Designing organizational forms of students' educational activities. Features of designing a training session in accordance with the requirements of the Federal State Educational Standard

System of forms educational activities students in the lesson are frontal, individual and group. These forms also have all the components of the learning process. They differ from each other in the number of students and ways of organizing work.

frontal A form of organizing students' educational activities is a type of activity in a lesson when all students in the class, under the direct supervision of the teacher, perform a common task. At the same time, the teacher works with the entire class at the same pace. In the process of telling, explaining, showing and under, he strives to simultaneously influence everyone present. The ability to keep the class in sight, to see the work of each student, to create an atmosphere of creative teamwork, to stimulate student activity are important conditions for the effectiveness of this form of organizing students’ educational activities.

Most often it is used at the stage of primary assimilation of new material. With a problematic, informational and explanatory-illustrative presentation, which is accompanied by creative tasks of varying complexity, this form allows you to involve all students in active educational and cognitive activities.

A significant disadvantage of the frontal form of educational work is that it is by its nature focused on average students. The volume and level of complexity of the material and the pace of work are designed for the abstract average student. Students with low educational capabilities in such conditions are not able to acquire knowledge: they require more attention from the teacher and more time to complete tasks. If you slow down the pace, then this will have a negative impact on strong students; the latter are satisfied not by an increase in the number of tasks, but by their creative nature and the complication of the content. Therefore, to maximize the effectiveness of students’ educational activities in the classroom, along with this form, other forms of organizing educational robotics are used.

. Individual form of organizing student work provides for the student to independently complete tasks that are the same for the entire class without contact with other students, but at the same pace for everyone. According to the individual form of work organization, the student performs the exercise once. Linking

a task, conducts an experiment, writes an essay, abstract, report, etc.. An individual task can be working with a textbook, reference book, dictionary, map, etc. Individual work in grammatical teaching is widely practiced.

An individual form of work is used at all stages of the lesson to solve various didactic tasks: assimilation of new knowledge and its consolidation, formation and consolidation of skills and abilities, for repetition of creation and generalization of the material covered. She dominates in completing homework, independent and test assignments in class.

The advantages of this form of organizing educational work are that it allows each student to deepen and consolidate knowledge, develop the necessary abilities, skills, experience of cognitive creative activity, etc.

However, the individual form of organization has disadvantages: the student perceives, comprehends and assimilates educational material in isolation, his efforts are almost inconsistent with the efforts of others, and the result of these efforts, his assessment, concerns and interests only the student and the teacher. This deficiency is compensated for by the group form of student activity.

The group form of educational activity arose as an alternative to existing traditional forms of education. It is based on ideas. J-J. Rousseau,. JGPestaloishchi,. J. Dewey on the free development and upbringing of the child. YG. GPestaloischi believed that a skillful combination of individual and group learning activities increases the activity and initiative of students, creates conditions for mutual learning, which contributes to the successful mastery of mathematics. Nunn, skills and abilities.

At the beginning of the 20th century, group training as a specific form of its organization appeared in the region. Dalton Plan (USA). In the 20-30s, it was used in the Soviet school under the name “brigade-la arable method.” The word “brigade” emphasized teamwork in work, and “laboratory” - compatibility in the implementation of training tasks among the leaders of the department.

According to the curricula approved. People's Commissariat in 1930, c. In the USSR, classes were eliminated, they were replaced by units and brigades, and the material of various educational subjects was grouped around co. Complex projects. As a result of knowledge about nature (physics, chemistry, biology) and knowledge about society (social studies, history, geography, literature, etc.), students had to learn in the process the implementation of complex topics and projects (for example, “the struggle for the industrial financial plan”, “the struggle for collectivization sat down" etc.). The use of new forms of training quickly led to significant shortcomings: lack of... UCHN has a sufficient amount of systematized knowledge, reducing the role of the teacher, wasting time. These shortcomings were identified in the resolution. Central Committee. CPSU (b) “On curriculum and regime in primary and secondary schools” (1931), where the brigade-laboratory method and the project method were condemned and the project method was condemned.

For many years, no alternative forms of teaching to the lesson were used or developed. And the rational grains, which included group forms, were forgotten

V. Western. Europe and. In the USA, group forms of educational activity for students were actively developed and improved. French teachers made a significant contribution to the development of the theory of group learning activities. K. K. Garcia,. S. Frenet,. R. Gal,. RKuzine, Polish -. Vokon,. R. Petrikovsky. ChKupisevich. Group forms have become widespread in practice American school, where they are used in teaching various subjects. Research carried out. The National Training Center (USA, Maryland) in the 80s of the 20th century shows that thanks to group training, the percentage of material assimilation sharply increases, since there is an influence not only on the consciousness of students, but also on his feelings, will (actions, practice, practice).

Only in the 60s, in connection with the study of the problem of cognitive activity and independence of students in Soviet didactics, interest in the group form of education again appeared (MODagashov, BPEsipov, IMcheredo ovredov).

The reorientation of the learning process to the student’s personality has significantly intensified research into group forms of educational activity among schoolchildren. A significant contribution to the development of general principles of group training was made in cancer. VKDyachenka. VVKotova. HYLIYmetsa,. Yushalovanogo,. ISF. Nor. OYA. Savchenko. OGYaroshenko and Druoshenko and others.

. Group form of organizing students' educational activities provides for the creation of small groups within the same class. The following forms of group interaction are distinguished:

1. Paired form of educational work - two students do some work together. The form is used to achieve any didactic goal: assimilation, consolidation, testing of knowledge, etc.

Working in pairs gives students time to think, exchange ideas with a partner, and then voice their thoughts to the class. It promotes the development of speaking, communicating, critical thinking, persuasive and debating skills.

2Cooperative group learning activities - This is a form of organizing training in small groups of students united by a common educational goal. According to this organization of teaching, the teacher directs the work of each student indirectly through tasks with which he directs the activities of the group. Carrying out part of a common goal for the whole class, the group presents and defends the completed task in the process of collective discussion. The main results of such a discussion appear above the banner of the whole class and are written down by everyone present in the classroom.

3. Differentiated-group The form provides for the organization of work in student groups with various educational opportunities. The task is differentiated by the level of complexity or by their number

4Lankova form provides for the organization of educational activities in permanent small student groups managed by leaders. Students working on a single task

5. Individual-group form involves the distribution of educational work among group members, when each group member performs part of the overall task. The result of the implementation is first discussed and evaluated in the group, and then submitted to the whole class and the teacher for consideration.

Groups can be stable or temporary, homogeneous or heterogeneous

The number of students in a group depends on the total number of them in the class, the nature and amount of knowledge developed, the availability of necessary materials, and the time allotted to complete the work. A group of 3-5 people is considered optimal, since in the case of a smaller number of students it is difficult to comprehensively consider the problem, and in the case of a larger number, it is difficult to determine what work each student has done.

Grouping can be done by the teacher (mostly on a voluntary basis, based on the results of a draw) or by the students themselves, of their choice

Groups can be homogeneous (homogeneous), i.e. united according to certain characteristics, for example, according to the level of educational opportunities, or heterogeneous (heterogeneous). In heterogeneous groups, when one group includes strong, average and weak students, creative thinking is better stimulated and an intensive exchange of ideas occurs. To do this, enough time is given to express different views, discuss the problem in detail, and consider the issue from different perspectives. Bokiyiv.

The teacher guides the work of each student indirectly, through the tasks that he proposes to the group and which regulate the students’ activities

The relationship between the teacher and students takes on a collaborative character, because the teacher directly intervenes in the work of the groups only if the students have questions and they themselves turn to the teacher for help.

The solution to specific educational tasks is carried out through the joint efforts of group members. At the same time, educational activities do not isolate students from each other, do not limit their communication, mutual assistance and cooperation, but, on the contrary, create opportunities for combining efforts to act in a coordinated and harmonious manner, to be jointly responsible for the results of completing the educational task; while tasks in the group are performed in such a way that allows you to take into account and evaluate the individual contribution of each group member.

Contacts and exchange of opinions in the group significantly activate the activities of all students - members of the group, stimulate the development of thinking, contribute to the development and improvement of their speech, replenishment of knowledge, and expansion of individual experience.

In group learning activities, students successfully develop the skills to learn, plan, model, exercise self-control, mutual control, reflection, etc. It plays an important role in the implementation of the educational function of learning. In group learning activities, mutual understanding, mutual assistance, collectivity, responsibility, independence, the ability to prove and defend one’s point of view, cultures and dialogue are fostered.

The table demonstrates the possibilities for choosing the form of group learning activities at different stages of the lesson:

Forms of group learning activities at different stages of the lesson

Table 7

The success of work in groups depends on the teacher’s ability to complete groups, organize work in them, distribute their attention so that each group and each of its participants feel the teacher’s interest in their success, in normal and fruitful interpersonal relationships.

Forms of educational activity can be defined as mechanisms for streamlining the educational process in relation to the positions of its subjects, their functions, as well as the completion of cycles, structural units of learning over time.

Since most didactic scientific works are dedicated to secondary school and in them the educational process is considered from the position of the teacher (“how to teach”), then the range of forms of teaching in them is usually very limited: a lesson, an excursion, etc. Moreover, independent work of students is most often considered not as a form, but as a teaching method. In other works, for example, on didactics high school Forms specific only to this educational subsystem are considered: lecture, seminar, practical lesson, etc. The same can be said about other educational subsystems - each of them chooses, as it were, “its own didactics”, and, accordingly, its own forms of teaching.

In our work, in this case, we are not talking about teaching, but about teaching, i.e. educational activity of the student. Moreover, regardless of age, level or type of educational programs, etc. Therefore, we will try to consider the forms of teaching and learning in all their diversity.

Forms of teaching and learning can be classified on many grounds:
1. Classification of forms by method of education: full-time, part-time, evening shift, etc. And that includes self-education.

In modern conditions, for the free advancement of a person in the educational space, it is necessary to ensure maximum flexibility and variety of forms of education. Moreover, in conditions market economy, judging by the experience of foreign countries, not every boy, not every girl, and especially not every adult will be able to afford full-time education. Even if education is free, not every family will be able to feed and clothe its adult member. In the public education system, the development of correspondence, evening and other forms of education without interruption from work will inevitably occur. Correspondence education, with its high-quality implementation, is considered all over the world as a “high technology” for obtaining education and the number of students studying in this form is constantly growing.

All other forms of education, except, perhaps, external studies, occupy an intermediate position between full-time and distance learning. Including evening (shift) training. And, in addition, there are many other forms of training abroad, giving the student the opportunity to choose widely in order to provide him with the most convenient mode of training without interruption from work: the so-called “part-time education”, when the trainee studies two days a week and works in production for three days; a shortened (according to classroom hours) full-time course; “sandwich” and “block” are different options for combining face-to-face and distance learning; evening training, etc. - in total, for example, in England there are 9 forms. Moreover, for example, in English colleges, full-time students make up only 40% of the student population, i.e. Most young people study without interruption from work.

By the way, in Russia more and more students are moving from regular schools to evening schools, or, as they are now called, to open schools to obtain a matriculation certificate in a shortened time and quickly start building your future professional career.

Of particular interest is the system of so-called “open learning”, which makes sense to dwell on in more detail due to its potential prospects.

Following the Open University in England, open colleges and universities began to be established in other countries, as well as open learning departments in many regular universities and colleges. In total, today this form of education covers more than 25 million people in different countries.

What is the essence of open learning? This is a further modernization of the distance learning system. The main differences between open learning and distance learning are as follows:

• No educational certificates are required for admission to training;
• The student himself chooses the content (from the courses and modules offered to choose from), teaching aids, timing, pace of study, and exam time. He has the opportunity to stop studying for a while due to some circumstances, and then return to it again, etc.;
• For each course and module, sets of educational materials (so-called “cases”) are created, including printed manuals, audio, video and slide films, and computer programs. Such kits for hundreds training courses, including alternative ones, are produced by dozens of companies and allow the student to independently master the material;
• independent study of training courses is accompanied by consultations with a tutor (mentor-consultant - new type teacher), most often by telephone, checking written assignments, organizing self-help groups for students studying the same course, which allows them to exchange information and ideas, practice in various roles (also often by telephone), organizing Sunday schools, tutorials ( tutor-led seminars) and summer camps.

Obviously, external studies also have broad prospects in the development of forms of education. It seems that external studies in our country were never prohibited, but at the same time they were not encouraged in any way. Organizationally, this form of training has almost not been worked out, although the Law of the Russian Federation “On Education” is indicated as one of the possible forms of obtaining education. However, it has great potential.

2. Forms of educational activities according to the number of educational institutions in which a student studies while undergoing one educational program:

• the usual option (the most common): one educational program - one educational institution (school, vocational school, college, university, etc.);
• other options - the student attends several educational institutions, completing one educational program.

