Motivational component of the lesson on FGOS chemistry. Modern chemistry lesson taking into account the requirements of the Federal State Educational Standard

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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LESSON AS THE MAIN ORGANIZATIONAL FORM IN TEACHING CHEMISTRY

Lesson in the system of educational forms

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

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

In addition to the lesson, there are other organizational forms of work that have already been established in modern schools: extracurricular activities, extracurricular (extracurricular) activities, excursions, etc.

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

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

Lesson as a system. Requirements for a chemistry lesson

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

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

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

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

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

training taking into account interdisciplinary connections;

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

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

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

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

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

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

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

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

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

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

Planning a chemistry lesson system

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

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

Working on content and determining the purpose of the lesson

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

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

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

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

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

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

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

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

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

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

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

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

simple substances can react with each other;

when simple substances combine with oxygen, oxides are formed;

typical metal oxides are basic;

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

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

A lot is also known about water:

water reacts with metal oxides;

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

water reacts with sodium (and other alkali metals) to release hydrogen;

water reacts with fluorine and chlorine to release oxygen.

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

periodic law and periodic system of elements by D. I. Mendeleev;

atomic structure;

chemical bond;

electrolytic dissociation;

redox processes;

concept of a displacement series of metals.

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

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

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

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

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

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

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

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

Determining the lesson structure

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

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

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

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

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

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

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

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

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

Making a lesson summary

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

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

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

Motivational component of the lesson on FGOS chemistry. Modern chemistry lesson taking into account the requirements of the Federal State Educational Standard

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