do not arise from the data of the structural analysis of the lesson, since in such cases it is difficult to determine the type of lesson.

Structural typology is theoretically and practically more useful.

2.3. Lesson structure

A type is a class of systems that share a common structural design. The analysis shows that lessons consisting of different numbers structural units have different functional purposes. On this basis, the main thesis was formulated, expressing the main idea of our approach to classification: lessons as forms of organizing learning can be considered as a series, going from structurally simple lessons to complex ones. More complex lessons include simpler ones as structural units.

Thus, a structurally simple lesson is a lesson consisting of two or more homogeneous learning situations and dedicated to the implementation of one didactic task.

Opposite to it will be another type of lesson - composite, i.e. having a number of didactic tasks and, accordingly, consisting of two or more heterogeneous learning situations (which can also be divided into a number of homogeneous ones).

Thus, the main types of lessons (simple and compound) are correlated in the classification with the types of learning situations (homogeneous and heterogeneous). The most difficult lesson in this case will be the one in which all the main didactic tasks of the process of acquiring knowledge are realized. Consequently, the typology begins with structurally simple lessons and goes to more and more complex ones, and at a higher level there will be lessons that, due to structural complexity, include more links in the process of knowledge acquisition. Increasing the number of didactic tasks that must be implemented in a lesson requires the use of many specific activities. If there is only one didactic task, then the activities in the lesson are more or less of the same type, similar. This is the essence of the qualitative differences between the types. This typology is practically useful because it is always possible to decide whether a particular lesson belongs to a given type or not based on clearly defined defining characteristics.

2.4. Lesson activities

However, in the selected types of lessons, only the connection of their structure with the general organization of the educational process is revealed and it is not indicated how the structural features of the lesson are related to the most important components of the learning process, to the activities of the teacher and students. This task is performed by dividing lessons into types (lessons of the first, second and third types). Types are distinguished depending on the style of guiding the cognitive activity of students used by the teacher in the lesson (which determines the specifics of the organization of the learning process). In accordance with this: the first type includes lessons in which the teacher uses predominantly direct guidance of students’ cognitive activity, i.e. directly guides their actions. It defines the general and partial goals of the work, sets out educational material, indicates the most suitable means and methods - in a word, makes the main decisions in the educational process himself. Students are more focused on the actions and demands of the teacher than on the tasks they perform under his guidance (“teacher-student” interaction pattern). In this case, various variations are observed: the teacher can completely dominate the educational process, strictly controlling and directing all the actions of students, or provide them with a certain freedom of action (within the limits allowed under direct guidance) and in this way give them the opportunity to exercise self-control and show some independence.

The second type includes lessons where the teacher mainly applies indirect guidance to the cognitive activity of students: he includes them in planned learning situations or invites students to do so. In such cases, students themselves (or with some help from the teacher) determine the goals of the work, study the material or perform some other task, choosing for this the most suitable means and methods of work, i.e. independently make many decisions in the educational process. The teacher, of course, gives the necessary instructions and provides the necessary assistance, but mostly the students work independently. Their attention is directed to the content of the task and to the educational material that is necessary for its implementation; all actions are consistent with what happens in the process of its implementation (“students - educational task” interaction scheme).

In lessons of the third type, direct guidance of students’ cognitive activity is systematically and evenly combined with indirect guidance, as a result of which the teacher and students take turns directly controlling the volume, coordination and pace of learning the material. The types of lessons are closely related to the corresponding types of learning situations that were described above.

2.5. Lesson Objectives

Types of lessons are distinguished depending on the number of main didactic tasks; differ in the nature of the combination of heterogeneous and homogeneous learning situations. Types of lessons are distinguished depending on the style of guiding the cognitive activity of students used by the teacher; The types of lessons are related to the types of learning situations in which learning will take place.

Thus, the teacher, having determined that the main didactic task of the lesson will be the formation and consolidation of skills and abilities, establishes that the type of lesson will be structurally simple and the most suitable for the implementation of the named didactic task will be lessons of the second or third type (or a combination thereof), which require a certain organization of content, their characteristic means and methods of work.

Consequently, this classification helps to connect the main didactic tasks not only with the type of lesson, but also with the organization of lesson content, as well as with specific means and methods of work, i.e. guides the teacher's actions. Our analysis contributes to a more complete understanding of the mistakes that were made by the authors of the lesson classifications discussed above:

1) using the names of didactic tasks or links in the process of acquiring knowledge to designate types of lessons, they did not identify the actual types of lessons that differ structurally and organizationally (simple and compound);

2) they did not take into account that the same didactic task can be realized through lessons of various types. All this made these classifications insufficiently theoretically and practically productive.

Chapter 3. Characteristics of lesson types

A lot is devoted to the typology of lessons scientific works. Today, this problem remains controversial in modern didactics of chemistry. Currently, there are several approaches to classifying lessons, each of which has a defining characteristic. Lessons are classified based on the didactic goal, the purpose of organizing lessons, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, methods of organization educational activities students. Of the teachers of the past, the most harmonious classification of lessons that still retains its scientific significance was given by K. D. Ushinsky. Didactics basically preserves the classification of lessons developed by K. D. Ushinsky, but somewhat clarifies it. The main types of lessons that are held at school are the following:

a) mixed or combined lessons;

b) lessons on communicating new knowledge by the teacher;

c) lessons on consolidating the material studied;

d) lessons in repetition and generalization of the material studied;

e) lessons, seminars and conferences;

f) lessons on testing and assessing knowledge.

The question of what type a particular lesson belongs to is of great practical importance. After all, where does a teacher’s preparation for classes begin? It begins with thinking through the question: what didactic goals will the teacher have to achieve in the upcoming lesson and, therefore, what should it be like in its structure and methodology? Depending on this, the necessary didactic material is selected and the teaching methodology is determined. Let's look at the characteristics of modern lesson types:

A) Mixed or combined lessons.

A combined lesson is the most common type of lesson in existing school practice. They got their name because when they are carried out, various goals and types are combined and, as it were, mixed (combined). academic work. The main elements (stages) of this lesson, constituting its methodological substructure, are:

2) repetition and testing of students’ knowledge, identifying the depth of understanding and degree of strength of everything learned in previous lessons and updating the necessary knowledge and methods of activity for subsequent work on understanding the newly studied material in the current lesson;

3) the teacher’s introduction of new material and the organization of students’ work to comprehend and assimilate it;

4) primary consolidation of new material and organization of work to develop students’ skills and abilities to apply knowledge in practice;

5) assignment of homework and instructions on how to complete it;

6) summing up the lesson with the assignment of a lesson point, grades for the work of individual students throughout the lesson.

What is the essence and methodological foundations each of these lesson stages? It is important to clearly define the teaching, developmental and educational goals of the lesson and each of its stages. The teacher needs to think carefully about what he should teach schoolchildren, how to use classes to develop their thinking, memory, cognitive abilities and interests, and what educational tasks he will solve. Without a detailed definition of lesson objectives, training sessions will be amorphous.

b) Lessons in communicating new knowledge.

Their very name suggests that they are devoted mainly to working on new material. Lessons on communicating new knowledge are held when fairly voluminous material is studied. They are characterized by the following stages:

1) organizing students for classes;

2) a brief survey of students on the most important issues of the topic covered in order to establish connections between new material and previously studied material;

3) setting the topic and determining the main goals of the classes;

4) presentation new topic;

5) a brief survey of students on the new material in order to better understand its key issues;

6) assigning a home lesson.

Thus, when conducting these lessons, most of the time is spent on working on new material, while work on consolidating it is limited only to asking two or three test questions to students. In this regard great importance These lessons acquire the use of techniques for activating the cognitive activity of students, in particular, the teacher’s ability to give the presentation of new material a problematic character, saturating the lecture with vivid facts and examples, including students in a conversation to analyze these facts and examples, encouraging them to give their own facts and examples in support of what is being explained conclusions, as well as the use of educational visual aids and technical means training. Consequently, the main thing when conducting these lessons is a meaningful and deep explanation of new material by the teacher and his ability to maintain the attention and mental activity of schoolchildren. Schoolchildren should be involved in solving such didactic problems as mastering new concepts and methods of action, independent search activities, and the formation of a system of value orientations. The forms of such study can be very different: a lecture, a teacher’s explanation with the involvement of students in the discussion of individual issues, a heuristic conversation, independent work with a textbook, other sources, setting up and conducting experiments, experiments, etc.

c) Lessons to consolidate the material being studied.

Such lessons are conducted after studying individual topics or sections of the curriculum and are aimed at organizing dispersed repetition of the material covered by students for the purpose of deeper understanding and assimilation. For example, in class, calculations using chemical formulas. It includes many important issues that took a whole series of lessons to study. The final stage of work on this topic is classes to consolidate the studied material. In order for these activities to have the desired effect, they need to be well prepared. It is necessary that students know in advance about the time of their holding and their main tasks. In addition, the teacher should highlight the main issues on which students should prepare to consolidate the material covered. No less important is the methodology for conducting these lessons. The main thing is that it correctly combines frontal and individual questioning of students, with written, oral and practical exercises, as well as with the organization of independent learning work. This method of work is reflected in the structure of these lessons. As a rule, they begin with an individual survey or a frontal conversation on the material covered, then the survey is combined with training exercises with an emphasis on consolidating more complex issues Topics. At the end of the classes, a little independent work is done.

G) Lessons on repetition and generalization of learned material.

They are held at the end school year, when all the program material has been completed. Their specific feature is that the teacher, in order to repeat, systematize and generalize students’ knowledge, highlights the key issues of the program, the assimilation of which is crucial for mastering the subject. It is important, however, not only to identify questions for reviewing the material covered, but also to indicate to students those paragraphs and places in the textbook that they should use when preparing for classes. The methods used in these lessons can be the teacher's review lectures, conversations and oral questioning, and the organization of exercises to deepen practical skills.

The lesson of generalization and systematization of knowledge is aimed at solving two main didactic tasks - establishing the level of students’ mastery of theoretical knowledge and methods of cognitive activity on key issues of the program, which are crucial for mastering the subject as a whole, and testing and assessing students’ knowledge, skills and abilities throughout the program material studied over long periods - quarters, half-years and the entire year of study. Psychologically, such lessons stimulate students to systematically repeat large sections, large blocks of educational material, allowing them to realize its systematic nature, discover ways to solve standard problems and gradually gain experience in transferring them to non-standard situations when solving new unusual problems that arise before them.

d) Lessons-seminars and lessons-conferences.

IN last years Lessons-seminars and lessons-conferences began to be widely used in schools. Their goal is to intensify students’ independent educational work and stimulate a deeper assimilation of the material being studied. The teacher gives questions in advance for discussion at the seminar and indicates literature for independent work. Thus, students not only study the textbook, but also significantly expand their knowledge by studying additional literature and at the same time acquiring the ability to independently obtain knowledge. This is the value of seminar classes.

Conference lessons are held after studying a particular section of the curriculum, in order to deepen knowledge on which it is necessary to discuss its key issues. In preparation for the conference, students study the literature recommended by the teacher, looking for answers to the questions posed and developing their own point of view on them. It is this difference in students’ judgments on the topic being studied that serves as the basis for the discussion and encourages them to actively participate in the conference.

e) Lessons for testing and assessing knowledge.

They are held after studying major topics or sections of the curriculum: during these lessons, tests are carried out (solving problems and examples, etc.). After checking the test papers, special lessons are usually held to analyze them and identify typical deficiencies in students’ knowledge that need to be overcome in subsequent training sessions.

Lessons for monitoring and correction of knowledge, abilities and skills are intended to assess the results of learning, the level of students’ assimilation of theoretical material, the system of scientific concepts of the course being studied, the formation of skills and abilities, the experience of educational and cognitive activities of schoolchildren, establishing a diagnosis of the level of students’ learning and introducing technical or other changes, corrections in the learning process in accordance with the diagnosis of the state of learning of children. Types of control and correction lessons can be: oral questioning (frontal, individual, group); written survey, solutions to problems and examples, etc.; test; credit practical (laboratory) work; workshops; independent test; exams, etc. All these and other types of lessons are conducted after studying entire sections and major topics of the subject being studied. The highest form of final testing and assessment of students' knowledge and level of training is an exam for the course as a whole. In control lessons, the degree of students’ readiness to apply their knowledge, skills and abilities in cognitive and practical activities in various learning situations is most clearly demonstrated.

