Forms of organizing education at school. What are the forms of education at school

Active forms of education in primary school

When teachers stop teaching

Students will finally learn.

La Rochefoucauld

Modern changes in education provide for the orientation of the educational environment not only on the assimilation of a specific baggage of knowledge and skills by the student, but sets the defining task of the development of the personality, its cognitive and creativity.

Therefore, one of the main tasks of a modern school is to reveal the abilities of each student, to educate the qualities of a personality capable of living in a high-tech, competitive world.

Therefore, education in primary school is based on the principles of the system-activity approach:

The principle of activity.

The principle of continuity.

The principle of a holistic view of the world.

The minimax principle.

The principle of psychological comfort.

The principle of variability.

The principle of creativity.

These principles help to enhance learning activities. Children should be directly involved in the learning process, since 70% of personal qualities are laid in elementary school. And in life, the child will need not only basic skills, such as the ability to read, write, count, but also the ability to listen to others, express their opinion, analyze, compare, solve problems that arise, be responsible, and so on.

Primary school teachers combine traditional and active forms of education in their work. It is they who encourage students to think and practical activities in mastering teaching material... Here such personality traits as independence, initiative, the ability to acquire knowledge and apply it in practice, and the development of creative abilities are brought up.

Here are some of the forms used in the work of a primary school teacher.

1. Attitude to work.

Before starting the lesson, I try to create a friendly, comfortable atmosphere in the classroom. Exercises such as "Smile at each other", "Collect energy in your palm", "Rubbing the tips of the ears" help in this.

Young teachers are very active in using the classroom space to create a work environment. Children create posters and visual aids that are displayed in the classroom to help them explore subject topics.

2. Problematic learning.

This is a form of teaching in which the learning process of students approaches search, research activities. The main didactic technique is the creation of a problem situation in the form of a cognitive task. Such tasks should be accessible due to their difficulty, take into account the cognitive abilities of learners, and be meaningful to them.

Pupils should not only master the information, but actively participate in the discovery of new knowledge for themselves.

For example, when studying the topic "Units of length" in grade 2, children are offered to work with the measurements of the studied units of length (millimeter, centimeter, decimeter). The group receives an individual task - to measure the length of a pencil, a stand, a matchbox, a closet, a class. In doing so, the group must explain the choice of the unit of length to measure its object.

When almost all the groups have completed their assignments, we notice: the group has not yet coped with the task of measuring the length of the class. Why? The measurements are small. How to cope with the task? The guys offer to measure with window openings and other sizes. This is how the students approach the discovery of a new unit of length - the meter.

3. Technology of project training.

A characteristic feature of this method is the presence of a significant social or personal problem of the student, which requires integrated knowledge, research search for solutions, and project activities. The role of the teacher is the role of the mentor, the advisor, but not the executor.

The goal of project learning is to master general skills and abilities in the process of creative independent work, develop the communicative properties of the individual.

Primary school children are happy to participate in projects.

Educational project "Words with unverifiable spelling". In the Russian language lessons, we get to know such words, write them down in dictionaries. Why not arrange them as a crossword puzzle? The children get acquainted with various types of crosswords, design them and present them in the spelling minutes of the Russian language lessons.

"A present for a first grader." All third graders participate in this project. The children decide what they can give the first-graders for the holiday "Dedication to Lyceum Students", how to do it, imagine.

4. Interactive technology is such an organization of the process, which is based on the direct interaction of students with the surrounding information environment. The learner's experience is the central activator of learning cognition. The main method is communication. Form - training in a community, in a group, in pairs.

For example, when practicing morphemic analysis of words, I use work in a group, where each student is responsible for his own stage of parsing (finding an ending, root, prefix, suffix). The group then speaks to the entire class with the work done.

Often children do vocabulary work in pairs, creative tasks.

5. Game technologies.

Primary school teachers are well aware that no matter how difficult and serious the knowledge in our curriculum is, children remain children. They want to play, they love to play, they feel the need for it even more than it was a few years ago.

Game situations and plots help to activate the educational process, assimilate a number of educational elements.

Games "Bingo", "Escalator", "Detectives" ( lexical meaning words), "Mime-theater" (phraseological turns), "Yes, no", etc.

The game can be played on different stages lesson. At the beginning of the lesson, the goal of the game is to organize and interest children, to stimulate their activity. In the middle of the lesson, I must solve the problem of mastering the topic. At the end of the lesson, it can be creative, searching in nature.

6. Physical minutes.

Of course, it is very difficult to keep students active throughout the lesson. A constant change of activity is necessary, minutes of rest, which do not tear the child out of the educational process, but allow him to change the activity, being in the given topic.

With the guys, we learn different rhyming exercises and conduct them in the classroom.

If the work was very active, the guys talked a lot in pairs and groups, expressed their opinions, proved that physical minutes help to calm down, come into balance with the world around them, and restore attention. ("Movement under the account", "Sounds around you", etc.).

Lessons using active forms of learning are interesting not only for students, but also for teachers. They help provide efficient organization and the consistent implementation of the educational process to achieve the involvement and interest of students in educational, project, research activities, the formation of personality traits, moral attitudes, values ​​that meet the expectations and needs of students, parents, society.

In addition to the lesson itself, other forms of organizing the cognitive process can be included in the learning process. They are designed to complement and expand the main form educational work... Such forms of education include excursions, laboratories, subject circles, research groups, expeditions, Olympiads, exhibitions, circles, electives, homework, etc. These forms of education are sometimes called extracurricular, or extracurricular. They are mainly used in middle and high school, but in elementary school they also have a place to be. They complement and expand the capabilities of the learning process, allow you to meet the various needs of students.

Excursions exist to combine the educational process at school with real life and allow students to directly observe the objects and phenomena being studied in their in kind and in their natural environment.

Excursions are divided into local history, historical, literary, current, final, introductory, arbitrary, etc. If an excursion combines several educational subjects, then it is called complex. Excursions perform a number of the following functions: - provide the principle of visibility in the learning process;

Strengthen the connection between learning and practice and life;

Allow to broaden the horizons of students, since during excursions they can directly observe objects or technological stages of their manufacture;

They can provide professional guidance to the student in choosing a future profession.

Most often, excursions are associated with the study of programmatic educational material, therefore they are planned for the whole year and are held on special days that are reserved for excursions, i.e. free from other activities. Some excursions are designed to learn new material, while others are aimed at repeating what has already been learned. To organize excursions at the school, a special plan is drawn up. It includes both educational excursions, conducted according to the compulsory program, and extra-curricular ones, which are arranged by the class teacher.

If the excursions meet all the necessary pedagogical requirements, then they help to accumulate knowledge and facts of life, contribute to the development of attentiveness, moral and aesthetic attitude to reality, curiosity, and age culture.

There are three main points in the method of excursions. This is the preparation of the excursion; departure of students to the selected object and their assimilation of the material on the proposed topic; systematization of material and summing up. The positive result and success of the excursion depends on the thoroughness of the teacher's preparation of the excursion. Before the excursion, the teacher should thoroughly study its object and place. He must outline the goals, objectives and content of the excursion for himself, think over the methodology, ways of involving students in the active perception of the displayed object. It would be nice to involve a specialist in the story, who must be briefed in advance about the purpose of the excursion.

It is also necessary to pay attention to the preparation for the excursion of the students themselves. It is necessary to clearly set goals for them to be achieved during the excursion. Beforehand, the teacher can give all students a general task or each one - an individual one, so that they are not just passive spectators, but take an active part in the excursion, ask questions, make notes, sketches, photographs. Therefore, in advance, you need to provide students with everything they need: notepads, pens, pencils, measuring instruments, cameras.

