Non-standard lessons. Technology for conducting non-standard lessons

Non-standard lesson forms

(modern methods and forms of work in music lessons)

The orientation of modern education towards the diversified development of a child’s personality presupposes the need for a harmonious combination of educational activities themselves, within the framework of which basic knowledge, skills and abilities are formed, with creative activities. Non-standard lessons are one of the important teaching tools, because... They form a stable interest in learning in students, relieve stress, help develop learning skills, and have an emotional impact on children, thanks to which they develop competencies. The peculiarities of non-standard lessons lie in the desire of teachers to diversify a child’s life: to arouse interest in the lesson, in school; satisfy the child’s need for the development of intellectual, motivational, emotional and other areas. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.

In non-standard lessons, students should receive non-standard tasks. A non-standard task is a very broad concept. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard) ones. The main distinguishing feature of non-standard tasks is their connection “with activity, which in psychology is called productive,” creative. There are other signs:

students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution); unusual working conditions; active reproduction of previously acquired knowledge in unfamiliar conditions.

Non-standard tasks can be presented in the form of problem situations (difficult situations from which you need to find a way out using acquired knowledge), role-playing and business games, contests and competitions and other tasks with elements of entertainment (fantastic situations, dramatizations, riddles, “investigations”) .

Of course, non-standard lessons, unusual in design, organization, and delivery methods, are more popular with students than everyday training sessions with a strict structure and established work schedule. Therefore, all teachers should practice such lessons. But turning non-standard lessons into the main form of work, introducing them into the system is impractical due to a large loss of time, lack of serious cognitive work, low productivity, etc.

The use of non-traditional forms of lessons, in particular a game lesson, a discussion lesson, is a powerful stimulus in learning; it is a diverse and strong motivation. Through such lessons, cognitive interest is aroused much more actively and quickly, partly because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary educational activities.

Non-traditional forms of lessons are emotional by nature and therefore are capable of reviving even the driest information and making it bright and memorable. In such lessons, it is possible to involve everyone in active work; these lessons are opposed to passive listening or reading.

Analysis of pedagogical literature made it possible to identify several dozen types of non-standard lessons. Their names give some idea of the goals, objectives, and methods of conducting such classes. We list the most common types of non-standard lessons.

Teachers have developed many methodological techniques, innovations, and innovative approaches to conducting various forms of classes. Based on the form of delivery, the following groups of non-standard lessons can be distinguished:

1. Lessons in the form of competitions and games: competition, tournament, relay race, duel, KVN, business game, role-playing game, crossword, quiz, etc.

2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reportage, review.

3. Lessons based on non-traditional organization of educational material: a lesson of wisdom, revelation, a block lesson, a “understudy” lesson begins to take effect.”

4. Lessons reminiscent of public forms of communication: press conference, auction, benefit performance, rally, regulated discussion, panorama, TV show, teleconference, report, dialogue, “living newspaper”, oral journal.

5. Lessons based on fantasy: lesson-fairy tale, lesson-surprise, lesson-gift.

6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.

7. Traditional forms of extracurricular work carried over into the lesson: KVN, “the investigation is conducted by experts,” a play, a concert, a dramatization of a work of art, a debate, “gatherings,” “a club of experts.”

8. Integrated lessons.

9. Transformation of traditional ways of organizing a lesson: lecture-paradox, paired survey, express survey, lesson-test (assessment defense), lesson-consultation, reader’s form protection, TV lesson without television.

Using the Internet in the classroom.

The Internet has enormous information capabilities and equally impressive services. It is not surprising that teachers also appreciated the potential of the global Internet. But, first of all, it is necessary to remember about didactic tasks, the characteristics of students’ cognitive activity, determined by certain educational goals. The Internet with all its resources is a means of realizing these goals and objectives.

Therefore, first of all, it is necessary to determine for which didactic tasks in teaching practice the resources and services provided by the World Wide Web may be useful.

When preparing for the next lesson, it is important for the teacher to keep in mind the didactic properties and functions of each of the selected teaching aids, clearly understanding for which methodological task this or that teaching aid may be most effective.

Incorporating online materials into lesson content allows students to better understand life on our planet, participate in joint research, scientific and creative projects, and develop professionalism and skill.

A non-standard lesson is an interesting, unusual form of presenting material in class. It is designed, along with the goals and objectives of standard lessons, to develop in the student an interest in self-learning, creativity, the ability to systematize material in a non-standard form, to think originally and express oneself. In such classes, students do not just tell messages, but try to convey the main material of the lesson with the help of vivid and memorable experiences, newspapers, presentations and other things, together with the teacher. This way they take an active part in the lesson.

The variety of types of non-standard lessons allows them to be used at all levels of children’s education and in different subjects. And the introduction of new technologies into the educational process allows us to come up with new non-standard lessons.

Used Books:

1. Maksimova V.N., Zverev I.D., “Interdisciplinary connections in the educational process in modern school” /M. Enlightenment, 1987/.

2. “Fun music lessons” /compiled by Z.N. Bugaeva/, M., Ast, 2002.

3. “Traditions and innovation in musical and aesthetic education,” / editors: E.D. Kritskaya, L.V. Shkolyar /, M., Flinta, 1999.

STATE EDUCATIONAL INSTITUTION

"SELEZNEVSKAYA SCHOOL No. 18"

REPORT

ON THE TOPIC OF:

"NON-STANDARD LESSONS

AS A FORM OF TRAINING"

Prepared

Usenko E.N.

Biology and Chemistry Teacher

GOU LPR "Seleznevskaya school "18"

Seleznevka

2015

The orientation of the modern school towards the humanization of the educational process and the diversified development of the child’s personality presupposes the need for a harmonious combination of educational activities themselves, within the framework of which basic knowledge, skills and abilities are formed, with creative activities associated with the development of individual inclinations of students and their cognitive activity.

Since the mid-70s. In the domestic school, a dangerous trend has been revealed to reduce the interest of schoolchildren in classes. Teachers tried to stop the alienation of students from cognitive work in various ways. Mass practice responded to the aggravation of the problem with so-called non-standard lessons, which have the main goal of arousing and maintaining students’ interest in educational work.

A lesson is a dynamic and variable basic form of organizing the educational process, in which, within a precisely set time, the teacher deals with a certain group of students - with the class - according to a fixed schedule, using a variety of methods and teaching aids to solve the assigned tasks of education, development and upbringing.

A traditional lesson is a lesson that is characterized by order, proven regulation, discipline, and diligence of students subordinate to the teacher; the exact outlines of educational material, established traditions and stereotypes.

A non-standard lesson is an impromptu training session that has a non-traditional (unspecified) structure. A non-standard lesson is unusual in concept, organization and delivery methods.

Non-standard lessons are one of the important teaching tools, because... They form a stable interest in learning in students, relieve stress, help develop learning skills, and have an emotional impact on children, thanks to which they develop stronger, deeper knowledge. The peculiarities of non-standard lessons lie in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in the lesson, in school; satisfy the child’s need for the development of intellectual, motivational, emotional and other areas. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.

students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);

unusual working conditions;

active reproduction of previously acquired knowledge in unfamiliar conditions.