As an example, we can cite interschool educational and industrial complexes, where high school students from several schools in the district underwent (and, probably, sometimes still undergo) labor training. Now in many regions so-called resource centers, university complexes, scientific and educational complexes are being created, where students from various educational institutions, including different levels, can be trained on rare, expensive equipment. Further, in connection with the introduction of specialized classes in high schools in many regions of Russia, municipal (territorial) network structures of general education schools are being created so that students can attend classes in specialized disciplines in different schools.

Finally, abroad (USA, England, etc.), so-called “virtual universities”, “virtual colleges”, etc. have become widespread. These are network associations (consortia) of universities, colleges, etc., providing the student with the opportunity to study simultaneously in several educational institutions based on a distributed (combined) curriculum. At the same time, all educational institutions included in the consortium mutually recognize all exams and tests passed by students in any of the institutions that are members of the consortium. Obviously, such virtual educational institutions should soon appear in Russia.

3. Classifications of forms of educational activity by training systems(a training system can be defined as a mechanism for organizing training within a holistic educational program - primary education, general secondary education, higher education etc.):
3.1. Classification on the participation or non-participation of the teacher (teachers) in the learning process:
3.1.1. Self-teaching(self-education) is a purposeful educational activity controlled by the individual himself without the participation of a teacher. The main forms of self-study are: studying literature - educational, scientific, artistic, etc., as well as listening to lectures, reports, concerts, phonograms, consulting with specialists, watching performances, film films, visiting museums, exhibitions, etc., and also various types of practical educational activities - experiments, experiments, independent mastery of certain types of work, tools, etc.
Self-study - an integral component of the continuous education system - acts, among other things, as a link between basic general and vocational education and periodic advanced training and retraining of specialists.

3.1.2. Independent academic work - one might say the highest form of educational activity (as well as self-study). A. Disterweg wrote: “Development and education cannot be given or communicated to any person. Anyone who wants to join them must achieve this through their own activity, their own strength, and their own effort. From the outside he can only get excitement...”

Independent work is defined as individual or collective educational activities carried out without the direct guidance of a teacher, but according to his assignments and under his control. According to the forms of organization, independent work can be frontal - students perform the same task, for example, write an essay; group - to complete educational tasks, students are divided into groups (3-6 people each); steam room - for example, when making observations using a microscope, during classes in a language laboratory; individual - each student performs separate task, for example, writes an abstract on a given topic. Independent work can take place in the classroom (laboratory, office, workshop, etc.), during extracurricular and extracurricular activities (at the school experimental site, in a corner of wildlife, on excursions, etc.), at home.

Most common types independent work : working with a textbook, reference literature or primary sources, solving problems, doing exercises, essays, presentations, observations, laboratory classes, experimental work, design, modeling, etc.

3.1.3. Teaching with the help of a teacher(teachers). In turn, teaching (training) with the help of teachers can be divided (classified) into individualized teaching-learning systems and collective systems.

3.2. Customized Forms(systems):
- individual form of training. It involves a teacher working with an individual student individually, often at home. In the XVIII-XIX centuries. This form of education was practiced in family education among the wealthy strata of society in the form of tutorship, which has been partially revived today. Currently, individual training serves as a form of extra work, more often with children in need of special assistance, including those who, due to illness or disability, cannot attend school.

In addition, training in music education is organized in an individual form - a music school teacher, a music school teacher, work with each student separately. Individual training is the only form of work of a scientific supervisor, consultant with graduate students and doctoral students;
- individual-group form, when students of different ages and levels of preparedness gather in one place and one teacher, working with each one in turn and giving them tasks, can teach a group of students. The individual-group form is today, in particular, the main one in rural small schools. In addition, she practices at universities in working with senior students in graduating departments, in coursework and diploma design, as well as in the work of the head of a scientific school with graduate students and young scientists;
- actually individualized systems (forms) of training- a fairly wide class of training systems that began to take shape from the beginning of the 20th century. . Individual learning systems organize individual advancement according to a common program for a given student population. They are usually characterized by a certain isolation in the work of individual students.

4. Classification of training systems (forms) according to the mechanism of decomposition of training content.

There are two known such mechanisms.

• Disciplinary mechanism- when the content of training is divided into separate disciplines (academic subjects, courses) - this mechanism is sometimes also called conditionally subject-based training. All of the teaching-learning systems discussed above (except, perhaps, self-teaching) relate to subject teaching.
• Complex mechanism(comprehensive learning system), which is also called conditionally object-based learning, when the decomposition of learning content is carried out according to selected objects, for example, studying the native land, family work, etc. The ideas of complex (“object-based”) education have been developing since the 18th century. and are associated with the names of J. Jacotot, P. Robin, N.F. Herbart, J. Dewey, K.D. Ushinsky (explanatory reading system), etc.

The most famous among complex training systems in history is the so-called project method (XIX - XX centuries, USA) - a training system in which students acquire new experience (knowledge, skills, etc.) in the process of planning and performing gradually more complex tasks practical-life orientation - projects. The name “project” appeared in this system due to the fact that initially this system was in the first half of the 19th century. used in engineering education. Project method in the 20s - 30s XX century became relatively widespread in Soviet schools. Let us give here an example of a project as it was understood at that time - the project “ cow": a cow from the point of view of energy (elements of physics), a cow from the point of view of digestive processes (elements of chemistry), the image of a cow in literary works etc., up to practical training in caring for a cow.

Subsequently, the project method in this understanding did not take root in education, since the knowledge and skills acquired by students were fragmentary and not systematized. Nevertheless, this experience is interesting because it was, obviously, one of the first attempts to build the educational process in the logic of the design-technological type of organizational culture.

5. The following classification of forms of teaching and learning based on direct or indirect communication with the teacher and/or educational materials:

• the usual, traditional option - the student directly meets with the teacher, he has books and other teaching aids before his eyes;
• Another, relatively new and promising option is indirect communication with the teacher and teaching aids according to the modern principle of “delivery of educational services to the home,” which is extremely important today in Russia due to its vast territory, weak road transport network and low territorial mobility of the population. These forms of mediated communication include, first of all, distance learning - a form of learning characterized primarily by time- and space-separated communication between teachers and students mediated by educational texts. Training is guided through introductory lectures and through instructional materials sent by mail and/or through modern means of communication, as well as during periodic face-to-face contacts between teachers and students. This also includes Internet training, including self-study, television educational programs etc.

6. Classification of forms of educational activity by the number of teachers simultaneously conducting a training session:

• usual, traditional option: one lesson - one teacher (teacher, lecturer, tutor, etc.);
• two or more teachers: binary lessons, when two teachers teach one lesson, for example, physics and chemistry teachers simultaneously teach a lesson on the topic “Electrolysis”; lecture-panel (USA), when several highly qualified expert teachers participate in the discussion, each expressing their opinion to the students. Discussion of a particular problem by well-known specialists allows students to show the diversity of opinions and approaches to solving it; and etc.

7. Classification of forms of training by the consistency or sporadic nature of the teacher’s work with a given group of students:

• the usual, traditional option - one teacher teaches the academic discipline constantly and entirely;
• Another option is to invite other teachers to conduct separate one-time classes, including the so-called “guest professors” - major scientists and specialists in a particular field, including from abroad, to talk about approaches to solving certain problems in various countries; or famous writers, artists, etc. are invited.

8. Classification of forms of educational activity based on “monologue-dialogue”:

• the traditional option is monologue teaching: the teacher, lecturer speaks, shows - all students listen and write down, or the student answers the lesson - the teacher and all other students listen;
• dialogical forms of classes, including interactive forms of teaching and learning, which occurs in the process of exchanging information, ideas, opinions between subjects of the educational process. Dialogue in this case can be either direct verbal dialogue or mediated by dialogically organized (interactive) written text, including real-time work on the Internet. By the way, in many European countries, in classrooms and auditoriums, the tables of the teacher, teacher and students are not arranged traditionally, as in our country - opposite each other, but in a horseshoe or in a circle - so that each participant in the classes can see and talk with anyone else. This has already become such a common occurrence, the norm, that when the author in one English college, walking along the corridor with his companions, looked into a classroom that the accompanying people did not want to show: there were tables in the usual “frontal” order - the accompanying people were clearly embarrassed and said: “Sorry, this is a class for a group of mentally retarded students.” Isn't it time for our pedagogical community to think about this phrase?!

9. Classification of forms of training at the location of the training sessions:

• stationary classes in the same place - at school, university, etc.;
• on-site classes - excursions, off-site classes at enterprises, in other educational institutions, practical training for students, summer training camps, Sunday schools, away schools (for example, schools for young scientists), etc.

In conclusion, two more classifications of forms of teaching and learning, traditionally known to everyone from pedagogy and didactics textbooks:

10. Classification of forms of classes according to their target orientation: introductory classes, classes on the formation of knowledge and skills, classes on generalization and systematization of knowledge and skills, final classes, classes to monitor mastery educational material: tests, testing, interviews, colloquiums (a group form of interview between a teacher and students), tests, exams, defense of essays, coursework and theses; as well as self-assessment by students.

11. Classification of forms of teaching and learning by type of training: lesson, lecture, seminar, laboratory and laboratory-practical work, practical lesson, consultation, conference, tutorial (active group lesson aimed at gaining experience for students in applying concepts in model standard and non-standard situations), game, training (special system of exercises on the development of students’ creative working well-being, emotional memory, attention, fantasy, imagination, etc.), etc. In turn, each of these forms can be classified on other grounds. Thus, game forms can be classified according to one of the bases (by organization): subject, plot, role-playing, heuristic, simulation, business, organizational-activity, etc.; on another basis (by communicative interaction): individual, paired, group, frontal.

Novgorod State Universitythem. Yaroslav the Wise

Faculty of Law

Subject test

« Pedagogy»

Themes: Main categories of pedagogy. Forms of organization of educational activities

