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1. Mastering the ability to accept and maintain goals and objectives educational activities, searching for means of its implementation. 2. Willingness to listen to the interlocutor and conduct a dialogue; willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events. (from Federal State Educational Standards)
Man is identical to himself. The teacher’s task is to help me realize this identity, discover it, understand how I develop and educate myself. Awareness of individuality comes through comparison with oneself: what do I know?, what don’t I know?, what have I gained? Knowledge is generated about the methods of self-construction, goal setting, reflection of the method: what am I doing?, for what?. The individual educational program for students involves: reflection, testing, next step, reflection again, testing, next step.
Red - you strive for leadership, you lack new conquests and victories. Perhaps at the moment you lack vivid emotional impressions. Orange is a sign of excitement nervous system. This means that you are ripe for some serious changes in life. Pink - you lack tenderness and lightness. You are probably a little tired of serious work, clear plans, and are drawn to something carefree. Blue - you dream of something romantic, sublime, distant. You want to be as open, truthful and at the same time understood as possible. Dark blue - you need a strong discharge and good rest. Green – symbolizes the need for self-affirmation, thirst for knowledge or desire career growth. Brown – lack of physical rest, you are looking for peace. You need homeliness, warmth and comfort.
MASTER CLASS conducted by a teacher primary classes Mou "Duplyatskaya school named after. V.A. Kumskova" Altynova Irina Yakovlevna TOPIC: Techniques of student reflection in lessons in elementary school
The purpose of the master class is to increase the motivation of teachers to master the reflective activities of students.
What is reflection? Turning back Reflection on internal state Self-knowledge Self-analysis
Classification of reflection techniques: 1. Reflection of mood and emotional state
Reflection of mood and emotional state
Cheerful bear Sad bear Reflection of mood and emotional state
Mood pendulum
2. Reflection of activity
"Ladder of Success"
Tree of success
3. Reflection on the content of educational material.
Techniques for reflecting the content of educational material I am... satisfied with my work in the lesson, not entirely satisfied, I am not satisfied because...
Today in class I... learned it was interesting it was difficult I liked my feelings the most...
Classification of reflection techniques: 3. Reflection of the content of educational material 2. Reflection of activity 1. Reflection of mood and emotional state
COLOR GRAMM relevance novelty usefulness interest high rating average rating low grade
Thanks to all!
Preview:
II. OBJECTIVES OF THE MASTER CLASS:
I. For my master class, I chose a topic that has long interested me: “Reflection in lessons in elementary school.” In the second generation standards, special attention is paid to the following criteria (file 1).
And according to teachers (file 2).
And now, dear colleagues, I ask you to evaluate your own emotional condition using test strips. Take the strip whose color most appeals to you and attach it to the board with a magnet. Now evaluate your condition (file 3). And let's try to assess the state of the entire audience. Which stripes have the predominant color?
The topic of my master class is “Reflection”, and what is my goal today? (answers from master class participants). What's your goal? (answers from master class participants)
III. DISCLOSURE OF THE TOPIC OF THE MASTER CLASS:
Psychologists especially emphasize that the formation and development of spiritual life is associated, first of all, with reflection.
What is reflection? The word reflection comes from the Latin reflexio - turning back.
Dictionary foreign words defines reflection as thinking about one’s internal state, self-knowledge.
The explanatory dictionary of the Russian language interprets reflection as introspection.
IN modern pedagogy Reflection is understood as self-analysis of activities and their results.
Reflection is aimed at understanding the path traveled, at collecting into a common treasury what was noticed, thought out, and understood by everyone. Its goal is not just to leave the lesson with a fixed result, but to build a chain of meaning, to compare the methods and methods used by others with their own. Reflection can be carried out not only at the end of the lesson, as is commonly believed, but also at any stage.
Based on the functions of reflection, the following classification is proposed:
- reflection of mood and emotional state
(it is advisable to carry out at the beginning of the lesson in order to establish emotional contact or at the end of the activity)
What can be used?
This: face cards; show thumb up or down;
" Sun " - I succeeded, "sun and cloud" - I didn't succeed in everything, " cloud “-I didn’t succeed;
« joyful gnome"-everything is fine, "sad gnome" - not good;
« mood pendulum“- reflects the child’s mood.
- reflection of activity
(this type is acceptable at the verification stage homework, protection of design work; it makes it possible to understand the ways and techniques of working with educational material and search for the most rational ones; and application at the end of the lesson will show the activity of each student)
What options?
This is: “ladder of success” " - the bottom step, the “little man” has his hands down - nothing worked for me; middle step, the “little man” has his arms spread to the sides - I had problems; the top step, the “little man” has his arms raised up - I succeeded;
"decorate the Christmas tree “- successfully completed the task - hung the ball, there were mistakes - the ball remained near the tree;
“tree of success” - green leaf - no errors, yellow leaf– 1 error, red sheet – 2-3 errors;
“Tree of Success” is my favorite option for reflection in the lesson.
(showing the “success tree” used in class)
It is more advisable to use all these options in grades 1-2, because Children love to play, they love everything bright and eye-catching.
But a child must make progress in his development. And in reflective activity there is such progress.
- reflection on the content of educational material
(used to identify the level of awareness of the content of what has been covered; the use of an unfinished sentence is effective: I didn’t know... - now I know...).
The beginning of a phrase is given, and the student finishes it. The child has the opportunity to choose the phrase that he needs at the moment:
Now, while presenting my material, I look at my notes. Realizing that even a child is unable to remember the above phrases, I found a very simple way out. I collected everything on one sheet of paper, put it in a file, and on each desk there is always a “Lesson Reflection Card.”
(showing the “Lesson Reflection Card” used in class)
IV. CONSOLIDATING WHAT YOU LEARNED IN THE MASTER CLASS:
The process of reflection must be multifaceted, since the assessment is carried out not only by the individual herself, but also by the people around her. Thus, reflection in the lesson is a joint activity of students and teachers, which makes it possible to improve the educational process, focusing on the personality of each student.
And now I offer you a creative task. It can be done individually or in pairs and groups. Come up with your own options for conducting reflection in grades 1-2. And everyone sitting here can evaluate your options with the help of “little men” (they are enclosed in envelopes).
The “little man” has his arms down – I didn’t like your version, the “little man” has his arms spread out to the sides – a good option, the “little man” has his arms raised up – a very interesting option.
V. REFLECTION OF MASTER CLASS:
Your envelopes contain two cards: green and red.If you liked my master class and youIf you use this in your work, show me the green card. Well, if all this doesn’t touch you at all, show the red card.
| 1. /Variable forms of certification of teaching staff/author’s curriculum.docx 2. /Variable forms of certification of teaching staff/master.docx 3. /Variable forms of certification of teaching staff/methodological development of a teacher.docx 4. /Variable forms of certification of teaching staff/experimental development.docx 5. /Variable forms of certification of teaching staff/pedagogical concept of a teacher.docx 6. /Variable forms of certification of teaching staff/pedagogical project.docx 7. /Variable forms of certification of teaching staff/textbook.docx | Law of the Russian Federation “On Education” Expert assessment of the master class for compliance with the highest qualification category Expert assessment of the teacher’s methodological development for compliance with the highest qualification category Experimental work program Pedagogical concept (in the middle of the sheet) Expert assessment of a pedagogical project for compliance with the highest qualification category Problem Expert assessment of a teaching aid developed by a teacher |
Expert reviewteacher's methodological development
for compliance
highest qualification category
Methodological development is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies themselves about teaching and upbringing in relation to a specific lesson topic, curriculum topic, or course teaching as a whole.