Advantages of non-standard lessons:

non-standard lessons fill the gaps in reproductive methods, lack of differentiation;

mobility of the structure;

the formation of subjective relationships by increasing the activity of students not only in the lesson, but also during its preparation;

changing the emotional background of the lesson;

assessment of students' knowledge at all stages of the lesson.

use of collective methods of work: responsibilities are distributed among team members taking into account their individual characteristics and interests; in the process of collective work, optimal ways of interrelating group members are sought, correction of the activities of individual students if their actions are not consistent with the general plan of collective work;

development of skills and abilities of independent work, desire for independent search: material presented in a new form is perceived as information that makes you think, understand and remember;

interested attitude to educational material: when preparing for a lesson, students themselves look for interesting material, find amazing facts, questions, write poems, songs on a specific topic;

intensification of student activity: these are no longer ordinary students, but active participants in the educational process;

mastering ways to manage collective activities: lessons teach you to listen, analyze, learn to argue, convince, defend your opinion, listen to the opinions of your comrades, find a quick way out of a current situation, and solve problematic issues;

the formation of new relationships between teachers and students: students become partners with the teacher in creativity in an atmosphere of cooperation and teamwork;

assessment of students’ activities by their friends and fellow students: this assessment is sometimes more significant for them than the teacher’s assessment.

Disadvantages that teachers make when organizing non-standard lessons:

spontaneity and unsystematic application;

lack of forecast of positive changes, shifts in the development of students;

not all teachers can determine the idea of a lesson and its developmental possibilities;

the predominance of reproductive learning technologies;

attention is paid primarily to the form rather than to its content;

overloading some lessons with educational material, often factual.

Basic principles of non-standard lessons.

relationship of mutual understanding with the student;

teaching without coercion;

the principle of a difficult goal;

the principle of support for the student, which can be a guiding thread of a story, a rule, or a method of solving a problem;

the principle of assessment as a respectful attitude not only towards children’s knowledge, but also ignorance, encouraging a sense of duty and responsibility;

principle of self-analysis;

principle of appropriate form;

the principle of the intellectual background of the class and personal approach;

refusal of a template in organizing a lesson, of routine and formalism in conducting;

maximum involvement of class students in active activities in the lesson. Not entertainment, but fun and passion as the basis for the emotional tone of the lesson;

support for alternativeness, plurality of opinions;

development of the communication function in the lesson as a condition for ensuring mutual understanding, motivation to action, and a feeling of emotional satisfaction;

“hidden” (pedagogically appropriate) differentiation of students according to educational capabilities, interests, abilities and inclinations;

using assessment as a formative, and not just a resultant, tool.

Non-traditional lesson forms can be considered as one of the forms of active learning.

Preparing and conducting a lesson in a non-traditional form consists of four stages:

1. Intent.

2. Organization.

3. Carrying out.

4. Analysis.

Concept

This is the most difficult and responsible stage. It includes the following components:

determination of time frames;

determining the topic of the lesson;

determining the type of lesson;

class selection;

choosing a non-traditional lesson form;

choice of forms of educational work.

Organization

This stage in preparing a non-traditional lesson consists of substages:

distribution of responsibilities (between teacher and students);

writing a lesson script (indicating specific goals);

selection of tasks and criteria for their assessment, lesson methods and teaching aids; - development of criteria for assessing student activities.

Individual work. Possible options for writing assignments:

all students receive the same task;

Same type of tasks with different data (or with similar wording);

Different tasks (by wording, method of solution, complexity);

Other options.

Carrying out.

During the lesson, individual or group work of students is organized.

Group work. Groups can be offered:

the same task (if the group is of the same level);

tasks that are the same in difficulty level, but different in wording, methods of solution, initial data (for same-level groups);

Tasks that differ in difficulty level (for groups of different levels); in particular, if a complex problem is being solved in a lesson, it can be divided into several subtasks and distributed among groups;

Other options.

The volume of tasks, their level of complexity, the number of tasks for each student (or group) - all this depends on the time of the lesson, the characteristics of the class (for example, the pace of work), the individual characteristics of students and other factors.

Analysis

The final stage of conducting a non-traditional lesson is its analysis. Analysis is an assessment of the past lesson, answers to questions: what worked and what didn’t; what are the reasons for failures, assessment of all the work done; looking back to help draw conclusions for the future. It is necessary to pay attention to the following important points.

Thus, the effectiveness of learning is directly dependent on the student’s level of activity in cognitive activity and the degree of his independence in this process. The inclusion of schoolchildren in educational and cognitive activities to achieve learning goals is ensured with the help of means of activation, which are the content of education, methods and forms of teaching. Therefore, the teacher should always set himself the task of forming the cognitive activity of schoolchildren as the motive for their activity and correctly using it as a means of teaching. One of the forms of teaching that activates the cognitive activity of students is a non-standard lesson.

ALGORITHM FOR ANALYSIS OF A TEACHER'S LESSON

1. What requirements did you follow?

2. How is the relationship between the lessons in the topic taken into account?

3. How were the characteristics of students, including strong and weak, taken into account?

4. How did you determine the triune task of the lesson?

5. How are student activities planned?

6. Is the educational material chosen correctly for the lesson?

7. Have the techniques and methods of the teacher and students justified themselves, if not, then why?

8. Did the visual aids and TSO used justify themselves, if not, then why?

9. What contributed to the development of students’ cognitive abilities?

10. What is the pedagogical value of students’ independent work?

11.What did the lesson give for the formation of the students’ worldview, for the education of their moral traits, will, character, and culture of behavior?

12. How was the course of the lesson anticipated and justified?

13. What difficulties did the whole class and individual students have? How were they overcome? Causes of difficulties and ways to eliminate them.

14. Have the goal and objectives of the lesson been achieved, by what criteria was this determined, if not, then why?

15. Assessing the effectiveness of the lesson.

16. Self-assessment of the lesson by the teacher.

17. Ways to improve the lesson.

The opinions of teachers on non-standard lessons differ: some see in them the progress of pedagogical thought, the right step towards the democratization of the school, while others, on the contrary, consider such lessons a dangerous violation of pedagogical principles, a forced retreat of teachers under the pressure of lazy students who do not want and are unable to work seriously .

Types of non-standard lessons.

1. Lessons in the form of competitions and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.

2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reportage, review.

3. Lessons based on non-traditional organization of educational material: a lesson of wisdom, revelation, a block lesson, a “understudy” lesson begins to take effect.”

5. Lessons based on fantasy: lesson-fairy tale, lesson-surprise, lesson-gift from Hottabych.

6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.

7. Traditional forms of extracurricular work transferred within the framework of the lesson: KVN, “experts conduct the investigation,” matinee, performance, concert, staging of a work of art, debate, “get-togethers,” “club of experts.”

8. Integrated lessons.

Non-standard tasks can be presented in the form of problem situations (difficult situations from which one must find a way out using acquired knowledge), role-playing and business games, contests and competitions (based on the principle “who is faster? Bigger? Better?”) and other tasks with elements entertainment (everyday and fantastic situations, dramatizations, linguistic tales, riddles, “investigations”).

1. Non-standard lessons should be used as final ones when generalizing and consolidating the knowledge, skills and abilities of students;

2. Too often resorting to such forms of organizing the educational process is inappropriate, as this can lead to a loss of sustainable interest in the academic subject and the learning process;

3. A non-traditional lesson should be preceded by careful preparation and, first of all, the development of a system of specific training and education goals;

4. When choosing forms of non-traditional lessons, the teacher must take into account the characteristics of his character and temperament, the level of preparedness and the specific characteristics of the class as a whole and individual students;

5. It is advisable to integrate the efforts of teachers when preparing joint lessons, not only within the framework of the subjects of the natural and mathematical cycle, but also in the subjects of the humanities cycle;

6. When conducting non-standard lessons, be guided by the principle “with children and for children,” setting one of the main goals to educate students in an atmosphere of kindness, creativity, and joy.