Completed by: 2nd year student

correspondence department

specialty: jurisprudence

Davlyatova Takhmina

group 5281

2006 1. Main categories of pedagogy Categories, as is known, represent the main, fundamental concepts in this science. It is necessary to distinguish three groups of such categories. The first group characterizes the object of pedagogy. This is “individuality” and “personality”, i.e. categories that reflect those aspects of a person that are studied by pedagogical science and the changes of which are influenced by pedagogical practice. The second group characterizes the subject of pedagogy, i.e. processes on the basis of which these changes occur. This is socialization, education, upbringing, training. And the third group is categories that integrate basic pedagogical means. This is pedagogical activity, educational process, pedagogical interaction. 1. 1 Personalityand individuality As is known, three facets are distinguished in a person: along with the biological basis (individual) and social (personality), a third facet is distinguished - “the human in man” (individuality) - and three concepts are distinguished: individual, personality and individuality, i.e. in each there is both an animal principle (organism), and a social one (personality), and purely human qualities(individuality). The concept of “individual” means belonging to representatives of the species Homo sapiens, it is a product of phylogenetic and ontogenetic development, the unity of innate and acquired, a bearer of individually unique traits. Personality reflects the social principle in a person, his belonging to the social world. Personality is a living system of relationships between behaviors, relationships that are ultimately social, but which are always associated with human behavior. Personality is determined by the extent to which individual activity is included in the social world of relationships. Personality is a system of relationships: friendships, love, family, production, political, and so on, and they, in turn, are determined by social relations. This is a complex system of socially significant acts, a manifestation of abilities in the social world. Therefore, the main function of the individual is the development of one’s abilities. personality is determined by a set of stable qualities, of which there are over one and a half thousand (responsible and indifferent attitude towards people, business, nature; goodwill and aggressiveness, etc.). Individuality is what distinguishes a person from the animal and social world. It makes it possible for a person to manifest himself as a free independent being (I. Kant). The source of his actions is hidden in individuality. It is considered as a high level of human development in man. An individual who has developed individuality fully relies and relies on his own strengths; he is not only a free, but also an independent person. Individuality is determined by its main spheres: intellectual, motivational, volitional, objective-practical, self-regulation and existential. Personal and individual qualities complement each other, therefore, for pedagogical purposes it is necessary to provide for both the education of the individual and the development of individuality. 1. 2 Obraeducation and socialization of a person Today, education is considered as the broadest pedagogical category. Moreover, this concept includes the entire process of the formation of a person as a social being. Education presupposes the formation of a person’s sociality, which includes culture, good manners and education. An educated person is a person who is knowledgeable, competent in his activities, developed and educated. Socialization is the interaction of a person with environment, involving assimilation and reproduction social norms And cultural values, as well as self-development and self-realization of the individual in the society to which he belongs. This process occurs in conditions of spontaneous interaction with the environment, as well as in the course of purposeful, pedagogically organized education. The essence of socialization is that it shapes a person as a member of the society to which he belongs. This is a two-way process, including, on the one hand, the individual’s assimilation of social experience by entering the social environment, a system of social connections; on the other hand, the process of reproduction of the system of social connections of individuals due to his active activity, inclusion in the social environment. Socialization acts as an element of the mechanism of self-regulation of social life, ensures the preservation and development of society. At the same time, a person not only enriches himself with experience, but also realizes himself as an individual, influencing life circumstances and the people around him. How an individual becomes an element of a social organization and is included in society depends, on the one hand, on the formation of the social organization’s ability to influence the individual, and on the other, on the formation of the individual’s ability to succumb to the influence of other people. Socialization forms a personality, the essential features of which are determined by what man occupies a place in the system of social relations. P.N. Natorp wrote: “A person becomes a person thanks to human community..., does not grow up alone, does not grow up just one next to the other, in approximately the same conditions, but each is under the multilateral influences of each other, constantly reacting to these influences.” In the first half 20th century psychologists N. Miller and J. Dollard introduced the term “social learning” into scientific use. On this basis, the concepts of social learning have been developed for half a century, the central problem of which has become the problem of socialization. Socialization is a process that allows a child to take his place in society, it is the advancement of a newborn from an asocial state to life as a full-fledged member of society. According to J. Piaget, socialization is the process of adaptation to the social environment, which consists in ensuring that a child, having reached a certain level of development, becomes capable of cooperation with other people. In domestic pedagogy, a similar understanding of this process has been introduced. In the process of socialization, two groups of problems are solved: social adaptation and social autonomy of the individual. The solution to these problems, which are essentially contradictory and at the same time dialectically united, significantly depends on many external and internal factors. Social adaptation presupposes the active adaptation of an individual to the conditions of the social environment, and social autonomization is the implementation of a set of attitudes toward oneself, stability in behavior and relationships, which corresponds to the individual’s self-image and self-esteem. Solving the problems of social adaptation and social autonomization is regulated by the seemingly contradictory motives of “being with everyone” and “remaining yourself.” Undoubtedly, the result of human socialization is also social activity - a realized readiness for social action, which manifests itself in the spheres of human social relations. Thus, the criteria that indicate the socialization of a person are: social adaptation, social autonomy and social activity. There are three areas in which the process of personality formation occurs: activity, communication, self-knowledge. In activity, personality is becoming more and more new, which implies orientation in the system of connections present in each type of activity and between its different types. In this case, we are talking about a personally significant dominant, i.e. about identifying the main thing and focusing on it. In activity, new social roles are mastered and their significance is understood. Communication as a sphere of human socialization is inextricably linked with activity. At the same time, the expansion of communication can be understood as the multiplication of a person’s contacts with other people. Contacts are specific at each age level. The third sphere of socialization is self-knowledge of the individual, which involves the formation in a person of a “model of his Self,” which does not arise immediately, but develops throughout life under the influence of numerous social influences. The most common scheme for self-knowledge of one’s “I” includes three components: cognitive (knowing oneself); emotional (self-assessment); behavioral (attitude towards oneself). The process of socialization presupposes the unity of changes in all three designated areas: activity, communication, self-knowledge. The socialization of a child is the strategic goal of any teacher, since the knowledge acquired in the lessons can be considered as the basis for the social development of a person. The socialization of a child is significantly influenced by the nature of relationships with teachers, parents and other children. In this regard, the correct choice of pedagogical means is important, which, on the one hand, helps the child to realize himself, on the other, to appropriate social experience and, accordingly, determine his own way of behavior in the structure of social and pedagogical interaction. 1. 3 Development, education, training Development is a change that represents a transition of quality from simple to more complex, from lower to higher; a process in which the gradual accumulation of quantitative changes leads to the onset of qualitative ones. Being a process of renewal, the birth of the new and the death of the old, development is the opposite of regression and degradation. The source and internal content of development is the presence of contradictions between the old and the new. The physical and mental development of a person is subject to general laws. Since it, like all natural phenomena, has its own past and future, something outgoing and something emerging, it is characterized by internal contradictions (for example, the contradiction between the requirements for an organism, individuality or personality, and what a person already has and how can he respond to these requirements).When they talk about development, they assume a change in the biological (organism), mental (individuality) and social (personality) in a person. In pedagogy, this concept refers to the development of individuality and the body. The development of social qualities (personal properties) under the influence of other people is called education. Personal development is a single process in which both quantitative and qualitative transformations occur. This involves resolving various kinds of contradictions that are sources of personal development: - the contradiction between the consumers of children and the possibilities for their pleasure; - the contradiction between the child’s capabilities and the requirements of society; - the contradictions between the goals that the child sets for himself and the conditions for achieving them. These contradictions manifest themselves differently at different age stages of human development. L.S. Vygotsky identified two levels of children’s development: - “level of actual development” - reflects the existing characteristics of the child’s mental functions that have developed today; - “zone of proximal development” - reflects the child’s possibilities for achievement in conditions of cooperation with adults. Essential for the socialization of a person is education. Education is one of the main categories of pedagogy. The problem of determining the essence of this concept is one of the most ancient. Previously, it was considered based on social attitudes and current tasks of society, which, at the same time, more often cared about its stability than about the development of human potential. Changes in socio-economic conditions that arose as a result of the collapse of totalitarianism in the country, the rejection of ideological stereotypes, the reform of all social institutions, including in the field of education, require new approaches to determining the purpose of education, the content and structure of the educational process in school. Many scientists began to abandon the term specific to domestic science and replace it with the familiar, for many countries, broader term “education”. Considering the various interpretations of the concept of “education”, we can define general signs, which are highlighted by most researchers: - purposefulness of influences on the pupil; - social orientation of these influences; - creation of conditions for the child to assimilate certain norms of relationships; - a person’s mastery of a complex of social roles. The general social function of education is to transmit knowledge from generation to generation , skills, ideas, social experience, ways of behavior. In this general sense, education is an eternal category, for it has existed since the beginning of human history. Specific it social functions, the content and essence changes in the course of history and are determined by the corresponding material conditions of life, social relations, and the struggle of ideologies. In a narrow sense, education was understood as the purposeful activity of teachers who are called upon to form in a person a system of qualities or some specific quality. One of the main tasks of education of a person is his social self-determination, which depends on the implementation of two important conditions. The first of these is to ensure that young people are involved in real relationships, i.e. the emergence of a personal state in them in relation to activity, which carries in itself objective and subjective components. The objective component is the individual’s activity itself, the subjective component is the individual’s attitude to this activity. The second condition is the self-realization of children in the process of social interaction. Thus, education, socialization, development and upbringing influence the individual with the same goal - full self-realization in society. At the same time, development is addressed to what is already inherent in the individual, and education is addressed, in addition, to what he does not have, what is given in public morality, in the moral norms and qualities of people. In their unity, development, socialization and education constitute the essence of personality formation. Training. There are many definitions of the category of learning in the pedagogical literature. This category is defined from two positions: the result and the process. In the first case, learning is defined as a process aimed at the formation of certain knowledge, abilities, skills, social experience, personal qualities. In the second, learning is defined as the interaction between the teacher and the student. During the learning process, controlled cognition occurs. Learning depends entirely on the motives of learning, on the actions of the student. Therefore, this process is two-way: the teacher teaches, and the student learns. Despite the unity and interconnection of these processes, each has its own characteristics. Education, forming social experience, is a necessary condition for the socialization of a person, contributes to his education as a full-fledged personality, develops his individuality. Development, training, education are interrelated processes, which can be significantly influenced provide pedagogical activity. In their unity, development and education constitute the essence of human formation. As for education, its goal is to change the individual and contribute to his social development. In pedagogy, the term “formation” is also widely used (formation of intellectual, motivational and other spheres, formation of a team, formation of personal qualities, character formation, etc.). Shaping means giving something a specific shape. This is a pedagogical (interscientific) concept. What was said earlier allows us to correlate the mentioned categories as follows. Development, according to the dictionary of psychology, is defined as “the process of formation... as a result of its socialization and upbringing.” Training, development and upbringing affect the same subject (individual) with the same goal - its full implementation in society, however development is addressed to what is already inherent in the individual, and education and training are addressed to what he does not have, but what is given in culture, in public morality, in moral qualities of people. Personal and individual qualities complement each other, therefore, pedagogy examines the education of the individual, the development of individuality, and learning as a process of transferring culture (social experience). Education, as it were, frames development and gives a moral direction to the qualities of an individual. In their unity, training, development and upbringing constitute the essence of personality ontogenesis and the result of the individual’s purposeful socialization. 1. 4 Pedagogical activity Pedagogical activity always involves influence, the goal of which is qualitative changes in people's lives. These influences are aimed at streamlining the system of relations, i.e. The teacher, first of all, implements management tasks in relation to a specific person. Along with influence and management, the teacher creates conditions for the education and self-education of the individual, for the development and self-development of the individual. Pedagogical activity as a complex dynamic system is most fully represented in the works of N.V. Kuzmina, her students and followers. She identifies five closely interrelated components aimed at achieving pedagogical goals through solving pedagogical problems: gnostic, design, constructive, organizational and communicative. Gnostic component N.V. Kuzmina considers it as the ability to analyze, communicate, and transfer in teaching activities. The design component includes skills in the areas of: formulating a system of goals and objectives; planning student activities; planning your own activities. The constructive activity of the teacher is considered by N.V. Kuzmina as subject-substantive. It is associated with the selection, compositional construction of educational material, information that should become the property of the student; with designing the activities of students in accordance with their age and individual characteristics, as well as their own future activities and behavior, what they should be in the process of interaction with students, taking into account the level of their capabilities. Constructive activity, according to the author, is essentially design. But constructive skills are associated with the formation of tactical tasks. “The constructive activity of a teacher only bears fruit when it is combined with organizational activity. No matter how well the material is selected and no matter how interesting it is structured, the teacher will not be successful if he fails to organize the activities of the students and his own... Each expedient pedagogical action of the teacher in a specific sense represents some kind of organizational act.” Communicative activity means the prompt solution of problems that establish pedagogically appropriate relationships between the teacher and students, other teachers, parents, etc. 1. 5 Educational and pedagogical process The educational and pedagogical process are largely synonymous concepts. Their origin can be explained by the following circumstances. In some countries (Germany, Russia, Poland, etc.) the term “pedagogy” is used, in others (English-speaking countries) this term is not used, but there is the term “education”. Therefore, in some countries the concept of “educational process” is used, in others - “pedagogical process”. In Russia, both concepts are used. In some cases, “educational process” is used when they want to reveal the social side of a phenomenon, for example, “educational process in primary school", or give a description of the educational process in regulatory documents (for example, a requirement for the educational process in state standard education). In other cases, the concept is interpreted as the unity of the processes of teaching and upbringing (teaching and educational process). The concept of “pedagogical process” reflects the specific practical activity of a teacher or teaching staff. This is the name given to the holistic process of implementing education by ensuring the unity of teaching and upbringing. A synonym is the widely used term “educational process”. 1. 6 Pedagogical interaction Interaction is a philosophical category that reflects the processes of influence of various objects on each other, their mutual conditionality, change of state, mutual transition, as well as the generation of one object by another. TO general properties All pedagogical phenomena include the interaction between teacher and student, in which the tasks of teaching, upbringing and development of schoolchildren are realized in unity and interconnection. IN pedagogically structuring the interaction between teacher and students is understood as the process of purposeful planning and organization of activities based on the unity of their structures. 2. Forms aboutorganization of educational activities It is known that teaching is the process of interaction between a teacher and students when working on a certain content of educational material in order to assimilate it and master the methods of cognitive activity. To carry out a process, it is necessary to organize it. What is an organization? The “Philosophical Encyclopedia” explains that organization is “ordering, establishing, bringing into a system some material or spiritual object, arrangement, correlation of parts of some object.” It also emphasizes that it is precisely these “meanings of the concept of organization that relate to both objects of nature and social reality and characterize the organization as the arrangement and interconnection of elements of some whole (the objective part of the organization), their actions and interactions (the functional part)” that are important.” 2. 1 Specifice forms of training organization The elements (parts) of the learning process are its links. A link is an integral part of the educational process, its organic element. It has its own goals and structure - it consists of interconnected stages that solve certain problems; setting goals, summarizing knowledge, summing up the lesson, defining homework, etc.

At each link of the learning process, both general and specific learning tasks are solved. General ones are those that the entire learning process is aimed at solving. Specific - those that dominate a specific link in this process. All links are interconnected, so the learning process is a kind of chain.