Methodological development can be both individual and collective work. It is aimed at professional and pedagogical improvement of a teacher or master of industrial training or the quality of training in educational specialties.
Methodological development can be:
developing a specific lesson;
developing a series of lessons;
development of the program theme:
development of a private (author's) method of teaching the subject;
development general methodology teaching subjects;
development of new forms, methods or means of training and education;
developments related to changes in the material and technical conditions of teaching the subject.
Carefully approach the choice of development topic. The topic must be relevant, known to the teacher, and the teacher must have accumulated some experience on this topic.
Determine the purpose of methodological development.
Carefully study the literature, methodological manuals, positive experience on the chosen topic.
Draw up a plan and determine the structure of methodological development.
Determine the directions for future work.
Requirements for methodological development:
4. The material should be systematized and presented as simply and clearly as possible.
5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used must correspond to the pedagogical thesaurus.
7. Methodological development must take into account the specific material and technical conditions of the educational process.
8. Orient the organization educational process towards widespread use active forms and teaching methods.
9. Methodological development should address the question “How to teach.”
10. Must contain specific materials that a teacher can use in his work (task cards, UPD samples, lesson plans, instructions for laboratory work, diagram cards, tests, level-by-level tasks, etc.).
Structure of methodological development
General structure:
1 Abstract.
3. Introduction.
4. Main part.
5. Conclusion.
6. List of sources used.
7. Applications.
The annotation (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what issues it reveals, and to whom it may be useful.
The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education.
Methodological development of the program topic
The main part may consist of the following sections:
characteristics of the topic;
planning the study of the topic;
recommendations on the organization and methodology of studying the topic.
Educational goals and objectives of the topic;
Planning the topic and the number of hours allocated to study it;
Knowledge and skills that students must acquire or improve;
Place and role of the topic in the course;
Connection with previous or subsequent material, as well as intra-subject and inter-subject connections;
A didactic analysis of the content of the material is given;
The levels of study and assimilation of educational material are highlighted;
A comparative analysis of the quality of teaching using the proposed methodology with the methodology that was used by the teacher before using the proposed methodological development is possible.
When planning educational topic necessary:
1. Think over the methodology for teaching the topic.
2. Select examples, illustrations, outline laboratory and practical classes, tests, excursions, etc.
3. Highlight the main issues that students must firmly grasp.
4. Analyze the educational capabilities of the educational material and the methodology used.
IN conclusion(1-2 pages) summarizes the problematic issues that were posed by the teacher when starting to compile a methodological development.
The structure of the methodological development of a theoretical training lesson.
The main part includes the following sections:
Methodological justification of the topic.
Guidelines for conducting a lesson.
Lesson plan (with technological map).
Didactic material for the lesson (may not be included in the form of attachments).
List of literature (sources) for students.
List of literature for teachers.
1. Theme of the program.
2. Lesson topic.
3. Lesson type.
4. Type of lesson.
5. The goal is methodological.
6. Goals of education (training, upbringing, development).
7. Material and technical support of the lesson.
8. Intersubject and intrasubject connections.
Approximate routing lesson:
The type of lesson is determined by the purpose of organizing the lesson, i.e. the purpose of its implementation.
Type of theoretical training lessons (according to M.I. Makhmutov):
Lesson on learning new educational material.
Lesson to improve knowledge, skills and abilities.
Lesson of generalization and systematization of knowledge.
Lesson of control of knowledge, skills and abilities.
Combined.
Lesson on initial formation skills and abilities.
Lesson on improving skills and abilities.
Lesson on completing complex tasks (works).
Lecture.
Conversation.
Independent work.
Practical work.
Laboratory work.
Conference.
Seminar.
Test.
Pass.
Business game.
Excursion.
Mixed (several types of activities of approximately the same time).
Motivation and stimulation of student activities, target setting, activation necessary knowledge.
Formation of new concepts and methods of action.
Application of concepts and methods of action.
Didactic methods (according to I.Ya. Lerner)
1. Information-receptive.
2. Reproductive.
3. Problematic: problematic presentation; heuristic; research.
The form of activity depends on the method used and methodological techniques. For example: conversation, independent work, working with a book, watching a video, etc.
Ways to organize the activities of the teacher and students (according to Molchan L.L.):
1. Frontal.
2. Individual.
3. Pairs.
4. Collective.
The goals of education are divided into the goals of training (formation of knowledge, skills and abilities), education (formation of views, beliefs, personality traits) and development (development of interests, thinking, speech, will, etc.).
The methodological goal for each lesson involves creating conditions for the formation of knowledge, skills and abilities; development of abilities; education of personality traits, etc. If the lesson is open, then methodological goal depends on the purpose of inviting colleagues to this lesson.
General requirements for the design of methodological development.
The total volume of methodological development must be at least 24 sheets computer text(font - 14). If the methodological development is the development of one lesson, then at least 10 sheets.
The volume of the main content is at least half of the entire manuscript.
The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).
References to used literature in the text should be given in square brackets.
The list of sources used should contain 10-15 names. If the development is only practical nature, which does not require theoretical references, then the list of sources used can be omitted.
The number and volume of sections is not limited.
1. Name of the development.
2. Name and form of the event.
3. Explanatory letter, which indicates the objectives of the event, the intended method of implementation, the age of the children for whom the event is designed, the conditions for its implementation.
4. Equipment, design (technical means, text options, title and authors of musical works used in the script).
5. Methodological advice for the preparatory period
(correct distribution of orders).
6. Scenario plan, course of the event.
7. Scenario of the event, where all compositional plot parts, links to authors and names of sources with page indications are observed.
8. Methodological advice to organizers and directors (where it is better to hold the event, design options, ways to create an emotional mood, warnings against mistakes).
9. Methodological advice for the immediate aftereffect period (how to summarize, what to do to consolidate the result, etc.).
CONTENT
Title page
List of main sections of the portfolio with pages:
Criterion 2 – “Ensuring improved quality of education based on effective use modern educational technologies, improvement of teaching and upbringing methods" 4 pages
2 .1.1.My pedagogical philosophy.
4 p.
2.1.2. Justification for the choice of educational programs.
7 pages
Criterion 2 – “High results of students mastering educational programs” 24 pages.
2 .2.1. Dynamics of students' educational achievements
24 pp.
2.2.2. Results of extracurricular activities of students
26 pp.
2.2.3. The results of the teacher’s activities in the field of socialization of students
30 pp.
2.2.4. Cognitive activity of students in the subject
33 pp.
3.1. Innovation activities teaching worker
40 pp.
3.2. Results of dissemination of own teaching experience
45 pp.
3.3. Methodical work
45 pp.
Criterion 4 – “Professional and personal achievements of the teacher”
4.1. Training
50 pp.
4.2. Certified achievements of a teaching worker
51 pp.