Example of a non-standard lesson

At school:

General fairy tale lesson on chemistry in 8th grade

TECHNOLOGY OF CONDUCTING NON-STANDARD LESSONS

CONTENT

INTRODUCTION ………………………………………………………….. 3

THEORETICAL AND METHODOLOGICAL FOUNDATIONS ANDPEDAGOGICAL CONDITIONS FOR APPLICATION OF NON-STANDARD LESSONS

“Pros” and “cons” of a non-traditional lesson…………………6
Signs of a non-traditional lesson …………………………. 7
Principles of a non-traditional lesson ………………………… 7
Periods of preparation and conduct of non-standard lessons. 8
Non-traditional lessons - as a form of increasing cognitive interest 9 2.METHODOLOGY OF CONDUCTING NON-STANDARD LESSONS
Classification of non-standard lessons (types of lessons)...….. 11
Groups of lessons.……………………………………………………….…….. 11

1.8. Classification of lessons based on not quite ordinary and completely unusual methods and forms of their implementation...........……….. 13

CONCLUSION.……………………………………………………

LITERATURE ………………………………………………………

INTRODUCTION

A modern lesson is a democratic lesson. It is conducted not for students, but together with students. Among the children there are no stupid ones, there are simply those who have already become interested and those who have not yet managed to be interested. A teacher must understand and imagine his role in the life of the state, school, in the life of his students, systematize knowledge, skills, study new technologies that will help him make the learning process interesting, effective, and democratic. We need to discard verbal learning and move on to learning by doing.

“The goal of school is to introduce people to life, understand it, find their place in it,” wrote Sofia Russova.

Interest arises when a person works himself, that is, when

AND individual,

N harnessed,

T creative,

E daily

R work.

E naturally

WITH humor.

A modern school is looking for various ways to implement its functions, one of which is the use of non-traditional forms of education. Currently, a new education system is being formed, focused on entering the global educational space. We must develop in students new thinking, a new approach to life.

Non-traditional lessons develop students' thinking and creativity.

“Creativity is not a luxury for a select few, but a general biological need that is sometimes not realized by us.” - G. Ivanov.

Of course, something is given to a child by nature, something by upbringing. But we can develop the student’s abilities that he already has. And it all starts from the student’s interest (the word “interest” can be perceived with a slightly different connotation: the parents promised to buy a computer - so the student became interested). And to awaken the student’s interest, there is no better way than using non-standard forms of teaching. This:

Makes the learning process attractive and interesting;

Teaches to use knowledge in practical activities;

Develops analytical and logical thinking;

Promotes the creative growth of the teacher;

Promotes student activity.

Using non-standard lessons as repetition and generalization

material ensures not only time savings, but also the success of learning, attracting an increasing number of students. In such lessons, the acquisition of knowledge

occurs more intensively, student activity increases, educational material is processed faster and mainly in class, and the amount of homework decreases.

You can use modern pedagogical literature for this, which recommends possible topics for non-traditional lessons, and also offers many ready-made lessons. For example, Nedbaevskaya L. S., Sushenko S. S. “Development of the creative potential of students in physics lessons. Non-standard physics lessons”, S. Borovik “Methodology for conducting non-standard physics lessons”, Lanina “Non-standard forms of organizing physics lessons”, in the book by M. Bravermann “Physics lesson in a modern school. Creative search for teachers” used materials from the experience of teachers.

These authors in their works emphasize the high effectiveness of non-standard lessons, their ability to intensify the cognitive activity of students, and also provide various classifications of lessons and methods for conducting them.

In my work, I will try to show all the pros and cons of a non-traditional lesson, the feasibility of its use, effectiveness, and the influence of this form of lesson delivery on increasing the cognitive interest of students and developing their creative abilities.

Non-traditional lessons are designed for the active activity of students and are the basis for the acquisition of knowledge.

THEORETICAL AND METHODOLOGICAL FRAMEWORKS AND PEDAGOGICAL CONDITIONS FOR APPLYING NON-STANDARD LESSONS

1.1. Pros and cons of a non-traditional lesson

Today, there are a huge number of unusual teaching methods and entire lessons, but not all of them correspond to generally accepted ideas about non-standardization in education, about the unusualness of the lesson, and, finally, do not correspond to ideas about either the lesson or the method. When choosing from this array exactly the information that is necessary, the teacher, as a rule, relies on his intuition, and not on any scientific grounds.

This “choice” leads to significant disadvantages that reduce the pedagogical effectiveness of the educational process:

spontaneity and unsystematic use. The only exceptions are the lessons of the lecture-seminar system, which came from the practice of higher education and are therefore relatively fully justified. But this system is used mainly in high schools and does not include a number of new forms of lessons;

lack of forecast for positive changes - growth in the quality of knowledge and skills, changes in the development of students. Not all teachers can determine the main idea of the lesson, its developmental possibilities;

the predominance of reproductive learning technologies. Attention is paid primarily to the form of organization of the educational process, and not to its content. This affects the number and content of conclusions and conclusions, the final forms of activity;

overloading of some lessons with educational material, often

factual. This especially applies to integrated lessons,

educational conferences, sometimes entertaining forms of lessons. Retreat

stages of generalization, work with factual material predominates, not

of special educational significance. Facts involved

are interesting to students, however, their educational and developmental load

insignificant.

Unusual forms are used unmotivated, as single lessons, without a noticeable connection with previously taught lessons. Final forms predominate (tests, seminars, solutions, crossword puzzles, etc.) The objectives of the lessons do not provide for the increase in new knowledge and skills, the development of students

in any respect.

1.2. Signs of a non-traditional lesson

It carries elements of the new, the external framework and venues change.

Extracurricular material is used, collective activities are organized in combination with individual ones.

People from different professions are invited to organize the lesson.

Emotional upliftment of students through the design of the office, blackboard, music, and the use of video.

Organization and implementation of creative tasks.

Mandatory self-analysis during preparation for the lesson, during the lesson and after it

carrying out.

A temporary initiative group of students must be created to support

preparing a lesson.

Mandatory lesson planning in advance.

Clearly define 3 didactic objectives.

Students' creativity should be aimed at their development.

Each teacher has the right to choose those pedagogical technologies that

They are comfortable for him and correspond to the individual characteristics of the students:

c) innovative (researchers, experimenters);

d) traditional (do as I do);

e) use non-traditional lessons.

1.3. Principles of a non-traditional lesson

Principles are especially “unworthy” of teacher attention. This category, according to the fond memory of university pedagogical training, is perceived by teachers as something abstract, having nothing to do with practical activities.

At the same time, if we consider the principles as a guide to very specific activities, it turns out that their uselessness is a figment of our lazy imagination. Evidence of this is the same experience of innovative teachers who, in order to generalize their activities and present them more clearly, resorted to the principles of cooperation pedagogy.

In general, these are the principles: relationships of mutual understanding with students; teaching without coercion; difficult goal; the principle of support for the student, which can be a guiding thread of a story, a rule, or a method of solving a problem; the prince of appreciation, as a respectful attitude not only to children's knowledge, but also ignorance, encouraging a sense of duty and responsibility; principles of self-analysis, appropriate form, intellectual background of the class and personal approach.

Crimean teachers present creative principles somewhat differently:

Refusal from a template in organizing a lesson, from routine and formalism in conducting.

Maximum involvement of class students in active activities during the lesson.

Not entertainment, but fun and passion as the basis

emotional tone of the lesson.

4. Support for alternativeness, plurality of opinions.

Development of the communication function in the lesson as a condition for ensuring mutual understanding, motivation for action, and a feeling of emotional satisfaction.