By analyzing the main types of lessons, we can conclude that there is no single scheme for them. In addition, each lesson, regardless of the typology, is individual and dynamic, which is due to a number of factors: the characteristics of the teacher’s creativity and his personal qualities; level of preparation and abilities of students; peculiarities educational institution etc.

Chapter 4. Requirements for the lesson

A lesson is the main component of the educational process. The educational activities of the teacher and the student are largely focused on the lesson. That is why the quality of students’ preparation in a particular academic discipline is largely determined by the level of the lesson, its content and methodological richness, and its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own concept, beginning and ending, like any work of art. How to construct such a lesson? It is necessary to ensure that the lesson not only equips students with knowledge and skills, the significance of which cannot be disputed, but that everything that happens in the lesson arouses sincere interest in children, genuine passion, and shapes their creative consciousness.

4.1. Lesson preparation

So, in preparation for this lesson:

1) The first thing you need to start with is to clearly define and formulate its topic for yourself; determine the place of the topic in training course; determine the leading concepts on which this lesson is based, identify for yourself that part of the educational material that will be used in the future.

2) Determine and clearly formulate for yourself and separately for students the goal of the lesson - why it is needed at all. In this regard, it is necessary to identify the teaching, developing and educating functions of the lesson.

3) Plan educational material: select literature on the topic, and if we are talking about new theoretical material, you should try to ensure that the list includes an encyclopedic publication, a monograph (primary source), and a popular science publication. It is necessary to select from the available material only that which serves to solve the assigned problems in the simplest way.

Select educational tasks whose purpose is: learning new material; reproduction; application of knowledge in an unfamiliar situation; creative approach to knowledge. Arrange learning tasks in accordance with the principle “from simple to complex.”

4) Compose three sets of tasks: tasks that lead the student to reproduce the material, facilitate the student’s understanding of the material, and help the student consolidate the material. Think over the “highlight” of the lesson.

Each lesson should contain something that will cause surprise, amazement, delight of the students - in a word, something that they will remember when they have forgotten everything. It could be interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

5) Group the selected educational material.

To do this, think about the sequence in which work with the selected material will be organized, and how the students’ activities will change. The main thing when grouping material is the ability to find a form of lesson organization that will cause increased student activity, rather than passive perception of new material.

6) Plan control over students’ activities in the lesson, why think about what to control, how to control, how to use the results of control.

At the same time, do not forget that the more often everyone’s work is monitored, the easier it is to see typical mistakes and difficulties, as well as show the teacher’s genuine interest in their work.

7) Prepare equipment for the lesson. Make a list of necessary educational visual aids, devices, etc. Think over the type of chalkboard so that the entire new material remained on the board as a supporting note.

8) Think over homework assignments: their content, as well as recommendations for completing them.

A lesson prepared in this way should be included in a project - this is the final stage of lesson preparation and it ends with the preparation of a lesson outline in which the important points.

Consequently, preparing a lesson is the development of a set of measures, the choice of such an organization of the educational process that, in given specific conditions, ensures the highest final result. Preparatory work comes down to “adjustment” educational information to the capabilities of the class, assessment and selection of a scheme that will give maximum effect. Thus, for a lesson to achieve its purpose, it must be carefully prepared.

4.2. Lesson summary

The idea and project of the lesson must be expressed in the outline. A lesson outline is a kind of script.

The lesson outline is written on a separate sheet, in the first place in the outline they indicate the date of the lesson, topic, goals, and sequentially according to the plan they present the entire course of the lesson in the form of a detailed scenario: first the introductory part, then the main part, consolidation, homework. The time allocated for each part of the lesson is also specified. Special attention focuses on questions asked of students. The teacher formulates expected answers to them.

The notes include drawings and diagrams of devices, comments on them and summary, which they contain, the name of each means. They highlight the entry that will be made on the board, as well as what the students will write in their notebooks. Written assignments are included in the notes completely in the form in which they must be completed by students. Subsequently, the teacher enters a card index where a list of equipment for the lesson is recorded, there are cards for recording students’ knowledge, didactic material in the form of task options for testing, cards describing experience, necessary extracts from the original source, etc. In the plan itself, a reference is made to the card index, the goals and sequence of content are reflected.

In the notes after the lesson, they highlight what did not work out, what there was not enough time for in the lesson. This is necessary for self-analysis and so as not to forget to add in the next lesson. The success of the lesson is ensured when the teacher is fully aware of the technique and methodology of its implementation.

After the notes have been compiled, they prepare the planned equipment for the lesson and check whether the experiment works. Missing any little thing from a lesson can cause disorganization. After such preparation, the teacher can teach the lesson.

Thus, an indispensable attribute of organizing a lesson is drawing up its notes, which ensures the effectiveness of teaching.

4.3. Lesson activities

The first involves the joint actions of all students in the class under the guidance of the teacher, the second - the independent work of each student individually; group - students work in groups of 3-6 people or in pairs. Tasks for groups can be the same or different. The frontal form of organizing the educational activities of students is this type of activity of the teacher and students in the lesson, when all students simultaneously perform the same work, common to all, and the whole class discusses, compares and summarizes its results. The teacher works with the whole class at the same time, communicates with students directly during his story, explanation, demonstration, involving students in the discussion of the issues under consideration, etc. This contributes to the establishment of particularly trusting relationships and communication between the teacher and students, as well as students among themselves, fosters a sense of collectivism in children, allows schoolchildren to be taught to reason and find errors in the reasoning of their classmates, to form stable cognitive interests, and to intensify their activities.

When learning new material and consolidating it, the frontal form of lesson organization is most effective, but the application of acquired knowledge in changed situations is best organized by making maximum use of individual work. Laboratory works organized frontally, however, here too it is necessary to look for opportunities for maximum development of each student. You can finish the work by answering questions and tasks of varying degrees of difficulty. Thus, it is possible to optimally combine in one lesson best sides different forms training.

The individual form of organizing students' work in the lesson assumes that each student receives a task for independent completion, specially selected for him in accordance with his preparation and educational capabilities. Such tasks may include working with a textbook, other educational and scientific literature, various sources (reference books, dictionaries, encyclopedias, anthologies, etc.), solving problems, examples, writing abstracts, reports, conducting all kinds of observations, etc. . Individual work is widely used in programmed training.

It is advisable to carry out individual work at all stages of the lesson, when solving various didactic problems, to assimilate new knowledge and consolidate it, to form and consolidate skills, to generalize and repeat what has been learned, for control, to master the research method, etc.

The main features of students’ group work in the classroom are dividing the class into groups to solve specific educational problems; each group receives a modified task (either the same or differentiated) and completes it together under the direct guidance of the group leader or teacher.

Group leaders and their composition may be different in different lessons and they are selected according to the principle of uniting schoolchildren different levels training, extracurricular awareness on this subject, compatibility of students, which allows them to mutually complement and compensate for each other’s strengths and weaknesses. There should be no students in the group who are negatively disposed towards each other.

The group form of student work in the lesson is most applicable and appropriate when conducting practical work, laboratory and workshops in natural science subjects. In the course of such work, collective discussions of results, mutual consultations when performing complex measurements or calculations, etc. are used to the maximum. And all this is accompanied by intensive independent work.

Each of the considered forms of educational organization solves its own specific educational tasks. They complement each other.

Chapter 5. Requirements for a modern lesson, its features

5.1. Requirements for a modern chemistry lesson

A modern teacher needs to connect three components together:

1) deep knowledge of the subject, the ability to captivate students with it, interest them, and show the “highlights” of their particular discipline;

2) understanding psychological characteristics students, both individually, each child, and the team, with its general collective psychology, morals, traditions, ideals and values. You will have to adapt to these traditions, ideals and values will have to be carefully and unobtrusively adjusted in the process of working together, and the psychology of each individual will have to be taken into account;

3) have special pedagogical knowledge, i.e. know not only what to teach, but also how to teach, master pedagogical technologies, methods and techniques. Constantly improve these methods and techniques.

The positive side of the classical lesson scheme is that both teachers and students are prepared for such a lesson by past student and teaching experience; there are developments that make it possible to make the lesson more effective and find individual approaches to children. In a modern lesson, instead of a survey when checking homework, individual cards can be issued for ongoing monitoring. At the same time, the student’s work in the classroom becomes more active, the teacher’s role becomes less noticeable, but more effective. This requires additional efforts from the teacher, both in creating handouts and in monitoring.

The next step is to entrust the preparation of assignments to students. They will also be entrusted with verification functions. At the same time, the class is naturally divided into groups: some find themselves in the role of students, others in the role of teachers and supervisors. Groups should periodically change functions. With this lesson structure, the student ceases to be a passive learning object - a receiver. He becomes an active participant in educational activities, and his creativity is in demand. In this case, the teacher is assigned a fundamentally different function. From a lecturer, a source of information, an infallible judge, he turns into a lesson organizer, a manager. One of the most difficult tasks with this form of lesson delivery is the task of selecting roles that are most psychologically comfortable for students. The process of emancipation and the skill of working with an audience develops gradually. Here the teacher is required to take into account the individual psychological characteristics of children. When conducting a lesson in this way, some educational tasks are solved automatically.

Using the principles of student-oriented learning and an activity-based approach to learning, modern didactics offers a variety of lesson forms, such as: Workshop, Game-based learning, Modular learning, Collaborative learning, Group learning, Technology for the development of critical thinking, Project method, Portfolio, Pedagogical workshop.

Modern pedagogy has freed itself from a number of stereotypes and not only allows, but also recommends variable methods of conducting lessons. For example, the course may include excursions conducted outside the school walls, lectures in which highly qualified specialists are involved, demonstrations of films and video materials, even concert lessons prepared by students. An interesting form of conducting a lesson in the library reading room can be considered. Attending a concert or performance is a kind of lesson, since it carries an educational, educational and developmental load.

To improve teaching efficiency, the school is provided with a set of technical equipment. Thus, chemistry lessons are unthinkable without laboratory work. For such lessons, it is important to have reagents, flasks, and test tubes.

Nowadays, the use of projectors and interactive whiteboards in lessons is of particular importance. Their use allows you to use several senses and increases interest in the subject.

A special role is given to the use of computers in the educational process. Note that a computer can be used in the same way as a TV, since a significant number of multimedia CDs have been released to support academic disciplines. Unlike the TV, which provides the child with the role of a passive receiver of information, the computer allows two-way communication in an interactive mode. Good learning programs provide for variability of tasks and questions depending on the level of previous answers.

The ability to find information is important in the modern world. Today, the main source of information, along with books, is the Internet. The ability to quickly find the necessary information and use it is necessary for the success of further work.

For both students and teachers, a lesson is interesting when it is modern in the broadest sense of the word.

5.2. Features of a modern lesson:

1) The main form of interaction between teacher and student is cooperation. The teacher does not present a ready-made solution in the lesson, but poses a problem. The lesson becomes a tool for jointly searching for a solution to this problem, and different types technologies.

2) The modern lesson reflects real life.

3) Using an integrated lesson. Union is natural scientific disciplines(physics, chemistry, biology, geography) to study a single object.

4) The group form of training, mutual learning in groups, generally reflects the practice of real scientific research.

5) A modern lesson is rich in a variety of printed materials (instructions, algorithms, collections of problems, tables).

6) Despite the variety of technologies, the core of the lesson remains the personality of the teacher!

General requirements to a modern chemistry lesson:

1) Focus on achieving specific goals of training, education, and development of students.

2) Scientific content: theoretically and methodologically correct disclosure of the basic theories, laws, concepts, facts of chemistry indicated in the school curriculum, showing them in development as students advance in educational knowledge.

3) Using all the possibilities of content and teaching methods to develop students’ interest in learning, logical thinking, and creative abilities.