6. Supporting materials:
6.1. Copy of diploma
6.2. Copy of the certification sheet
6.3. Lesson summary “General lesson on the topic “Stalinist modernization” in 9th grade (city competition), (see disk)
6.4. Development of an extracurricular event on the topic “So it was...”, dedicated to the 40th anniversary of BAM (see disk)
6.5. Lesson summary “Cult of personality. Mass repression" in 11th grade (see disk)
6.6. Feedback from colleagues, students, parents of students about the activities of the teaching staff (results of surveys, questionnaires).
6.7. Copy of work book
6.8. Copy of divorce certificate
6.9. Copy of marriage certificate
7. Self-assessment sheet.
8. Expert assessment sheet.
9. Petition (feedback) of the head of the educational institution.
SECTION 1.
BUSINESS CARD.
Information about the certified employee:
Full NameKrylova Tatyana Vladimirovna
Place of work,position and date of appointment:municipal general education state-financed organization average comprehensive school No. 6 Tynda, Amur Region , a history teacher; 08/25/1997
Professional education of a teaching worker:Higher. Blagoveshchensk State Pedagogical University 1997, majoring in history, qualified as a teacher.
Total work experience: 20 years 5 months.
Teaching experience: 18 years 5 months.
Work experience in this position at this school: 16 years 7 months.
Previous qualification categories, their validity periods:
Availability academic degree: -
Contact phone numbers:office phone: 56-55-261, cell phone: 8-914-56-01-047
E-mail address:niutik0612@ mail. ru
Right.
N.N. Kuznetsova
04/20/2014
SECTION 2.
INFORMATIONAL AND ANALYTICAL REPORT OF A TEACHING WORKER ON TEACHING ACTIVITIES.
Criterion 1 - “Ensuring the improvement of the quality of education based on the effective use of modern educational technologies, improving teaching and educational methods”
Bad teacher presents the truth
a good one teaches you to find it.
A. Diesterweg
2.1.1. My educational philosophy.
Many thousands of years ago, God saw that the vices of people were multiplying and decided to help them himself. He called the high Spirits and said: “People have lost their way. What should I do? one of the Spirits proposed to inspire a prophetic dream on people, another - to send manna from heaven, the third - water from God. And only the fourth High Spirit said: “Put into every person a thirst for knowledge and give them a teacher.”
Every person at some point has to answer the questions: why do I live, what is dear to me, what is important, what can’t I do without? Thinking about your life path, I understand perfectly well that I cannot draw the line where my work ends and begins personal life. This is probably my philosophy, my road, calling and leading to the happiness of teaching work, to endless life in the souls of my students. I'am a teacher!
Everything has its origins. The source, the life-giving spring of my pedagogical research, success and devotion to my chosen path was 1997, when I came to get a job. Who would have thought that this fateful meeting would change my whole life! But I had a dream that remained an unattainable dream... Maybe this is the joy of life, that not everything comes true, that you can dream in your soul, while remaining a child, and believe in a wonderful world without difficulties and problems? I had a choice. Life brought me together wonderful people and professionals in their field - Shestak Lyubov Borisovna and Mastyugina Lyudmila Ivanovna. They taught me a lot, invested a piece of their soul and knowledge, they believed in me! A person feels confident, needed and significant when they believe in him, when they don’t tear him apart for mistakes or mistakes, but point them out and help him correct and overcome everything. And they helped and continue to help me. Everything I have achieved is thanks to them - my life-giving keys!
Like my mentors, I believe that the success of the school depends on the teacher, who must be a master of his craft and master the art of teaching perfectly. A school is a whole close-knit team of like-minded people, it’s each individual teacher and everyone taken together at once, it’s one big family, where joys and hardships are shared by everyone, where everyone walks shoulder to shoulder, hand in hand. great goal- parenting! It was my beloved teachers and mentors who revealed to me that friendly participation, lively, confidential communication with children is, perhaps, one of the main conditions for success and satisfaction from one’s work. A teacher should not “work with children,” but “live with them,” “share joys and sorrows, ups and downs, avoiding falsehood in relationships.”
The ancient Greek scientist Plato said: “If the shoemaker is a bad master, then the state will not suffer from this - the citizens will have slightly worse shoes, but if the teacher of children performs his duties poorly, then entire generations of ignorant and bad people will appear in the country.” What responsibility to society did the great sage place on the teacher!
Teaching is charisma, plus work, plus a protracted childhood. It requires a special character, takes up all of a person’s time and, like the Kingdom of God, promises grace somewhere out there, in the foreseeable future. A teacher must sacrifice a lot and still be able to enjoy it. Ideally, it is not a person who chooses the teaching profession, but vice versa. The teachers found Korczak and Pirogov among the doctors. And St. Peter is among the fishermen. He denied three times, but gave in.
If we count the number of people introduced into pedagogy scientific terms, definitions, technologies, methods and systems, we can confidently say that this science is now experiencing its greatest rise. And soon the country will literally be filled with giants of thought.
Not a single method, even an extremely ingenious one, can protect a child from a situation of failure in learning and in philistine philosophy. But the Teacher can restore the child’s faith in himself and in the world.
Years of working at school helped me to conclude: only someone who is passionate about something can inspire others. We must remember that our attitude towards our teaching is passed on to our children. A child cannot be deceived. He is very sensitive to falsehood and hypocrisy. I think that a teacher’s authority does not depend on the number of correct answers to tricky questions, at least not only on this. Having the courage to admit the limitations of one’s own knowledge is not evidence that the teacher is in search, he is also learning and doing it together with the student.
The posturing of a teacher who excitedly talks about morality, but in reality does not follow her examples in his relationship with his student, immediately arouses contempt among children. You cannot flirt with them, you need to respect and trust them.
What does it mean for me to be a teacher? Not an opportunity to teach children something, but to communicate with them every day, discovering new things. Children change, and I change along with them. I like to talk about the world through the eyes of children. Find joy and satisfaction in this. Think about your students. Empathize with their successes and failures. Bear responsibility for them, remembering what Lyubov Borisovna taught - Do no harm!
Yes, for me “teacher” is a profession, social position, hobby, work... For me, being a teacher means living. To paraphrase V.S. Vysotsky, I can say:
I don't like fatality
I never get tired of life
I don't like any time of year
When I spend it uselessly...
My time has come - Collect stones! Nowadays, much is so vulgarized, simplified and profane that it is absurd to assume that everything can be corrected by simply pressing a button. “I’ll press the button, the tape recorder will play, Beethoven’s music will sound - and you will turn into a cultured…” Only patience, small steps, joy from any, even tiny victory - together, hand in hand, a teacher can lead a child to Beethoven. If we slowly but surely do our job, think for ourselves and teach others to think, work, believing that they, our students, are still nice, decent and promising young people, we will help them become so.
The teacher remains in moral opposition to mass duping. “In a real tragedy, it is not the hero who dies - the chorus dies.” (I. Brodsky. from the Nobel lecture). Our job is to protect the choir. Our teachers taught us this. This is the only thing we can and must do.
It’s time to collect everything that I was taught and pass on the experience to others, as my dear mentors, my life-giving keys of life, did.
And my philosophy as a teacher is
A humane world to create with intelligence and beauty.
Then “wonderful discoveries” are the right path
Let him take the children to the future world of dreams!
2.1.2. Justification for choosing educational programs
The future of the school is not determined by the president of a particular country, not by the minister of education, or even by the teacher. Each participant in the educational process decides for himself whether to keep up with the future or...
The 21st century - the century of industrialization and informatization - sets new tasks and goals for the teacher.