“Hidden” (pedagogically appropriate), differentiation of students

according to educational capabilities, interests, abilities and inclinations.

Using assessment as a formative (and not just a resultant) tool.

Both the first and second groups of principles set the general direction for pedagogical creativity, focusing on very specific learning activities.

1.4. Periods of preparation and conduct of non-standard lessons

In addition to the principles, researchers consider the periods of preparation and conduct of non-standard lessons to be very significant. There are 3 periods: preparatory, the lesson itself, and its analysis.

PREPARATORY.

Both the teacher and students take an active part in it. If, when preparing for a traditional lesson, only the teacher performs such activities (writing a summary plan, making visual aids, handouts, supplies, etc.), then in the second case, students are also involved to a large extent. They are divided into groups (teams, crews), receive or are assigned certain tasks that must be completed before the lesson: preparing messages on the topic of the upcoming lesson, composing

questions, crosswords, quizzes, production of the necessary teaching material, etc.

2. THE LESSON ACTUALLY (there are 3 main stages):

First stage.

It is a prerequisite for the formation and development

motivational sphere of students: problems are posed, the degree of readiness to solve them, to find ways to achieve the goals of the lesson is determined. Situations are outlined, participation in which will allow solving cognitive, developmental and educational tasks.

The development of the motivational sphere is carried out more effectively the more effectively the preparatory period is carried out: the quality of students’ performance of preliminary tasks affects their interest in the upcoming work. When conducting a lesson, the teacher takes into account the students’ attitude to the original form of the lesson; their level of preparedness; age and psychological characteristics.

Second phase.

Communication of new material, formation of students’ knowledge in various

“non-standard” forms of organizing their mental activity.

Third stage.

It is dedicated to the formation of skills and abilities. Control is usually not allocated in time, but “dissolves” in each of the previous stages.

During analysis of these lessons, it is advisable to evaluate both the results of teaching, education, and development of students, and the picture of communication - the emotional tone of the lesson: not only in the communication of the teacher with students, but also in the communication of students with each other, as well as individual work groups.

Since the mid-70s. In the Russian school, a dangerous trend has been revealed of a decrease in the interest of schoolchildren in classes. Teachers tried to stop the alienation of students from cognitive work in various ways. Mass practice responded to the aggravation of the problem with so-called non-standard lessons, which have the main goal of arousing and maintaining students’ interest in the academic subject.

A non-standard lesson is an impromptu training session that has a non-traditional (not established) structure.

The views of teachers on non-standard lessons differ: some see in them the progress of pedagogical thought, the right step towards the democratization of the school, while others, on the contrary, consider such lessons a dangerous violation of pedagogical principles, a forced retreat of teachers under the pressure of lazy students who do not want and cannot work seriously.

So, the effectiveness of the educational process largely depends on the teacher’s ability to properly organize a lesson and wisely choose one or another form of conducting a lesson.

A child’s development in the classroom occurs in different ways. It all depends on what exactly is meant by development.

If we keep in mind that development is the increase in knowledge, skills and abilities to perform certain actions (add, subtract, analyze, generalize and develop memory, imagination, etc.) - such development is ensured precisely by traditional lessons. It can go fast or slow.

If you prefer a quick option, then you need to turn to a non-traditional lesson organization.

When conducting open lessons, this form is always advantageous, because it presents not only game moments, original presentation of material, and student engagement not only in preparing lessons, but also in conducting the lessons themselves through various forms of collective and group work.

The tasks that students receive in non-traditional lessons help them live in an atmosphere of creative exploration. Tasks can be completely different.

The organizational aspect, the course of the lesson, and the outcome of the lesson can be non-traditional. It depends on the professionalism and creative talent of the teacher.

Students' creative abilities can only develop in the process of creative activity. Since thinking is a creative and productive process through which new knowledge appears and the unknown is revealed, training must be organized in such a way that the student discovers something subjectively new for himself in the lesson, although this scientific information may already be known to humanity. In this case, “His Majesty” a non-standard lesson comes to our aid.

I. METHODOLOGY FOR CONDUCTING NON-STANDARD LESSONS.

2.1. Ordinary and unusual lessons

Lessons with modified methods of organization: lesson-lecture, lecture-paradox, protection of knowledge, protection of ideas, lesson for two, lesson-meeting.

Lessons based on fantasy: a fairy tale lesson, a creativity lesson: an essay lesson, an invention lesson, a creative report lesson, a comprehensive creative report, an exhibition lesson, an invention lesson, an “amazing thing is nearby” lesson, a fantastic project lesson, a story lesson about scientists: benefit lesson, portrait lesson, surprise lesson, lesson - a gift from Khotabych.

Lessons that imitate any classes or types of work: excursion, correspondence excursion, walk, living room, travel to the past (future), traveling around the country, train trip, expedition lesson, defense of tourism projects.

Lessons with a game-based competitive basis: a lesson-game, a lesson-domino, a test crossword puzzle, a lesson in the form of the game “Loto”, a lesson like: “Experts lead the investigation”, a lesson - a business game, a generalization game, a lesson like KVN, a lesson "What? Where? When?”, relay lesson, competition, game, duel, competition, etc.

Lessons that involve the transformation of standard methods of organization: paired survey, express survey, test lesson, assessment defense, consultation lesson, workshop lesson, seminar lesson, reader's form defense, television lesson without television, lesson - public review of knowledge, lesson - consultation, final interview, student conference.

2.2. Classification of non-standard lessons (types of lessons)

There are a great many classifications of conventional methods and lessons. But these are well-known, traditional classifications. As for the not quite ordinary ones, there are attempts at classification, but the traditional typology of the lesson is used, supplemented by their non-standard forms. Typology is a distribution by type, i.e. according to various samples of something, and not according to reasons.

In I. P. Podlasy’s textbook “Pedagogy,” dozens of types of non-traditional lessons are highlighted (36 are listed), including business game lessons, game lessons, role-playing game lessons, “Field of Miracles” game lessons, etc. They are classified as different types, although it is obvious that these are lessons of the same type, at least close to each other. At the same time, the unconventionality of these lessons is very doubtful, since the lesson-game has been known for a very long time.

The “classical” typology for the main didactic goals is based not only on the planned learning outcomes, but also on the stages of the learning process (learning new material - forming new knowledge and skills, consolidating and systematizing them, monitoring and evaluating the results obtained).

The development of the theory of problem-based learning led to the division of lessons into problematic and non-problematic. This classification records the nature of students’ cognitive activity. At the same time, this classification applies primarily to lessons in learning new material.

Depending on the planned goals, individual forms of lessons can be classified into different types, for example, integrated research lessons. Thus, in integrated lessons, students can acquire new knowledge in different academic subjects; they are often taught by two or three teachers. However, if they are conducted on material known to students, then these are rather lessons in systematizing knowledge, generalizing it and repeating it. The same can be said about travel lessons and expeditions.

If they end with a description of the territory or the components of its nature, then these are lessons in acquiring new knowledge, and if the teacher distributes the roles of students and teaches them to describe natural phenomena, then these are most likely lessons in the formation of new knowledge and skills. It is possible to include similar lessons in the combined group.

It is especially difficult to classify game-based lessons. Game-based learning technologies are exceptionally diverse. The main motive of the game is not the result, but the process. This enhances their developmental value, but makes the educational effect less obvious. Undoubtedly, game lessons also have educational opportunities if they are considered not separately, but as a system. You can, for example, move from the assimilation and use of facts to their connections (from solving crossword puzzles to compiling them), from descriptions (travel lessons) to explanation (expedition lessons, research).