Depending on the dominant goals and characteristics of students’ assimilation of knowledge, abilities and skills, the following links in the learning process are distinguished: the formation of new knowledge, consolidation and improvement of knowledge, the formation of skills and abilities, the application of knowledge in practice, repetition, systematization of knowledge, control of the assimilation of knowledge, abilities and skills. skills.

This division does not mean that in the formation of new knowledge, students only acquire new knowledge. They can consolidate and systematize knowledge on previously studied material, but the dominant goal of this link - to form new knowledge - subordinates all others used to achieve it. Also, at the level of consolidating and improving knowledge, students can gain new knowledge, repeat what they have previously learned, but its main goal is to consolidate and improve knowledge in the section of the program just discussed.

Based on the knowledge formation link, a lesson of the appropriate knowledge can be designed; a lesson of the appropriate type, lecture, conference, excursion can be designed.

Each specific form of educational organization consists of certain stages. For example, a lesson in the formation of knowledge has the following stages: goal setting and updating of knowledge, introduction of new knowledge and its initial assimilation by students, generalization of knowledge and operating with it, control of assimilation. A lesson in consolidating and improving knowledge consists of the following stages: setting a goal, checking homework, reproducing previously acquired knowledge and methods of activity by students, operating knowledge and mastering methods of activity in new situations, generalizing and systematizing knowledge, monitoring the assimilation of what has been learned and mastering methods of activity. The sequence of stages is determined by the goals and logic of the learning process.

At each stage, the teacher uses sources of knowledge, methods, techniques, teaching aids, as well as forms of educational work that correspond to the goals.

The main source of knowledge is the teacher, who has a certain amount of scientific knowledge and methods of activity. The leading role in designing forms of organization of learning belongs to the teacher. He selects the optimal combination of methods, teaching aids, and style of activity in accordance with the characteristics of students and learning goals. Much depends on his professionalism, personal qualities, and ability to interact with students.

The learning process in each specific form of its organization includes:

Teacher management of students’ educational activities (definition of goals, objectives, planning, organization of their educational work, monitoring the completion of tasks, knowledge acquisition, adjustment of activities);

Cognitive activity of students, during which they acquire certain knowledge, methods of activity, acquire skills and abilities;

Interaction between teacher and students;

Regulation by the teacher of interpersonal relationships of students;

Creation by the teacher of an emotional background that stimulates productive learning activities of students.

The starting point for managing educational activities is determining its goals and developing a positive attitude towards learning among schoolchildren. The teacher first of all selects and justifies the task. By offering it to students, he makes sure that they accept this task and begin to take cognitive actions. To do this, the teacher uses educational games, educational discussions, creates situations of emotional and moral experiences, cognitive novelty, etc., in which students develop a sense of duty and responsibility.

When guiding students, the teacher always strives to put them in the position active self-government. He introduces them to the goals, objectives, work plan, system of leading knowledge and ways to assimilate them. The teacher makes special efforts to mobilize the attention, will, and emotional sensitivity of schoolchildren.

Effective management of students' educational activities is facilitated by the study of their educational capabilities, knowledge of which allows the teacher to implement a differentiated approach in organizing their educational work.

During educational and cognitive activities, students continuously come into contact with the teacher as the leader of the entire educational process. If during classes the teacher is able to encourage all students to work energetically, he will achieve good results. If he fails to organize purposeful, constant activities of students, then he will not be able to achieve his goals. In this regard, it is important to create real prerequisites for high labor discipline, formed on the principles of responsibility, educational consciousness and civic duty. This will ensure the overall focused work of the entire class at the fastest pace for each student.

No less important in the functioning of the learning process is the style of relationship between the teacher and students. Often, excessive severity and rigidity knock children out of balance. Such management deprives students of initiative and fetters their mental strength; they do not achieve the desired results in educational and cognitive activity and development; they develop the traits of a flawed personality. Liberalism demobilizes students. In the case when the teacher is able to choose the optimal style of interaction with students at this stage, real prerequisites are created for their self-governing activities. Changing the stages of the lesson introduces changes in the style of interaction. An unjustified management style at one stage of the lesson can, to some extent, be compensated by an optimal one at another stage.

Any management, along with the organization of various educational and cognitive actions and operations, involves monitoring the results of educational activities. It makes it possible to quickly make adjustments to the organization of the functioning of the process and determine its dynamism. Good assimilation of the material allows you to speed up the pace of academic work; poor assimilation signals the need to slow it down.

During educational activities, students communicate with the teacher and with each other. The peculiarities of these contacts depend not only on the nature of educational and cognitive activity, but also on the process of formation of the personality of each of them.

The decisive role in the process of pedagogical communication belongs to the teacher. His scientific erudition, worldview, psychological and pedagogical equipment, and methodological culture are of paramount importance in organizing the educational activities of students at every stage.

Educational and cognitive activities are based on the principles of collectivism. Each group of students represents a present or future team living with common goals, needs, and interests. During collective activities, students, entering into various contacts, provide assistance and support to each other. Collective work arouses in each of them an interested attitude towards the common work, requires much more direction, creative activity, gives rise to genuine collectivistic relationships, socially valuable motives for activity and behavior.

When managing collective educational work, the teacher must take care not only that children acquire knowledge and acquire skills and abilities, but also purposefully develop their positive qualities. The organization of all educational activities should increase the effectiveness of influencing the personality of each student. Therefore, when designing forms of educational work, the entire system of relationships of the student in the classroom is taken into account.

Important factor in organization successful activities students at every stage is a positive emotional attitude. If the lesson creates an atmosphere of joyful experiences for achievements achieved, this provides conditions for the effective advancement of schoolchildren in mastering knowledge and in the formation of positive personality traits. It is necessary to carefully select tasks. An inflated level of tasks can confirm the student’s belief that he is incapable and limited. The spiritual powers of a child do not develop in such an environment. A healthy environment in the classroom, in which mutual demands and mutual assistance equally develop among students, helps ensure that each of them does not elevate their failures and mistakes to a degree, but looks for ways to correct them.

So, the learning process is realized only through specific forms of its organization. At the same time, the form of organization of training is an abstract concept. In the real educational process, it manifests itself in a specific type of lesson, lecture, seminar, educational and practical lesson, excursion, conference, etc.

2. 2 Classification of specific formsorganization of training

The main form of organization of training is the lesson. The educational process at school consists of a system of specific lessons. Some lessons pursue the goal of forming knowledge, others - consolidating and improving it, the third - testing the assimilation of knowledge, the development of skills, etc. Depending on the goals, all the variety of lessons can be reduced into several types.

At the same time, when determining the type of lessons, purposefully start not only from the goal, but also from the link of the learning process, since the links of the learning process can be combined to achieve a specific goal.

In the lesson of applying knowledge in practice, in order to expand, deepen students’ knowledge, and acquire skills and abilities, several stages of the learning process are implemented that correspond to these goals.

To achieve a set of goals, a lesson design is created that is built on a combination of many links in the learning process.

Depending on the didactic goals and parts of the learning process implemented in the lesson, 9 types of lessons can be distinguished: knowledge formation, consolidation and improvement of knowledge, formation of skills, improvement of knowledge, abilities and skills, application in practice, repetition and systematization of knowledge, testing knowledge, combined lesson.

The lesson is the main, but not the only form of educational organization. In didactics, various forms of educational organization are substantiated and used in school practice: lectures, seminars, educational conferences, excursions, educational, practical classes, workshops, tests, exams.

The lesson, as the main organization of learning in its various types, implements all links of the learning process. Other forms of training organization represent a special design that implements in each specific case only one link of the learning process. For example, a lecture is a link in the formation of knowledge; The seminar is a link in consolidating and improving knowledge. An exam is a link of control and testing of knowledge. The specifics of these forms of educational organization are determined by the main sources of knowledge, the dominant methods of communicating material, the formation and improvement of knowledge, the development of skills, and the dominant types of educational activities of students. For example, at a lecture, the main source of knowledge is the teacher; at a seminar, students lead a discussion and, thanks to this, enrich each other with information.

In order to develop the skills of students, in addition to the lesson, educational and practical classes are conducted. This form of training organization, purposefully combining the implementation of various practical exercises and experimental work, most effectively contributes to achieving the goal. The difference between an educational and practical lesson and the corresponding type of lesson is its less regulation and greater independence of students in experimental and practical activities.

Students can apply knowledge in practice in the process of educational and production activities in labor associations of schoolchildren (student production teams, labor and recreation camps). With this form of training organization, the level and customized forms educational work and labor.

Repetition and systematization of knowledge, in addition to a lesson of the appropriate type, can be carried out in the form of review lectures, conferences, excursions, and consultations. The review lecture is characterized by the specificity of the material for presentation, similar to the level of knowledge of students. In this lecture, it is advisable to highlight the core points of the topic and section.

In addition to the lesson, control over the student’s assimilation of knowledge can be carried out in the form of a test, an interview, a control practical lesson, or an exam. Testing as a form of training organization is carried out to check the quality of students’ mastery of individual sections curriculum, formation of skills and abilities. This form of educational organization is widely used in evening (shift) correspondence schools for working youth.

An interview, like a test, only in the form of an individual conversation, is carried out in order to find out the level of students’ assimilation of knowledge, skills and abilities.

Practical classes and workshops can also be structured with the aim of implementing control functions of training. In these classes, students independently make products, make changes and report on the work done to the teacher or master.

An exam is a form of educational organization that allows you to implement the control functions of the process and record the results of students’ educational and cognitive activities. academic year or several years; it allows you to identify the level of students’ assimilation of the curriculum using different methods and techniques: students completing tests, assignments, answering questions, writing statements, essays. The exam tests students' readiness and ability to demonstrate existing knowledge, skills, and abilities, both orally and in writing.

The named forms of educational organization are used both when studying subjects provided for by the curriculum, including compulsory ones, and when studying courses chosen by the students themselves (electives).

2. 3 Generale forms of student academic work

In modern didactics, the concept of “general forms of educational organization” combines frontal, group and individual forms of educational work. They permeate the entire educational process. Frontal forms, as well as individual ones, are possible in a lesson, seminar, workshop, etc. They can be used both in compulsory (class) and elective classes. Group forms are used in lessons, seminars, workshops, etc. They are possible for compulsory (class), elective and homework assignments.

These forms of educational organization differ from each other in the coverage of schoolchildren with educational work and the features of management of their educational activities by the teacher.

With frontal teaching, the teacher manages the learning activities of the entire class, which is working on a single task. He exerts a direct ideological and emotional influence on the group of students, organizes their cooperation, and determines a uniform pace of work for them. However, it is not designed to take into account individual differences among students. The pace of the lesson may seem high to weak students, and low to strong students.

In the group form, the class composition is divided into groups, brigades, and units. This group involves the cooperation of students in small groups, and the work in them is based on the principles of student self-government with less strict teacher control. Group forms can be legitimately divided into link, brigade, cooperative-group, differentiated-group.

Link forms of educational work involve the organization of educational activities of permanent groups of students. In the brigade form of educational work, the educational activities of temporary groups of students specially formed to perform certain tasks are organized. For example, to perform laboratory work, the class is divided into 5 teams.

In the cooperative-group form of educational work, the class is divided into groups for each of them to complete part of the overall task. In this type of organization, students first interact, collaborate in groups, and then in the classroom.

A special type of group form of education is the differentiated group form. It involves organizing the work of groups of students with different learning abilities. Let's say the teacher conditionally divides the students in the class into two groups. The teacher can give them tasks of varying difficulty or provide assistance to varying degrees. They are united by common types of tasks that correspond to their learning capabilities.

When working individually, each student works independently, showing initiative; the pace of his work is determined by the degree of purposefulness, efficiency, development of interests, and inclinations. The pace also depends on the learning capabilities and preparedness of the student. With this organization, students do not collaborate with their peers, but perform tasks that are the same for the entire class.

If each student completes tasks determined in accordance with his learning capabilities, this form can be called individualized. Sometimes one or two students are allocated to perform special independent tasks or for additional work with a teacher. The class is working on a common task at this time. This organization of the learning process can be called an individualized-group form.

Used Books

1. Grebenyuk O.S. Rozhkov M.I. General Basics pedagogy. M.: “VLADOS-PRESS”, 2003.

2. Cheredov I.M. Forms of educational work in secondary school. Book for teachers - M.: Education, 1988.

3. Esipova B.P. Pedagogy. M.: Education, 1967.

The principle of purposefulness. The essence of his requirements is that all educational and educational work and each specific pedagogical task must be subordinated to the solution common goal education - the formation of the personality of a humanist, an active creator and an optimist, whether in class or outside of class. Having accepted as the most attractive goal the comprehensive development of the individual, educators must subordinate all their work to this goal. For example, when solving in a lesson the problem of students mastering knowledge on a specific subject, it is necessary to take care no less about the development of their thinking, morality, aesthetic feelings, and about strengthening their health. In the same way, during extracurricular hours, when organizing the leisure time of pupils, it is important to take care not only of creating conditions for their entertainment, but also of improving them. physical state, improve interpersonal relationships, enrich with information about different aspects of reality. In education there should be no aimless activities or wasted time, and organized activities should serve the humane goal of comprehensive improvement of the individual.