Usually, an excursion takes from 45 minutes to 2-3 hours. This primarily depends on the age of the students, the nature of the excursion object, its goals and content. But time doesn't really matter. Even a long excursion can become interesting if a teacher or guide will interest the students, arouse their activity, and pose them problematic tasks that will have to be solved during the excursion.

In conclusion, the teacher conducts a final conversation in which, together with the students, he summarizes and systematizes what he saw and heard. To assess the knowledge gained by students and check the results of their work, the teacher invites them to read reports, write essays, make a newspaper, compile collections and herbariums, organize an exhibition or write a report on the excursion.

Subject circles are extracurricular or extracurricular forms of work. These circles are usually created for middle and high school students, but their composition is not uniform by age and grade. Work in subject circles is voluntary, and the teacher should not force children to attend them.

In some schools, scientific societies are even created, in which students not only engage in scientific activities, but also meet with representatives of the creative intelligentsia, scientists, and writers.

Subject circles help students meet all their cognitive needs, unleash their creative potential, organize exhibitions, conferences, participate in olympiads, and also help students in choosing their future professions.

Electives have as their main goal to expand the range of knowledge and interests of students, the development of their cognitive activity. But they are all carried out in the same lesson form, therefore it is wrong to single them out as forms of organization of instruction accompanying the lesson. The organization of electives and electives must be agreed with the parents of the students and take into account their wishes.

For electives are being prepared special programs consistent with the compulsory subject programs. Consultations and additional classes are held with students outside of school hours. In one case, they can serve for in-depth study of a subject or individual questions on it, and in others, they eliminate gaps in the subjects being studied.

Similar information.

FORMS OF TRAINING ORGANIZATION

1. The concept of the forms of organization of training

The organization of effective teaching is possible only with knowledge and skillful use of various forms of organization of the pedagogical process.

As shown above, the teaching method acts as a way of organizing the processes of mastering new knowledge by students, the formation of skills and abilities, the development of mental functions and personal qualities. Thus, the concept of "method" characterizes meaningful, or internal, side of the educational process.

The concept of "form of organization of training", or, as they say, organizational form learning has a different meaning. Word forma translated from Latin means exterior view, outer outline. Thus, the form in teaching means the external side of the organization of the educational process and reflects the nature of the relationship between the participants in the pedagogical process.

The form of education is organically linked with the inner, content side of the educational process. The same form can be applied in different teaching methods and vice versa.

There are many organizational forms of training, but speaking of them, the following groups are distinguished:

• - ways of teaching;
• - forms of organization of the entire training system (they are also called training systems);
• - forms of educational activity of a student (types);
• - forms of organization of the current educational work of the class, group.

Of course, each of these groups is, in fact, an independent and distinct phenomenon. However, pedagogy has not yet found for them individual titles and did not determine their exact composition.

Learning methods. Very often, speaking of the form of training, they mean the method of training. Teaching methods evolved as society developed. The first way to learn was individual training... Its essence was that the trainees communicated with the teacher one-on-one and performed all tasks individually. For example, an artisan, clerk or churchman took a student into his training, who, living in their house, learned a craft or literacy. Today, the individual way of teaching is used to "pull up" the lagging students in school or in classes with a tutor in preparation for entering a university.

Following individual training, there appeared and individual-group method... The teacher worked with a group of children, but the educational work was still individual in nature, since the children were of different ages and different backgrounds. The teacher conducted educational work with each student separately, alternately asking each student for the passed material, explaining new ones, giving an individual task. At this time, the rest went about their tasks. With such an organization of education, children could start and finish their studies at any time of the year, and go to classes at different times of the day. During their studies, they acquired the simplest skills of reading, writing and counting. However, the overwhelming majority of children remained untrained.

By the end of the XVI - early XVII v. both individual and individual-group learning methods did not meet the needs of society. Fast development production and an increase in the role of spiritual life in society entailed the need to create a method of education that would teach the bulk of growing children. In the XVI century. the concept of group teaching of children was created, which found

application in fraternal schools of Belarus and Ukraine. She was the embryo classroom-lesson form of education.

At the beginning of our century, another method of teaching appeared in Russia, which later V.K. Dyachenko named collective learning(CSR). A.G. Rivin became its principal developer and organizer. In 1918 he organized a school in which he taught about forty children of different ages (10-16 years old). Today we would call this school rather private courses. The basis new form there was a methodology for students to work with each other. During the training, the students taught each other in pairs in the process of the so-called organized dialogue. The composition of the pairs was constantly changing, and therefore they were called changeable pairs. Students, having studied various topics, explained them to other group members and, in turn, listened to their explanations and learned new material. Classes were held without lessons and schedule. The learning outcomes were amazing - the students learned the material for three to four years of study in one year.

Not a single modern school has completely switched to the collective method of teaching, since no permission was obtained for the experiment. However, some elements of this form of education are used in many educational institutions in Russia.

Forms of organization of group training or training systems. Nowadays, the forms of organizing group learning are often referred to as learning systems. I must say that this name is not entirely accurate. The fact is that the concept of a learning system is much broader and includes all elements of the learning process that are in relationships and connections with each other. Therefore, if we approach it strictly, the system should include the content of education, the levels of preparedness of students and teachers, teaching methods, material support and other elements of education. However, due to the fact that the term "system" is widely used in pedagogical literature, we will also use it.

The theoretical development of the classroom-lesson form was brilliantly carried out by Ya. A. Komensky (XVII century). He also widely popularized it. Currently, the class-lesson form of education is prevalent throughout the world, despite the fact that its main provisions were developed and implemented about 400 years ago.

This form of training is characterized by the following elements:

• - unification of students of the same level of training into classes (distribution of students into classes by age);
• - the constant composition of the class for the entire period of schooling;
• - the work of all students in the class according to one plan at the same time;
• - compulsory classes for everyone;
• - the main unit of the lesson is the lesson;
• - availability of a schedule of classes, changes, a single academic year and vacations.

Despite the wide recognition in the world, the classroom-lesson form of education is not devoid of a number of disadvantages. The most significant of them are the following: a limited number of students, focus mainly on the average student, high difficulty of learning for the weak, inhibition of the development of a stronger student, the impossibility of full accounting and implementation of the individual characteristics of students in the educational process. Therefore, attempts to improve the lesson do not stop. In particular, such variants of the classroom-lesson form as the Bell-Lancaster system, the Batavian system, and the Mannheim system were developed and tested.

Bell Lancaster System mutual learning arose in 1798, its main goal was to increase the number of students trained by one teacher. This was due to the need for large machine industries for a large number of skilled workers. The system got its name from the name of the English priest L. Bell and the teacher J. Lancaster, who simultaneously applied it in India and England. They tried to use the students themselves as teachers. The older students first studied the material under the guidance of the teacher, and then, having received the appropriate instructions, taught their younger comrades. This made it possible, with a small number of teachers, to carry out mass education of children. However, this system did not become widespread, since shortcomings in the organization did not provide the required level of training for children.

Batavian system appeared in the United States at the end of the 19th century. It was an attempt to correct such major shortcomings of the classroom-lesson form as focus on the average student and insufficient consideration of the individual characteristics and capabilities of children. It was supposed to conduct selective training of students, dividing all classes into two parts. The first part is conducting regular lessons in which the teacher works with the whole class. The second part - individual lessons with those students who do not have time and find it difficult to master the material, or with those who wish and can study the proposed material more deeply.