Classifications of non-traditional lessons in individual subjects are being actively developed.

N.V. Korotkova proposes a new classification of forms of educational activities, based on various types of educational activities:

reconstruction games (the presence of an imaginary situation that occurred in the past or present, distribution of roles);

discussion games (the presence of a situation that models various forms of discussion, the creation of a conflict of opinions, analysis of the past by experts from the point of view of modernity);

competitive games (the presence of fixed rules, the absence of a plot and roles, the foreground of subjective-objective relations).

Based on discussion activities:

Seminars (individual work);

Structured discussions (group work);

Problem-based and practical discussions (collective class activities).

Based on research activities:

Practical exercises (collective class activities);

Problem-based laboratory classes (group work);

Research lessons (individual work).

The wonderful book “Physics Lesson in a Modern School: Creative Search for Teachers” is devoted to the methodology of conducting non-traditional physics lessons, which is based on general ideas, the development of lesson systems, descriptions of new types of lessons, individual creative teaching methods and the organization of student work in the lesson.

The desire for transparency was expressed in lessons such as: “Public review of knowledge” and “Press conference”; a desire for reflection, discussion and debate, during which only the correctness of any point of view can be proven - in debate lessons; the need for initiative, creatively thinking people and conditions for their manifestation - in lessons based on children's initiative, in invention and writing lessons, creative exhibitions and reports.

A clear awareness of the importance of business partnerships, creative collaboration and the ability to lead them, to which we are still poorly accustomed, in lessons using group forms of work; the need to respect a task, to be able to carry it out competently and to judge a person by his specific achievements (and not just by words) - in organizing lessons - role-playing games.

The turn of society towards a person - his inner world, aspirations, needs - in consultation lessons and lessons with didactic games that are so well consistent with the characteristics of a teenager’s nature, as well as in the use of various techniques in lessons, expanding and strengthening human contacts - in those types of organization educational work in the lesson, where mutual assistance of students is widely used (lessons of mutual teaching of new material in micro-groups - “crews”, activities in the “first aid” lesson, student consultants and assistants).

2.3. Lesson groups

Teachers identify the following groups of lessons:

Lessons reflecting modern social trends: lesson. Built on the initiative of students, the lesson is a public review of knowledge, a debate lesson, a lesson using computers.

Lessons using game situations: lesson - role-playing game, lesson - press conference, lesson-competition, lesson-KVN, lesson-travel, lesson-auction, lesson using a didactic game, lesson - theatrical performance.

Creativity lessons: an essay lesson, a lesson on publishing a “living newspaper”, an invention lesson, a comprehensive creative lesson, a lesson on visiting an amateur exhibition.

Traditional lessons with new aspects: lesson-lecture, lesson-seminar, lesson-solving problems, lesson-conference, lesson-excursion, lesson-consultation, lesson-test.

We believe that a lesson, as a work of authorship, should be characterized by consistency and integrity, a unified logic of joint activity between teacher and students, subordinated to common goals and didactic tasks that determine the content of educational material, the choice of teaching tools and methods. Only under these conditions the process of cognitive activity and behavior of schoolchildren become developmental.

2.4. Classification of lessons based on not quite ordinary and not at all

unusual methods and forms of their implementation

The not so common ones include:

lessons with modified methods of organization: lesson-lecture, lesson-paradox, protection of knowledge, protection of ideas, lesson for two, lesson-meeting;

lessons based on fantasy: a fairy tale lesson, a creativity lesson: an essay lesson, an invention lesson, a creative report lesson, a comprehensive creative report, an exhibition lesson, an invention lesson, an “amazing thing nearby” lesson, a fantastic project lesson, a story lesson about scientists: benefit lesson, portrait lesson, surprise lesson, lesson - a gift from Hottabych;

lessons that imitate any classes or types of work:

excursion, correspondence excursion, walk, living room, trip to the past (future), travel around the country, train trip, expedition lesson, defense of tourism projects;

lessons with a competitive game basis: a game lesson: “Come up with a project”, a “domino” lesson, a test crossword puzzle, a lesson in the form of a “Loto” game, a lesson like: “The investigation is carried out by experts”, a business game lesson, a generalization game, lesson like KVN, lesson: “What? Where? When?”, lesson relay race, competition, game, duel, competition: lesson-magazine, lesson-quiz, lesson-football match, lesson-test, lesson-game for parents, lesson-role-playing game: “The family discusses their plans”, lesson-didactic game, lesson-crossword, game-generalization, lesson-“lucky trade”, lesson-game “Climbing”;

lessons involving the transformation of standard methods of organization: paired survey, express survey, test lesson, assessment defense, consultation lesson, workshop lesson, seminar lesson, reading form defense, TV lesson without television, general knowledge review lesson, lesson- consultation, final interview, student conference.

2.5. Lessons with modified ways of organization

LESSON – LECTURE.

A school lecture involves an oral presentation of educational material, which is distinguished by greater capacity than a story, greater complexity of logical constructions, images, evidence, generalizations, when it is necessary to form a holistic idea of the subject.

Basic conditions for organizing a lesson in the form of a lecture.

1.If the educational material is difficult for independent study.

2. In the case of using an enlarged didactic unit.

3.Lessons in generalizing and systematizing knowledge both on one topic and on several, as well as final for the entire course.

4.Introduction to the topic.

5.Lessons that cover new methods for solving problems.

Methodology for conducting a lesson-lecture.

When preparing for a lecture, the teacher must have a clear plan for its implementation. When teaching a lesson through lectures, techniques and forms are needed to make students active participants. Therefore, one should prefer a problematic presentation of the material. A problematic situation arises as a result of the teacher’s purposeful activities.

Ways to create a problem situation:

Presenting a theoretical problem to students, explaining external contradictions, observations in facts, evidence obtained from observations or as a result of measurement;

Creating a problem by presenting a theory of the emergence and development of a concept;

Statement of the problem by analyzing and generalizing previously acquired knowledge and skills;

The emergence of a problem as a result of finding ways and means of solving problems.

The teacher poses problems and solves them himself, revealing all the contradictions of the solution, all its logic and an accessible system of evidence. Students follow the logic of presentation, control it, and participate in the solution process.

The teacher accompanies the presentation with questions that he answers himself or involves students. The teacher’s speech is of great importance: bright, emotional, logically impeccable. Students take notes in their notebooks. Therefore, the teacher must think through the content and form of writing on the board and, accordingly, in notebooks.

Various options for organizing work are possible.

For each student, tables can be prepared with an outline of the material, with gaps that are filled in while listening to the lecture.

Such tables already contain secondary text material; students do not waste time reproducing it, but fill out the part that is the topic of this assignment. Such tables are prepared in the case of systematization of knowledge and classification of concepts.

When studying certain material, analogies, comparisons, and generalizations become active methods of cognition. On the eve of the lesson, students are asked to divide the page into two parts as part of their homework. On the left side, write down the necessary definitions, theorems, etc., which will be actively used in the lesson.

The right part is completed in class under the guidance of the teacher.

In problem-based developmental education, the following typology of lectures is proposed.

1. Problem lecture. It models the contradictions of real life through their representation in theoretical concepts. The main goal of such a lecture is for students to acquire knowledge on their own.

2. Lecture-visualization. The main content of the lecture is presented in figurative form (in drawings, graphs, diagrams, etc.). Visualization is considered here as a method of information using different sign systems.

3. Lecture together. It is the work of two teachers (teacher and student) giving a lecture on the same topic and interacting on problem-based material both with each other and with students. Problematization occurs both through form and content.