The requirements of this principle are successfully implemented when the following rules are followed: 1) plan educational work as a way to achieve the general goal of education; 2) conduct education based on the formation of an ideal (individual goal) in the pupil, corresponding to the general goal; 3) determine the location of each event in common system educational work as a stage on the way to the goal; 4) the preparation and conduct of each event is carried out on the basis of a systematic approach to solving the problems of training and education.

The principle of science. Students and pupils assimilate firmly established principles in science at the level of modern achievements, and teachers and educators ensure that students master knowledge not through memorization, but through scientific proof, involving pupils in activities to solve cognitive problems and in scientific research activities. The importance of this principle was successfully commented on by science fiction writer A. Azimov. He wrote: “Scientific justification is not at all the only path to the truth. Revelation, intuition, dazzling insight and unquestionable authority all lead to truth in a more direct and more reliable way.” And the temptation is great for a teacher to lead students to the truth by the most shortcut: by the power of one’s own authority and the authority of great scientists, to assert the truth in the minds of students. But this path is not the best: none of these “alternative” paths to the truth are “forced.” Scientific evidence makes people feel “... a compulsory need to agree with the conclusions, even if at first they had strong doubts about the essence of the issue” *.

* Azimov A. At first. - M, 1989. - P. 35.

To fulfill the requirements of this principle in training and education, the following rules must be taken into account: 1) when studying an object, it is necessary to use the language of the science whose subject it is; 2) study the phenomena of nature and social life in their development, in dynamics; reveal the dialectic of social and natural phenomena; 3) ensure correct perception of the objects being studied; 4) during training (upbringing), demonstrate to students the logic of the emergence and development of scientific knowledge; 5) reveal to students the prospects for the development of science and the possibility of their participation in scientific research- in the present and future.

Accessibility principle means the requirements for compliance of the content and methods of teaching and upbringing, as well as the volume of the material being studied, with the age characteristics of the students, the level of their intellectual, moral and aesthetic development. By organizing training and education at a high level of science, the teacher-educator must ensure that difficult material is accessible to students.

The rules that must be followed to implement accessibility requirements: 1) be explained in simple, accessible language; 2) present something new, connecting it with the known; 3) studying new material, begin to consider it using examples close to the child’s experience; 4) review with the student the most important and most difficult parts of the textbook; 5) do not exceed the norms for the amount of homework.

Ya.A. Comenius proclaimed the following four rules of accessibility: from easy to difficult; from the known to the unknown; from simple to complex; from near to far.

The principle of visibility requires that learning be carried out based on the sensory experience of children. Ya.A. Comenius formed " Golden Rule didactics": "Everything that is possible can be presented for perception by the senses, namely: visible - for perception by sight, audible - by hearing, smells - by smell, subject to taste - by taste, accessible to touch - by touch. If any objects can be perceived at once by several senses, let them be grasped by several senses at once.” In accordance with this rule, teachers have been teaching students in schools for three centuries. In the education of morality, a special place is occupied by the use of example as one of the ways to implement the principle of clarity.

In the 50s XX century L.V. Zankov formulated a position on four forms of correlation between visualization and the teacher’s words in teaching:

1) the student, studying a visual image (diagram, image of an object), finds the necessary information himself. The teacher guides the student’s observation, draws his attention to significant signs;

2) the teacher provides information about the object being studied, illustrating their validity by showing a visual aid;

3) when studying connections between phenomena, the student himself discovers these connections during observation (performing laboratory work), the teacher, with the help of words, leads students to comprehend the connections;

4) the teacher reports the connection between phenomena and illustrates their presence by showing them.

In these cases, when using the same manuals, the ways in which students acquire knowledge are fundamentally different: in the first and third cases, they acquire knowledge through their own mental and practical activity, which has the nature of a search; in the second and fourth cases, they receive knowledge in ready-made form from the teacher, and their activity is expressed mainly in memorizing and understanding the knowledge imparted to them (Zankov L.V. Visibility and activation in teaching. - M., 1960).

The principle of consciousness and activity students in learning requires ensuring the conscious assimilation of knowledge through the active activity of students in acquiring it. K.D. Ushinsky, developing the ideas of Ya.A. Comenius about consciousness and activity in learning, wrote: “We must always provide the child with the opportunity to perform activities consistent with his strengths, and help him only where he lacks strength, gradually weakening this help” *.

* Ushinsky K. D. Works: In 11 volumes - M., 1950. - T. 10. - P. 509.

Modern researchers of the problems of activating the educational process consider three types of student activity in learning: reproducing, interpreting, and creative. The problem-based approach to teaching and independent work of students are recommended as the main means of intensifying learning *.

* Cm.: Shamova T. I. Activation of schoolchildren's learning. - M. 1982. - P. 52-62.

The implementation of the requirements of this principle is facilitated by compliance with the following rules:

Everything that children can learn on their own, they must learn on their own;

The teacher should use problem-based learning methods as widely as possible;

When solving pedagogical problems, it is necessary to encourage children to make comparisons, compare the new with the known;

You should use fascinating facts from the history of science, the lives of scientists and public figures;

It is necessary to attract students' attention to practical activities in applying knowledge in various situations;

Reveal connections between educational problems and problems of real science;

Develop internal incentives for activity (need for knowledge, interest in it, sense of responsibility, duty);

The teaching itself should be conducted energetically, supporting students’ optimism and confidence in success;

Create and maintain the necessary hygienic, psychological and social conditions to ensure active creative activity of students.

L.V. Zankov formulated five provisions that ensure students’ high activity in learning: 1) learning should be conducted at a high level of difficulty; 2) the leading role in training should belong to theoretical knowledge; 3) the study of program material must be carried out at a fast pace; 4) students must be aware of the learning process itself; 5) it is necessary to carry out targeted and systematic work on the general development of all students, including the weakest*.

* Training and development / Ed. L.V. Zankova. - M., 1975. - P. 49-55.

The principle of education and training in real life-related activities(the principle of connection with life, education in work). “The implementation of this principle requires such a structure of the educational process in which all the life activities of children are felt by them as significant, needed by people, to society and bringing personal satisfaction" (Shchukina G.I. School pedagogy. - M., 1977. - P. 17). While mastering knowledge, the student must not only become familiar with the area of ​​their application, but also develop the skills and abilities to use them in various fields own life.

In the pedagogical process, practice either precedes the study of theoretical principles, or is carried out after studying the theory to confirm the truth of the acquired knowledge and its qualified use. In some cases, practice is the immediate goal for pupils: mastering speech, writing, drawing, sketching, developing skills in the classroom labor training and etc.

Rules for implementing the requirements of this principle:

Rely in training and education on the practical experience of students;

Show as widely as possible the areas of application of theoretical knowledge in life;

Develop skills and abilities to use knowledge in life;

Involve students in participation in intellectual, physical, spiritual work;

Create conditions for students to use acquired knowledge, stimulate their application and transfer to others;

Show students that the emergence of a theory is always determined by the practical needs of society (humanity).

The principle of systematicity and consistency in education and training. It requires the formation of a system of knowledge in students, and not just a sum of information from different sciences, the formation of a worldview as a system of knowledge and the individual’s attitude towards surrounding reality. “How in nature everything interconnects with one another,” argued Ya.A. Komensky, “and in teaching one must connect one thing to another in exactly this way and not otherwise” * . And all acquired knowledge should “... form one encyclopedia, in which everything should flow from a common root and stand in its own place.”

* Komensky Ya.A. Favorites pedagogical essays: In 2 volumes - M., 1982. - T. 1. - P.336.

It is possible to develop a system of knowledge and systematic thinking among students only through the consistent and coordinated activities of all educators. Hence the requirement for continuity in the activities of the school, family, community, teachers of various subjects, and educators. What is done today must follow from yesterday’s actions and their results and find its continuation in tomorrow’s educational work.

The main condition for implementing the requirements of this principle is the implementation interdisciplinary connections, those. connecting knowledge from different academic disciplines, from different topics of the same discipline, from the fields of ethics, aesthetics, labor, ecology, law, etc. “The most effective interdisciplinary connection is moral,” says literature teacher E.N. Ilyin*. Other rules include:

* Cm.: Ilyin E. N. The path to the student. - M., 1988.

Studying academic discipline and education should be carried out systematically, without interruptions;

Pupils should be presented with consistent, uniform requirements;

The work of students must proceed in a certain sequence, system, their life must be built in accordance with a certain regime of work and rest;

The activities of all subjects of the pedagogical process must be organized and coordinated in accordance with the achievements of pedagogical science.

Strength principle requires a strong (for a long time) assimilation of basic, so-called skeletal, knowledge of the foundations of science, moral, aesthetic and other concepts, rules of behavior, developed skills and abilities. To ensure the requirements of this principle, the following rules should be followed:

Create a memorization mindset;

Repeat what needs to be remembered, organizing current, periodic, final repetition; give preference to active rather than passive repetition;

Provide and organize the application of knowledge;

Alternate types of educational activities;

Connect the material to be memorized in associations, divide it into parts, highlight the main thing, etc.

It should be remembered that the implementation of the requirements of all other principles contributes to a strong assimilation of the material, especially the principles of clarity, systematicity, consciousness and activity. K.D. Ushinsky, characterizing the 18 rules of memory education, is the first to name strengthening health, caring for the student’s calmness, confidence, and cheerfulness*. Do not frighten a child, do not interfere with his concentration, do not give impossible tasks - this also means fulfilling the requirements of the principle of strength.

* Ushinsky K. D. Works: In 11 volumes - M., 1950. - T. 10. - P. 424-435.

The principle of taking into account age and individual differences. Education and training cannot be abstract, without taking into account the individuality of the student. The very fact that the pupil is a subject of education characterizes this process as individually special in relation to everyone at different age periods, when the measure of subjectivity is not the same. In addition, the characteristics of thinking and memory, stability of attention, speed of development of skills, degree of activity, training and education, conditions of home education, temperament, will, character, interests - all this is individual and requires consideration in the implementation of educational work with everyone.

Increased attention to the development of individuality and the humanization of the pedagogical process have updated such concepts as personality-oriented education and personality-centered education. Their essence is the need for the teacher to accept the pupil not with a pre-formulated program of actions with him (for example, a future comprehensive developed person), but as he is. On this basis, it is important to proceed in education from the interests, abilities and capabilities of the child, and not from socio-scientific, basically abstract requirements for a person.

There are two main ways to take into account the individual characteristics of students in the pedagogical process. The first way is an individual approach to training and education, carried out according to unified programs. These programs are designed to ensure that everyone moves towards the common goal of education. Taking into account the individuality of each person is carried out by adjusting the methodology of working with him. We can distinguish three such directions of individualization of achieving a single common goal: 1) individualization by the volume of activity performed; 2) individualization according to the difficulty of the tasks performed; 3) individualization in the nature and amount of assistance provided, when development is ensured general program and weak due to individual (including additional) work with them.

The second way is differentiation, or dividing students into groups (streams) depending primarily on abilities, as well as interests, preparedness and education. First of all, differentiation in Russian schools is manifested in the allocation in them correction classes for children with some mental retardation and alignment classes for children with significant gaps in mastering the school curriculum in organizational, pedagogical and social, and not physiological reasons. In addition, differentiation manifests itself in the creation special schools for children with high level development of abilities(gymnasiums, lyceums), and in schools - classes of a specific focus: physics and mathematics, humanities, etc. Deepening differentiation is carried out in electives, various forms of extracurricular work(in circles, sections, etc.). Elements of differentiation can also be used in a classroom lesson: even in conditions of fairly careful selection of class students according to their abilities, their ability to master specific topics is far from the same. Therefore, dividing class students into dynamic groups depending on theoretical preparedness, development of skills and abilities, character traits, it can have a positive impact on the results of educational work.

The principle of education in a team. The essence of the requirements of this principle follows from the position that man, as a social being, receives the necessary conditions for the comprehensive development of his inclinations only in a team. A collective is understood as a stable group of people united by a single socially useful goal and common activities to achieve it. The true spiritual wealth of a person lies in the wealth of his actual relationships (K. Marx). The educational value of the team lies in the fact that in it the student has the opportunity to enter into various relationships with others: business, personal, humanistic, intellectual, ideological and educational, educational and labor, amateur and creative, etc. (A.S. Makarenko, V.A. Sukhomlinsky). Interpersonal relationships in a team are determined by a wide range of personally significant types of group activities for each member. Relationships of responsible dependence, when everyone is in the position of both a responsible organizer and a dependent performer, do not allow the individual to be leveled, but create conditions for everyone to acquire the necessary experience of social life and civic formation. The possibility of forming microgroups based on interests within the team and the dynamic connection of the team with other groups as necessary condition its development contributes to satisfying the need for individual development.