4) Using the latest achievements of science, building a lesson based on the laws of the educational process.

5) Implementation in the classroom of all didactic principles and rules in an optimal manner.

6) Providing appropriate conditions for productive cognitive activity of students, taking into account their interests, inclinations and needs.

7) Establishing interdisciplinary connections that students recognize.

8) Connection with previously learned knowledge and skills.

9) Logicality and emotionality of all stages of educational activities.

10) Effective use of pedagogical means.

11) Connection with life, personal experience students.

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

13) Formation of the ability to learn, the need to constantly expand the amount of knowledge.

14) Careful diagnosis, forecasting, design and planning of each lesson.

15) Instilling skills in students’ independent work in the classroom in its frontal, group and individual forms.

Each lesson is aimed at achieving a triune goal: to teach, educate, develop. Taking this into account, the requirements for the lesson are specified in didactic, educational and developmental requirements.

Conclusion

A modern lesson is both completely new and not losing touch with the past, in a word – relevant. Current [from lat. actualis - active] means important, essential for the present time. And also - effective, modern, directly related to the interests of people living today, urgent, existing, manifested in reality. In addition, if the lesson is modern, then it certainly lays the foundation for the future.

The development of scientific and technological progress in the 20th century revealed the need of all humanity to receive quality education. Any field of activity requires deep specialized knowledge, a high professional level, skills developed to the point of automaticity, and the ability to quickly navigate complex and rapidly changing situations in the modern world.

The school must lay down fundamental basic knowledge and ideas, based on which the student will be able not only to choose the direction of further activity that interests him, but also to build a further pyramid of professional erudition on a solid basis. The school should teach how to acquire knowledge yourself, work with a book, notes, and modern technical means of education. How to obtain information at lectures and during practical classes, how to synthesize various disciplines into a single worldview theory. How, finally, to navigate in a complex and rich information space, what beacons to find in it.

The use of technical means, the use of techniques and recommendations contributes to the delivery of a high-quality lesson, however, no technology, no methods will give results if the teacher does not find common language, a common interest with students, will not become a friend or role model for them. To do this, he has 45 minutes of teaching time in each lesson.

To summarize the work, it should be noted that each lesson is aimed at achieving a triune goal: to teach, educate, develop. Taking this into account, the requirements for the lesson are specified in didactic, educational and developmental requirements; in addition to these requirements for the lesson, others are distinguished: organizational, psychological, managerial, requirements for optimal communication between the teacher and students, requirements for cooperation, aesthetic, etc.

The problem of improving a chemistry lesson is an important problem in the educational process of teaching chemical and biological disciplines at school, the greatest attention is paid, first of all, to finding ways to use new methods and forms of organizing students in the classroom. As a result of the research, we can conclude that a modern lesson must meet a number of requirements: compliance of content and methods with the goals set, rational distribution of time in the lesson (at chemical experiments And theoretical material), consistency and consistency in the presentation of the content and the independent activities of students organized by the teacher, compliance vocabulary teachers to the active vocabulary of schoolchildren, a moderate pace of the lesson, constant feedback from the class at all stages of the lesson, a variety of activities of schoolchildren in the lesson, reliance on the life experience of the children, a favorable style of business communication in the lesson and its general psychological climate, tactfulness of the teacher, timeliness and reliability of assessment of schoolchildren’s educational activities, reliance on the individual and age characteristics of children, a combination of reproductive and creative activities of students in the classroom.

Thus, only if the specified requirements are met, the lesson will acquire the status of the most effective form of training and fulfill its mission.

List of used literature:

1. Kulnevich, S.V., Lakotsenina, T.P. Modern lesson. M.: Uchitel, 2004. 194 p.

2. Baranov, S.P. The essence of the learning process. M.: Education, 2010.123 p.

3. Konarzhevsky, Yu.A. Lesson analysis. M.: Uchitel, 2003. 244 p.

4. Kukushkin, V.S. Didactics (Learning Theory). M.: ICC “MartT”, Rostov-N/D, 2003. 368 p.

5. Ushinsky, K.D. Collected works: in 11 volumes. T. 2. M.-L. 2008. 796 p.

6. Zotov, Yu.B. Organization of a modern lesson. M.: Education, 2005. 247 p.

7. Fedorova, M.Yu. Educational Law: Tutorial for universities. - M.: Humanit. Publishing center Vlados, 2003. 320 p.

8. Babansky, Yu.K. Teaching methods in a modern secondary school. M.: Education, 2006. 362 p.

9. Potashnik, M.M., Levit, M.V. How to prepare and teach a lesson (modern technology): Toolkit. Ed. 2nd addition. M.: Pedagogical Society of Russia, 2006. 144 p.

10. Chernobelskaya, G.M. Methods of teaching chemistry in high school. M., 2000. 412 p.

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LESSON AS THE MAIN ORGANIZATIONAL FORM IN TEACHING CHEMISTRY

Lesson in the system of educational forms

The main organizational form of teaching in a secondary school is the lesson.

“A lesson is a systematically used (within certain time limits) to solve didactic problems - education, upbringing and development of students (united in a class team) - the main form of organization of teaching by a teacher, ensuring the implementation of content, means, forms and teaching methods." 1

In addition to the lesson, there are also other already established modern school organizational forms of work: extracurricular activities, extracurricular (extracurricular) activities, excursions, etc.

In the system of teaching forms, the lesson dominates and determines its structure, playing a leading role in it. You can delete any element from the system except the lesson. At the same time, the elements of the system influence each other mutually. Each of them performs its own function.

The lesson is the most important form of learning, because only within its framework the chemistry curriculum is implemented. Each lesson represents a building block of the learning process. Therefore, the same requirements apply to the lesson. It must perform educational, nurturing and developmental functions. If we consider the entire teaching of chemistry in the school curriculum as a system of lessons, then within it we can distinguish systems on individual topics, and within them individual lessons as structural elements.

Lesson as a system. Requirements for a chemistry lesson

A lesson is an integral functioning system in which the interaction of the teaching and learning processes is ensured. The conditions for organizing a lesson are as follows: socio-pedagogical (the presence of a qualified, creatively working teacher and a friendly team of students with the correct value orientation, the provision of good textbooks and teaching aids, a favorable psychological climate) and psychological-didactic (a high level of student learning, the presence of formed learning motives, compliance with didactic principles and rules for organizing the educational process). The functioning of this system is determined by the learning objectives. The remaining elements are subordinate to these goals and are only means of achieving them. It is these components that should be considered the structural elements of the lesson system.

Planning and conducting a lesson is determined by its goals. The basic requirements for a chemistry lesson (according to R. G. Ivanova) are as follows:

focus on achieving specific goals of training, education, and development of students;

ensuring a high ideological and political level of the educational process, conditions for the formation of a dialectical-materialist worldview, atheistic, labor, moral education, connections with the practice of communist construction;

using all the possibilities of content and teaching methods to develop students’ interest in learning, logical thinking, and creative abilities; widespread use of problem-based learning;

training taking into account interdisciplinary connections;

instilling skills in students’ independent work in the classroom in its frontal, group and individual forms:

the integrity of the lesson in all its parameters (content, didactic links), determined by the learning objectives, the consistency of all its parts; saving teaching time;

a calm, business-like atmosphere in the lesson, based on goodwill and mutual trust between the teacher and students and a common interest in the success of the lesson.

The subject content of the lesson is determined by the program and textbook, but the teacher, when preparing for it, is obliged to use additional material, especially if it is relevant and allows you to establish a close connection between learning and the surrounding reality, with life. The main thing is that the selected material does not exceed the volume determined by the program and textbook, i.e., does not contain additional new concepts. Illustrative material is selected so that it does not interfere with the assimilation and consolidation of the main program material in the lesson. An important characteristic of a lesson is its structure. There are three mandatory components of any lesson: updating previous knowledge and methods of action, the formation of new concepts and methods of action, and the application of new concepts and methods of action - the formation of skills. All these components are necessarily present in any lesson in different proportions. They are inseparable and dynamic. The most important among them is the formation of new concepts and methods of action, which cannot be accomplished without relying on previous experience and without applying the acquired knowledge in practice.

Selecting a system of adequate teaching methods and means is a creative process. In order to increase the effectiveness of the lesson, it is necessary to select a system of teaching methods based on specific conditions, be well versed in the methodological literature and regularly study publications in the journal “Chemistry at School”, which covers the issues of teaching certain topics of the chemistry course, and also publishes materials about best practices among teachers.

It is also necessary to have a good understanding of the complex of teaching and educational means available to the school.

Lessons included in the system of any specific teaching technology require special consideration. They generally do not fit into the traditional classification.

Planning a chemistry lesson system

The system of lessons on each topic represents an integral unity. Its construction is based on an integrated approach to teaching, and the functions of each lesson are determined, in addition, by the didactic goal.

Based on the analysis of the chemistry program, it is determined first of all educational function topics: the most important concepts, theories, laws, facts that need to be revealed in the process of studying the topic, connections between these elements of content, the sequence of their study. The main task of the teacher at this stage is to analyze the content in order to establish relationships and, on this basis, determine their sequence. It is also useful for high school students to know about the structure of the topic and the sequence of its study. To determine the educational function of a topic, its content should be analyzed from the point of view of the formation of a scientific-materialistic worldview, as well as other aspects of education. The developmental function of the topic is determined by the possibilities of developing logical thinking, interest in the subject, independence, etc. on its material. After this, the lesson structure of the topic is considered.

Working on content and determining the purpose of the lesson

First of all, it is necessary to deeply analyze the chemical content of the lesson in order to identify the educational didactic goal. Without proper analysis of the content, the set goals of the lesson are either formal, coinciding with the topic of the lesson in wording, or unrealistic, exceeding the capabilities of the content. You should work hard on the content, revealing its structure and highlighting the main thing. Analyzing the content means identifying as many of its connections as possible with previous and subsequent lessons (intra-subject connections), as well as connections with other subjects that make it easier for students to understand the issue.

After this, connections between the lesson content and the previous material are established. However, it is not enough to limit yourself to just the previous lesson. Need to identify All studied supporting concepts, from which the teacher will build in the lesson and which will need to be taken into account. Then you need to find out where the content of the planned lesson is will be used later while studying the material. This is necessary to know in order to understand what is important to focus on and what to pay special attention to. Only after this can you formulate the purpose of the lesson, which will reflect its main idea.

So, for example, in a lesson on the topic “Ionic bonding,” inexperienced teachers formulate the goal: “To familiarize students with ionic bonding.” This is wrong for a number of reasons.

Firstly, the main idea of the lesson is not revealed: ionic bond- this is an extreme case of polar, since any chemical bond has a single nature.

Secondly, the reliance of this lesson on the previous one is not taken into account (incorrect wording isolates the lesson from the rest).

Thirdly, the concept of an ionic bond and the ions involved in its formation must be formed, but this goal is not set in the formulation; only familiarization with the material is proposed.

Fourthly, interdisciplinary connections with physics (about the properties of positive and negatively charged particles) are not taken into account.

Fifthly, the formulation poses a task only for the teacher.

If you carefully analyze the content and highlight the main idea in it, then the goal of the lesson will sound different: to achieve an understanding of the formation of an ionic bond as an extreme case of a polar one. To form a concept about the unified nature of chemical bonds in compounds and about ions as charged particles between which a bond occurs. This formulation also contains an educational, ideological task: the formation of the idea of the material unity of the world.

Another example would be a lesson in grade IX on the topic “Interaction of simple substances with water.” 1 The lesson content includes numerous examples confirming the facts that metals (Na, Ca, Mg, Fe, A1) and non-metals (F 2, C) can enter into redox reactions with water.

The first thing to start with is to determine what students already know about simple substances and water, i.e., what they can rely on (the number of supports determines the availability of the material and the subsequent organization of the lesson) when presenting new material.