Mannheim system originated simultaneously with the Batavian, but not in the USA, but in Europe. Its main task, like that of the Batavian system, was the selective teaching of students, who were divided into classes depending on their abilities, level

development and degree of preparedness. There were classes of strong, average and weak students. Selection for classes was carried out on the basis of psychometric examinations, teacher characteristics and exam results. It was assumed that students from weaker classes, as they were prepared, would be able to move to higher-level classes. However, this did not happen, since existing system preparation did not allow weak students to reach a high level.

Elements of this system have survived to this day in Australia, where classes are created in schools for students of the more capable and less capable, as well as in the United States, where schools have separate classes for slow-learning and capable students. In Russia, elements of this form are also reflected in the creation of specialized schools for especially gifted children, schools of a new type (gymnasiums, colleges, lyceums), teaching students at a higher level of complexity.

The use of the ideas of the Mannheim system can be found in schools where correction classes are organized. However, the practice of such classes shows that, as a rule, the development of children who are in them is not corrected; the school does not prepare them for the subsequent transition to a regular class. It's just that in these classes, the requirements for students are significantly reduced and, therefore, the development of children is at a slower pace. From the point of view of the requirements for the psychological conditions of the development of students, the creation of correction classes in schools where children study without developmental disabilities is absolutely unjustified.

Improvement of the classroom teaching system in Russia has led to the emergence of the so-called developmental education. One of the first attempts to implement the ideas of developing education was undertaken by L.V. Zankov. In the 50s and 60s, he developed a new primary education system. In a somewhat different direction, this idea was developed by D.B. Elkonin and V.V. Davydov. The main idea of ​​this system substantiated the possibility and expediency of education focused on the anticipatory development of the child. Learning can be considered fruitful only when it is ahead of the child's development. Knowledge, skills and abilities are not the ultimate goal of learning, but only a means of student development. The essence of learning is in the child's self-change. This system considers the child not as an object of learning influences of learning, but as a self-changing subject of learning. Today this system seems to be one of the most promising.

The shortcomings of the classroom-lesson system led not only to the emergence of new versions of it, but also to the creation of new forms of education.

In 1905, a form of individualized education emerged, which received the name Dalton plan... It was first used by teacher Elena Parkhurst in the American city of Dalton (Massachusetts). This system is also called the laboratory or workshop system, since laboratories and subject workshops are created in the school instead of classes.

The main goal of this form of organization of education is to adjust the pace of the school to the capabilities and abilities of each student. In the laboratory, the students studied individually, receiving an assignment from the teacher present in the workshop. Students were given assignments for each subject for a whole year. Then they were concretized by month. Students within a month had to complete these tasks and report on them.

If any difficulties arose, the student could turn to the teacher for help. Group-wide (frontal) work was carried out for 1 hour a day. The rest of the time, the students studied the material individually and were accountable for the implementation of each topic in front of the teacher of the corresponding subject.

This form has created many effective techniques organization of educational activities. For example, in order to stimulate the work of students, to give them the opportunity to compare their achievements with the achievements of their peers, the teacher made special tables (progress screens) in which he noted the progress of students' progress on their assignments on a monthly basis.

The Dalton plan began to spread quickly in the practice of schools in many countries. So, in the USSR in the 1920s, a modification of the Dalton plan called the brigade-laboratory system was used. The difference was that a group of students (brigade) took the tasks to study the topic. They worked (independently or jointly) in laboratories, and reported collectively. However, it soon became apparent that the level of training of students is steadily declining, and their responsibility for learning outcomes is falling. It became clear that students are unable to quickly master the material without the teacher's explanation. Self-assimilation of the material requires more time, although the strength of self-assimilated knowledge is higher. For these reasons, the Dalton plan did not take root in any country in the world.

2. Types of student learning activities

Often, the forms of learning activities mean the types of learning activities of students. The types of organization of the student's educational activity are firmly connected with the structure of communication

between trainers and learners. We can say that forms of student learning activities are ways of organizing student activities, which differ in the characteristics of the child's relationship with the people around him.

The following forms of student learning activities are distinguished:

1. Steam room. This is a one-on-one work of a student with a teacher (or peer). Such training is usually called individual. In schools, it is rarely used due to the insufficient amount of time with the teacher. It is widely used for extra lessons and tutoring.

2. Group, when the teacher simultaneously teaches a whole group of students or a whole class. This form is characterized by a separate, independent execution students of educational assignments with subsequent control of the results. This form is also called classroom or frontal work.

3. Collective. This is the most difficult form of organizing student activities. It is possible when all trainees are active and teach each other. A typical example of a collective form is the work of students in pairs of replacement teams.

4. Individually isolated. It is also often called the student's independent work. A child's homework is a typical example of this form of learning activity. It is also widely used in lessons in educational institutions. Control and independent work, independent completion of tasks at the blackboard or in a notebook during the lesson also belong to this form.

In practice, in schools, group and individually-isolated forms of education are most often used. In the lessons, pair work and classes in small groups (units, teams) are almost never used. Created in the XX century is only being tested. collective form.

The group form of organizing educational work is represented by only two types: general class (frontal) classes and classes in small groups.

With general class and group lessons one speaker is listened to by the group. The number of listeners is always greater than the number of speakers. The difference between communication in a small group (link) and in a large group (class) is not in structure, not in structure, but in the number of simultaneously listening. Therefore, general class (frontal) and link (small group) classes are one and the same group form of organizing educational activity. In either case, the group works together at each moment of time.

The group or class can be addressed by a teacher, parent, headmaster, or group member. Anyway communication

is built as a group. Specific tasks in this case can be very different: simple and complex, differentiated and undifferentiated.

The essence of such a form is in the very general view can be expressed by the formula: one person trains many at the same time, a group. By the number of students, the group can be different. It is difficult to establish the limit for the number of students in a group, but the minimum is two.

Class-wide, or frontal, work of students in a lesson can have more than just a group form. If the teacher gave all students the same task and each student performs this task individually, without engaging in communication with the teacher or with other students in the class, then such student work is individually isolated. The main sign of the individually isolated work of students is the absence of live, direct contact between the student and other people.

The collective form of the student's educational activity arose only in the XX century. in Russia. This is a specific form of educational activity, which is fundamentally different from other existing forms.

The classroom work we encounter in almost every lesson in modern schools is not collective work. First of all, because in general class work, the student collective does not have a common goal. The teacher sets before the students not a common, but the same goal for all. Accordingly, students' attitude to learning activity is developed not as something joint and creative, but as something individual and obligatory. Activities aimed at achieving a common goal rallies, and when the same goal is achieved, causes competition, competition and disunity.

A common shared goal is easy to distinguish from a goal that is the same for everyone. If the goal set by the teacher can be achieved by one student or all individually independently, then this is the same goal for all. And if the goal for a given period of time can be achieved only by all students together by common efforts, then such a goal is common, or joint. A joint task can only be performed by a group of people. One person is not able to fulfill it.

A learning goal can be shared if, in the course of learning, in addition to mastering new knowledge, skills and abilities, a group of people (class) teaches each of its members. This involves the systematic participation of each member of the group in teaching everyone.

No matter how many students the teacher teaches at the same time (one, two, five, ten or forty), he cannot create

collective learning. He can teach one student or a group of students at the same time. Collective learning appears only when all its members take an active and systematic part in the teaching of a given group, i.e. the group becomes self-learning. Therefore, collective learning is possible where there is a self-learning group or self-educational team.

It is impossible to create such a team without a teacher of the highest qualifications. A teacher organizing such a form of education should know and be able to do much more than an ordinary teacher teaching according to the traditional method.