Team- dynamic association. In its development it goes through three stages - stages(according to A.S. Makarenko) (diagram 17). At the first stage, the teacher makes demands on the pupils; he organizes activities to implement these requirements based on the pupils’ interest in near, middle and long-term perspectives and goals (system of perspective lines).

Student development

At the second stage, demands on the team are made by the formed asset - the self-government bodies that organize the activities of the students. The position of the educator becomes hidden, conditions are created for the implementation of the principle of parallel action, when the educator influences the team through self-government bodies that influence students in the same direction as the educator.

At the third stage of development of the team, the asset expands significantly due to the variety of activities, internal and external relationships, and by increasing the activity of all members of the team. Great importance At this stage, traditions acquire - stable forms of collective response to certain life situations (holidays, patronage, charity events, forms of relationships between team members, etc.).

In the 70s a significant contribution to the theory of the collective was made by L.I. Novikova. She proposed considering the stages of development of a team depending on the degree of its influence on the formation of individuality: the first stage is the creation of a formal structure of the team under the direct influence of educators; the second is the stage of mass education due to the acceptance by everyone of common goals and norms of relations; the third is the stage of individual education in the conditions of a developed informal structure that ensures the satisfaction of everyone’s individual needs*. Many objections have been raised against the principle of education in a team, especially by supporters of personality-oriented education, representatives of existentialism and others. In their opinion, the collective neutralizes the individual, hinders the development of individuality, and only under totalitarian regimes can the idea of ​​the collective gain recognition. However, observant representatives of even the “market” ideology have long come to the conclusion about the high educational value of the team. For example, F.U. Taylor, one of the founders of the theory scientific organization labor in conditions of capitalist relations, wrote at the beginning of the 20th century: “The time is coming when all great achievements will be achieved through such collective cooperation, where each individual performs those functions for which he is best suited, where each person retains his own individuality and is unsurpassed in its private function, where no man loses anything of his originality and proper personal initiative, but yet each one works under the control and in harmonious co-operation with many others."** This means that the point is not in ideology, but in the objective correspondence of a person’s social essence to the conditions that are created in the team for the development of his natural inclinations, for the formation and development of individuality.

* Cm.: Novikova L. I. Pedagogy of children's collective: Questions of theory. - M., 1978.

**Taylor F.W. Principles of scientific management. - M., 1991. - P. 102.

The principle of unity of exactingness and respect for the student’s personality. The requirements of this principle can also be considered in the structure of the principle of humanistic purposefulness of education: education is unthinkable without the presentation of requirements, but these requirements must be humane, presented to the pupil not only in the interests of society, but also in the interests of the pupil himself. This is the essence of humanism: recognition of the individual as a value, respect for the individual implies the presentation of certain requirements to it and its fulfillment of these requirements as a guarantee of both the preservation and implementation of one’s own individual rights and ensuring the rights and freedoms of other members of society.

However, in modern conditions (as in any other conditions, except for the conditions of an ideal society), there is a need to highlight an independent principle of the unity of exactingness and respect for the pupil: it determines the degree of demands on the pupil characteristic of the historical period and living conditions and the degree of priority of the individual’s claims to the personal and social confession. The love of a teacher for a student acquires true educational value only in combination with reasonable demands on him. The extent of the latter is determined by the development of socio-economic conditions and, accordingly, the level of development of social consciousness.

In practical educational work, the requirements of this principle are most clearly expressed by A.S. Makarenko in his aphorism: be as demanding as possible towards a person, but at the same time as much respect for him as possible. The consistent implementation of this principle is associated with the implementation rules of relying on the positive: in education, the basis should not be the fight against shortcomings, but the development of the existing positive in the pupil, the formation of positive personality traits and qualities, and thereby the displacement (or hindering the formation and development) of negative ones.

Children themselves do not like undemanding teachers. After all, demandingness is certain order, predictability of prospects, security. Pupils are ready to accept even increased demands if they are confident in the sincere disposition of the educator (teacher) towards them, if they know that the demands are not made in the name of an abstract concept of order, but in their interests. Trust, openly demonstrated, and control (unobtrusive), following the methodology for applying the demand method (see the chapter “Methods for implementing the pedagogical process”) are important conditions for the implementation of this principle.

In conclusion, the characteristics of all the principles of training and education should be noted that their requirements are closely interrelated, and their implementation is also in close mutual dependence: the implementation of the requirements of any of the principles to one degree or another affects the fulfillment of the requirements of all the others. This is a consequence of the integrity of the pedagogical process and at the same time helps to strengthen this quality of the pedagogical system.

1. Define the forms of organization of educational work, taking into account the possibility of distinguishing them by external sign and by their internal structure.

2. Name the main forms of educational and extracurricular educational work.

3. Formulate the basic requirements for the lesson as the main form of organizing training and education.

4. Define the principle of organizing the educational process.

5. Make a summary of an explanation of any topic of an academic subject in accordance with various combinations of words and visuals (according to L.V. Zankov).

6. Consider the possibilities of studying one of the topics of the academic subject based on scientific evidence and persuasion by the power of authority.

Didactics high school. - M., 1982. - Ch. 2, 5, 6, 8.

Makhmutov M. I. Modern lesson. - M., 1985.

Ilyin E. N. The path to the student. - M., 1988.

Shevchenko S.D. School lesson: How to teach everyone. - M., 1990.

Kondratenkov A. E. The work and talent of a teacher. - M., 1989.

Volkov I. P. Introducing schoolchildren to creativity. - M., 1982.

Yakovlev A.M., Sokhor A.M. Lesson methods and techniques at school. - M., 1985.

Friedman L. M. Pedagogical experience through the eyes of a psychologist. - M., 1987.

CONCLUSION

We examined the basic provisions of the science of education - pedagogy.

The centuries-old development of science and the accumulated experience in the practical use of its achievements allow us to formulate the following most important conclusions:

1. Education as a social phenomenon pursues the goal of comprehensive improvement and development of the individual to ensure a harmonious combination of the individuality of each person and public interests.

2. The process of moving towards the goal of education is called the pedagogical process. It is carried out against a broad natural and social background with the direct participation of students, parents, and teachers.

3. Education at its core is the formation and development of human consciousness and the development of experience of certain behavior in conditions of cooperation with the social environment. It is determined by socio-economic relations in society and has the opposite, although not always directly noticeable, influence on the development and improvement of social relations. The physiological basis of education is the formation of conditioned reflexes under the influence of external and internal stimuli and the development on this basis of certain responses of the body. However, this is only the basis; a person’s behavior and attitude are formed as a consequence of emotional and mental assessments of life situations. They develop as a result of predicting the possible consequences of various behavior options and relationships and the conscious choice of a life path under the influence of the educational environment.

4. The pedagogical process as a comprehensive development and formation of personality is a system of interconnected activities of the subjects of this process - educators and students. This system is considered in pedagogy as consisting of many subsystems of lower levels: the public education system of the country, the education system of the subject of the Federation (republic, region), the education system in the district, city, and the educational system of the school. The latter, in turn, is divided into a didactic system, a system of extracurricular educational work, a system of material and technical support for the educational process, a management system, etc.

Systems approach in the study of problems of education and in the organization of practical educational work is characterized by consideration of each element of the pedagogical process in its close connection with all others.

5. Personal development is carried out in the activities of the individual himself. Development results are directly related to the variety and quality of activities performed by an individual. The whole variety of cognitive, artistic and creative, sports, entertainment, household and other types of activity can be reduced to its four most general types - educational, gaming, work and communication. In accordance with this, play, learning, work and communication of pupils are considered as the most important means of education.

6. Physiological characteristics and specific living conditions of pupils determine the need to individualize the use of means and especially methods of their use in relation to each pupil. His health, temperament, abilities, living conditions, relationships with others, interests and inclinations should be taken into account in his upbringing and not necessarily undergo a radical restructuring or overcoming. Socially valuable qualities and orientation of the individual must be developed and formed on the basis of the individually inherent properties of the pupil - this is the essence of the personal approach to education. Education is the affirmation of the pupil’s individual lifestyle in a system of positive educational values.

Modern forms of lesson organization.

A comparison of various classifications of lessons allows one to discern a positive trend in their development - the desire to more fully embrace modern forms of lesson organization. At the same time, the recently created typologies, the construction processes of which include a selection of lessons developed in teaching practice, need regular replenishment, clarification and processing.

These negative consequences can be largely avoided if we adhere to the principle of identifying the main types of lessons that accumulate the most common structural elements of modern forms of educational organization. Thus, along with maintaining the above-mentioned advantages, such an approach allows, on the one hand, to prevent the identified system of main types of lessons from fleeting changes, and on the other hand, as practice confirms, its relatively rare clarification or addition becomes possible to carry out consistently and quickly.

From our point of view, it is advisable to identify nineteen main types of lessons; we move on to the list and description of design features.

LESSON ABOUT NEW MATERIAL

The structure of a lesson on introducing new material is determined by its main didactic goal: introducing a concept, establishing the properties of the objects being studied, constructing rules, algorithms, etc. Its main stages:

Communicating the topic, purpose, objectives of the lesson and motivation for learning activities;

Preparation for learning new material through repetition and updating of basic knowledge;

Familiarization with new material;

Primary understanding and consolidation of connections and relationships in the objects of study;

Setting homework assignments;

Summing up the lesson.

2. LESSON TO CONSOLIDATE WHAT LEARNED

Its main didactic goal is the formation of certain skills. The most general structure of a reinforcement lesson learned is:

Checking homework, clarifying directions for updating the studied material;

Reporting the topic, purpose and objectives of the lesson, motivation for learning;

Reproduction of what has been learned and its application under standard conditions.;

Transfer of acquired knowledge and its initial application in new or changed conditions in order to develop skills;

Summing up the lesson;

3. LESSON IN APPLYING KNOWLEDGE AND SKILLS

In the process of applying knowledge and skills, the following main links are distinguished: reproduction and correction of the necessary knowledge and skills; analysis of tasks and methods of their implementation; preparation of the required equipment; completing tasks independently; rationalization of ways of completing tasks; external control and self-control in the process of completing tasks. This determines the possible structure of a lesson on the application of knowledge and skills:

Checking homework;

Motivation of learning activities through student awareness practical significance applied knowledge and skills, communication of the topic, purpose and objectives of the lesson;

Understanding the content and sequence of practical actions when performing upcoming tasks;

Independent completion of tasks by students under the supervision of a teacher;

Generalization and systematization of the results of completed tasks;

Summing up the lesson and setting homework.

4. LESSON IN GENERALIZATION AND SYSTEMATIZATION OF KNOWLEDGE

Without lessons in generalizing and systematizing knowledge, also called lessons in generalizing repetition, the process of students’ assimilation of educational material cannot be considered complete. They highlight the most general and essential concepts, laws and patterns, basic theories and leading ideas, establish cause-and-effect and other connections and relationships between the most important phenomena, processes, events, assimilate broad categories of concepts and their systems and the most general patterns.

The process of generalization and systematization of knowledge involves the following sequence of actions: from perception, comprehension and generalization of individual facts to the formation of concepts, their categories and systems, from them to the assimilation of a more complex system of knowledge: mastery of the basic theories and leading ideas of the subject being studied. In this regard, in the lesson of generalization and systematization of knowledge, the following structural elements are distinguished:

Setting lesson goals and motivating students’ learning activities;

Reproduction and correction of basic knowledge;

Repetition and analysis of basic facts, events, phenomena;

Generalization and systematization of concepts, assimilation of a system of knowledge and their application to explain new facts and perform practical tasks;

Assimilation of leading ideas and basic theories based on a broad systematization of knowledge;

Summing up the lesson.

5. LESSON OF TESTING AND CORRECTING KNOWLEDGE AND SKILLS

Control and correction of knowledge and skills are carried out at each lesson. But after studying one or more subtopics or topics, the teacher conducts special lessons of control and correction in order to identify the level of students’ mastery of a complex of knowledge and skills, and on its basis make certain decisions to improve the educational process.

When determining the structure of a control and correction lesson, it is advisable to proceed from the principle of a gradual increase in the level of knowledge and skills, i.e. from the level of awareness to the reproductive and productive (constructive) levels. With this approach, the following lesson structure is possible:

Familiarization with the purpose and objectives of the lesson, instructing students on organizing work in the lesson;

Testing students' knowledge of factual material and their ability to reveal elementary external connections in objects and phenomena;

Testing students' knowledge of basic concepts, rules, laws and their ability to explain their essence, justify their judgments and give examples:

Testing students' abilities to independently apply knowledge under standard conditions;

Testing students’ ability to apply knowledge in modified, non-standard conditions;

Summing up (this and subsequent lessons).