From the 8th grade course it follows that students know a lot about simple substances:

simple substances can react with each other;

when simple substances combine with oxygen, oxides are formed;

typical metal oxides are basic;

metals can interact with acids to displace hydrogen, depending on the position of the metal in the displacement series;

it is known that there are metals, non-metals and transition elements;

A lot is also known about water:

water reacts with metal oxides;

when water reacts with some basic oxides, bases are formed;

water interacts with sodium (and other alkali metals) with the release of hydrogen;

water reacts with fluorine and chlorine to release oxygen.

All this data, which are studied by students at the atomic-molecular level. But by the time the lesson is conducted, the theories that should be studied have already been studied. Necessarily keep in mind:

periodic law and periodic table elements of D. I. Mendeleev;

atomic structure;

chemical bond;

electrolytic dissociation;

redox processes;

concept of a displacement series of metals.

This is how large a database of information on chemistry the students have at the time of the lesson. Almost everything is known. Then what is the point of the lesson? What is missing? Maybe this lesson is not needed at all?

To answer this question we need to look ahead, and then we will see that students are being let down To broad generalizations through systematization of knowledge about simple substances, to rethink chemical material in the light of the studied theories, to the perception of ideas about the material unity of the surrounding world. Thus, purpose of this lesson not just inform students about how simple substances react with water, but summarize information about the reactions of metals and non-metals With water, systematizing them on the basis of studied theories. Thus, the goal immediately acquires both a developmental and educational character.

If the teacher does not carry out such an analysis of the content, then he will simply determine the main idea of the lesson - to compare the attitude of metals and non-metals to water and emphasize the difference in their properties, after which he will conscientiously present the material, making the lesson repetitive and boring. Thus, the methods and organization of the lesson depend on the goal.

Another example. Lesson on the topic “Hydrochloric acid and its properties.” Analysis of the content of the material for the study of hydrochloric acid shows that most of the properties of hydrochloric acid 1 are already known to students from the chapter “Basic classes inorganic compounds", etc. Therefore, the formal goal setting: “Study the properties of hydrochloric acid” will be incorrect. It does not take into account the initial level of knowledge of students, focuses on simple repetition and does not provide for the development of students’ thinking. At the same time, the formulation of the goal: “Systematize and concretize knowledge about acids using the example of hydrochloric acid” - focuses on the formation of complex mental techniques and determines the formulation of the cognitive task of the lesson.

During the lesson, the educational goal is set for students in the form of a cognitive task, common problem lesson.

Depending on the level of preparedness of the class, the cognitive task of the lesson is formulated differently: either in the previously given formulation (if the students know what systematization is and master this mental technique), or the task is set to prove the composition of hydrochloric acid by all known methods, or it is proposed from a number of substances, select those with which hydrochloric acid will react, and explain why. After answering this question at the end of the lesson, the teacher makes a generalization. In all cases, the cognitive task will determine a different sequence of learning hydrochloric acid, although the outcome of the lesson will be the same.

Thus, the formulation of the goal determines the organization of content, the construction of the lesson, the selection of methods, the success of the lesson itself, and the interest of students in it. It is possible to correctly determine and formulate the objectives of the lesson only after a thorough analysis of the chemical content, determination of its structure, and identification of the main goal. Once the goals are determined, all further work consists of subordinating the lesson to these goals.

The subject content of the lesson must correspond to the program, but not repeat the textbook. The logic of presentation of the material, as well as individual examples, may differ from those given in the textbook. This is even necessary in order to stimulate students to work in class and at home with the textbook. The logical restructuring of the material is also determined by the need to use a problem-based approach. A teacher quickly loses his authority if he only presents the contents of the textbook in class. We must also not forget about the didactic requirements for any content.

Determining the lesson structure

The subject content of the lesson largely determines its structure, which defines the so-called didactic links: introductory part, main part, consolidation. These links usually always exist, but are expressed differently. In any case, all structural links of the lesson are planned in such a way as to ensure integrity And focus. This means that it is important not only to determine the structure of a given lesson, but also to identify and use its connections with previous and subsequent lessons, so that it is a structural link of the entire educational process.

So, after developing the main content it is planned introductory part. Its task is to establish connections with previous material by checking students' mastery of previously studied material.

After a short (7-10-minute) introductory stage, during which a fairly complete picture of the class’s preparedness emerges, the previous material is briefly summarized in order to move on to learning new things.

So, for example, in a lesson in grade IX on the topic “Ammonia”, 1 it is planned to consider the properties of ammonia in solution as an electrolyte, the formation of ammonium ion by the donor-acceptor mechanism and the behavior of ammonia in redox reactions. In the introductory part of this lesson, it is necessary to recall the mechanism of formation of a covalent polar bond, the structural features of the nitrogen atom, the electrolytic dissociation of bases, as well as the electronic essence of oxidation and reduction. In this case, the teacher can choose different options. He can ask all the listed questions at the beginning of the lesson, and then pose the problem V form of a cognitive task - to predict Chemical properties ammonia. Then this will be a pronounced introductory part. Here the teacher can conduct a frontal conversation or invite the student to the board so that he explains in more detail his answer to the question posed, and can even propose a problem to solve. Or he can act differently if he is confident in the preparedness of the students: begin an explanation, simultaneously updating the students’ knowledge, asking them questions that express parts of the named problem.

You need to plan the introductory part very carefully. AND on knowledge is taken into account, and the time required for independent work of students is clearly defined for solving problems, etc. d. The teaching aids that were used in the previous lesson should also be provided. The introductory part of the lesson organizes students for further work.

Main part The lesson is usually devoted to learning new material. However, this may be generalization, consolidation and improvement of knowledge, or verification of the results of assimilation. For example, the final lessons in chemistry in high school are exclusively of a generalizing, systematizing nature: generalization of complex theoretical issues, comparative characteristics different groups of elements and their compounds, identifying genetic connection between substances, the role of chemistry in national economy etc. But in any case, the main part of the lesson must contain something new for students, otherwise the lesson will be uninteresting and boring for them. A simple repetition of previously learned information is necessary for those students who missed classes or did not learn them well enough.

In accordance with the requirements of developmental education, new material in the lesson is studied at an intense pace, which requires students to make efforts in mastering it. Problem-based learning satisfies these conditions. When planning to study new material, you must first determine the structure of the latter. Under these conditions, knowledge is more easily absorbed and retained more firmly in memory.

So, for example, when conducting a lesson in the 9th grade on the topic “Chemical properties of sulfur,” the main key idea is to use this material to expand, deepen, and concretize students’ theoretical knowledge about the structure of matter, redox processes, and the thermal effect chemical reactions, about the connection between the chemical properties of the simple substance sulfur and the position of the element in D.I. Mendeleev’s table. The lesson is built around this core idea, its content and its structure are determined. Thus, students are taught a specific methodological approach to the study of chemical objects, characteristic of chemistry, which contributes to the formation of special educational skills in the process of mastering chemical content.

From the standpoint of the key idea, a logical approach is then chosen - inductive or deductive. The inductive approach is used when students do not have enough theoretical knowledge on the basis of which the necessary facts could be considered, and there is not enough factual material for theoretical generalization. The deductive approach is productive where it is possible to build the study of new material on the basis of students’ existing theoretical knowledge. For example, in a grade VIII course, when students have not accumulated chemical facts at the beginning of teaching chemistry, the use of a deductive approach is inappropriate, since this can only lead to formal knowledge. However, after generalizing information about atomic-molecular science, they already switch to a deductive approach. The use of a deductive approach can be facilitated by a propaedeutic course in grade VII, if it is enriched with facts. After studying periodic law D.I. Mendeleev mainly uses a deductive method, built on the basis of a previous generalization. The deductive approach saves time and promotes the formation of scientific and theoretical thinking. But it should be remembered that developmental learning is provided not only by a deductive approach, but also by a problem-based approach, as well as all types of independent work by students.

Making a lesson summary

The intent and design of the lesson must be expressed Vnotes. A novice teacher writes a detailed outline of the lesson, a kind of script. In the future, having accumulated enough experience, he can limit himself to a detailed lesson plan.

Lesson summary write in a notebook or on separate sheets of paper. In the latter case, it is easy to supplement or change. In the first place in the outline, they indicate the date of the lesson, the topic, the goals, and sequentially according to the plan, they present the entire course of the lesson in the form of a detailed scenario: first the introductory part, then the main part, consolidation, homework. The entire lesson is presented full text in the notes of a young teacher, since it is important for him not only what to say, but also how to say it. The time allocated for each part of the lesson is agreed upon. Particular attention is paid to questions asked of students. The teacher formulates expected answers to them. It is recommended to first compose an answer and then select a question for it. Then it turns out to be more accurate.

The notes include drawings and diagrams of devices, instructions on the place of use of teaching aids, comments on them and a summary of the content that they contain, the name of each means. In the notes, they highlight in colored ink the entry that will be made on the board, as well as what the students will write in their notebooks. It is very important to describe your homework in detail. Written assignments are included in the notes completely in the form in which they must be completed by students. Then it is easier to check notebooks. The date in the notes will help determine when and what task the students did not complete.

Lesson as a holistic system

The main organizational form of teaching in a secondary school is the lesson.

What is a lesson? The answer to this question is very difficult today. Until now, the prevailing opinion in pedagogical science is that a lesson is a form of organizing training with a group of students of the same age, a permanent composition, a lesson on a fixed schedule and with a uniform training program for all. This form presents all components of the educational process: goal, content, means, methods, organization and management activities and all its didactic elements. The essence and purpose of a lesson in the learning process as an integral dynamic system is thus reduced to the collective-individual interaction between the teacher and students, as a result of which students acquire knowledge, skills and abilities, develop their abilities, experience, communication and relationships, as well as improving the teacher's pedagogical skills. Thus, the lesson, on the one hand, acts as a form of learning movement as a whole, on the other hand, as a form of organization of learning, predetermined by the basic requirements for the organizational structure of the lesson by the teacher, arising from the laws and principles of teaching.

Thus, a lesson is an integral functioning system in which the interaction of the teaching and learning processes is ensured.

Goals and objectives of chemistry lessons

The birth of any lesson begins with the awareness and correct, clear definition of its ultimate goal - what the teacher wants to achieve; then establishing the means - what will help the teacher achieve the goal, and then determining the method - how the teacher will act so that the goal is achieved.

What is a goal and when, what goals does the teacher set for the lesson? It is generally accepted in science that a goal is an expected, pre-planned (mentally or verbally) result of an activity to transform an object. In pedagogical activity, the object of transformation is the activity of the student, and the result is the level of training, development and education of the student.

The objectives of the lesson are divided into three groups:

a) Educational (cognitive): transfer to students of a certain system of knowledge, abilities, skills necessary for general education, for the study of other disciplines and for practical activities in everyday life. The learning objectives of the lesson include: ensuring that the basics are learned during the lesson chemical concepts(laws, theories...) and scientific facts; developing the ability to plan an answer, work with a textbook, read and write quickly, extract the necessary information when listening and reading a text, and apply the acquired knowledge in practice. The ability to form (consolidate) special skills in the subject.

b) Educational: the formation of ideological ideas during the lesson (the reality of the surrounding world, cause-and-effect relationships between phenomena); instilling respect for one's homeland. Setting the educational goals of the lesson is carried out within the framework of a holistic approach to the process of identifying an individual and covers all the main aspects of education: mental, moral, labor, economic, environmental, legal, aesthetic, etc.

c) Developmental: reflect the basic skills that are practiced during the training session: developing in students the ability to highlight the main thing in the material studied, the ability to compare, generalize, systematize; develop the thinking necessary for an educated person to fully function in modern society; development of elements of creative activity as qualities of thinking - intuition, spatial imagination, ingenuity, etc.; formation of the “ability to learn”: use knowledge, skills and abilities in educational activities; develop memory, form a worldview, develop oral and written communication skills, group self-organization skills, the ability to conduct dialogue, develop thinking (based on students’ assimilation of cause-and-effect relationships, comparative analysis), and the ability to clearly formulate their thoughts.

Educational, educational and developmental goals are closely interrelated with each other. In each lesson, all three goals are implemented, and in a comprehensive manner. One of them, as a rule, acts as the main one, while the others help achieve the main, leading goal. Thus, a teacher, going to a lesson, sets himself a triune goal, which determines the successful implementation of the learning process.