In the work of a small group (brigade), as in frontal (class-wide) work, there is no single common goal, but only the coincidence of individual goals. Research shows that only one or two people in the group are good at studying a common topic (or question) for a group. These are usually students who performed the role of a teacher (foreman or advisor). The rest do not reach the level of mastering the material and constantly need the help of a teacher. One member of the group (brigade) learns much more than the entire group as a whole. This is a clear sign that there is no collective work in which the overall result would be higher than the result of each member of the team taken separately.

At collective form the organization of educational work, the leading role is played by communication and interaction of students with each other. Communication becomes collective and productive when it has a changing pair structure, i.e. students communicate in pairs of replacement composition. Only such work is responsible modern concept teamwork.

There are the following common features of teamwork:

1. The presence of a common, common goal for all its participants.
2. Division of labor, functions and responsibilities.
3. Cooperation and comradely mutual assistance.
4. The presence of operating bodies, organizations, involvement of participants in the work of control, accounting and management.
5. The socially useful nature of the activities of each and every participant individually.
6. The amount of work performed by a team, as a whole, is always greater than the amount of work performed by each of its members individually or part of the team.

3. Forms of organization of current educational work

In contrast to the forms of the student's activity, the forms of the current educational work of the class are more diverse. Today at

educational institutions use such traditional forms of educational work as a lesson, excursions, homework, extracurricular activities, forms of extracurricular work (subject circles, clubs, studios, olympiads, competitions, etc.).

As a result of the reform of the education system, new forms of educational work appear in schools. Thus, in the senior grades of educational complexes "school - university", the use of university forms of educational work is practiced. These are, first of all, lectures and seminars, a credit system. In ordinary schools, such a transfer of forms of work from the university often does not justify itself. Students, due to their age characteristics, are not yet ready for such forms of work. However, in special schools and in schools with in-depth study of a subject (or subjects), such a transfer gives a certain positive result. It is most often effective in schools preparing their students for higher education. educational institution with whom the school works together.

In connection with the development of innovative teaching technologies in schools, and especially in primary schools, teachers began to use new forms of educational work. Using the game shell for the lesson, instead of the usual lessons, they conduct games in the form of a competition, competition, travel. Creativity lessons are also used, in which there is no mastering of new material in the traditional sense of the word. In elementary school, such lessons are used to repeat and find in the passed material elements that are close and consonant with the child's experiences, i.e. to build motives for learning activities in general.

Lesson is the main form of organization of current educational work. The main form of teaching in the world today is a classroom-lesson form of teaching, when the main form of organizing educational work is a lesson. The lesson is the main unit of the educational process, clearly limited by the time frame (most often 45 minutes), the work plan and the composition of the participants.

Everyone who graduated from school knows that lessons even in one subject are not very similar to each other. An analysis of the lessons conducted at school shows that their structure and methodology largely depend on the didactic goals and tasks that are solved in the learning process.

Attempts to classify lessons, to break them down into several simple types have been undertaken for a long time. K. D. Ushinsky singled out the following types of lessons: mixed lessons, in which the teacher explains new material, consolidates it and repeats what was learned earlier; lessons of oral and practical exercises, the purpose of which is to repeat knowledge and practice the necessary skills and abilities; writing exercise lessons that have

the same goal; knowledge assessment lessons, which are held after a certain period of study and at the end of the academic year.

Modern didactics analyzes the lesson more deeply. Many scientific works are devoted to the selection of types of lessons. And nevertheless, today this problem does not have an unambiguous solution. Several approaches to classifying lessons have been developed. Each classification is based on one defining feature: a didactic goal (IT Ogorodnikov); the goals of organizing classes (MI Makhmutov); the main stages of the educational process (S.V. Ivanov); teaching methods (IN Borisov); ways of organizing educational activities of students (F.M. Kiryushkin).

The didactic goal is the most important structural element of the lesson, therefore, the classification on this basis is the closest to the real educational process. If we take into account the active position of the student in mastering the material and the formation of skills and abilities, then the classification according to the didactic goal will look like this:

• - lessons of studying new educational material;
• - lessons in the formation and improvement of skills and abilities;
• - lessons of generalization and systematization of knowledge;
• - lessons of control and correction of knowledge, abilities and skills;
• - combined (mixed) lessons.

Let us briefly dwell on the characteristics of each separately type of lessons.

Lessons learning new teaching material. The purpose of this type lesson is the mastery of students with new material. This includes the teacher's work on the transfer of new material, the organization of students 'activities aimed at understanding and assimilating it, the primary consolidation of the new material, the development of students' skills and abilities to apply knowledge in practice.

The structure of these lessons is relatively simple. They are characterized by the following stages: a) organization of students; b) a short survey of students on the most important sections of the material covered, which will be needed when mastering the new material; c) the formation of students' motivation to work on mastering new material, including the formulation of the topic and the definition of the main objectives of the classes; d) mastering by students of new material; e) a short survey of students on the new material to control what has been learned and carry out the primary consolidation of the material; f) assignment of homework lessons.

The most effective process of mastering new concepts and methods of action is carried out by students in the course of vigorous activity. Whatever methods were used in this case (teacher's story, doing exercises, independent

search activity), the best result will be obtained if the students are interested, they have formed high level motivation for this type of activity and they take an active part in it, showing initiative.

Often, for better mastering of large volumes of new material, the teacher uses a large block method of learning. In one lesson, he helps students study the material of several lessons at once (for example, four), and then in the remaining three lessons he practices skills and abilities, a deeper study of the topics covered. Mastering new material can be carried out by various methods. For greater variety and increasing the level of students' interest in educational work, along with passive activities of students (listening to the teacher's story, retelling of classmates), active types are also used (practical and independent work of a research type).

During the lesson, the teacher applies all sorts of techniques for enhancing the cognitive activity of schoolchildren: gives the presentation of new material a problematic character, uses vivid examples, facts, connects students to the discussion, reinforcement of certain theoretical propositions own examples and facts, uses visual material and technical teaching aids. All this is aimed at meaningful and deep mastering of new material and supporting a high level of attention and mental activity of students.

Often in the course of studying new material, work is also going on to organize and consolidate what was previously learned. Some types of new material cannot be studied without recalling, without analyzing the material already passed through and without applying it to the conclusions of some new provisions. Therefore, combined lessons are more often carried out (synthesis of a lesson in studying new educational material with a lesson in the formation and improvement of skills and abilities; a lesson in studying new educational material with a lesson in generalizing and systematizing knowledge).

"Pure" lessons in learning new material, i.e. lessons, in which only the development of new material is carried out, are applicable in work with middle-aged and older schoolchildren. This is due to the fact that, firstly, it is in the middle and senior grades that large volumes of new material are studied, and, secondly, at this age, students are ready for long-term work with unknown material and the associated large loads.

However, in elementary school, lessons, which would only be the mastery of new material, are difficult to conduct due to the students' unpreparedness for heavy loads. Usually a lesson is used mixed with a splash of a small dose of new material.

Lessons in the formation and improvement of skills and abilities. In lessons of this type, the following didactic tasks are solved: a) repetition and consolidation of previously acquired knowledge; b) application of knowledge in practice to deepen and expand previously acquired knowledge; c) the formation of new skills and abilities; d) control over the course of studying the educational material and improving knowledge, abilities and skills.

Lessons of this type include the implementation of independent work; laboratory works; practical work; some types of excursions; lessons-seminars.

The organization of educational activities of students in a lesson of this type involves the repetition of the knowledge gained, their application in other situations, the elements of systematization of knowledge, the consolidation of skills and abilities, as well as the output of their activities to the inter-subject and inter-subject level. Together with repetition, you can organize control and systematization of knowledge. It is not excluded, of course, the possibility of such a lesson structure, when the teacher plans only the current repetition within the topic, for example, before the test.