6. COMBINED LESSON

A combined lesson is characterized by setting and achieving several didactic goals. Their numerous combinations determine the types of combined lessons. The following structure of a combined lesson is traditional:

Familiarization with the topic of the lesson, setting its goals and objectives;

Checking homework;

Testing students' knowledge and skills based on the material covered;

Presentation of new material;

Primary consolidation of what has been learned;

Summing up the lesson and setting homework. Along with traditional ones, other types of combined lessons are widely used in teaching practice. For example, a combined lesson, the purpose of which is to test what has been previously learned and introduce new material, may have the following structure:

Checking homework completion;

Testing previously acquired knowledge;

Communicating the topic, purpose and objectives of the lesson;

Presentation of new material;

Students’ perception and awareness of new material;

Comprehension, generalization and systematization of knowledge;

Setting homework.

7. LESSON - LECTURE

As a rule, these are lessons in which a significant part of the theoretical material of the topic being studied is presented.

Depending on the didactic objectives and logic of the educational material, introductory, orientation, current and review lectures are common. Depending on the nature of presentation and student activity, a lecture can be informational, explanatory, lecture-conversation, etc.

The lecture form of conducting lessons is appropriate when:

Studying new material that has little connection with previously studied;

Consideration of material that is difficult for independent study;

Presentation of information in large blocks, in terms of implementing the theory of enlargement of didactic units in teaching;

Execution certain type assignments on one or more topics, sections, etc.

Application of the studied material in solving practical problems.

The structure of the lecture is determined by the choice of topic and purpose of the lesson. In other words, the lecture is based on a combination of lesson stages: organization; setting goals and updating knowledge; communication of knowledge by the teacher and assimilation of it by students; defining homework. Here is a possible version of the structure of the lesson-lecture:

Creating a problematic situation when setting the topic, purpose and objectives of the lecture;

Its resolution during the implementation of the planned lecture plan;

Identification of basic knowledge and skills and their presentation using the memo “How to take notes on a lecture”;

Reproduction by students of basic knowledge and skills using samples, notes, block notes, basic notes, etc.;

Application of acquired knowledge;

Generalization and systematization of what has been studied;

Formation of homework by asking questions for self-test, providing a list of recommended literature and a list of tasks from the textbook.

8. LESSON-SEMINAR

Seminars are characterized primarily by two interrelated features: self-study students of the program material and discussion in class of the results of their cognitive activity. At them, children learn to make independent statements, debate, and defend their opinions. Seminars contribute to the development of students’ cognitive and research skills and improve the culture of communication.

Lessons-seminars are distinguished according to educational objectives, sources of knowledge, forms of their implementation, etc. In teaching practice

Seminars - extensive conversations, seminars - reports, abstracts, creative written works, commented reading, seminar - problem solving, seminar - debate, seminar - conference, etc. have become widespread. We will indicate the main cases when it is preferable to organize lessons in the form of seminars:

When learning new material, if it is available for students to study independently;

After conducting introductory, orientation and ongoing lectures;

After generalizing and systematizing students’ knowledge and skills on the topic being studied;

When conducting lessons devoted to various methods of solving problems, completing assignments and exercises, etc.

The seminar is held with all students. The teacher determines in advance the topic, purpose and objectives of the seminar, plans its conduct, formulates basic and additional questions on the topic, distributes tasks among students taking into account their individual capabilities, selects literature, conducts group and individual consultations, and checks notes.

Having received the task, students, using the memos “How to take notes on sources”, “How to prepare for a speech”, “How to prepare for a seminar”, “Speaker’s Memos”, formalize the results of independent work in the form of a plan or abstract of speeches, summaries of the main sources, reports and abstracts.

The seminar lesson begins with an introductory speech from the teacher, in which he recalls the purpose of the seminar, the order of its conduct, and recommends what needs to be addressed Special attention, what to write down in your workbook, gives other tips. Next, the issues of the seminar are discussed in the form of a discussion, an extended conversation, messages, commented reading of primary sources, reports, abstracts, etc. Then the teacher complements the students’ messages, answers their questions and evaluates their performances. Summing up, he notes the positive, analyzes the content and form of students’ presentations, points out shortcomings and ways to overcome them.

Conducting seminars can be an integral part of the lecture-seminar training system, expanding the scope of their application. This is confirmed, for example, by the possibility of its use in such a type of joint educational activity between teacher and students as “immersion”

9. LESSON-TEST

One of the forms of organizing control of students' knowledge, skills and abilities is a lesson - a test. Its main purpose is to diagnose the level of acquisition of knowledge and skills by each student at a certain stage of education. A positive mark for the test is given if the student has completed all the tasks corresponding to the level of compulsory training in the subject studied. If at least one of these tasks remains uncompleted, then, as a rule, a positive mark is not given. In this case, the test must be retaken, and the student can not retake the entire test, but only those types of tasks that he failed.

Various types of tests are practiced: current and thematic, practical tests, differentiated tests, external tests, etc. When conducting them, various forms of organizing the activities of teachers and students are used: tests in the form of an exam, ring, conveyor belt, public review of knowledge, auction etc. If students are previously informed of an approximate list of tasks to be taken for testing, then it is usually called open, otherwise - closed. More often, preference is given to open tests in order to determine the results of studying the most important topics of the academic subject.

As an example, we will consider the possible main stages of preparing and conducting an open thematic test.

This test is carried out as a final test at the end of the topic being studied. When starting to present it, the teacher informs about the upcoming test, its content, organizational features and deadlines. Consultants are selected from among the most prepared students to conduct the test. They help distribute students into groups of 3-5 people, prepare index cards for their groups, in which marks will be given for the students’ completion of each task and final marks for the test. Assignments are prepared in two types: basic ones, corresponding to the mandatory level of students’ preparation, and additional ones, the completion of which together with the main ones is necessary to obtain a good or excellent grade.

Each student, except for consultants, is prepared with individual assignments, including basic and additional questions and exercises. At the beginning of the test, as a rule, in a double lesson, students receive their assignments and begin to complete them. At this time, the teacher conducts an interview with consultants. He checks and evaluates their knowledge, and then once again explains the methodology for checking tasks, especially the main ones.

At the next stage of the lesson, the consultants begin checking the completion of tasks in their groups, and the teacher, selectively from different groups, checks, first of all, the work of students who have completed the main tasks and have begun to complete additional tasks.

In the final part of the lesson, the assessment of each task is completed by placing marks on index cards. Having collected the group report cards, the teacher, based on the grades given, displays the final grades for each student and sums up the overall results of the test.

10. PRACTICUM LESSON

Workshop lessons, in addition to solving their special task - strengthening the practical orientation of training, should not only be closely related to the material studied, but also contribute to its solid, informal assimilation. The main form of their implementation is practical and laboratory work, in which students independently practice the practical application of acquired theoretical knowledge and skills.

Their main difference is that on laboratory work the dominant component is the process of formation of experimental, and on practical work- constructive skills of students. It should be noted that an educational experiment, as a method of independent acquisition of knowledge by students, although it has similarities with a scientific experiment, at the same time differs from it in setting a goal that has already been achieved by science, but is unknown to students.

There are introductory, illustrative, training, research, creative and generalizing workshop lessons. The main way to organize students’ activities at workshops is the group form of work.

Moreover, each group of two to three people usually performs practical or laboratory work that is different from the others.

A means of managing the educational activities of students during a workshop is the instruction, which consistently determines the student’s actions according to certain rules.

Based on existing experience, we can propose the following structure of practical lessons:

Communication of the topic, purpose and objectives of the workshop;

Updating the basic knowledge and skills of students;

Motivation for students' learning activities;

Familiarization of students with instructions;

Selection of necessary teaching materials, teaching aids and equipment;

Students perform work under the guidance of a teacher;

Compilation of a report;

Discussion and theoretical interpretation of the obtained results.

This workshop structure can be modified depending on the content of the work, the preparation of students and the availability of equipment.

11. LESSON-EXCURSION

The main objectives of educational excursions are transferred to excursion lessons: enriching students’ knowledge; establishing a connection between theory and practice, with life phenomena and processes; development of students’ creative abilities, their independence,

organization; fostering a positive attitude towards learning.

Based on the timing of the topics being studied, introductory, accompanying and final lessons-excursions are distinguished.

The form of excursion lessons is very diverse. This includes a “press conference” with the participation of representatives of an enterprise, institution, museum, etc., and historical excursions on the subject being studied, and film or television excursions, and a general review lesson on a topic, section or course in the form of an excursion, etc. d.

However, the structural elements of the various types of field trips are fairly well defined.

For example, a thematic excursion lesson may have the following structure:

communication of the topic, purpose and objectives of the lesson;

updating students' basic knowledge;

perception of the features of excursion objects, primary awareness of the information contained in them;

generalization and systematization of knowledge;

summing up the lesson and communicating individual assignments to students.

12. LESSON-DISCUSSION

Discussion lessons are based on consideration and research of controversial issues, problems, different approaches to argumentation of judgments, solving tasks, etc.

There are discussions-dialogues, when the lesson is structured around a dialogue between its two main participants; group discussions, when controversial issues are resolved in the process of group work, as well as mass discussions, when all students in the class take part in the debate.

At the stage of preparing a lesson-discussion, the teacher must clearly formulate a task that reveals the essence of the problem and possible ways to solve it.

If necessary, participants in the upcoming discussion should familiarize themselves with additional literature selected in advance and proposed by the teacher.

At the beginning of the lesson, the choice of topic or question is justified, the terms of the discussion are clarified, and the key points of the problem being discussed are highlighted.

The main point of the discussion is the direct dispute between its participants. For its occurrence, an authoritarian teaching style is unacceptable, because it does not encourage frankness and expression of one’s views. The leader of the discussion, most often a teacher, can use various techniques to activate students,

encouraging them with remarks like: “good idea”, “interesting approach, but...”, “let’s think together”, “what an unexpected, original answer”, or focusing on clarifying the meaning of opposing points of view, etc. It is necessary to reflect together with students, while helping them formulate their thoughts and developing cooperation between themselves and them.

During the discussion, there is no need to achieve uniformity of assessments. However, on fundamental issues it is necessary to clarify. The question of the culture of discussion stands apart. Insults, reproaches, “goodwill towards one’s comrades should not be present in the dispute. Shouting and rudeness most often arise when the discussion is based not on facts or patterns, but only on emotions. At the same time, its participants often do not know the subject of the dispute and “speak in different languages"The following rules can help create a culture of discussion:

when entering into a discussion, it is necessary to present the subject of the dispute;

in a dispute, avoid a tone of superiority;

ask questions competently and clearly;

formulate the main conclusions.

The moment at which the discussion ends should be chosen so as to prevent repetition of what has already been said, since this has a negative effect on maintaining students’ interest in the problems discussed in the lesson. Having completed the discussion, it is necessary to summarize its results. Here it is necessary to evaluate the correctness of the formulation and use of concepts, the depth of arguments, the ability to use theorems of proof, refutations, putting forward hypotheses, the culture of discussion at this stage, students receive marks for discussion, “the second should not be reduced for the fact that the student defended the wrong point of view .

At the final stage of the lesson, you can not only systematize possible ways to solve the problem under discussion, but also pose new questions related to it, giving food for thought to students.

It should be noted that the discussion is also one of the main structural components lesson - debate, conference, court", meeting of the academic council, etc.

13. LESSON - CONSULTATION

In lessons of this type, targeted work is carried out not only to eliminate gaps in students’ knowledge, generalize and systematize program material, but also to develop their skills.

Depending on the content and purpose, thematic and targeted lessons - consultations - are distinguished. Thematic consultations are held either on each topic or on the most

significant or complex issues program material. Targeted consultations are included in the system of preparing, conducting and summing up the results of independent and test work, tests, and exams. These could be lessons in working through mistakes, lessons in analyzing results. test work or credit, etc.

The consultation combines various forms of work with students: whole class, group and individual.

Preparation for a lesson - consultations are carried out by both the teacher and students. The teacher, along with a logical and didactic analysis of the content of the material being studied, systematizes difficulties, shortcomings and errors in students’ oral answers and written works. On this basis, he clarifies the list of possible issues that will be considered at the consultation. The children, in turn, learn to prepare for consultations, the dates of which are announced in advance, questions and tasks that cause them difficulties. In this case, it is possible to use not only the textbook, but also additional literature.