A well-defined lesson goal allows you to outline its objectives:

a) Educational: include main events and phenomena that must be firmly grasped by students. Determining the educational objectives of a lesson means establishing what to teach in the lesson, i.e. what knowledge to give to students, namely the formation in students of specific chemical concepts, patterns of chemical reactions, practical skills and abilities to handle acids, alkalis and other substances, laboratory equipment, heating devices, gasometers, measuring instruments, the ability to conduct simple chemical experiments, observing safety rules, solve and draw up standard chemical problems, design various models, devices, layouts, installations, etc.

b) Educating: include determining students’ attitudes towards surrounding reality and behavior, development of initiative, creativity, development of organizational skills. Formation of concepts about the diversity and close relationship of chemical objects (specific chemical elements, substances, chemical reactions) with other (biological, physical, etc.) objects, to reveal the idea of the integrity of nature and a unified scientific picture of the world, etc.

c) Developmental: the ability to compare, carry out mental actions to establish similarities or differences between chemical objects, identify general signs, by which one can compare or contrast substances or chemical reactions and etc.

Unlike the goal, which is somewhat general, the lesson objectives are designed to detail it, “break it down” into specific ways to achieve it. Each task is focused on the means of solving it.

Typology and structure

The structure of the lesson and the forms of organization of educational work on it are of fundamental importance in the theory and practice of a modern chemistry lesson, since they largely determine the effectiveness of teaching and its effectiveness. The structure of any lesson is presented in three parts:

· The introductory part (2-7 min.) is checking homework, updating and correcting basic knowledge and skills.

· The main part (25-40 min.) consists of communicating the topic of the lesson, goals and motivation of educational activities, generalization and systematization of knowledge, consolidation and application of acquired knowledge, skills and abilities; further in accordance with the didactic purpose of the lesson.

· Final part (3-5 min.) Summing up the lesson, reporting homework.

The lesson includes the content of the material, methods and forms of teaching, methods of managing and monitoring educational activities, technical means, teaching aids, didactic materials for independent work, forms of organizing the educational activities of students, the personality of the teacher, but are they components of the lesson? Of course not! Since it is not a component of the lesson and the purpose of the lesson. We also cannot agree with the statement that there is no objectively constant lesson structure.

At the same time, academic teachers are unanimous that the structure of a lesson cannot be amorphous, faceless, random. The learning process is effective only when the teacher correctly understands the unity of the functions of each component separately and its structural interactions with other components of the lesson, when he realizes that each of the components of the didactic structure of the lesson is connected with the previous ones. The formation of new knowledge can only be successful based on existing knowledge, and the development of skills and abilities is successfully carried out after mastering something new. The methodological substructure of the lesson, developed by the teacher on the basis of the didactic structure, is characterized by great variability. So, in one lesson, it can include a teacher’s story, asking questions for students to reproduce the knowledge imparted to them, performing exercises based on a model, solving problems, etc.; in another lesson - demonstration of experiments, reproduction of experiments by students, solving problems using the same method in new, non-standard situations, etc.; on the third - solving search problems with the help of which new knowledge is acquired, teacher generalizations, knowledge reproduction, etc. .

Many scientific works are devoted to the typology of lessons. Today, this problem remains controversial in modern didactics of chemistry. There are several approaches to classifying lessons, each of which has a defining characteristic. Lessons are classified based on the didactic goal, the purpose of organizing lessons, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, ways of organizing the educational activities of students. Of the teachers of the past, the most harmonious classification of lessons that still retains its scientific significance was given by K. D. Ushinsky. Didactics basically preserves the classification of lessons developed by K. D. Ushinsky, but somewhat clarifies it. The main types of lessons that are held at school are the following:

a) mixed or combined lessons;

b) lessons on communicating new knowledge by the teacher;

c) lessons on consolidating the material studied;

d) lessons in repetition and generalization of the material studied;

e) lessons, seminars and conferences;

f) lessons on testing and assessing knowledge.

a) Mixed or combined lessons

A combined lesson (Appendix 1) is the most common type of lesson in existing school practice. They got their name because when they are carried out, various goals and types of educational work are combined and, as it were, mixed (combined). The main elements (stages) of this lesson, constituting its methodological substructure, are:

b) repetition and testing of students’ knowledge, identifying the depth of understanding and degree of strength of everything learned in previous lessons and updating the necessary knowledge and methods of activity for subsequent work on understanding the newly studied material in the current lesson;

c) the teacher’s introduction of new material and the organization of students’ work to comprehend and assimilate it;

d) primary consolidation of new material and organization of work to develop students’ skills and abilities to apply knowledge in practice;

e) assignment of homework and instructions on how to complete it;

f) summing up the lesson with the assignment of a lesson point, grades for the work of individual students throughout the lesson.

What is the essence and methodological basis of each of these stages of the lesson? It is important to clearly define the teaching, developmental and educational goals of the lesson and each of its stages. The teacher needs to think carefully about what he should teach schoolchildren, how to use classes to develop their thinking, memory, cognitive abilities and interests, and what educational tasks he will solve. Without a detailed definition of lesson objectives, training sessions will be amorphous.

b) Lessons in communicating new knowledge

Their very name suggests that they are devoted mainly to working on new material. Lessons on communicating new knowledge (Appendix 2) are conducted when fairly voluminous material is studied. They are characterized by the following stages:

a) organizing students for classes;

b) a brief survey of students on the most important issues of the topic covered in order to establish connections between new material and previously studied material;

c) setting the topic and determining the main goals of the classes;

d) presentation of a new topic;

e) a brief survey of students on new material in order to better understand its key issues;

f) assigning a home lesson.

Thus, when conducting these lessons, most of the time is spent on working on new material, while work on consolidating it is limited only to asking two or three test questions to students. In this regard, the use in these lessons of techniques for activating the cognitive activity of students, in particular, the teacher’s ability to give the presentation of new material a problematic nature, saturating the lecture with vivid facts and examples, including students in a conversation to analyze these facts and examples, encouraging them to bring their own, is of great importance. facts and examples to support the conclusions being explained, as well as the use of educational visual aids and technical teaching aids. Consequently, the main thing when conducting these lessons is a meaningful and deep explanation of new material by the teacher and his ability to maintain the attention and mental activity of schoolchildren. Schoolchildren should be involved in solving such didactic problems as mastering new concepts and methods of action, independent search activities, and the formation of a system of value orientations. The forms of such study can be very different: a lecture, a teacher’s explanation with the involvement of students in the discussion of individual issues, a heuristic conversation, independent work with a textbook, other sources, setting up and conducting experiments, experiments, etc.

c) Lessons to reinforce the material being studied

Such lessons are conducted after studying individual topics or sections of the curriculum and are aimed at organizing dispersed repetition of the material covered by students for the purpose of deeper understanding and assimilation. For example, in class, calculations using chemical formulas. It includes many important issues that took a whole series of lessons to study. The final stage of work on this topic is classes to consolidate the studied material. In order for these activities to have the desired effect, they need to be well prepared. It is necessary that students know in advance about the time of their holding and their main tasks. In addition, the teacher should highlight the main issues on which students should prepare to consolidate the material covered. No less important is the methodology for conducting these lessons. The main thing is that it correctly combines frontal and individual questioning of students, with written, oral and practical exercises, as well as with the organization of independent learning work. This method of work is reflected in the structure of these lessons. As a rule, they begin with an individual survey or a frontal conversation on the material covered, then the survey is combined with training exercises with an emphasis on consolidating more complex issues of the topic. At the end of the classes, a little independent work is done.

d) Lessons on repetition and generalization of the material studied

They are held at the end of the school year, when all the program material has been covered. Their specific feature is that the teacher, in order to repeat, systematize and generalize students’ knowledge, highlights the key issues of the program, the assimilation of which is crucial for mastering the subject. It is important, however, not only to identify questions for reviewing the material covered, but also to indicate to students those paragraphs and places in the textbook that they should use when preparing for classes. The methods used in these lessons can be the teacher's review lectures, conversations and oral questioning, and the organization of exercises to deepen practical skills.

e) Lessons-seminars and lessons-conferences

In recent years, lessons-seminars and lessons-conferences have become widely used in schools. Their goal is to intensify students’ independent educational work and stimulate a deeper assimilation of the material being studied. The teacher gives questions in advance for discussion at the seminar and indicates literature for independent work. Thus, students not only study the textbook, but also significantly expand their knowledge by studying additional literature and at the same time acquiring the ability to independently obtain knowledge. This is the value of seminar classes.

f) Lessons for testing and assessing knowledge

They are carried out after studying major topics or sections of the curriculum: during these lessons tests are carried out (solving problems and examples, etc.) (Appendix 3). After checking the test papers, special lessons are usually held to analyze them and identify typical deficiencies in students’ knowledge that need to be overcome in subsequent training sessions.

Lessons for monitoring and correction of knowledge, abilities and skills are intended to assess the results of learning, the level of students’ assimilation of theoretical material, the system of scientific concepts of the course being studied, the formation of skills and abilities, the experience of educational and cognitive activities of schoolchildren, establishing a diagnosis of the level of students’ learning and introducing technical or other changes, corrections in the learning process in accordance with the diagnosis of the state of learning of children. Types of control and correction lessons can be: oral questioning (frontal, individual, group); written survey, solutions to problems and examples, etc.; test; credit practical (laboratory) work; workshops; independent control work; exams, etc. All these and other types of lessons are conducted after studying entire sections and major topics of the subject being studied. The highest form of final testing and assessment of students' knowledge and level of training is an exam for the course as a whole. In control lessons, the degree of students’ readiness to apply their knowledge, skills and abilities in cognitive and practical activities in various learning situations is most clearly demonstrated.

Lesson preparation

The lesson is the main component of the educational process. The educational activities of the teacher and the student are largely focused on the lesson. That is why the quality of students’ preparation in a particular academic discipline is largely determined by the level of the lesson, its content and methodological richness, and its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own concept, beginning and ending, like any work of art. How to construct such a lesson? How to make sure that the lesson not only equips students with knowledge and skills, the significance of which cannot be disputed, but that everything that happens in the lesson arouses sincere interest in children, genuine passion, and shapes their creative consciousness.

So, in preparation for this lesson:

1) The first thing you need to start with is to clearly define and formulate its topic for yourself; determine the place of the topic in the training course; determine the leading concepts on which this lesson is based, in other words, look at the lesson retrospectively; and, conversely, identify for yourself that part of the educational material that will be used in the future, in other words, look at the lesson through the prism of the perspective of your activity.

2) Determine and clearly formulate for yourself and separately for students the goal of the lesson - why is it needed at all? In this regard, it is necessary to identify the teaching, developing and educating functions of the lesson.

4) Compose three sets of tasks: tasks that lead the student to reproduce the material; tasks that help the student understand the material; tasks that help the student retain the material. Think over the “highlight” of the lesson.

Each lesson should contain something that will cause surprise, amazement, delight of the students - in a word, something that they will remember when they have forgotten everything. It could be an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

5) Group the selected educational material.

6) Plan monitoring of students’ activities in the lesson, why think about: what to control; how to control; how to use the control results.

At the same time, do not forget that the more often everyone’s work is monitored, the easier it is to see typical mistakes and difficulties, as well as to show the teacher’s genuine interest in their work.

7) Prepare equipment for the lesson. Make a list of necessary educational visual aids, instruments, etc. Think about the type of chalkboard so that all new material remains on the board in the form of a supporting note.

8) Think over homework assignments: their content, as well as recommendations for completing them.

) A lesson prepared in this way should be included in a project - this is the final stage of lesson preparation and it ends with the preparation of a lesson summary in which important points are recorded.

Consequently, preparing a lesson is the development of a set of measures, the choice of such an organization of the educational process that, in given specific conditions, ensures the highest final result. Preparatory work comes down to “adapting” educational information to the capabilities of the class, assessing and choosing a scheme that will give the maximum effect. Thus, for a lesson to achieve its purpose, it must be carefully prepared.