When organizing repetition and improving skills and abilities, it must be remembered that repetition in four different lessons for 10 minutes gives an incomparably greater effect than repetition throughout the lesson for 40 minutes. However, this issue cannot be approached mechanically. Different learning situations and the level of complexity of the material determine different methodological approaches to building a lesson. Much also depends on the purpose of the lesson, the didactic tasks that are solved in the lesson, and the specifics of the subject.

Lesson in generalization and systematization of knowledge. A lesson of this type is aimed at solving two main didactic problems: 1) at checking and establishing the level of mastery of students with theoretical knowledge and methods of cognitive activity related to key issues academic subject; 2) for repetition, correction and deeper understanding of the material on these issues and the relationship of its individual elements.

Psychologically, such lessons stimulate students to systematically repeat large sections, large blocks of educational material, allow them to realize its systemic nature, to reveal ways of solving typical tasks and gradually master the experience of transferring them to non-standard situations while solving new unusual problems that arise before them.

The lessons of generalization and systematization of knowledge have their own specifics. Usually the teacher, when conducting such a lesson, names the questions for repetition in advance, indicates the sources,

which students should use, sets homework assignments. In addition, in the senior grades, teachers, when preparing for generalization and systematization lessons, preliminarily conduct survey lectures, group consultations, individual interviews, and give recommendations on preparing for independent work.

The most common type of generalization and systematization lessons are discussion lessons, seminar lessons, in which a certain content of the studied section of the program or program material as a whole is deepened or systematized, as well as lessons for solving creative tasks.

Lessons in control and correction of knowledge, skills and abilities. Lessons of this type are intended to control the level of students' assimilation of theoretical material, the formation of skills and abilities and the correction of the knowledge acquired by students, accumulated skills and abilities.

In the lesson, oral (frontal, individual, group), written polls, dictations, statements, problem solving and examples, etc. can be used. , test, test practical (laboratory) work, workshops, independent control work, etc. Such lessons can be conducted after studying entire sections and topics of the subject being studied. Most complex shape the final test of the knowledge and level of learning of students is an exam in the subject as a whole. Recently, various tests have begun to be widely used to diagnose the state of education of children. They can be used to control the level of mastering of a certain section of the educational material and the annual (full) stage of training in the subject.

The lesson of control and correction usually consists of: an introductory explanatory part (instructing the teacher and psychological preparation of students to perform the upcoming work - solving problems, writing an essay, dictation, creative work, etc.); the main part - independent work of students, operational control, teacher consultations to maintain students' calmness and confidence in their abilities and in what they are doing; the final part is the analysis of the control carried out and the identification of typical errors and the implementation of corrective work.

Sometimes lessons of this type include an organizational part; explanation of the assignment by the teacher; answers to students' questions; students completing the assignment; delivery of the completed task (or verification of its implementation); home assignment; end of the lesson.

It is convenient to conduct a special lesson on working on typical mistakes students in knowledge, abilities, skills and ways of organizing educational and cognitive activities. Such lessons

allow not only to control knowledge, but also to conduct necessary work to eliminate the identified deficiencies.

Of course, other structural combinations of lessons are possible in the practice of the school. In connection with the increased attention to the issues of enhancing the cognitive activity of students, attracting them to the solution of search and research problems, it is put forward as an independent type of lesson. problem lesson, in which the leading role is played by the motivational activity of students. A problem lesson contains the following elements: the organization of students, their psychological preparation to be actively involved in the work ahead - creating a problem situation; formulation of a problem, hypothesis (an assumption about what the result may be) and solutions, search for a practical solution to the problem, discussion of the results; teacher comments and summaries; home assignment; the end of the lesson - summing up the results of the work. The set of elements for such a lesson largely depends on the particular tasks and creativity of the teacher himself.

Combined lesson. This is the most common type of lesson in today's school. It solves the didactic tasks of several (sometimes all) of the types of lessons described above. It is a combination of several lessons, which is why it got the name - combined.

Depending on the nature of the learning situation and the level of pedagogical skill of the teacher, various didactic tasks can be combined, intersected, transitioned into each other, and change their sequence. The structure of the combined lesson can be any. So, in the experience of advanced teachers, the process of mastering knowledge by students can occur in the course of their independent work, and the test of knowledge can be woven into the organization of classes and show the activity of students in commenting on the progress of their work and the level of their training.

In the process of learning new material, its initial consolidation and initial experience of application are often organized. When consolidating the material, it is convenient to simultaneously control what was previously studied, as well as develop the skills of applying this knowledge in various, including non-standard, situations. Synthesis of all these structural elements the lesson makes it varied, dynamic and interesting for learners.

The combined lesson places more stringent requirements on the teacher. In addition to the selection and coordination of various elements of the lesson, the choice of the forms most compatible with each other, the teacher has to strictly monitor the time allocated for each of the elements. After all, if you spent more time on some element, then on another element (maybe more necessary) of time

may not be enough. It is unacceptable when the assessment of students' knowledge takes 20-25, or even all 30 minutes, and to work on new topic 15-20 minutes remain. Naturally, with such a lesson, students take away a very vague idea of ​​the new material and difficulties will inevitably arise when doing homework.

The effectiveness of a combined lesson depends on a clear definition of the objectives of the lesson (after all, not all the elements of the lesson are the main ones) and on the mood that the teacher can create. Good lesson- this is the lesson where a business creative atmosphere reigns, where the desire of schoolchildren to "invent" and "find" is in full swing, where they rush to enter into a dialogue with the teacher, with each other, the authors of certain theoretical concepts, not being afraid to make mistakes. Success will be in the classroom in which the teacher creates in the students the idea that no mistake is terrible, that everything can be corrected, the main thing is to invent, create, see something new, unfamiliar, until others have done it.

4. Extracurricular forms of organization of current educational work

Along with the lesson, educational institutions use other forms of educational work. Such forms as excursions, homework, extracurricular activities, extracurricular activities (subject circles, studios, olympiads, contests, etc.) have received the main distribution.

Excursion. In practice, the system of lessons described above is complemented by a number of other forms of organizing training. One of the most interesting forms for students is the excursion. An excursion is a form of organizing educational work, in which students go to the location of the studied objects (nature, historical monuments, production) for direct acquaintance with them. It combines the educational process at school with real life and helps students through direct observation to get acquainted with objects and phenomena in their natural environment.

Excursions are different. Depending on the didactic purpose, introductory excursions are distinguished, conducted before the direct study of new material; current and final, which are carried out to control and better consolidate the studied material. According to the subject content, excursions can be divided into natural science, historical and literary, local history, industrial, etc.

In schools, excursions are held infrequently, and therefore it is better that one excursion contains information immediately on

multiple subjects so that students can gain a more complete picture of reality. Such excursions are called complex. For example, you can take an excursion into the forest, studying the types of trees growing there and at the same time orally solving mathematical problems, the main characters of which are the trees being studied. The teacher's stories about his land and its history, about environmental issues this territory.

Excursions are usually planned for the entire academic year and take place on specially designated days, free from other activities. Each school draws up an excursion plan. It includes both educational and extracurricular excursions conducted according to the plan class teacher... Most often, all excursions are associated with the study of the material included in the program for the subjects.

Each of the excursions, even if it is complex and includes several parts from different subject areas, has its own clearly defined purpose. Some are designed to learn new material, others are used to consolidate what has already been learned. Final excursions help students revisit a topic or section. As a rule, the final excursions are associated with the performance of the thematic tasks by the students; they serve as a kind of preparation for the lesson-defense of the thematic assignment.