4. Lecture – press conference. The content is compiled at the request (questions) of students with the involvement of several teachers.

5. A lecture-consultation is similar in type to a lecture-press conference. The difference is that the invitee (a competent specialist) has little knowledge of the methods of pedagogical activity. Consulting through a lecture allows you to activate students' attention and use their professionalism.

6. Lecture-provocation (or lecture with planned errors). Forms students’ skills to quickly analyze, navigate information and evaluate it. Can be used as a "live situation" method.

7. Lecture-dialogue. The content is presented through a series of questions that the student must answer during the lecture. This type includes a lecture using feedback techniques, as well as a programmed lecture-consultation.

8. Lecture using game methods (brainstorming methods, case study methods, etc.). Students formulate the problem themselves and try to solve it themselves.

LESSON-LECTURE “PARADOX”.

The goal is repetition of material, development of attention and critical thinking.

Organization of the lesson: based on the basic material of the history of the discipline.

1. The teacher gives a lecture, the content of which includes erroneous information, contradictory statements, and inaccuracies.

2. Students discuss the lecture, complete assignments - make a plan and find answers to the questions posed by the teacher in the material.

3. Students record mistakes “made” by the teacher.

4. Make notes in a notebook in the form of a table:

lecture plan

errors

answers on questions

5.Records are checked by a teacher or student laboratory assistant.

6. One of the students names the mistake made, the teacher reproduces the corresponding passage from the lecture.

7. Discuss the error and find out why the noted statement is incorrect.

8. Discussion of the following inaccuracy.

All works are evaluated, including the reasoning of the “error”.

These lessons activate attention, develop analytical skills, and change the motivation for learning.

The requirements for a lecture are well known: scientific character, integrity of the topic, connection with life, clarity of argumentation, evidence of conclusions, emotionality of presentation.

Paradox lectures are practiced in high schools. Their duration is 25-30 minutes, the rest of the lesson is devoted to discussion and evaluation of the work done by the students.

LECTURE-REVIEW.

The review lecture is practiced before studying a large topic. Students are given an idea of further work and its content. At the end of some questions, additional material is presented - this is a list of literature that is advisable to read. Ahead of events, the names of the laboratory (practical) work to be done are indicated; speaking about their goals, possible ways of implementation, you are invited to think and give your own version of their implementation. In addition to program work, we can recommend performing home experiments.

LESSON FOR TWO.

This lesson is taught with a guest expert in a particular field.

A special feature of these lessons is careful preparation. During the lesson there is a dialogue between the teacher and the specialist. Sometimes the guest evaluates various situations from life. The final part of the lesson is important (about a third of the time), when students are given the opportunity to ask questions and freely communicate with the guest.

LESSON-MEETING.

The goal is to “revive” modern history.

Invited: those who have visited abroad or those who are going to.

Options.

The guest himself, having previously prepared according to a special plan developed jointly with the teacher, talks about his impressions, then answers the students’ questions.

The teacher introduces the guest, talks about the country he visited, and then the students ask him questions.

2.6 Lessons with a competitive game basis

“A significant part of a child’s games is designed to refresh and excite the processes of reproduction in the mind, in order to inextinguishably support the sparks of thought...”I. A. Sikorsky.

“We need to drive the god of sleep Morpheus away from lessons and invite the god of laughter Momus more often.”Sh. A. Amonashvili.

Game forms of the lesson include role-playing, simulation, business, etc. games. In each of them, students play different roles.

Game forms are distinguished by the fact that the learning process is as close as possible to practical activity. Students must make practical decisions consistent with the nature and interests of their role. Most often, they have to play their role in a conflict situation inherent in the content of the game. Decisions in many games are made collectively, which develops students' thinking and communication skills. During the game, a certain emotional mood arises, activating the learning process.

Educational games are used to develop the ability to use acquired knowledge in practice. This is a complex form of educational activity that requires a lot of preparation and a lot of time.

Main features of educational games:

Modeling certain types of practical activities;

Modeling the conditions in which activities take place;

The presence of roles, their distribution between the participants in the game;

- difference in the role goals of the game participants;

Lessons using game methods significantly increase students’ interest in the subject, allow them to better remember formulations and definitions, and “liberate” the student and his thinking.

Game stages include:

Preliminary preparation: the class is divided into teams of approximately equal abilities, and homework is given to the teams.

Game.

Conclusion on the lesson: conclusions about the work of the game participants and grading.

Let me give some examples:

I. KVN lessons

Idea: repetition of topics and sections.

The competition consists of several competitions - stages:

warm-ups (answering questions from teams);

checking homework;

captains competition.

II. Brainstorming lessons

Idea: maximum ideas are processed in minimal time. The brainstorming method is used. To solve the problem, extraordinary solutions and a choice of options are proposed.

III. Lessons - “get-togethers”

Idea: The topics of the final lessons are worked out in free form. Physical readings based on press materials are possible, students’ worldview is formed through the prism of understanding the subject from the standpoint of science, etc.

IY. Lessons – eureka

Idea: lesson is a game. There are two teams working - theorists and entrepreneurs.

Y. Role play

Idea: for example, a production meeting to solve economic or environmental problems of a district, city, region, republic.

YI. Lesson press conference

Idea: the most prepared students act as a press center. Other students are “journalists”, “scientists”, “experimenters”. The press center answers questions raised.

YII. Auction lesson

Idea: During the lesson there is an “emotional awakening of the mind.”

What's on sale? Items made by students. Who is the buyer? The one who answers the questions better.

Yiii. Lesson “Business Game”, for example “Design Bureau”

Idea: The class is divided into groups of designers and engineers. Group leaders and VTK are appointed. The customer-teacher uses didactic material on the topic covered and instructions - an algorithm for completing orders. After listening to the instructions, the design bureau gets to work.

IX. Lesson-competition

Idea: students participate in various knowledge competitions.

X. Integrative lesson

Idea: inter-cycle lesson of several subjects.

XI. Lesson-debate

Idea: The class is divided into units of different professions. Material is collected according to its “profile”; the problem is considered from the point of view of the specialty for which it is relevant.

XII. Binary lesson

Idea: the principles of connecting theoretical training with practical training are implemented.

The principles of training are implemented:

professional orientation;

polytechnics;

relationship between theory and practice;

the only approach to considering problems and demands on students.

XIII. Block-modular training lesson

Idea: the content of topics and sections of the program is “reduced” to the required time intervals, then constructed into separate block modules and presented to students using specific forms of educational organization. The content of educational material is being optimized:

updating;

interdisciplinary coordination (content-savings);

highlighting the main, essential.

In any of these lessons, the focus should be on the person. Physics as a means of educating the individual, developing students’ self-esteem, and motivating them to cognitive action. Isn't this a modern item? Learning should come from the “student”: from his surprise to interest, from question to reflection and conclusions that explain the world around him.

2.7. Control of different levels of learning material in non-traditional lessons

In non-traditional lessons, you can control different levels of learning material:

I level the assimilation of knowledge occurs as thinking like “yes-no”, “this-isn’t that”, without establishing internal connections. Elements of the game with such tasks are present in each lesson.

Level II – the student must know the essence of the concept, its definition, connection with other concepts (for example: indicate the sequence of the occurring phenomenon). Logical chains in tasks of non-traditional lessons for students of this level of knowledge. They clearly know their “start and finish”. There are also “doses of help” for them.

Level III provides the ability to analyze concepts and connections between them, apply them in non-standard situations within the educational material of the textbook. The expression “tasks for the average student” refers precisely to this level. That is, active participants in non-traditional lessons are students with a sufficient level of knowledge, because the tasks are mainly designed for them.