In modern world(intensive development of technology, space, nanotechnology, information and communication technologies)The education system should develop new qualities in students - initiative, innovation, mobility, flexibility, dynamism and constructiveness. In light of modern requirements, a professional must have a desire for self-education throughout his life, master new technologies and understand the possibilities of their use, be able to accept independent decisions and bear responsibility for them before society and the state, adapt to social and future professional field, solve problems and work in a team, be prepared for overload, stressful situations and be able to quickly overcome them, share the values of safe and healthy image life.
To form a competent graduate in all potentially significant areas of professional education and life itself, it is necessary to apply active methods education, technologies that develop, first of all, the cognitive, communicative and personal activity of today’s schoolchildren.
In order for a teacher to solve the problems of implementing the model of a 11th century graduate and making him competitive in the modern world, the teacher, in addition to knowledge of his subject and love for children, must have a number of significant qualities such as: professionalism, competence, culture, discipline, hard work, creativity, communication, activity, erudition, passion, intelligence, decency, tact, listening skills, kindness, sense of humor, fairness.
Main tasks I consider my teaching activity:
development of interests, abilities, thinking, attention, imagination, memory, feelings, will, cognitive, research and practical skills; because developed thinking and other abilities allow a school graduate to expand his knowledge and improve himself;
formation of abilities for self-education, needs and skills in self-education, in the use of information, since in modern era knowledge quickly becomes outdated, and there is a need for the ability and willingness to constantly learn independently;
creating a “success situation” for each student, taking into account his individual level of development.
Formation of civil-patriotic consciousness, development of a sense of involvement in the destinies of the Fatherland, formation of a moral position.
creating conditions for the formation of methods of scientific knowledge and the formation on this basis of ideas about the geopolitical picture of the world;
ensuring the necessary level of assimilation of systematized knowledge in history and social studies, which will determine the adaptation of students to further education and life;
formation of worldview, moral, aesthetic and other values and qualities;
formation of knowledge about the basics of production and labor organization in industry and management, development of skills in using technical devices.
In order to solve all the tasks, in addition to the personal qualities of the teacher, the material and technical base of the classroom is also necessary. At the moment, I am the head of the office-museum “The Highway of My Childhood,” which has all the necessary demonstration equipment for studying history and social studies. The office is equipped with a mobile computer class, a projector, an interactive whiteboard, the necessary digital educational resources, maps, tables and diagrams, and there is an Internet connection.
I carry out my teaching activities at all levels of education in accordance with
Based Sample program main general education on the history of the RF Ministry of Defense 2008 and the author’s program “New History 7-8 grades.” edited by A.Ya. Yudovskaya and L.M. Vanyushkina. –M.: Education, 2013;
Based on the standards of basic general education on the history of the RF Ministry of Defense 2008 and on the basis of the Model program of basic general education on the history of the RF Ministry of Defense 2008 and the author’s program “History of Russia 6-9 grades.” edited by A.A. Danilov and L.G. Kosulina–M.; Education, 2013;
Based on the Federal Model Program of Basic General Education in the History of the Ministry of Defense of the Russian Federation 2008, the author’s program “History of Russia in grades 6-9.” A.A. Danilova and L.G. Kosulina.-M.: Education, 2013 and the author’s program “ Recent history foreign countries. 20-early 21 in: M.: Prosveshcheniye, 2013;
Based on the standards of basic general education in social studies 2008. and a social studies program, authored by A.I. Kravchenko, created on the basis of standards and an exemplary program in social studies;
Based on the Model program of secondary (complete) general education for basic level in history and federal component state standard secondary (complete) general education at the basic level, Moscow 2008;
Based on the Model program of secondary (complete) general education at the profile level in social studies, the federal component of the state standard of secondary (complete) general education at the profile level Moscow 2008 and the author’s program L.N. Bogolyubova, Yu.I. Averyanova M.: “Enlightenment » 2013;
Program for General history compiled in accordance with the requirements of the Federal State Educational Standard for Basic General Education and provided with teaching materials for grade 5 by authors D.D. Danilova, A.V. Kuznetsova, D.V.Liseytseva, V.A. Klokova, V.A. Rogozhkina, N.S. Pavlova, E.V. Sizova, S.M. Davydova, S.S. Kuznetsova and others.
- The social studies program is compiled in accordance with the requirements of the Federal State Educational Standard for Basic General Education and is provided with teaching materials for the 5th grade by authors D.D. Danilova, E.V. Sizova, S.M. Davydova, A.A. Nikolaeva, L.N. Korpachevory, N.S. Pavlova, S.V. Parshina, M.E. Turchina.
Requirements of the federal state educational standard for basic general education (FSES LLC), approved. by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897 “On approval of the federal state educational standard of basic general education”;
Requirements of the federal component of the state standard of general education: Order of the Ministry of Education and Science of the Russian Federation dated March 5, 2004 No. 1089 “On approval of the federal component of state educational standards of primary general, basic general and secondary (complete) general education”;
Order of the Ministry of Education and Science of the Russian Federation No. 1067 of December 19, 2012 “On approval of federal lists of textbooks recommended (approved) for use in the educational process in educational institutions implementing educational programs of general education and having state accreditation, for the 2013/14 academic year."
The learning process is the organized interaction between teacher and students to achieve educational goals. Stimulating and organizing active learning cognitive activity I carry out students’ mastery of knowledge, development of abilities, and development of views by adhering to the followingteaching principles :
The principle of citizenship, which is aimed at humanizing education and allows satisfying social and personal needs;
The principle of focusing training on solving the interconnection of educational problems and general development trainee;
The scientific principle (compliance of the content of education with the level of development modern science and technology, the experience accumulated by world civilization, the orientation of the learning process towards the formation in students of a conceptual vision of the world and the creation of its adequate and realistic image.
The principle of systematic and consistent learning;
The principle of visualization of training, combination of various methods, as well as teaching aids, depending on the objectives and content of training;
Combination principle various forms training depending on the tasks, content and teaching methods;
The principle of creating the necessary conditions for learning;
The principle of strength, awareness and effectiveness of the results of education, upbringing and development.
The real educational process is complex and diverse; it confronts the teacher with a whole range of problems that require solutions. Among them is the problem of choosing organizational forms and training methods that would allow achieving the best results in each specific situation.
Main directions In my activities I consider the following:
improving the lesson as the main form of organizing the educational process, in form, structure and content;
organization research activities students at all stages of education;
involving students in various types of extracurricular activities in the subject;
searching for gifted children and developing their abilities;
self-improvement (growth methodological skill, development organizational skills, mastery modern technologies training).
My work is based on the use of elements of V. Shubin’s technology “Three approaches to the study of history”:
I– use of gaming technologies (L.S. Vygotsky, D.B. Elkonin);
II- technologies for intensifying learning based on systematically – iconic models(Firsov, V.F. Shatalov);
III- problem-based learning (M.M. Makhmutov, I.Ya. Lerner, Dewey).
My teaching activities include following components:
Traditional and unconventional shape training, the goals of which are to expand the scope, structuring, integration, generalization of subject content, transformation personal experience every student. At the same time, each student has the right to independently choose and use the most significant ways for him to study the material. Here I developed a series non-traditional lessons– lessons with elements of historical design, polylogues, where different points of view are expressed on the most important historical events, Problems; combines the study of facts with the formation of skills in analysis and creative understanding of the problem. For example, a polylogue lesson in grade 10 “Mongol-Tatar invasion” - different points of view about the existence of the yoke in Rus'.