Lesson summary

The idea and project of the lesson must be expressed in the outline. A lesson outline is a kind of script.

The lesson outline is written in a separate notebook, in the first place in the outline they indicate the date of the lesson, the topic, the goals, and sequentially according to the plan they present the entire course of the lesson in the form of a detailed script: first the introductory part, then the main part, consolidation, homework. The time allocated for each part of the lesson is also specified. Particular attention is paid to questions asked of students. The teacher formulates expected answers to them.

The notes include drawings and diagrams of devices, comments on them and a brief content that they contain, the name of each device. They highlight the entry that will be made on the board, as well as what the students will write in their notebooks. Written assignments are included in the notes completely in the form in which they must be completed by students. Subsequently, the teacher enters a card index where a list of equipment for the lesson is recorded, there are cards for recording students’ knowledge, didactic material in the form of task options for testing, cards describing experience, necessary extracts from the original source, etc. In the plan itself, a reference is made to the card index, the goals and sequence of content are reflected.

Thus, an indispensable attribute of organizing a lesson is drawing up its notes, which ensures the effectiveness of teaching.

Organization of educational activities in the classroom

In the search for ways to more effectively use the structure of lessons of different types, the form of organizing students' learning activities in the classroom becomes especially important. In pedagogical literature and school practice, mainly three such forms are accepted - frontal, individual and group. The first involves the joint actions of all students in the class under the guidance of the teacher, the second - the independent work of each student individually; group - students work in groups of 3-6 people or in pairs. Tasks for groups can be the same or different.

The frontal form of organizing the educational activities of students is this type of activity of the teacher and students in the lesson, when all students simultaneously perform the same work, common to all, and the whole class discusses, compares and summarizes its results. The teacher works with the whole class at the same time, communicates with students directly during his story, explanation, demonstration, involving students in the discussion of the issues under consideration, etc. This contributes to the establishment of particularly trusting relationships and communication between the teacher and students, as well as students among themselves, fosters a sense of collectivism in children, allows schoolchildren to be taught to reason and find errors in the reasoning of their classmates, to form stable cognitive interests, and to intensify their activities.

When learning new material and consolidating it, the frontal form of lesson organization is most effective, but the application of acquired knowledge in changed situations is best organized by making maximum use of individual work. Laboratory work is organized frontally, however, here too it is necessary to look for opportunities for maximum development of each student. You can finish the work by answering questions and tasks of varying degrees of difficulty. Thus, it is possible to optimally combine the best aspects of different forms of teaching in one lesson.

other educational and scientific literature, various sources (reference books, dictionaries, encyclopedias, anthologies, etc.); solving problems, examples, writing abstracts, reports; carrying out all kinds of observations, etc. Individual work is widely used in programmed training.

It is advisable to carry out individual work at all stages of the lesson, when solving various didactic problems; for assimilation of new knowledge and its consolidation, for the formation and consolidation of skills and abilities, for generalization and repetition of what has been learned, for control, for mastering the research method, etc.

The main signs of student group work in the lesson are:

· the class in this lesson is divided into groups to solve specific educational problems; each group receives a specific task (either the same or differentiated) and performs it together under the direct guidance of the group leader or teacher;

· tasks in the group are carried out in a way that allows the individual contribution of each group member to be taken into account and assessed;

· the composition of the group is not permanent, it is selected taking into account that the educational capabilities of each group member can be realized with maximum efficiency for the team.

Group leaders and their composition may vary from one place to another. academic subjects and they are selected on the principle of uniting schoolchildren of different levels of training, extracurricular awareness of this subject, compatibility of students, which allows them to mutually complement and compensate for each other’s strengths and weaknesses. There should be no students in the group who are negatively disposed towards each other.

The group form of student work in the classroom is most applicable and appropriate when conducting practical work, laboratory work and workshops in natural science subjects; In the course of such work, maximum use is made of collective discussions of results, mutual consultations when performing complex measurements or calculations, when studying historical documents, etc. And all this is accompanied by intensive independent work.

Each of the considered forms of educational organization solves its own specific educational tasks. They complement each other.

Modern lesson

Modern is both completely new and not losing touch with the past, in a word - relevant. Current [from lat. actualis - active] means important, essential for the present time. And also - effective, modern, directly related to the interests of people living today, urgent, existing, manifested in reality. In addition, if the lesson is modern, then it certainly lays the foundation for the future.

Thus, school pedagogy is faced with complex, responsible and varied tasks. How can a teacher cope with them? What do you need to know, how to build the learning process? Of course, a modern teacher needs to tie together three components:

1) deep knowledge of the subject, the ability to captivate students with it, interest them, and show the “highlights” of their particular discipline;

2) understanding the psychological characteristics of students, both individually each child and the team, with its general collective psychology, morals, traditions, ideals and values. You will have to adapt to these traditions, ideals and values will have to be carefully and unobtrusively adjusted in the process of working together, and the psychology of each individual will have to be taken into account;

) have special pedagogical knowledge, i.e. know not only what to teach, but also how to teach, own pedagogical technologies, methods and techniques. Constantly improve these methods and techniques.

a) Methods for improving a classic lesson

The positive side of the classical lesson scheme is that both teachers and students are prepared for such a lesson by past student and teaching experience; there are developments that make it possible to make the lesson more effective and find individual approaches to children. In a modern lesson, instead of a survey when checking homework, individual cards can be issued for ongoing monitoring. At the same time, the student’s work in the lesson is activated, the role of the teacher becomes less noticeable, but more effective from the teacher, additional efforts are required, both in creating handouts and in monitoring.

The next step is to entrust the preparation of assignments to students. They are also entrusted with the functions of checking, and the class is naturally divided into groups: some find themselves in the role of students, others in the role of teachers and supervisors. Groups should periodically change functions. With this lesson structure, the student ceases to be a passive learning object - a receiver. He becomes an active participant in educational activities, and his creativity is in demand. In this case, the teacher is assigned a fundamentally different function. From a lecturer, a source of information, an infallible judge, he turns into a lesson organizer, a manager. One of the most difficult tasks with this form of lesson delivery is the task of selecting roles that are most psychologically comfortable for students. The process of emancipation and the skill of working with an audience develops gradually. Here the teacher is required to take into account the individual psychological characteristics of children. When conducting a lesson in this way, some educational tasks are solved automatically.

b) The variety of forms of modern lessons

Using the principles of personality-oriented learning and an activity-based approach to learning, modern didactics offers a variety of lesson forms, such as:

a) Workshop (Appendix 4);

b) Game learning;

c) Modular training;

d) Collaborative learning (Appendix 5);

e) Group training;

f) Technology for the development of critical thinking (TRKM);

g) Project method;

h) Portfolio (Appendix 6);

i) Pedagogical workshop.

Modern pedagogy has freed itself from a number of stereotypes and not only allows, but also recommends variable methods of conducting lessons. For example, the course may include excursions conducted outside the school walls, lectures in which highly qualified specialists are involved, demonstrations of films and video materials, even lessons-concerts prepared by students. An interesting form of conducting a lesson in the library reading room can be considered. Attending a concert or performance is a kind of lesson, since it carries an educational, educational and developmental load.

The use of televisions and video recorders in lessons is of particular importance in our time. There is a rich collection of educational and methodological materials on video cassettes. Their use allows you to use several senses and increases interest in the subject.

A special role is given to the use of computers in the educational process. Without touching on the subject of computer science itself, we note that a computer can be used in the same way as a TV, since a significant number of multimedia CDs have been released to support academic disciplines. Unlike the TV, which provides the child with the role of a passive receiver of information, the computer allows two-way communication in an interactive mode. Good training programs provide variability in tasks and questions depending on the level of previous answers.

c) Features and requirements for a modern chemistry lesson

For both students and teachers, a lesson is interesting when it is modern in the broadest sense of the word.

Features of a modern lesson:

2) The modern lesson reflects real life.

3) Using an integrated lesson. Combining natural scientific disciplines (physics, chemistry, biology, geography) to study a single object.

) The group form of training, mutual learning in groups, generally reflects the practice of real scientific research.

) A modern lesson is rich in a variety of printed materials (instructions, algorithms, collections of problems, tables).

) Despite the variety of technologies, the core of the lesson remains the personality of the teacher!!!

General requirements for a modern chemistry lesson:

) Using all the possibilities of content and teaching methods to develop students’ interest in learning, logical thinking, and creative abilities.

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

) Implementation in the classroom of all didactic principles and rules in an optimal manner.

) Providing appropriate conditions for productive cognitive activity of students, taking into account their interests, inclinations and needs.

) Establishing interdisciplinary connections that students recognize.

) Connection with previously learned knowledge and skills.

) Logic and emotionality of all stages of educational activities.

)Effective use of pedagogical tools.

)Connection with life, personal experience of students.

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

) Formation of the ability to learn, the need to constantly expand the amount of knowledge.

)Careful diagnosis, forecasting, design and planning of each lesson.

)Developing the skills of independent work of students in the classroom in its frontal, group and individual forms.

Didactic requirements include:

· Clear definition of the educational objectives of each lesson.

· Introduction of the latest technologies of cognitive activity.

· Rational combination of various types, forms and methods.

· Creative approach to the formation of lesson structure.

· Scientific calculation and skill in conducting a lesson.

Educational requirements include:

· Attentive and sensitive attitude towards students.

· Compliance with the requirements of pedagogical tact.

· Cooperation with students and interest in their success.

· Formation and setting of realistically achievable educational goals.

Developmental requirements include: the formation and development of students’ positive motives for educational and cognitive activity, interests, creative initiative and activity.

In addition to the listed requirements for a lesson, there are others: organizational, psychological, managerial, requirements for optimal communication between the teacher and students, requirements for cooperation, ethical, etc.

The problem of improving the lesson is an important problem in the educational process at school. The greatest attention is paid, first of all, to finding ways to use new methods and forms of organizing students in the classroom.

Conclusion

A lesson is an integral functioning system where it is necessary to think through in detail all the stages, goals, structure and outline of the lesson. A teacher who manages to change the course of a lesson in such a way that not only he but also the students like it, strives to improve his activities further, making it creative and exciting, involving students in this process.

Any lesson needs modernization and improvement of forms of educational activity. The more varied the lesson, the more interesting it is for the teacher and students. The teacher is not freed from his main function - to teach, and begins to teach in a new way, but the lesson remains.

The use of technical means, the use of methods and recommendations contributes to the delivery of a high-quality lesson, but no technology, no methods will give results if the teacher does not find a common language, a common interest with the students, does not become a friend for them, an example to follow. To do this, he has 45 minutes of teaching time in each lesson.

In this work, we examined the lesson as a form of learning. We found out that the lesson is the most common form of teaching, but the types of lessons should be varied as much as possible. We examined the mechanisms of interaction of all types of lessons and their importance in the education and development of students.

Summarizing course work, it should be noted that each lesson is aimed at achieving a triune goal: to teach, educate, develop. Taking this into account, the requirements for the lesson are specified in didactic, educational and developmental requirements; in addition to these requirements for the lesson, others are distinguished: organizational, psychological, managerial, requirements for optimal communication between the teacher and students, requirements for cooperation, aesthetic, etc.

The problem of improving a chemistry lesson is an important problem in the educational process of teaching chemical and biological disciplines at school, the greatest attention is paid, first of all, to finding ways to use new methods and forms of organizing students in the classroom. As a result of the research, we can conclude that a modern lesson must meet a number of requirements: compliance of content and methods with the goals set; rational distribution of time in the lesson (for chemical experiments and theoretical material); consistency and consistency in the presentation of content and the independent activities of students organized by the teacher; correspondence of the teacher’s vocabulary to the active vocabulary of schoolchildren; moderate pace of the lesson; constant feedback from the class at all stages of the lesson; variety of activities for schoolchildren in the classroom; relying on the children’s life experience; favorable style of business communication in the classroom and its general psychological climate; tactfulness of the teacher; timeliness and reliability of assessment of schoolchildren’s educational activities; reliance on the individual and age characteristics of children; a combination of reproductive and creative activities of students in the classroom.