IY level – students are able to analyze concepts and connections and apply them in non-standard situations, deviating from the program of activities learned in the lesson.

Children whose level of knowledge is defined as high are extraordinary individuals. They get distracted if they are not interested, they can do extraneous things, or even simply not hear anything, immersed in their thoughts. Therefore, they constantly need to be shaken up by presenting problems to them. Such children need to be noticed in time, since they are not necessarily excellent students in humanities subjects, most likely they are not. They have an unusual type of thinking. Teachers call them “why girls.” In my practice there were several such students: Dima Kalmykov graduated from Sevastopol Technical University. He works at the plant as a chief designer and has a state award. Ilya Matsievsky graduated from the ship-mechanical department of Odessa Maritime University. Berednikov Alexander and Tsisar Sergey are students of KhAI. Kirill Karakulov, an 11th grade student, and Pavel Tukhar, a 9th grade student, I hope, will make great discoveries in science.

It is an unconventional lesson, in which there are tasks of increased complexity, that develops such students, promotes their creative thinking, and shapes them into a bright, extraordinary personality that any university would be happy to hire. It is these students who make great discoveries.

Non-traditional lessons help to instill interest in the subject of physics, intensify educational and cognitive activity of students, and develop independence in working with various sources of knowledge.

CONCLUSION

In recent years, interest in non-traditional lessons has increased significantly. This is due to various transformations taking place in our country, which have created certain conditions for restructuring processes in the field of education, the creation of new types of lessons, the active introduction into lessons of various pedagogical methods and ways of developing interest among schoolchildren, proprietary programs and textbooks.

Organizing a non-traditional lesson involves creating conditions for schoolchildren to master the techniques of mental activity. Mastering them not only provides a new level of assimilation, but also gives significant changes in mental development.

So, the effectiveness of the educational process largely depends on the teacher’s ability to properly organize a lesson and wisely choose one or another form of conducting a lesson.

There is no doubt that a teacher should not encourage learning only through entertaining means. Otherwise, we will be forced to admit that “there is hardly anything more disgusting than that light buffoonish shade that some teachers try to give to teaching, trying to gild the bitter pill of science for a child.”

(K. D. Ushinsky)

Summarizing all of the above, we can conclude:the use of non-traditional lessons gives a reliable effect. This is possible in the case when the teacher correctly understands entertainment as a factor that determines mental processes, when he clearly understands the purpose of using entertainment at the moment. Naturally, for students to successfully master knowledge and develop their cognitive aspirations, non-traditional elements must be used in the lesson in combination with other didactic means.

Active cognitive activity of students in the classroom not only makes learning interesting, but also develops inquisitiveness, diligence, and willingness to work.

So that children do not lose interest in the subject, I always take into account age characteristics and think about how to diversify the forms and methods of educational activities. The development of mental flexibility and flexibility of thinking in a child depends on imagination, the ability to come up with new images, unusual conditions, and foresee their consequences.

As a result of many years of practice, I have become convinced of the effectiveness of conducting non-traditional lessons. Their main advantage isindependent preparation of students (under the guidance of a teacher!), development of thinking abilities and imagination.I often use game elements in my lessons (quizzes, relay races, physical lotto, physical dominoes, cubes, pictures, etc.), and sometimes I teach a full lesson in an unconventional way. I try to make such lessons systematic, so that the characters move from lesson to lesson. This allows you to create a holistic view of this topic.

Such forms of conducting classes “remove” the traditional nature of the lesson and enliven the thought. However, it should be noted that too often resorting to such forms of organizing the educational process is inappropriate, since non-traditional lessons can quickly become traditional, which will ultimately lead to a decrease in students’ interest in the subject.

LITERATURE

A.O. Movchan “Physics lessons in questions and answers,” Kh., “Osnova”, 2006

Davidion A.A. "Wine problems in a school physics course” /Physics at school. -200.-No.3-s. 44-45/.

Kasyanova A.K. Creative tasks / Physics and astronomy-1999. No. 2-s. 49-53/.

Korobova I. V. Accepting the development of creative scientific research in the process of unlinking physical problems /Physics: Problems of Science.-1998.Vip. 1-2.

Maksimova S.Yu. Some techniques for activating students when testing knowledge / Physics at school, - 2007, No. 5-p.49-54/.

Moiseyuk N.E. Pedagogy. Basic textbook.-5th edition, additional. and processed –K., 2007. -656 s.

Tikhomirova L.F. Development of schoolchildren's intellectual abilities. Popular manual for parents and teachers.-Yaroslavl. Academy of Development, 1997.-240 p.

A word about science: Aphorisms. Sayings. Literary quotations. Book 2nd / Comp., author. Prefaces and introductions to the chapters by E.S. Linkhteinstein-M. Knowledge, 1986.- 228 p.

I.P. Podlasy. One hundred questions and one hundred answers - M. - 1996

Podlasy I.P. “Pedagogy” - M. – 1997

Razumovsky V.G. Development of students' creative abilities in the process of teaching physics. – M.: Education, 1975, - 272 p.

Lanina I.Ya. Formation of cognitive interests of students in physics lessons: A book for teachers. – M.: Education, 1985, - 128 p.

Blinov V.N. Tests in physics - Saratov: Lyceum, 1999. - p.44.

Physics lesson in a modern school. Creative search for teachers. Book for the teacher / Comp. EM. Braverman; Ed. V.G.Razumovskrgo. – M. Education, 1993. – 281 p.

Perelman Ya.I. Entertaining physics: in 2 books. M.: Nauka 1979

Introduction

If a student at school has not learned to create anything himself,

then in life he will always only imitate,

copy, since there are few like them,

who, having learned to copy,

knew how to do it on their own

application of this information.
L. Tolstoy

The importance of the problem - the development of students' creative abilities - is due, in my opinion, to two main reasons. The first of them is a drop in interest in learning. Six-year-old children who come to school for the first time have sparkling eyes. Most of them expect something new, unusual, and interesting from studying. Children look trustingly at the teacher, they are full of desire to make more and more new discoveries with him. Unfortunately, by the end of primary school, some children lose interest in learning; but still, the majority of fifth-graders are still open to the teacher, they still have a strong motivation to learn. But by the end of ten years of study, as various psychological surveys show, from 20 to 40 percent of students retain interest in learning. How can we explain this drop in interest in learning? Here there is a contradiction between the ever-increasing complexity and richness of the school curriculum, the ever-increasing level of requirements and the ability of students to master the entire volume of information offered to them. Unable to cope with such loads, children simply stop studying and get used to the role of incapable, unpromising, lagging behind. The second reason is that even those students who seem to be successfully completing the program are lost as soon as they find themselves in a non-standard learning situation, demonstrating their complete inability to solve productive problems.

Non-standard, original, non-traditional lesson - what does this mean? It is not easy to give a definition, but everyone can distinguish a non-traditional lesson from a traditional one. In a typical lesson, students know what to expect from each step. During the lesson, they are very surprised when the teacher draws on information from other subjects. During the explanation, students are in the mood to listen to the teacher (or pretend to listen), so they perceive with surprise and interest the information presented in a non-standard form (game, lottery, KVN, “Field of Miracles”, fairy tales, etc.)

Non-standard lessons cannot be repeated every day, because the teaching function of the lesson, which consists precisely in developing a habit for a particular type of activity, is lost. Thus, it cannot be said that standard lessons are bad and non-standard ones are good. The teacher must have an arsenal of constructing both lessons.