When conducting an excursion, there are three stages: a) preliminary preparation for the excursion in the classroom; b) the departure of students to the object under study and the implementation of the planned volume of educational work on the topic of the lesson (collection natural material, pictures, drawings, etc.); c) work with the collected material and summing up the results of the excursion.

Of course, the success of any excursion depends primarily on the thoroughness of the preparation of the teacher or teachers, if the excursion is complex. In preparation for the excursion, the teacher conducts a thorough study of the excursion object, the place of its holding. The preparation for the excursion, first of all, includes the definition of its purpose and objectives. After that, the teacher chooses the content of the transferred material and the types of activities that the students will do in preparation, during and after the excursion. The teacher chooses the methods of showing and considering the object of the excursion, methods of involving students in active perception, involving specialists in the display and story, etc.

To achieve the most effective perception of educational material by students on excursions, they need to be prepared for this. This is achieved by clearly setting goals,

which should be achieved during the excursion and in the subsequent processing of the collected material, the formulation of general and individual tasks. The training also includes teaching students how to collect material: the techniques of keeping records, sketches, the basics of photography, sound recording of the guide's stories, etc. Before going on an excursion, an introductory conversation is held, tasks are specified, the forms, order and terms of their implementation are determined, the time allotted for the excursion and the materials collected. Before the excursion, the teacher distributes creative tasks for students: write essays, prepare reports, compose albums, make special editions of newspapers, compose herbariums and collections, prepare handouts for lessons, school exhibitions, museums, etc. Special attention this conversation focuses on the rules of conduct and the basics of safety.

The excursion can last from 40-45 minutes to 2-2.5 hours. This period does not include the time spent by students on the road. Usually, the time of the excursion is determined by the nature of the subject of the excursion, the content and complexity of the material and, of course, the age of the students.

The excursion can end with a final conversation. However, in the lessons following the excursion, the teacher should return to it, use the materials and knowledge of the students obtained during its course, and, if possible, repeat and generalize the material studied during the excursion.

Homework. Teaching can only be effective if the learning work in the classroom is supported by well-organized learning work at home. Homework is an essential element of learning. The main activity for the assimilation and consolidation of educational skills and abilities, as well as the repetition and partial analysis of new material, falls on the student's homework.

There are occasional publications in print detailing the supposedly best practices of individual teachers teaching their students without giving them homework. At the end of such an article, it is usually proposed to cancel homework in schools, since it is supposedly possible to teach without them, and they greatly overload schoolchildren. Such sentences are most often the result of the author's ignorance of the features of the child's cognitive activity. Any new material that a student has learned in the lesson must be consolidated and developed corresponding skills and abilities. In the lessons, no matter how well they are conducted, there is a concentrated memorization and translation of knowledge into operational,

short-term memory. To transfer knowledge into long-term memory, students need subsequent repetition, i.e. dispersed assimilation, which requires a certain amount of work. Most often, such work is asked at home. It is also important for the education of students, since it contributes to the formation of skills for independent activity. Of course, you can not ask homework, but then the process of working off should take place in the classroom and additional time should be allocated for this.

However, this is not the only drawback of working without homework... The assimilation of the material and the development of skills due to the individual characteristics of each student proceed at their own pace. As a result scientific research it was determined that students of approximately the same academic performance spend different amounts of time on homework. The difference can be very large: a 20-minute lesson of one can be carried out by the other for 40 minutes or even 1 hour. Therefore, each of the students studying in the same class will need a different amount of time to master and work them out. This leads to difficulties in determining the time required for the assimilation of the material and the development of educational skills if they are spent in the classroom.

Students' homework is an independent study of assignments outside of the existing lesson schedule. The main tasks facing homework as a form of organizing educational work are the assimilation and repetition of the material being studied, the improvement of educational skills and abilities, the accumulation of students' experience of independent work.

Homework assignments usually include: a) assimilation of the studied material from the textbook; b) performing oral exercises; c) performing written exercises; d) execution creative works; e) conducting observations (for nature, weather).

The goals of the assignments that the teacher assigns to home can be different. Some tasks are designed to perform training exercises for the accelerated development of practical skills and abilities, while others are designed to identify and overcome gaps in students' knowledge on certain topics already covered. Still others include tasks of increased difficulty to develop their creative abilities.

Despite the fact that all the above goals are important and their achievement is necessary when doing homework, however, the amount of homework assignments is limited. A large number of

assignments require a significant amount of time to complete them, and elementary school students do not have much "extra" time - they definitely need to walk for 1.5-2 hours every day, playing their games, since they are a necessary developmental element of a child's life. Many students attend additional classes in drawing, dancing, various sports sections.

In order for the child to have time for everything and at the same time be able to rest and gain strength for the next working day, it is necessary to imagine how much real working time he has to complete his homework. This time is spelled out in the Sanitary Rules and Norms (SanPiN 2.4.2 - 576-96). They define the time allotted for homework in all subjects combined. So, in class I it should not exceed 1 hour, in II - 1.5, in III-IV - 2, in V-VI - 2.5, in VII-VIII - 3, in IX-XI classes - 4 hours ...

Not all homework works well. If the students have not mastered the basics of working with the textbook, have not gained experience of independent work, the completed homework does not achieve its result. The main disadvantages of home schoolwork are as follows:

• - semi-mechanical reading of the studied material, without dividing it into separate semantic parts (students, having memorized the material, do not understand its meaning);
• - inability to organize their working time, often associated with the lack of a firmly established routine of life of a schoolchild at home (this leads to a constant rush, the child is worried that he will not have time to complete the work, and, as a result, to serious stress);
• - completing written assignments without preliminary assimilation of theoretical material (in this case, students simply do not comprehend and do not assimilate the material).

Sometimes the teachers themselves misuse the possibilities of this form of current educational work and thereby contribute to the overload of students. This happens most often in two cases. First, in an effort to ensure that students work more in their subject, teachers give too voluminous or overly complicated tasks. Second, by placing too much emphasis on checking homework, teachers do little to prepare students for the new material. In this case, the students do not master the new material well enough in the lesson and go home, not knowing how to do their homework.

All this suggests that the structure of the lesson and work on improving its quality are directly related to homework and the technique for their implementation by students. The teacher needs to constantly work to improve this relationship.

and teach students to do their homework correctly. For this, homework rules can come in handy.

Homework rules

1. Homework must be completed on the day it is received. Any material learned in the lesson is quickly forgotten. The German psychologist G. Ebbinghaus in 1885, on the basis of his experiments, established the speed of forgetting. In the first hours after memorizing fresh material, the completeness of memorization rapidly drops down. It is during these hours that the bulk of information disappears. During the first 10 hours after memorization, 65% of the information received disappears. Further, the intensity of forgetting decreases and by the end of the second day, another 10% of information disappears. Thus, after two days, only 25% of what he remembered earlier remains in the person's memory.

This psychological phenomenon finds its explanation in physiology. The fact is that the newly formed nerve connections are fragile and easily inhibited. Inhibition is most pronounced immediately after the formation of a temporary connection. Consequently, forgetting occurs most intensively immediately after the perception of the studied material. That is why, in order to prevent forgetting the knowledge learned in the lesson, it is necessary to immediately carry out work to consolidate them. That is why, in all teaching aids, it is strongly recommended to complete homework assignments on the day they are received. So, if the lesson in the subject "The World Around" was on Tuesday, and the next one will be in a week, then you need to study your homework on Tuesday after school. A week later, on Monday evening, on the eve of the next assignment, you need to repeat what was taught earlier.

The educational material, fixed on the day of its perception, is retained longer in the memory. So most of work on the assimilation and consolidation of the studied material in the memory should be carried out on the day of its perception, followed by repetition on the eve of the next lesson.