System for monitoring and evaluating student activities: survey using cards; variant tasks; historical dictations; thematic tests with tasks of varying complexity; tests.
To achieve the set goals and objectives of the lesson, I use practice-tested work at schoolthe following modern educational technologies:
Promotes development creative personality with increased adaptive potential in a multi-stage education system, development of an independent personality (self-control, self-government), socialization and specialization of education, work with gifted and capable children.Project method
Development of research skills in the learning process in one lesson and in a series of lessons, in additional education, with subsequent presentation of the results of the work in the form of an abstract, report. Participation in school, city scientific and practical conferences.
Increasing student motivation for the subject; creating manuals used in lessons, moving projects beyond subject content to the level of socially significant results.
Interactive technologies
Open real opportunities to build an educational system based on the principles of an open information space; create the basis for organizing independent activities of students in analyzing and summarizing the information array.
Research technology
Student activity related to finding an answer to a research problem with a previously unknown solution and presupposing the presence of the main stages characteristic of research in scientific field. The main result of research activity is an intellectual product that establishes one or another truth as a result of the research procedure and is presented in a standard form.
Technology of intensification of learning based on schematic and symbolic models
Target orientation this technology - abouteducation of all children, with any individual characteristics, formation of educational skills.Conditions of education- this is repeated repetition, mandatory control, studying in large blocks, the use of supports, an indicative basis for activity, humanism, a conflict-free learning situation, opening prospects for correction, growth, success.
The result of the work is liberation, created by the free choice of tasks, a system of reference signals that promote rapid recovery in the memory of the studied material, awareness of its structural and logical connections and at the same time the development of associative imaginative thinking, as well as perception, attention, imagination, oral and written language.
Studentsbecome familiar with the objective contradictions of scientific knowledge and ways to solve them. They learn to think and creatively absorb knowledge.Rstudent independence develops.
Gaming technologies
CallYuThe participants have initiative, perseverance, creativity, imagination, and determination. AllowingYut solve issues of transfer of knowledge, skills, abilities; captivate, convince. OkazyvaYut educational impact on students.The ability to distinguish real phenomena from unreal ones.At group activities the result is perceived through the prism of overall success, identifying the success of the group or team as their own.
Level differentiation
Each student is involved in activities corresponding to the zone of proximal development. A respectful attitude towards each other and tolerance for the opinions of others are formed. Created psychological comfort, situation of success, trust.Underachievement is prevented. DFor students, a step-by-step educational process, passing tests, and achieving advanced levels is possible.
Collaborative learning
(team, group work)
Mutual responsibility and the ability to learn according to one’s own capabilities with the support of one’s friends develop. The need to expand the training information base is being realized.
The use of group technologies organizes joint actions of students, which lead to the activation of educational and cognitive processes, develops students' communicative, mental, organizational, creative abilities, self-esteem and control.
Technology critical thinking
Formation of the ability to reason consistently, consistently and reasonably.
Activity approach
The activity approach involves opening up the entire range of possibilities to the child and creating in him an attitude towards a free but responsible choice of one or another opportunity. The principles of the activity approach in the educational process are effectively implemented through educational technology - educational and business games.
Health-saving technologies
Students learn to live together and interact effectively. They actively participate in the development of the culture of human relations, in the formation of health care experience, which is acquired through the gradual expansion of the sphere of communication and activity. Development of self-regulation (from external control to internal self-control) of the student. The formation of self-awareness and an active life position based on education and self-education, the formation of responsibility for one’s health, the life and health of other people.
Design- research technology
Educational technology, which involves students solving a research problem, creative task under the guidance of a teacher, during which scientific method knowledge. Key competencies are formed in students. Achieving practical results, projects going beyond the scope of their subject content, moving to the level of socially significant results.
Portfolio
Portfolio technologyis a way of recording, accumulating and authentically assessing individual educational results student during a certain period of his education. A portfolio allows you to take into account results in a variety of activities: educational, creative, social, communicative. This is a pre-planned and specially organized individual selection of materials and documents that demonstrates the student’s efforts, dynamics and achievements in various areas.
Moderation
Efficient technology, which can significantly improve the effectiveness and quality of the educational process. Moderation technology involves certain stages of the lesson, each of which has its own goals, objectives and methods.
Counter force technology
The technology is aimed at personal oriented learning, developing students' own vision artistic images, which forms the ability to comprehend the results of activities, creates favorable atmosphere co-creation.
Integration academic disciplines
An effective model for activating mental activity and developing teaching techniques, where reflexivity and critical thinking develop.
Technology is individualized
bath training
Ensuring personal self-development
Methodology of cooperation
Development of mutual responsibility, the ability to learn based on one’s own capabilities
Development of general educational skills and abilities of schoolchildren
Student-centered learning
Building learning on an active basis, through the student’s purposeful activities, taking into account his personal interest in this knowledge.
In lessons I pay special attention to organizing research activities, because I believe, that independent activity students help realize them creative potential. And in accordance with the new requirements for graduate training, greater emphasis is placed on practical application knowledge and ability to use various technical devices.
Research approach training consists of:
in the introduction of general and specific methods of scientific research into the process of educational cognition at all its stages (from perception to application in practice);
in the organization of educational and extracurricular scientific-educational, search- creative activity;
in updating intra-subject, inter-subject, inter-cycle connections;
in complicating the content and improving the procedural aspects of cognitive activity; in changing the nature of the relationship between student - teacher - student team towards cooperation.
L.S. Vygotsky wrote, “...learning is good only when it is the creator of development, it encourages and calls to life whole line functions that are in the maturation stage and lie in the zone of proximal development.” Research activities organized within the framework of the educational process involve the selection of a problem, its theoretical study, experimental activities, substantiation of scientific and methodological conclusions and recommendations.
Properly organized research activities enable the teacher to develop key competencies in students. Therefore, one of the areas of my methodological work is the organization of student research activities in history and social studies lessons.
I organize students’ research activities at three levels:educational and research, scientific research, search and creative (project).
The search and creative level involves the involvement of a relatively large number of schoolchildren. The subject matter is quite simple, varied and necessarily corresponds to the interests of the author of the work. Students' activities at this level come down to searching for information on a chosen topic and writing essays, completing projects, the final product of which is most often a presentation and layout. Design is carried out on the principles of naturalness, awareness, initiative, clarity, and cultural conformity.
While working on a project, the student critically processes various types of information, carrying out analysis, synthesis, and highlights the most important things. This level of research activity has its advantages, as it allows you to include a large number of students. And presentations and layouts are a good visual aid and are used at various stages of the lesson.
Behind Lately education priorities have changed in the world. If previously knowledge in itself was valued, now general educational skills have taken first place: the ability to acquire and effectively use knowledge. The reasons are clear: currently, knowledge quickly becomes outdated or turns out to be insufficient, which means it is necessary to master ways of updating and replenishing it. His future self-determination depends on how a student can apply this knowledge and how competent he is in a broad out-of-school context. This is not only the ability to obtain and apply knowledge, it is communication skills, self-control and self-assessment skills, and the development of creative abilities.