On the eve of the lesson, consultations can be offered to students homework- prepare cards on the topic being studied with questions and tasks that they cannot cope with. If at the first consultations the teacher does not receive questions, he first invites the students to open the textbook and, analyzing the explanatory text and the tasks available there, reveals questions that could have been asked by the students, but escaped their attention. Then the rest of the lesson, along with practicing similar skills, is devoted to analyzing questions prepared by the teacher.

Once students understand how to prepare for consultation lessons, they may prepare so many questions that there is not enough time in class to answer them.

In such cases, the teacher either generalizes some questions or selects the most significant ones, transferring the remaining questions to subsequent lessons.

Another situation arises when students’ questions are drawn from additional literature. When students receive answers to them, they are well aware that they were often not known to the teacher in advance.

In other words, the children get the opportunity to look into the teacher’s creative laboratory. They can see that the teacher makes various attempts to find the correct answer to the question, does not feel for such a path right away, and sometimes makes mistakes in his hypotheses. Children are greatly impressed when, instead of the task proposed to them, the teacher solves a more general task. When However, when the teacher cannot immediately answer the question posed, the search for an answer to it becomes a common activity in the activities of the teacher and students after consultation. The teacher's authority does not suffer in this case. On the contrary, the kids appreciate the teacher for this. that he, on his own initiative, seems to be passing an exam in front of them and does not strive for them to form the opinion that he can do everything. During the lesson - consultation, the teacher gets the opportunity to get to know the students with the best side, replenish information about the dynamics of their progress, identify the most inquisitive and passive, support and help those who are experiencing difficulties. The latter is implemented using individual and group forms of work, where assistants can be consultants from among students who are well versed in issues on the topic being studied.

14. INTEGRATED LESSON

The idea of ​​integration has recently become the subject of intensive theoretical and factual research in connection with the emerging processes of differentiation in education. Its current stage is characterized by both an empirical focus - the development and implementation of integrated lessons by teachers, and a theoretical one - the creation and improvement of integrated courses, in some cases combining numerous subjects, the study of which is provided curriculum general educational institutions. Integration makes it possible, on the one hand, to show students the “world as a whole”, overcoming the disciplinary disunity of scientific knowledge, and on the other, to use the educational time freed up due to this for the full implementation of profile differentiation in education.

In other words, from a practical point of view, integration involves strengthening interdisciplinary connections, reducing student overload, expanding the scope of information students receive, and reinforcing learning motivation.

Methodological basis The integrated approach to learning is the formation of knowledge about the world around us and its patterns as a whole, as well as the establishment of intra-subject and inter-subject connections in mastering the fundamentals of science.

In this regard, an integrated lesson is called any lesson with its own structure if knowledge, skills and results of analysis of the material being studied by methods of other sciences and other academic subjects are involved in its implementation. It is no coincidence that integrated lessons are also called interdisciplinary, and the forms of their implementation are very different: seminars, conferences, travel, etc.

The most general classification of integrated lessons according to the method of their organization is part of the hierarchy of integration levels, which, in turn, has the following form:

Designing and conducting a lesson by two and more teachers of different disciplines;

Design and conduct of an integrated lesson by one teacher with basic training in the relevant disciplines;

Creation on this basis of integrated topics, sections and, finally, courses.

15. THEATER LESSON

conducting this type of lessons is associated with the involvement of theatrical means, attributes and their elements when studying, consolidating and generalizing program material

Theatrical lessons are attractive because they bring a festive atmosphere and high spirits into students’ everyday life, allow children to show their initiative, and help them develop a sense of mutual assistance and communication skills.

As a rule, theatrical lessons are divided according to the form of their organization: performance, salon, fairy tale, studio, etc.

When preparing such lessons, even working on the script and making costume elements become the result of the collective activity of the teacher and students. Here, as well as in the theatrical lesson itself, a democratic type of relationship develops when the teacher conveys to students not only knowledge, but also his life experience, and reveals himself to them as a person.

Filling the script with factual material and its implementation in a theatrical lesson requires students to make serious efforts in working with the textbook, the original source. historical information, popular science literature, which ultimately arouses their interest in knowledge.

Directly in the lesson itself, the teacher is deprived of the authoritarian role of the teacher, because he performs only the functions of the organizer of the performance. It usually starts with

an introductory speech by the presenter, whose responsibilities do not necessarily lie with the teacher.

The presentation itself, after the informative part, can be continued by setting problem tasks that directly involve other students in active work in the lesson. In the final part of the presentation, still in the development stage, it is advisable to provide for a stage of summing up and the associated careful selection of assessment criteria that take into account all types of student activities in the lesson. Their main provisions should be known to all children in advance. Please note that you need to plan enough time to carry out final stage theatrical lesson, do not summarize in a hurry, if possible, repeat and summarize the material used in the performance, and also evaluate the students’ knowledge.

Of course, the proposed structure is used as one of the options when constructing theatrical lessons, the diversity of which is determined primarily by the content of the material used and the choice of the appropriate scenario.

16. LESSON - COMPETITION

The basis of the lesson-competition is competition between teams answering questions and solving alternating tasks proposed by the teacher.

The form of such lessons is very different. This is a duel, a battle, a relay race, competitions based on the plots of famous games: KVN, “Brain Ring”, “Lucky Chance”, “Finest Hour”, etc.

There are three main stages in organizing and conducting competition lessons: preparatory, game, summing up. For each specific lesson, this structure is detailed in accordance with the content of the material used and the features of the competition plot.

As an example, let us dwell on the specifics of organizing and conducting a battle between teams academic subject at the lesson.

To participate in the competition, the class is divided into two or three teams. Each team is given the same tasks in such a way that the number of tasks is equal to the number of team members. Team captains are selected. They direct the actions of their comrades and determine which team members will defend the solution to each task in battle.

Having given time to think and find solutions, the jury, consisting of a teacher and students who were not included in the teams, monitor compliance with the rules of the competition and sum up the results of the competition.

The battle opens with a captain's competition, which does not bring points, but gives the team whose captain wins the right to make a challenge or transfer this opportunity to opponents.

In the future, the teams call each other in turns. The challenging team indicates each time what task it is challenging the opponent to. If the challenge is accepted, then the called team puts up a participant telling the solution, and its opponents put up an opponent looking for errors and shortcomings in this solution. If the challenge is not accepted, then, on the contrary, one of the members of the calling team tells the decision, and a member of the called team opposes it.

The jury distributes points for solving and opposing each task. If none of the team members knows the solution, then the teacher or a jury member brings it. At the end of the lesson, team and individual results are summed up.

The objectivity of assessing the level of knowledge is of exceptional importance in competition. If the answer is correct, as noted, participants and teams receive a certain number of points corresponding to the difficulty of the question. If you complete a task incorrectly, cheat or give hints, a certain number of points will be deducted. Note that refusal to deduct points, as experience shows, has a negative impact on the prevention of incorrect answers and the organization of the lesson as a whole.

17. LESSON WITH DIDACTIC GAME

Unlike games in general, didactic games have an essential feature - the presence of a clearly defined learning goal and a corresponding pedagogical result. A didactic game has a stable structure, including the following main components: game concept, rules, game actions, cognitive content or didactic tasks, equipment, game result.

The game concept is usually expressed in the title of the game. It is embedded in the didactic task that must be solved in the lesson, and gives the game an educational character and makes certain demands on its participants in terms of knowledge.

The rules determine the order of actions and behavior of students during the game, creating a working environment in the lesson. Therefore, their development is carried out taking into account the purpose of the lesson and the capabilities of the students. In turn, the rules of the game create conditions for the development of students’ skills to manage their behavior.

Game actions regulated by rules

contribute to the cognitive activity of students, give them the opportunity to demonstrate their abilities, apply knowledge and skills to achieve the goals of the game.

The teacher, directing the game, directs it in the right didactic direction,, if necessary, activates its progress, and maintains interest in it.

The basis of the didactic game, which permeates its structural elements, is the cognitive content. It consists in mastering the knowledge and skills that are used in solving educational problem, staged by the game.

The game equipment largely includes the lesson equipment. This includes the availability of technical teaching aids, various visual aids, and didactic handouts.

A didactic game has a certain result, which gives it completeness. It appears primarily in the form of solving the assigned task and assessing the actions of students.

All structural elements of a didactic game are interconnected, and in the absence of the main ones, it is either impossible or loses its specific form, turning into following instructions, exercises, etc.

The appropriateness of using didactic games at different stages of the lesson is different. When mastering new knowledge, the possibilities of didactic games are inferior to more traditional forms of learning. Therefore, they are more often used to test learning outcomes, develop skills, and develop skills. In this regard, a distinction is made between educational, controlling and generalizing didactic games.

Didactic games become an effective means of activating the educational activities of schoolchildren when used systematically. This determines the need for accumulation and classification by content using materials from relevant methodological journals and manuals.

18. LESSON - BUSINESS GAME

In business games, based on the game concept, life situations and relationships are simulated, within the framework of which the optimal solution to the problem under consideration is selected and its implementation in practice is simulated. Business games are divided into production, organizational and activity, problem, educational and complex.

Lessons are often limited to the use of educational business games. Their distinctive properties are:

Simulation of situations close to real life;
-stage-by-stage development of the game, as a result of which the completion of the previous stage affects the course of the next one;

Availability conflict situations;

Mandatory joint activities of game participants performing the roles provided for in the scenario;

Using a game simulation object description:

control of playing time;

elements of competition;

Rules, systems for evaluating the progress and results of the game.
The methodology for developing business games includes the following steps:

justification of the requirements for the game;

drawing up a plan for its development;

Writing a script, including rules and recommendations for organizing the game;

Selection of the necessary information, teaching aids that create a gaming environment;

Clarification of the goals of the game, drawing up a guide for the presenter, instructions for players, additional selection and design of didactic materials;

Developing ways to evaluate the results of the game as a whole and its participants individually.

Possible variant The structure of a business game in a lesson could be like this:

acquaintance with the real situation;

building its simulation model;

setting the main task for teams (brigades, groups), clarifying their role in the game;

creating a game problem situation;

Isolating the theoretical material necessary to solve the problem;

solution of a problem;

discussion and verification of the results obtained;

correction;

implementation of the decision;

analysis of work results;

evaluation of work results.

19. LESSON - ROLE PLAY

The specificity of a role-playing game, in contrast to a business game, is characterized by a more limited set of structural components, the basis of which is the purposeful actions of students in a simulated life situation in accordance with the plot of the game and assigned roles.

Role-playing lessons can be divided into three groups according to their increasing complexity:

imitation, aimed at simulating a certain professional action;

situational, related to the solution of a narrow specific problem - a game situation;

conditional, dedicated to resolving, for example, educational or industrial conflicts, etc.

Forms of conducting role playing games can be very different: these are imaginary journeys, and discussions based on the distribution of roles, and press conferences, and court lessons, etc.

The methodology for developing and conducting role-playing games involves the inclusion in full or in part of the following stages: preparatory, game, final and stage of analysis of the game results.

At the preparatory stage, issues both organizational and related to the preliminary study of the content material of the game are resolved. Organizational issues: distribution of roles; selection of a jury or expert group; formation of play groups; familiarization with responsibilities. Preliminary: introduction to the topic, problem; familiarization with instructions and tasks; collection of material; material analysis; preparing a message; production of visuals; consultations.

The gaming stage is characterized by involvement in the problem and awareness of the problem situation in groups and between groups.

Self-analysis of the lesson

1.What educational, developmental and educational goals were achieved in the lesson? Which ones were the most important and why? What is their relationship?

2.What are the specifics of the lesson? What is its type? What is the place of this lesson in the topic, section, course?

Z.How were the students’ capabilities taken into account when planning the lesson?

4.Are the chosen lesson structure and time allocation for individual stages of the lesson rational?

5.What material or stage of the lesson is the main emphasis?

b.What is the rationale for choosing teaching methods and their combination?

7.How were the teaching forms selected for the lesson?

8.Why was a differentiated approach to teaching in the classroom necessary? How was it implemented?

9.What is the rationale for the chosen forms of testing and monitoring students’ knowledge?

10.3a What ensured the students’ performance throughout the lesson?

11.How were student overloads prevented?

12Have the goals been achieved and why? What changes are necessary when preparing and conducting such a lesson?

Of course, this list of questions does not cover all the features of each stage of a particular lesson. However, their formulation should warn against superficial assessments of the lesson, which boil down to general unsubstantiated statements such as “I liked the lesson”, “the students and the teacher worked actively”, “the goal of the lesson was achieved”, etc. An analysis of a lesson based on a critical approach should be permeated with respect for the teacher’s work, his pedagogical plans, and the desire to understand the degree of implementation of his ideas. The ultimate goal of analysis and self-analysis is to contribute to the improvement of the methodology for designing lessons, the desire to create optimal conditions for the learning, education and development of students.