Thus, only if the specified requirements are met, the lesson will acquire the status of the most effective form of training and fulfill its mission.

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Application

Annex 1

Class: 9th grade

Lesson topic: Oxides, their classification and chemical properties.

Lesson type: combined lesson.

Lesson objectives:

1) Recall the concepts of oxides.

2) Consider the classification and chemical properties of oxides.

) Consolidate knowledge chemical nomenclature for binary compounds.

During the classes:

I. Organizing time. Checking homework.

II. Oxides, repetition and testing of students' knowledge

Teacher: Guys, you know a lot of oxides from your first chemistry lessons. Let's remember the definition and some of their names.

Oxides are compounds consisting of two elements, one of which is oxygen. For example: FeO - iron oxide (2); P 2 O 5 - phosphorus oxide (3); Cu 2 O - copper oxide (1); H 2 O-hydrogen oxide (water)…

A special group of oxygen compounds of elements are peroxides. They are usually considered as salts of hydrogen peroxide H 2 O 2

III. Classification and chemical properties of oxides:

Based on their chemical properties, oxides are divided into three groups:

Basic oxides. Basic oxides are those that have corresponding bases. For example: Na 2 O, CaO, FeO are basic oxides, since they correspond to the bases NaOH, Ca(OH) 2, Fe(OH) 2. Some basic oxides form bases when reacting with water:

Na 2 O+H 2 O=2NaOH, CaO+ H 2 O= Ca(OH) 2

Other basic oxides do not interact directly with water, and their corresponding bases are obtained from salts:

NiSO 4 +2NaOH=Ni(OH) 2 +Na 2 SO 4

Basic oxides are formed only by metals.

Acidic oxides: Oxides that correspond to acids are called acidic. For example: R 2 O 5; CO 2, SO 2 are acidic oxides, since they correspond to the acids H 3 PO 4, H 2 CO 3, H 2 SO 3.

Most acidic oxides form acids when reacting with water:

SO 3 +H 2 O=H 2 SO 4, CO 2 + H 2 O= H 2 CO 3

Some acidic oxides do not react with water. However, they themselves can be obtained from the corresponding acid:

H 2 SiO 3 = SiO 2 + H 2 O

Acidic oxides are formed by nonmetals and some metals.

Amphoteric oxides: Amphoteric oxides are those which, depending on conditions, exhibit basic or acid properties, i.e. have dual properties. These include some metal oxides: ZnO, Al 2 O 3, Cr 2 O 3, etc.

Amphoteric oxides do not directly combine with water, but they react with both acids and bases:

ZnO+2HCl=ZnCl 2 +H 2 O,

ZnO+2NaOH+H 2 O =Na 2

Basic, acidic and amphoteric oxides are called salt-forming oxides. All of them have the ability to form salts (when interacting with acids or bases).

The most important chemical properties of oxides are determined by their relationship to acids and bases.

Basic oxides react with acids to form salt and water

FeO+H 2 SO 4 =FeSO 4 +H2O

Acidic oxides react with bases to form salt and water

SO 3 +2NaOH=Na 2 SO 4 +H 2 O

The interaction of basic and acidic oxides leads to the formation of salts

CaO+CO2=CaCO3

You can read more about the properties of oxides in your textbook at home, but now let’s solve the problem.

Calculations using oxide formulas

Problem: What volume will 66 mg of carbon monoxide (4) occupy at zero level? What amount of substance does this mass correspond to? How many molecules of CO 2 are contained in this volume? How many atoms of each element are there in a given volume?

Given: m(CO 2) =44 mg

Find: V-?, n-?, N(CO 2)-?, N(C)-?, N(O)-?

1. Calculate the molar mass of the oxide: M(CO 2) = (12+2*16) mg/mol = 44 mg/mol

2. 44 mg CO 2 occupy a volume of 22.4 ml

mg CO 2 is 1 mol

66 mg X mol

44 mg CO 2 contains -6 * 10 20 molecules

66mg X molecules

X= 9*10 20 CO 2 molecules

in 1 CO 2 molecule - 1 C atom and 2 O atoms

in 9*10 there are 20 CO2 molecules - the same number of C atoms and 2 times more oxygen atoms

N(C) = 9*10 20 atoms, N(O) = 18*10 20 atoms

Answer: V=33.6 ml, n=1.5 mol, N(CO 2)=9*10 20, N(C)=9*10 20, N(O)=18*10 20

Homework

Read paragraph 18, do exercise. 1,4,5

Appendix 2

Class: 9th grade

Lesson topic: Electrolytic dissociation.

Lesson type: lesson on communicating new knowledge.

Lesson objectives:

1. Form concepts about electrolytes and non-electrolytes.

2. Introduce the concept of “degree of electrolytic dissociation” and consider the classification of electrolytes (weak and strong).

Equipment and reagents: A device for determining the electrical conductivity of solutions with a light bulb. Solutions of acids, alkalis, salts of the same concentration, sugar solution, alcohol.

During the classes:

II. We write down the topic of today's lesson in our notebooks: Electrolytic dissociation.

Teacher: Guys, the topic is new and quite complex. We all remember that everything chemical compounds According to the type of bond, they are divided into 2 large groups - ionic and covalent. Connections with covalent bond in turn, they are divided into polar and non-polar. You guys already know that different way connections determines their different properties, different types of lattice. But this turns out to be not all. The differences between compounds with ionic and covalent bonds are also manifested in the characteristics of their aqueous solutions.

There are solutions capable and unable to conduct electricity. current. Let's check it experimentally: for this we need a device for testing electrical conductivity. First of all, let's check that distilled water does not conduct electricity. current. NaOH (or NaCl) crystals are also non-conductive. But if you dissolve them in distilled water, then the resulting solution conducts electricity. current, the light bulb lights up brightly. They also carry out email. current available solutions of acids, salts, alkalis. And here they are organic matter like alcohol sugar solution do not conduct current, because in these compounds there is a covalent weakly polar bond. Guys, write down your results in your notebooks. Empirically, we were convinced that substances are divided into two groups: electrolytes and non-electrolytes.

Please tell me which substances are called electrolytes?

U-ki: Electrolytes are substances whose solutions conduct electricity. current. For example: solutions of acids, alkalis, and almost all salts.

U-l: In our experience, those substances that are electrolytes conduct electricity. current due to the fact that in an aqueous solution they dissociate into ions. The process of electrolyte breaking down into ions is called electrolytic dissociation. Let us write down the equations for this process:

CuSO4àCu 2+ +SO 4 2- HCl à H + + Cl - NaOH àNa + +OH -

Glucose solution and alcohol do not conduct electricity. current, they are non-electrolytes.

U-l: What substances are called non-electrolytes?

U-ki: Non-electrolytes are substances whose solutions do not conduct electricity. current. For example: sugar solution, alcohol, hydrogen...

U-l: During dissociation, substances break down into ions. The general properties of some classes of inorganic compounds are due to the presence of identical ions in their solutions.

Solutions of all acids contain a hydrogen ion, therefore they are characterized by general properties, such as: Sour taste; Corrosive effects on plant and animal tissues; Change in indicator color (litmus red); The ability to interact with metals, their oxides, bases and salts.

Alkali solutions contain hydroxide ion and are characterized by: Soapiness to the touch; change in indicator color (litmus - blue); Corrosive effects on plant and animal tissues; Ability to interact with acids, acid oxides, salt solutions.

U-l: Based on their ability to dissociate into ions during dissolution, electrolytes are divided into strong and weak.

Weak electrolytes, when dissolved under the influence of a solvent, do not completely disintegrate into ions, i.e. There are undissociated molecules in the solution. The process of dissociation of weak electrolytes is reversible, because upon collision, ions easily associate: CH 3 COOH ó CH 3 COO - + H +

In a solution of vinegar. acids present acetate ions and hydrogen ion. They can collide, and the ac molecule is formed again. acids i.e. association occurred - the process of single dissociation.

When strong electrolytes dissolve, dissociation occurs completely, all molecules disintegrate to form ions: KBr => K + +Br -

U-l: An important characteristic of electrolytes is the degree of dissociation.

The degree of dissociation is the ratio of the number of molecules disintegrated into ions (n) to total number dissolved molecules (N).

Senior diss. denoted by the Greek letter alpha and measured in fractions of a unit: from 0 (no dis-ies) to 1 (all dis-s' molecules); or in % from 0 to 100%

For example, if the degree of dissociation is 40%, it means that out of every 100 molecules, 40 have disintegrated into ions.

III. Homework:

For the next lesson, learn all the definitions that we wrote down in your notebooks; read paragraph 35, do exercises 1-6.

Appendix 3

Class: 8th grade

Lesson topic: Test.

Lesson type: lesson testing and assessing knowledge.

Lesson objectives: Testing the knowledge and skills of students based on the material covered.

During the classes:

I. Organizing time. Hello. Sit down.

II. Test

Option 1

a) phosphorus oxide (5) + water à phosphoric acid

b) hydrochloric acid + aluminum à aluminum chloride + water

c) silver nitrate + ferric chloride (3) àsilver chloride + ferric nitrate (3)

d) zinc hydroxide (2) à zinc oxide (2) + water

Problem 1. Calculate the volume of carbon dioxide (n.o.) obtained from the complete combustion of 2.4 g of carbon.

Problem 2. What amount of substance and mass of iron will be required to react with 16 g of sulfur? Reaction scheme: Fe + S = FeS

Option 2

Reaction schemes are given. Write down equations for chemical reactions and indicate their type:

a) sulfur oxide (4) + water à sulfurous acid

b) sulfuric acid+ zinc à zinc sulfate + hydrogen

c) nitric acid + chromium hydroxide (3) aqueous + chromium nitrate (3)

d) iron (2) hydroxide à iron (2) oxide + water

Task 1. Calculate the volume of hydrogen (no.) obtained by reacting 48 g of magnesium with excess hydrochloric acid.

Problem 2. Calculate the mass of sodium required to obtain 10.7 g of sodium chloride in excess of chlorine. Reaction scheme: 2Na + Cl 2 = 2NaCl

Option 3

Reaction schemes are given. Write down equations for chemical reactions and indicate their type:

a) calcium oxide + carbon monoxide (4) à calcium carbonate

b) sulfuric acid + aluminum à aluminum sulfate + hydrogen

c) phosphoric acid + sodium hydroxide àwater + sodium phosphate

d) nitric acid à nitric oxide (4) + water + oxygen

Task 1. Calculate the volume of hydrogen (no.) obtained by reacting 14.4 g of zinc containing 10% impurities with an excess of hydrochloric acid solution.

Task 2. Calculate the mass and amount of phosphorus required to react with oxygen with a volume of 11.2 liters (n.s.).

Appendix 4

Class: 8th grade

Lesson topic: Nitrogen subgroup.

Teaching method: workshop technology

Lesson objectives:

1. Educational - to develop knowledge about the elements of the nitrogen subgroup and their compounds;

2. Developmental - develop the ability to analyze and generalize, develop students’ speech and volitional efforts.

Educational - to foster personal responsibility towards other students, teach to work in teams.

Lesson objectives:

1. Characterize the elements of the nitrogen subgroup.

2. Study the properties of the simple substance nitrogen (N 2).

Consider the properties of nitric acid and its application.