2. Completion of written assignments should begin with a repetition of theoretical material, that is, with work on a textbook.

The repetition of theoretical material required to complete written assignments is mainly due to two reasons.

First, before completing the written assignments, it is always good to remember the theoretical material in order to make it easier to find a way to solve the written assignments and justify your choice.

Secondly, the repetition of the material as a result of oral and written work increases the strength of the fastening of the material. The fact is that four types of memory are distinguished: visual, auditory, motor (motor) and mixed. Most people have a mixed memory, i.e. they have, to one degree or another, developed elements of all three main types of memory (visual, auditory, and motor). In this case, it is useful to more or less evenly use all the techniques: reading to oneself, writing down, listening, retelling oneself.

According to the psychology of perception, even if a person has a type of memory with a pronounced dominance of one basic type (for example, only visual memory), he assimilates the material much better if he uses all three basic methods.

When working with a textbook, the order of actions for students is as follows:

• - to remember what was left in the memory of the lesson (according to notes in a notebook and drawings in a textbook);
• - read a given paragraph of the textbook at home, highlighting the main idea of ​​the text, the highlighted rules;
• - try to reproduce the material (retell aloud or silently, make a plan for what has been read, answer the questions of the textbook);
• - in case of difficulties, it is necessary to study the textbook again and achieve free reproduction of the material.

Active reproduction of knowledge and self-control in the process of mastering the studied material increase the student's interest in comprehending and assimilating knowledge. Thanks to this, the material is remembered more strongly.

The work on the assimilation and reproduction of difficult educational material has its own specifics. It is advisable to divide complex material (text) into several semantic units. If the text is very large and complex, then each part must be taught and reproduced separately. At the same time, it is advisable to arrange a short rest (5-10 minutes) between each of the parts.

When doing homework, as well as in any other form of educational work, the level of students' interest in the question being studied plays an important role and this kind educational work. A high level of interest not only enhances perseverance and perseverance in mastering knowledge, but also increases the desire of students to overcome difficulties on their own - the student diligently performs the exercises and selects the most convenient ways and methods of educational work.

The degree of students' comprehension of the studied material is very important. Knowledge based on understanding

patterns and cause-and-effect relationships persist for a longer time. According to Professor N.A. Rybnikov, the productivity of meaningful memorization is 20 times higher than mechanical memorization. Therefore, when assimilating the studied material, you do not need to first of all pay attention to memorizing the rules and conclusions. Quite the opposite, the main efforts of the teacher should be directed to the search for the internal connection of knowledge, so that the students see and understand the reasons that led to the appearance of this or that phenomenon. And then, when the student has understood - "why", proceed to memorizing the rules and generalized conclusions. It is necessary that conclusions and generalizations are not memorized mechanically, but appear in the minds of schoolchildren as a logical consequence of the analysis of the material being studied.

3. Before starting the practical tasks, you should review the exercises that were performed in the class, and remember how they were performed and why exactly so. This technique helps students to establish a connection between homework and training exercises in the classroom, to quickly recall the peculiarities of completing tasks of this type.

4. Doing your homework is best done in a few cycles.

This means that after completing tasks in all subjects, you must take a break for 10-15 minutes, and then repeat the completed tasks, reproducing them in the same sequence as the first time. This delayed repetition increases the degree of memorization of the material and contributes to the development of the student's skill to quickly switch from one topic to another.

Loops are especially effective when performing tasks of a high degree of difficulty or creative tasks when the child cannot immediately solve the problem. Typically, junior schoolchildren leave such assignments "for parents" and turn to them for help. Parents (grandparents), seeing that the child does not know the solution to this problem, solve it for him and then explain the solution or (which happens much less often, since not all parents have developed pedagogical abilities) "lead" the student to the correct way of solving the problem. This way of completing the task also has a positive meaning, but if the student had completed this task on his own, the effect would be much higher. Therefore, it is necessary to offer students a cyclical way of completing complex tasks.

If the child, while doing his homework in mathematics, could not solve the problem, then there is no need to despair, but you should just postpone this task and finish the rest.

assignments in this subject. After that, you should start completing assignments in another subject. When the assignments in all other subjects are completed, it is necessary to take a break. After a short break, moving on to the second cycle, the student repeats what has already been completed and again returns to solving the unfulfilled problem. Here he, repeating the theoretical material of the lesson held in the classroom, again makes an attempt to solve the problem. If the task is not solved again, then after some time he leaves it and finishes repeating other subjects. After the end of the second cycle, you need to take a short break and try to solve a difficult problem for the third time.

This cyclical reference to the task increases the likelihood of its solution. This is mainly due to the fact that during breaks and other tasks, the condition difficult task continues to be mastered and realized. After all, if the child is dissatisfied with the fact that the task is not being solved, then even while completing tasks in other subjects in the subconscious, work is underway on this intractable task. It was found that after the perception and assimilation of the studied material, the process of its consolidation in consciousness continues even after the educational work stops. This "hidden solidification" of knowledge occurs within 10-20 minutes after the transition to other tasks.

The last repetition cycle is very useful for 10-15 minutes just before bedtime in a calm state. This creates optimal conditions for a deeper assimilation of the studied material.

5. It is very important that the child has a fixed place to do his homework and that the same time of the day is allotted for this. This rule, for all its apparent simplicity, is essential for the effectiveness of homework. Constant place and time contribute to the rapid concentration of the student's attention, teach discipline of the learning process.

These are the most essential rules for the optimal organization of mental work that all students should know and which they should adhere to when doing homework.

The variety and complexity of the rules for doing homework make it necessary to carry out special work with students to form their respective skills and abilities. Students should be helped to acquire skills in using the textbook and correct sequence performing written and oral assignments, mastering the techniques of repetition and self-control, developing a rational mode of work and rest, etc.

Optional and additional classes. Along with compulsory training sessions in general education institutions, various forms of educational work carried out outside the framework of training sessions(lesson schedules). These forms of study are called extracurricular or extracurricular.

First of all, extracurricular activities include extracurricular activities. As an independent form of organizing current work, they appeared in the late 60s - early 70s during the next reform of the education system, affecting mainly the content of school education. Extracurricular activities are extra-curricular activities, the choice of which remains with the student, and the attendance is carried out on a voluntary basis.

Extracurricular activities are designed to solve the following tasks: a) meet the needs of students in the in-depth study of individual subjects; b) develop educational and cognitive interests and contribute to an increase in cognitive activity; c) contribute to the development of creative abilities and individual characteristics of students.

In addition to the training sessions, which are compulsory for all students, additional classes are held especially for poorly performing students. Additional classes are called extra-curricular classes with one or a group of students for additional working out of the material passed in the classroom.

The form and time of additional classes are not strictly regulated. This can be a consultation lesson in which the teacher once again presents new material for those who did not understand it in the lesson, or a conversation with two or three students on the topic of class work, in which written assignments are interspersed. The time of such classes can be 20 minutes or 1 hour. It is also possible for students to perform independent work, after which they leave.

Other forms of extracurricular educational work. It is generally accepted that extracurricular work is voluntary for students and is designed to satisfy their various cognitive and creative needs, and they do not require the full composition of the class. It is also believed that students of different grades can participate in them at their own request. To such

forms of extracurricular educational work include subject circles, scientific societies, olympiads, competitions, etc.

Subject circles and scientific societies are created on a voluntary basis from students of the same parallel or, if there are few who wish, from students of neighboring grades (V-VI, VII-VIII grades, etc.). They include students who seek to expand and enrich their knowledge, who have a penchant for drawing, modeling, technical creativity, for conducting experimental work in biology, chemistry, physics, etc. The work of the circles is conducted by subject teachers.