The use of presentations and project research activities allows us to develop students’ intellectual and creative abilities, independence in acquiring knowledge, communication skills, and critical thinking.
At this stage I pay special attention to motivation, as a condition for the student to have a question or problem. I use it in class different ways creating motivation: problematic tasks, a text in which there is a contradiction; puzzles; pictures containing elements of the unknown; an impossible task or with a simple question “what do you know about...”. Students try to solve the problem, express a variety of hypotheses, and ask questions. A bunch of interesting hypotheses is born as a result of attempts to find answers to own questions. Hypotheses make it possible to see a problem in a different light, to look at the situation from a different perspective. Initially, hypotheses are neither true nor false - they are simply undefined. They should be confirmed and their likelihood assessed. How to do it? This needs to be thought through carefully.
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
N.N. Kuznetsova
04/20/2014
Research activities require significant efforts on the part of both the student and the teacher. Here we need not only relevance and practical significance chosen topic, the research work must contain the author’s conclusions and logical conclusions, his own proposals, and independent interpretations of the results.
Children present the results of their work at annual school conferences, best works Based on the results of the decision of the scientific and methodological council, they are recommended for participation in city conferences.
Based on the experience of managing the research activities of schoolchildren, the stages of organization (choosing a topic for future scientific research; joint development of a research plan; working with literature and terminology; organization of consultations; nomination working hypothesis and analysis of research results; development of guiding methodological literature; education written form results of research work; instilling the skill of public defense of research).
This approach is unusual, which initially confuses students raised in traditional educational systems. Once the initial feeling of helplessness due to the inability to copy a sample passes, students gradually discover that they are surrounded by many information systems that, when used skillfully, become tools for solving the task assigned to them. These include literary sources, help from adults, joint activities with friends, teacher consultations, and most importantly, practically inexhaustible personal opportunities to reason and fantasize. Sometimes we have to overcome the initial inertia of children who are accustomed to more passive forms of learning, but every small discovery what they do while working on the project involves them in interesting process independent creativity and stimulates new searches and discoveries. As the work acquires the characteristics of completeness, students feel the product of their own labor more and more clearly.
Introducing children to scientific work in a school setting, it immediately solves several important pedagogical problems. At proper organization research work, students develop analytical abilities, the need for creative activity, their horizons expand, studentsare willing to express thoughts clearly and clearly, to defend their opinions. Speaking in front of an audience, students learn to argue, prove their point of view, debate, and participate in discussion. While studying research work, students learn to comply scientific ethics, they are convinced of how hard it is to obtain new knowledge. Scientific research activities give students the opportunity to realize their belonging to big science, introduces methods of scientific and creative work.
Unlike Olympiads, the value of organizing school-based research work is increased by many positive points: large quantity schoolchildren covered, the ability to choose a topic; “Immersion” in a topic, as the work must be completed over a period of months or years; the presence of homework, received not in an authoritarian form, but in the form of a distribution of responsibilities, including the supervisor himself.
It should be noted that there are graduates who future profession They chose science and continue their studies in graduate schools or are teachers in higher specialized technical institutions.
The main task of students is to learn, which means “teaching oneself”; I, as a teacher, can and must create for them best conditions training.Teaching and learning is my task. Learn to think, comprehend the secrets of nature, learn to look and see, speak and express yourself. Learn from mistakes, rely on knowledge and believe in luck to move forward...
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
N.N. Kuznetsova
04/20/2014
Criterion 2 – “High results in students mastering educational programs”
2.2.1. Dynamics of students' educational achievements.
Over the years, my students have shown positive dynamics educational achievements: one hundred percent academic success and high quality of knowledge.
Student performance results in history and social studies
Right.
N.N. Kuznetsova
04/20/2014
From the diagrams and tables it follows that the quality of knowledge is falling in 2010-2011 (this is due to age characteristics), and in 2011-2012. increases from 55% to 82%. In 2012-2013 the increase was 4% (from 82% to 86%).
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
N.N. Kuznetsova
04/20/2014
Results of administrative tests in history in 2011
Percentacademic performance
Percent
quality
Success threshold
Story
9 a
100
92,4
0,7
Story
9 b
100
73,3
0,2
Story
8 a
100
96,2
0,9
Story
8 b
100
0,6
Story
8 in
100
63,6
0,2
Story
7 in
100
0,6
Story
5 a
100
91,6
0,7
Story
5 B
100
87,08
0,6
Analysis of test papers shows that students master educational material at the level of the state standard from 63.6 to 96.2%.
Results of administrative tests in history in 2014
Results of the final certification of 9th grade graduates
Minimum number of points( installed
Rosobnadzor)
Higher passage- no score
having time
2011-2012
social science
100
2012-2013
social science
100
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
N.N. Kuznetsova
04/20/2014
2.2.2. Results of extracurricular activities of students
Every year my students participate in school, city and all-Russian Olympiads in history, social studies, economics, law and win prizes.
All-Russian Olympiads and championships17.
April 2010
All-Russian
Diploma 1st and 2nd degree, certificate of participation – 11 students
18.
April 2011
All-Russian
Diploma 1, 2, 3 degrees
Certificate of participation – 27 students
19.
All-Russian “Youth Historical Championship”
April 2011
All-Russian
Diploma 2nd degree
Certificate of participation – 29 students
20.
All-Russian “Youth Championship in Social Studies”
March
2012
All-Russian
Diploma 2 and 3 degrees
Certificate of participation -48 students
21.
All-Russian Olympiads in history and social studies in Biysk
March
2012
All-Russian
Diplomas 2 and 3 degrees
Certificate of participation - 71 students
22.
“Distance Olympiad in History”, “Distance Olympiad in Social Studies”
December 2013
International projectvideouroki. net
Diplomas 2 and 3 degrees, certificate of participation
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
N.N. Kuznetsova
04/20/2014
Copy is right.
Director of Municipal Educational Institution Secondary School No. 6 of Tynda _________ N.N. Kuznetsova
04/20/2014
Copy is right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
N.N. Kuznetsova
04/20/2014
2.2.3. The results of the teacher’s activities in the field of socialization of students.
“Educators and teachers should know
who they need to educate or teach,
know not only the pedagogical material
who sits or runs under their leadership,
but he is also mental and moral ideal,
to which they are obliged to bring these entrusted to them closer
little living futures."
IN. Klyuchevsky
“To educate means to teach to live.”
A.S. Makarenko
Children are our future and the main task, which faces teachers, parents and doctors - to lay down norms and rules of behavior with which the child will go in this difficult adult life, raise a mentally and physically healthy child.
Education is a process of constant “creation” of personality. This is a feat of time. You need to devote a lot of effort and attention to this matter. It requires reflection, reading special books, conversations with parents. And most importantly, our children need to be truly loved very, very much. To build our whole life for this and to live by it. Only then can something work out.
The class in which I am now a class teacher was recruited from students from city schools at the beginning of the 2013-2014 school year. I began working with the class by studying the students’ personal files, conducting observations, conversations with primary school teachers and parents, the game “The World of My Hobbies,” and the dating game “Talk about myself.”
The main tasks of my educational work as a class teacher at initial stage steel: creating conditions for uniting the class team; awakening children's interest in themselves; assistance in the formation of adequate self-esteem.
The educational system of the class was based on the principles of focusing on the positive in the behavior and character of the child, trust and support, tolerance, and voluntariness.