Table. During the classes

Stages	Activities of the school	Activities of the student
Organizational moment Induction (Teacher neutrally pronounces the word - nitrogen) Socialization Socioconstruction Advertising Socioconstruction Advertising Teacher's Resume Advertising Teacher's Resume Socioconstruction Advertising Teacher's Resume Self-construction Socialization Advertising Teacher's Resume Gap Reflection	Hello. Sit down. Who is absent from class today? Who's on duty? Let's start the lesson. - Guys, the topic of today’s lesson “Nitrogen subgroup” is written on the board. Now I suggest that you write down the name of the topic in your notebook, and then all the associations that this topic evokes in you. Work individually, try to unleash your imagination. - Now show each other your associations as a pair, read them and explain them, find the commonality in them. - Now unite in small (4-6 people) groups, find what pairs of participants have in common and write it down on the board. - Each group will read out their associations. Everyone else, listen carefully, then we will ask questions if the need arises. Now divide into 4 teams. I give each team a card with a picture of an element belonging to the nitrogen subgroup: nitrogen, phosphorus, arsenic, antimony, bismuth. You must remember all the chemical element properties and write them down in notebooks and compare their properties. Guys, let's take our seats. Representatives of each group please present your results. So, guys, let's summarize your work. Let's see if you wrote down the chemical properties correctly. To do this, look at the board on which the correct reaction equations are written. Correct equations: 1. Interaction of nitrogen with hydrogen: N 2 +3H 2 =2NH 3 2. Interaction of nitrogen with oxygen: N 2 +O 2 =2NO 3. Interaction of ammonia with oxygen: 4NH 3 +3O 2 =2N 2 +6H 2 O,4NH 3 +5O 2 =4NO+6H 2 O 4. The interaction of ammonia with hydrochloric acid: NH 3 +HC1 = NH 4 C1 Correct your mistakes and write down the conclusions you came to. -Read your conclusions and explain. Having considered the chemical properties of the elements, we can conclude that the chemical properties of the elements included in the nitrogen subgroup are similar. Now let's split into 2 teams: 1 team writes down the properties of dilute nitric acid and its use; Team 2 writes down the chemical properties of concentrated nitric acid and its uses. Representatives of each team, please write down your options on the board. Well done! Take your seats. Now let's see if you wrote down the chemical properties of nitric acid correctly. To do this, read §25 on pages 50-53 and write down the main conclusions in your notebook. Get back into groups and discuss the conclusions each of you came to. Prepare a summary of the material studied. Guys, voice your conclusions and generalizations. -Well done! Thus, we came to the conclusion that nitric acid has typical properties characteristic of many acids, in addition, nitric acid has specific properties and wide application. -Guys, tell us what nitrogen means to you. For the next lesson, write short reports about nitrogen - Sit in a circle and each person in turn tell what he came to as a result of the lesson.	They greet the teacher and sit down. Students open their notebooks, write down the name of the topic “Nitrogen subgroup” and the associations associated with it. Work in pairs, discuss associations and find common associations. Discuss and draw up on the board. Students listen, ask questions, and receive feedback. The guys are divided into 4 teams, think about the tasks, analyze, discuss, make notes in notebooks, and compare. They take their seats. Representatives from each group read out their results. Compare their reaction equations with the correct ones, correct errors and write in conclusions. They read, explain, ask questions. Teachers listen and draw conclusions. Divide into 2 teams, write down the chemical properties and uses of nitric acid. Representatives write down their answers on the board. Read the text and write down your conclusions. Unite into teams. Everyone voices their conclusions. They discuss and find common ground. Prepare a generalization of the studied material. Voice generalizations and conclusions. Listen to the teacher Talk about their personal results

Appendix 5

Class: 9th grade

Lesson topic: Acids and their classification

Type of lesson and form of its organization: lesson of learning new material.

The purpose of the lesson: introduce students to the composition, names, classification and representatives of acids. Continue your acquaintance with complex ions using the example of ions of acidic residues of oxygen acids. Continue to develop knowledge about the differences between ion charges and oxidation states, about indicators.

Lesson objectives:

a) educational - study the composition, names, classification and representatives of acids;

b) developing - students must develop the ability to analyze and generalize, reflect, listen, develop speech, and volitional efforts;

c) educational - to cultivate personal responsibility and responsibility to other students, learn to work in a team.

Table. During the classes

Propaedeutics(introduction to the topic) - 5 min. - Guys, try the taste of ascorbic acid tablets. It is acidic, hence the name of the class: “Acids”. But not a single chemist would think of recognizing acids in this way - this could be deadly! After all, they include both , and terrible . There are other ways.

The mood to study a new topic.	Today in the lesson we will get acquainted and talk about acids, their compositions, classification. Let's look at the names of acids and learn interesting facts.	Defines the purpose of the lesson.	Students write down the topic of the lesson in their notebooks.
Organizational moment- 2 minutes.	We will get acquainted with new material by working in small groups. I call out the group number, it is on the table, and I name the names of the students in each group.	Names the group and the names of the students included in this group (the group is formed as follows: one strong, two average and one weak student).	Children arrange their desks and sit in groups.
Psychological attitude and pedagogical attitudes towards organizing work in the classroom- 1 min.	We opened our notebooks, wrote down the date and topic of today’s lesson: “Acids.” - So, guys, the motto of our lesson today is “One for all and all for one.” - Each of you today will act either as a teacher or as a student. We work in small groups, where everyone will teach everyone, so the group will receive the same grade for everyone. - And for this, each member of the group must know the material well, because when summing up, I can ask any student and any question and based on his answer I will evaluate the work of the entire group.		Children write down the date and topic of the lesson in their notebooks.
Distribution of roles in the group- 1 min.	In order for the work to be coordinated and effective, let's distribute roles in the group. The roles are written on the board. I give you one minute to distribute them (Roles: commander- responsible for coherence in the team, editor- checks for correct execution, responsible for communication- is responsible for the culture of communication and timely provision of mutual assistance, organizer- is responsible for the active participation in the team of each student).		Assign roles.
1 task Goal: study the material.	Take all textbooks. Everyone read the material §47.	Supervises students' work.	Read the material.
2 task Goal: divide the paragraph into semantic parts. Title each part.	Have you read it? Now, as a group, divide the paragraph into three semantic parts and try to title them. The first, second, third groups answer.	Directs the activities of students and supervises the work of groups.	Divide the text into semantic parts and title each part. A representative from each group names the parts and their names.
Each student works on his own part.	Distribute these parts among each other. Have everyone study their part in more detail and select additional material related to your part in order to become an expert on that part.	Supervises the work of groups.	Distribute the parts among themselves. Read their part and additional material.
Expert meeting	And now guys, we will hold a meeting of experts. For this purpose we will organize new groups. Those who worked on the first part are invited to the first group, to the second - to the second part, to the third - to the third part. - Discuss and compare your thoughts about the material and conclusions of your unit, and write a story to present to your group.	Approaches a group of experts, listens, directs their activities and helps highlight the main thing in case of difficulty.	In a group of experts, they discuss the main points in their part and highlight the main thing that they will talk about in the group.
Primary consolidation of material in groups Goal: discuss the content of the new topic in the group.	The meeting of experts has ended. Everyone returns to their groups. - And now guys, each of you will tell your part in your group, starting with the first. Don't forget that you are all teachers today. Teach your material to each group member so that they can reproduce it and answer questions. And the rest listen carefully so as not to let their comrades down when questioning the teacher.	Supervises the work of groups.	Everyone tells their part of the material.

Fixing the material Goal: main conclusions related to the new topic. - So, let's summarize the results of studying today's material. - To do this, I will ask questions and ask any student. Questions:

) An acid is a complex substance consisting of hydrogen atoms and an acid residue.

) Acids can be classified according to two criteria:

According to the number of hydrogen atoms (monobasic, dibasic, tribasic).

By the presence of oxygen in the acid residue (oxygen-free, oxygen).

) Recognize acids using indicators.

) The number of types of SO in a compound is equal to the number of elements in the substance, the number of types of ions is equal to the number of parts of the substance. So, for:

a) charges of ions -

) Pour water into a glass, and then pour it in a thin stream and mix it. Because dilution is accompanied by a large release of heat (energy).

Reflection Goal: introspection and self-assessment of one’s activities and knowledge on a new topic.	Now let’s take stock of how successful the group work was and whether we can teach each other. - And for this, I will ask you to answer the following questions: 1) How did you manage to achieve high results? (organizer answers). 2) What entries were made in the notebook and did everyone have them? (editor answers). 3) In what terms was the discussion conducted? (responsible for communication). 4) What difficulties did you experience when learning new material (the commander answers). 5) What did today’s work give you? (everyone answers).	Organizes reflection by asking the children leading questions.	Answer questions.
Assessing student performance.	Based on your answers, your self-analysis, I rate you as follows.	Evaluates students.
Organized end of lesson- 1 min.	Guys, I suggest you do your homework: read §47 (pp. 145-148) and answer the questions at the end of the paragraph, complete exercises 1-5. - This concludes our lesson. I thank you for your good efficient work.		I'm writing down my homework.

. Literature for teachers and students: Ivanova R.G. “Chemistry. 9th grade."

Appendix 6

Class: Grade 10

Lesson topic: Hydrocarbons

Teaching method: Student's chemistry portfolio.

Portfolio creation goals: systematization of knowledge and skills on the topic “Hydrocarbons”.

Tasks:

Educational: summarize the material studied in the section: “Hydrocarbons”.

Developmental: to develop the student’s self-esteem skills, the ability to use research and other methods of cognition.

Educational: to cultivate the ability to analyze one’s own work; objectively assess your capabilities and see ways to overcome difficulties.

The “student portfolio” should be selected according to the following parameters:

ü Independence of your thinking;

ü The works are subject to explanations - why you selected these particular works;

ü Each work should have comments: what worked for you and what didn’t;

ü There must be reasoned agreement or disagreement with the assessment;

ü It is necessary to correct errors in the work you have done, as well as conclusions from the results of the work.

1. Title page: Student's portfolio in chemistry

Creation period:

Completed by a 10th grade student (student's full name).

A short history of your successes (3 pages - analysis of your own results in chemistry):

a) Your attitude to the subject.

b) What is easier and what is more difficult?

c) What do you like more: laboratory, practical work or learning new material? Why?

Records, reports, homework

a) It is necessary to include one example that illustrates your individuality and originality of thinking.

b) There must be at least one example describing several different approaches to solving the same problem or task.

Tests, independent work(five works, on at least three topics)

a) You must include one piece of work that demonstrates your approach to correcting errors and correcting your understanding of certain chemical concepts.

b) Are there any works that you were unable to include in your “Portfolio”?

Tests (four different tests, on at least three topics)

How do you feel about test tasks?

Group project

a) It is necessary to describe in detail the group project in which you took part.

b) What was your work in the project. Did you complete it successfully?

Your favorite job

a) Why did you include this particular work in the “My favorite work” section?

b) What caused difficulties in doing this work?

c) What issues did this task raise?

Additional questions for students when writing comments:

1. What work did you do to select the material for the “Portfolio”?

2. What happened that caused difficulties?

Do you have a pattern that you followed?

Is there anything that you were unable to include in the Portfolio?

How did you organize the information?

Can you restate the task/problem in simpler terms?

Which words turned out to be the most significant?

How rational was this reformulation?

What issues does this task raise?

What was the most difficult thing for you in solving this task/problem?

What did you learn while solving this problem/problem?

Can you imagine a life situation in which this task/problem could be used?

Was working on the "Portfolio" useful for your progress in the field of chemical knowledge?

Parent/Reviewer Rating. (Must be a written evaluation by a parent or an independent reviewer).

Questionnaire for parents (expert committee):

1. What was your impression of The Briefcase?

2. What surprised you about the student’s comment?

What made you (your parents) proud?

How neatly and logically is the Briefcase material organized?

How independently did the student create his “Portfolio”?

How often did he consult with you?

What additional materials did the student use when completing the “Portfolio”?

What can you do to help the student further?

Your wishes to the student.

Sample tasks for the chemistry section: “Hydrocarbons”:

Homework:

Doing exercises according to the textbook;

Home tests;

Preparation of notes on the topics: “Acetylene and its chemical properties”, “Natural sources of hydrocarbons”;

Control and independent work:

Saturated hydrocarbons. Isomerism and homology

Diene hydrocarbons

Relationship between hydrocarbons

Properties of saturated, unsaturated and aromatic hydrocarbons;

Production and use of hydrocarbons

Group project on the topic “Rubbers” (It is necessary to create a poster on the topic: “Rubbers. The most important types of rubbers and their applications. Found in nature”).

The lesson is the main form of organization of teaching chemistry. Requirements for the structure of a modern chemistry lesson at FGOS LLC

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