The circle work includes a more in-depth study of individual issues of the curriculum that arouse the interest of students. The content of their activities can be the study of the latest achievements of science and technology, experimental work, modeling, acquaintance with the life and creative activity of outstanding scientists, writers, cultural workers.

Olympiads, contests, exhibitions of student creativity are organized to increase the cognitive activity of students in academic disciplines (mathematics, physics, chemistry, native and foreign languages, literature) and the development of their creative abilities. The conduct of these forms of extracurricular work is prepared in advance: a plan is drawn up for carrying out such events for the school, a series of preparatory activities are carried out, students are given assignments, and the best students are identified openly. Holding such events attracts the attention of students and increases their interest in the subject. In addition, Olympiads and competitions help identify and develop more capable and gifted students. The nature, breadth and depth of preparation for them allow us to indirectly assess the style of the teacher's work, the level of his creative and organizational abilities.

Control questions

1. What is the difference between a teaching method and a teaching form?
2. What forms of organization of the student's activity do you know? What is their main difference from each other?
3. What forms of organization of educational work did teachers use when you were in school? What other forms of organization of the current educational work could teachers use?
4. What are the forms of education? What are the main signs of each of them?
5. What classifications of lessons do you know? Which classification is most convenient? Why?
6. What homework rules should students know and follow?
7. What forms of organization of current educational work are most effective for training?
8. Why do we need forms of extracurricular educational work? Which ones would you use in your school?

Literature

• Dyachenko V.K. The organizational structure of the educational process and its development. - M., 1989.
• Kupisevich Ch. Fundamentals of General Didactics / Per. from Polish O.V. Dolzhenko. - M., 1986.
• Makhmutov M.I. A modern lesson. - M., 1983.
• Kharlamov I.F. Pedagogy: Tutorial... - 2nd ed. - M., 1990.
• Cheredov I.M. The system of forms of organization of education in the Soviet general education school. - M., 1987.

Not all schools can offer a student all of them at once, it depends on the permits received and the number of students in the educational institution.

Full-time education

This is a familiar form of schooling, recommended for all students. Most kids use it school age... It is based on attending lessons every day, doing homework, writing verification work, direct control of the teacher over the progress of each student. With this format of teaching, the student spends a significant amount of time at school, and his success directly depends not only on himself, but also on the work of the teacher.

Evening form of study

In this case, all the characteristic features of daytime education are also legitimate for the evening: it also consists of direct communication between the student and the teacher, only it takes place in the evening. Usually, in the evening, either adult students who once had to leave school, but want to finish their secondary education, study in the evening, or they switch several classes from daytime to when there are too many children in the school, so there are not enough classrooms for everyone.

Externship

This is a rather unusual form of education; it is not allowed in all schools. For such training, the student does not have to come to school every day; classes are organized for him once every few weeks or every week at certain time where the teacher goes through new topics with such students, works out the most difficult questions. Studying is especially convenient for those guys who are actively involved in sports sections or choreographic circles, often leave for competitions, or for those children who want to devote maximum time to certain subjects, preparing for exams and not wasting time on everyday trips to school. They can study in a regular or enhanced program, completing several classes in one year.

Home schooling

This form of education can be prescribed by a doctor if the child is sick with a serious illness, or by a parent if he wants to teach the child on his own at home. The school has no right to prohibit this form of education or not provide a place for such a child. Then the student does not need to attend classes during the year, he can come to school only at the end of the academic semester to pass the necessary tests or exams to confirm the level of knowledge and transfer to the next. However, if such a child needs advice or assistance from teachers, it should be provided to him. Family learning becomes more and more popular among some parents who believe that schooling kills creativity in their children, teaches them to obey the system, breaks the child's psyche. However, teaching their children for 11 years on their own is quite problematic, usually such families use the help of educational sites, the services of tutors, or invite school teachers to their homes.

28. Forms of education in a modern school.

The implementation of training requires knowledge and skillful use of various forms of organization of the educational process, their constant improvement and modernization.

Currently, the following forms of organization of educational work are used in a modern school: a lesson, excursions, classes in educational workshops, forms of labor and industrial training, extracurricular activities, homework, forms of extracurricular educational work (subject circles, studios, scientific societies, olympiads, competitions ). The main directions of school reform indicate the need to expand the forms of educational work. Along with the lesson, it is necessary to practice more widely lectures, seminars, interviews, workshops, consultations

29. Class-lesson system and its alternatives.

The school implements a classroom teaching system. It is based on the idea of ​​creating stable age school classes and the need to systematically work with these classes during the entire school course of a certain content of instruction. The classroom teaching system contributes to the implementation of the main task of the socialist school - to provide general education to all the children of the people at a high level. It provides an opportunity to work according to uniform curricula, to systematically and systematically provide socially necessary education. A stable class composition as the basis of the classroom-lesson system of instruction creates learning teams, goals and relationships of mutual assistance contribute to the achievement of the highest possible level of academic performance by all students.

The class-lesson system ensures the organization of systematic subject teaching. It provides for the specialization of teachers, and due to the fact that each of them teaches one or two subjects, a high level of education can be provided.

The class-lesson system of education makes it possible to carry out uniform training throughout the country according to state curricula. All schools have the same curriculum. Each training course built systematically and subdivided into specific sections. The organizational unit of the system is the lesson. Thanks to its well-visible structure, the classroom teaching system provides a high degree of public control.

The classroom-lesson system of education is characterized by expedient material and technical equipment of the premises in which lessons are held. This applies not only to traditional classrooms, classrooms, lessons can be conducted at enterprises, museums, cultural and sports institutions. The classroom teaching system ensures its close connection with the life of society.

30. Lecture and seminar form of training.

31. Lesson - as the main form of training organization.

The key element of the classroom teaching system is the lesson. (The classroom-lesson system of teaching is the highest form of group teaching.) A lesson is a form of organizing training with a group of students of the same age, constant composition, lesson according to a fixed schedule and with a single curriculum for all. The lesson is considered as the main form of organizing the pedagogical process, since here it is possible not only to organize educational and cognitive activities, but also intellectual development the personality of the child, management of the development of abilities, the formation of the worldview of students, the need for knowledge, as well as his upbringing. The purpose of the lesson is the assimilation of new material as part of a larger content, conscious perception of information, memorizing it and consolidating it, using it in practice. The lesson creates favorable opportunities for combining frontal, group and individual work of children. The lesson is always multifaceted, since all components of the learning process interact in it - pedagogical goals, didactic tasks, content, methods, technical equipment, etc. The lesson should be a logical unit of the topic, section, course. Based on this, it is possible to single out the features of the lesson that distinguish it from other forms of teaching: didactic goals (correspond to the functions of teaching); a certain amount of educational material; constant composition of students, the same age; guidance by the teacher of the activities of students; the sequence of various types of activities of the teacher and students, depending on the structure of the lesson; limited time; a clear time for the schedule; compulsory attendance of the lesson; implementation in an optimal ratio of all didactic principles; reliance on the achieved level of knowledge.

Taking into account these general requirements for the lesson, the didactic requirements are concretized. They correspond to the educational upbringing and organizational requirements for the lesson: a clear definition of educational objectives; determination of the content of the lesson in accordance with the program, the objectives of the lesson; choice of teaching methods (active methods); the presence of intersubject connections; use of the latest scientific achievements; development of all spheres of personality; assimilation of knowledge, development of skills and abilities; development of a scientific worldview; clear lesson planning; Compliance with the structure of the lesson; multimedia approach to learning; adherence to the principles of training.

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