From the first day we met, we all stayed for a long time after classes. The guys turned out to be responsive to kindness. They did homework together, helped each other, drew newspapers, prepared amateur performances, and just talked a lot.IN free time we went to libraries, to nature.
My partners as a class teacher are the parent committee, subject teachers, centers additional education, museum, PDN, libraries, etc.
Interaction with partners allows us to conduct events with the aim of broadening our horizons, fostering love for our small Motherland and teaching ways of constructive interaction.
Students' interest in educational and research activities has increased significantly compared to the previous year.
Students of the class took part in youth championships in various subjects, Internet Olympiads and showed good results.
Big role Traditions influence the education of students. My students take an active part in all school traditional events: holidays of the first and last call, Teacher's Day, Defender of the Fatherland Day, March 8th, Victory Day, Self-Government Day.
Development occurs effectively in the classroom student government. In the team, all students are divided into creative groups, each of which performs its own functional responsibilities at a certain period of time.
One of the tasks of educational work is the development of children's initiatives to help elderly and lonely people, war and labor veterans who need their care and attention.
A lot of work In my work with students, I pay excursion work, this contributes to the development of aesthetic taste, creative abilities of students, and forms a culture of behavior in public places.
For the purpose of military-patriotic education of students and increasing the national significance of conscription of citizens for military service The class went to the solemn event “Conscript Day”.
For the purpose of career guidance, getting to know the professions that can be obtained at FEGUPS and AGMA, students went on an excursion to our Tyndinsky branch, and also went to Blagoveshchensk in March 2014 to study at AGMA.Some of the students, after graduating from school, plan to enter this educational institution and connect their destiny with medicine and with our city, the city in which they were born.
We go on excursions to the city library, to the skating rink and go to nature.
Traditionally, we take an active part in city cleanup days to improve our hometown, we are cleaning the territory of our school.
Diagnostics of the level of education of students carried out among class students and their parents showed that GPA The class turned out to be quite high. Indeed, the students in the class are distinguished by a calm, balanced character and respond adequately to comments. In their free time they participate in various clubs and sections.
There are no students in the class who are registered with the juvenile affairs inspectorate.
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
N.N. Kuznetsova
04/20/2014
2.2.4. Cognitive activity of students in the subject
“The secret to training talent is
it’s to find him and quietly stand next to him.”
A. Einstein.
One of the main tasks of pedagogical activity is to create conditions for the formation of methods of scientific knowledge and the development on this basis of interests, abilities, thinking, attention, imagination, memory, feelings, will, cognitive, research and practical skills.
Purpose of the study: to substantiate and test the research skills of students in grades 5-11, the ability to work in a team, group.
Object of study : educational process in primary school.
Subject of study : research activities in the educational process in primary school.
Research objectives
-development of research skills;
- support for internal educational motivation based cognitive interest pupils;
-formation of foundations research culture;
-involve children in searching and working with various sources and media;
-development of communication skills, cooperation.
Basic research methods: analysis of psychological and pedagogical literature on the topic of research, observations, testing, analysis of project results, reflection.
Results of work research was presented at meetings of the historical and philological department of the school and the city methodological unification teachers of history and social studies. I apply the results obtained in my work.
Students under my guidance conduct mini-research, prepare projects and successfully present their work at school and city scientific and practical conferences.
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
_________ N.N. Kuznetsova
04/20/2014
BA number of lessons, tests, and independent works were developed for students in grades 5-11, multi-level electronic didactic and methodological manuals for students, and a number of presentations of media lessons were created.Rworknrow creative tasks, promoting the development of students' observation and independent thinking.
One of the most important ways to help me involve students in the world of history, to make the study of this subject more interesting and exciting, is to introduce creative elements into the educational process. Most of my students do research (see table below).
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
_________ N.N. Kuznetsova
04/20/2014
Copy is right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
_________ N.N. Kuznetsova
04/20/2014
The most important thing in preparing and conducting extracurricular activities is to attract as many schoolchildren as possible to participate and become interested in them. In the process of informal communication, mutual understanding arises, the circle of friends expands, and any creative activity contributes to the development of positive qualities in students.
In my practice, I use various forms of extracurricular work: special courses, games, KVNs, quizzes.
Information about elective courses, additional educational courses over the past three years
I have developed work programs for clubs and special courses, which were reviewed at a meeting of the historical and philological department and approved at a meeting of the school’s MS.
Circle5-9
"Days military glory Russia"
Circle
9, 11
“Social studies tasks”
Elective course
8
"Jurisprudence"
Elective course
8
"Economic Issues"
Elective course
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
_________ N.N. Kuznetsova
04/20/2014
The peculiarity of the courses is that they introduce a certain differentiation into the learning process of schoolchildren, i.e. training is carried out according to various curricula and programs, taking into account individual abilities, inclinations, giftedness of children.
Every year, school students take part in games and competitions and show consistently high results.
April2011
Urban
1 place
Urban
1st, 3rd place
Essay competition in history and social studies
Urban
1, 2, 1 place
Scientific and practical conference for schoolchildren “Science Day”
Urban
2nd place
Contest " Armed forces»
Regional
participation
Urban
1 place
Competition “Experts of the Law on Protection of Consumer Rights”
Urban
2nd place
Competition “Experts of the Law on Protection of Consumer Rights”
Urban
2nd place
Competition "From Stalingrad to Kursk"
Urban
2nd place
Intellectual tournament “The power of the people in unity”
All-Russian
2nd place
Presentation competition “Consumer Rights”
Urban
participation
Internet quiz “From child rights to human rights”
Regional
participation
Social Studies Essay Competition
Urban
1 place
Scientific and practical conference for schoolchildren “Morals, language, and holy antiquity”
Urban
1 place
Games
Game "Vivat Middle Ages"
Urban
1 place
Game "The Smartest"
Urban
2nd place
Game “First stage “Zarnitsa”
Urban
3rd place
Game "The Smartest"
Urban
participation
Game "The Smartest"
Urban
1 place
Game “At the Theater of the Goddess Clio”
Urban
1 place
Game "Vivat Middle Ages"
Urban
participation
Game "The Smartest"
Urban
1 place
Game "Zarnitsa" (theoretical stage)
Urban
3rd place
Game “At the Theater of the Goddess Clio”
Urban
1 nomination
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
_________ N.N. Kuznetsova
04/20/2014
Right.
Director of Municipal Educational Institution Secondary School No. 6 in Tynda
_________ N.N. Kuznetsova
04/20/2014
Criterion 3 – “Results of the activity of a teaching worker in the professional community”
3.1.Innovative activities of teaching staff
I take part in the work of the city site “Teacher Unity”, in the work of the school’s creative group on the formation of universal educational activities, I actively use and extracurricular activities information and communication materials, website materials.
In addition to organizing student research activities in history and social studies lessons with2010 I have been self-educating for years
Expert assessment of a teacher’s methodological development for compliance with the highest qualification category. Methodological development is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies themselves about teaching and upbringing in relation to a specific lesson topic, curriculum topic, course teaching in general . Methodological development can be both individual and collective work. It is aimed at professional and pedagogical improvement of a teacher or master of industrial training or the quality of training in educational specialties. Methodological development can be: * development of a specific lesson; * development of a series of lessons; * development of the program topic: * development of a private (author's) method of teaching the subject; * development of a general methodology for teaching subjects; * development of new forms, methods or means of training and education; * developments related to changes in the material and technical conditions of teaching the subject. There are quite serious requirements for methodological development. Therefore, before you start writing it, you must: 1. Carefully choose the topic for development. The topic must be relevant, known to the teacher, and the teacher must have accumulated some experience on this topic. 2. Determine the purpose of methodological development. 3. Carefully study the literature, teaching aids, positive experience on the chosen topic. 4. Draw up a plan and determine the structure of methodological development. 5. Determine the directions for future work. When starting work on drawing up a methodological development, it is necessary to clearly define its purpose. For example, the goal may be the following: determining the forms and methods of studying the content of the topic; disclosure of experience in conducting lessons on studying a particular topic of the curriculum; description of the types of activities of the teacher and students; description of the methodology for using modern technical and information teaching aids; connecting theory with practice in the classroom; use of modern pedagogical technologies or their elements in lessons, etc. Requirements for methodological development: 1. The content of methodological development must clearly correspond to the topic and purpose. 2. The content of methodological development should be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and teaching techniques, forms of presentation of educational material, and the use of modern technical and information teaching aids. 3. Author's (private) methods should not repeat the content of textbooks and educational programs, describe the phenomena and technical objects being studied, or cover issues presented in general pedagogical literature. 4. The material should be systematized and presented as simply and clearly as possible. 5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used must correspond to the pedagogical thesaurus. 6. Recommended methods, teaching techniques, forms and means of teaching should be substantiated by references to your teaching experience. 7. Methodological development must take into account the specific material and technical conditions of the educational process. 8. Orient the organization of the educational process towards the widespread use of active forms and methods of teaching. 9. Methodological development should address the question “How to teach.” 10. Must contain specific materials that a teacher can use in his work (task cards, UPD samples, lesson plans, instructions for laboratory work, diagram cards, tests, level-by-level tasks, etc.). Structure of methodological development General structure: 1 Abstract. 2. Contents. 3. Introduction. 4. Main part. 5. Conclusion. 6. List of sources used. 7. Applications. The annotation (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what issues it reveals, and to whom it may be useful. The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education. Methodological development of the program topic The main part may consist of the following sections: * characteristics of the topic; * planning the study of the topic; * recommendations on the organization and methodology of studying the topic. The characteristics of the topic indicate: - Educational goals and objectives of the topic; - Planning the topic and the number of hours allocated to study it; - Knowledge and skills that students must acquire or improve; - Place and role of the topic in the course; - Connection with previous or subsequent material, as well as intra-subject and inter-subject connections; - A didactic analysis of the content of the material is given; - The levels of study and assimilation of educational material are highlighted; - A comparative analysis of the quality of teaching using the proposed methodology with the methodology that was used by the teacher before using the proposed methodological development is possible. When planning a training topic, you must: 1. Think over the methodology for teaching the topic. 2. Select examples, illustrations, outline laboratory and practical classes, tests, excursions, etc. 3. Highlight the main issues that students must firmly grasp. 4. Analyze the educational capabilities of the educational material and the methodology used. In conclusion (1-2 pages) sums up the problematic issues that were posed by the teacher when starting to compile the methodological development. The structure of the methodological development of a theoretical teaching lesson. The main part can be divided into the following sections: 1. Methodological justification of the topic. 2. Methodological recommendations for conducting a lesson. 3. Lesson plan (with technological map). 4. Didactic material for the lesson (may not be included in the form of attachments). 5. List of literature (sources) for students. 6. List of literature for teachers. Recommended lesson plan: 1. Topic of the program. 2. Lesson topic. 3. Lesson type. 4. Type of lesson. 5. The goal is methodological. 6. Goals of education (training, upbringing, development). 7. Material and technical support of the lesson. 8. Intersubject and intrasubject connections. Approximate technological map of a lesson: Didactic structure of a lesson Methodological substructure of a lesson Signs of solving didactic problems Teaching methods Form of activity Methodological techniques and their content Teaching aids Methods of organizing activities The type of lesson is determined by the purpose of organizing the lesson, i.e. the purpose of its implementation. Type of theoretical training lessons (according to M.I. Makhmutov): * Lesson on studying new educational material. * Lesson to improve knowledge, skills and abilities. * Lesson of generalization and systematization of knowledge. * Lesson of control of knowledge, skills and abilities. * Combined. Types of practical training lessons (according to M.I. Makhmutov): * Lesson on the initial formation of skills. * Lesson on improving skills and abilities. * Lesson on completing complex tasks (works). The type of lesson is determined by the form of joint activity between the teacher and students, which dominates the lesson: 1. Lecture. 2. Conversation. 3. Independent work. 4. Practical work. 5. Laboratory work. 6. Conference. 7. Seminar. 8. Test. 9. Test. 10. Business game. 11. Excursion. 12. Mixed (several types of activities of approximately the same duration). The didactic structure of the lesson includes the following didactic tasks: 1. Motivation and stimulation of students’ activities, target setting, activation of the necessary knowledge. 2. Formation of new concepts and methods of action. 3. Application of concepts and methods of action. It is most effective when all three didactic tasks are solved in a lesson, but it can be different (this depends on the goals and type of lesson). Didactic methods (according to I.Ya. Lerner) 1. Information-receptive. 2. Reproductive. 3. Problematic: problematic presentation; heuristic; research. The form of activity depends on the method and methodological techniques used. For example: conversation, independent work, working with a book, watching a video, etc. Ways of organizing the activities of the teacher and students (according to Molchan L.L.): 1. Frontal. 2. Individual. 3. Pairs. 4. Collective. The goals of education are divided into the goals of training (formation of knowledge, skills and abilities), education (formation of views, beliefs, personality traits) and development (development of interests, thinking, speech, will, etc.). The methodological goal for each lesson involves creating conditions for the formation of knowledge, skills and abilities; development of abilities; education of personality traits, etc. If the lesson is open, then the methodological goal depends on the purpose of inviting colleagues to this lesson. General requirements for the design of methodological development. 1. The total volume of methodological development must be at least 24 sheets of computer text (font 14). If the methodological development is the development of one lesson, then at least 10 sheets. 2. The volume of the main content is at least half of the entire manuscript. 3. The volume of applications is not limited, but they must correspond to the text (links to them in the text are required). 4. References to used literature in the text should be given in square brackets. 5. The list of sources used should contain 10-15 names. If the development is only practical in nature and does not require theoretical references, then the list of sources used can be omitted. 6. The number and volume of sections is not limited. Approximate scheme of methodological development: 1. Name of development. 2. Name and form of the event. 3. An explanatory note, which indicates the objectives of the event, the proposed method of implementation, the age of the children for whom the event is designed, the conditions for its implementation. 4. Equipment, design (technical means, text options, title and authors of musical works used in the script). 5. Methodological advice for the preparatory period (correct distribution of assignments). 6. Scenario plan, course of the event. 7. Scenario of the event, where all compositional plot parts, links to authors and names of sources with page indications are observed. 8. Methodological advice to organizers and directors (where it is better to hold the event, design options, ways to create an emotional mood, warnings against mistakes). 9. Methodological advice for the immediate aftereffect period (how to summarize, what to do to consolidate the result, etc.). 10. List of references. 11. Author of the development, position, place of work.