Every teacher faces the main task - to give solid and deep knowledge of the subject to each student, to show children their inner resources, to instill in them a desire to learn, a desire to learn new things, to teach children to think critically, to test their knowledge, to prove. In addition to traditional types of lessons, we also have non-traditional or non-standard lessons, that is, lessons that have a non-standard structure. A non-standard lesson is an improvisation of educational material.

The organization of non-traditional developmental education involves creating conditions for schoolchildren to master the techniques of mental activity.

Today, the main goal of a secondary school is to promote the mental, moral, emotional and physical development of the individual.

All the most important things in the educational process for a student happen in the classroom. A modern lesson is, first of all, a lesson in which the teacher uses all the capabilities of the student, his active mental growth, deep and meaningful assimilation of knowledge, to form his moral foundations.

One of the ways to generate interest in an academic subject is the rational organization of the learning process, that is, the use of forms and techniques that stimulate independence and activity of students at all stages of learning, the use of intellectual games (puzzles, crosswords, riddles, etc.). Entertaining in the classroom is not an end in itself, but serves the purposes of developmental education. Stimulates cognitive interest. In these lessons, students most fully realize their abilities and creative independence. Non-standard lessons develop memory, thinking, imagination, independence, initiative and will of children, bring excitement and elements of entertainment into the lesson, and increase interest in knowledge. The teacher is obliged to make serious work entertaining and productive. Game tasks must completely coincide with educational ones. Non-standard lessons should be adapted taking into account the age of the children.

1. A non-standard lesson is the path to success in learning.

Relevance and significance of the topic. New standards require a non-standard approach to teaching schoolchildren. The search for new forms and methods of organizing education and upbringing of schoolchildren in our time is not only a natural, but also necessary phenomenon. At school, a special place is occupied by such forms of classes that ensure the active participation of each student in the lesson, increase the authority of knowledge and individual responsibility of schoolchildren for the results of educational work. This can be successfully solved through the technology of non-standard forms of training and education. A non-standard approach to education is the key to giving each student an equal chance to achieve certain heights in the light of the transition to new federal state educational standards for primary general education. The goal of a non-standard approach to learning is to provide each student with conditions for development in the process of mastering the content of education; the introduction of developmental, personality-oriented learning technologies, gaming, communication technologies, the use of group forms of work in the classroom, work in pairs of permanent and rotating staff.

A non-standard lesson is an extraordinary approach to teaching academic disciplines. Non-standard lessons are always holidays, when everyone has the opportunity to express themselves in an atmosphere of success and the class becomes a creative team. In my work, I use non-standard forms of teaching and education that contribute to the development of students’ interest in the subject being studied, as well as their creative independence, a favorable climate, and orient students towards communication. The organization of such lessons leads students to the need for a creative assessment of the phenomena being studied, i.e. contributes to the development of a certain positive attitude towards the educational process. The use of non-traditional forms of lessons in teaching simultaneously ensures not only the effective achievement of practical, general educational and developmental goals, but also contains significant opportunities for challenging and further maintaining the motivation of students. These lessons include a wide variety of forms and methods, especially such as problem-based learning, search activities, interdisciplinary and intradisciplinary connections, reference signals, notes; relieves tension, revitalizes thinking, excites and increases interest in the subject as a whole.

Targetthese lessons are extremely simple: revive the boring, captivate with creativity, interest in the ordinary, because... interest is the catalyst for all learning activities.

1.2. Creative principles of non-standard lessons.

1. Refusal from a template in organizing a lesson, from routine and formalism in conducting.

2. Maximum involvement of class students in active activities during the lesson.

3. Not entertainment, but fun and passion as the basis for the emotional tone of the lesson.

4. Support for alternativeness, plurality of opinions.

5. Development of the communication function in the lesson as a condition for ensuring mutual understanding, motivation to action, and a feeling of emotional satisfaction.

6. “Hidden” (pedagogically appropriate) differentiation of students according to educational capabilities, interests, abilities and inclinations.

7. Using assessment as a formative (and not just a resultant) tool.

Groups of principles set the general direction for pedagogical creativity, focusing on very specific learning activities. In addition to the principles, it is necessary to highlight as very significant: periods of preparation and conduct of non-standard lessons.

1.3. Preparation periods and conducting non-standard lessons.

1. PREPARATORY.

Both the teacher and students take an active part in it. If, when preparing for a traditional lesson, only the teacher performs such activities (writing a summary plan, making visual aids, handouts, supplies, etc.), then in the second case, students are also involved to a large extent. They are divided into groups (teams, crews), receive or collect certain tasks that must be completed before the lesson: preparing messages on the topic of the upcoming lesson, composing questions, crosswords, quizzes, preparing necessary didactic material, etc.

2. THE LESSON ACTUALLY (there are 3 main stages):

First stage.

It is a prerequisite for the formation and development of the motivational sphere of students: problems are posed, the degree of readiness to solve them, to find ways to achieve the goals of the lesson is determined. Situations are outlined, participation in which will allow solving cognitive, developmental and educational tasks. The development of the motivational sphere is carried out more effectively the more effectively the preparatory period is carried out: the quality of students’ performance of preliminary tasks affects their interest in the upcoming work. When conducting a lesson, the teacher takes into account the students’ attitude to the original form of the lesson; their level of preparedness; age and psychological characteristics.

Second phase.

Communication of new material, formation of students’ knowledge in various “non-standard” forms of organizing their mental activity.

Third stage.

It is dedicated to the formation of skills and abilities. Control is usually not allocated in time, but “dissolves” in each of the previous stages. During the period of analysis of these lessons, it is advisable to evaluate both the results of teaching, education, and development of students, and the picture of communication - the emotional tone of the lesson: not only in the communication of the teacher with students, but also in the communication of students with each other, as well as individual work groups. It is obvious that the particulars considered are only guidelines, outlines for pedagogical creativity. But they help to get started by establishing some “footholds.” A more detailed acquaintance with the unusual teaching methods and lessons that we have distributed in accordance with the well-known classification will allow you to choose more and more new grounds for educational activities.

1.4. Development of a non-standard lesson.

A non-standard lesson is a “magic crystal”, the edges of which reflect all the components of the applied teaching system. Such a lesson embodies the structural elements of the educational program: meaning, goals, objectives, fundamental educational objects and problems, types of student activities, expected results, forms of reflection and evaluation of results.

Creating an unusual lesson is “creativity squared”, since the teacher develops a system of conditions for the upcoming creativity of students. The main questions at the lesson development stage are the following: What exactly will the students create during the lesson in the direction of the topic being studied? How to ensure this process?

When designing a lesson, the following are taken into account: the educational program, the level of students’ preparation, the availability of methodological tools, the specifics of the existing conditions, the type of lesson, as well as forms and methods that will help students create the necessary educational product and achieve the main goals. The key role at this stage is composed or selected tasks for students.

After designing a lesson, its implementation occurs, which is also a creative process, since the lesson is not a simple reproduction of the intended plan. The level of creativity of children also depends on the creativity of the teacher. This means that during a lesson, the teacher is also a creator, and not a simple executor of his plan.

Let's consider the stages and features of drawing up a lesson plan focused on the creative activity of students.

1.5. Non-standard lesson plan.

A lesson plan is a tool for a teacher to implement his educational program. Therefore, lesson planning begins with planning a series of lessons on one topic (section). The teacher thinks through several interconnected lessons, provides an approximate breakdown by goals, topics, dominant activities, and expected results. The main educational results of students are formulated, which are highlighted in the general program of classes in the subject and are realistic to achieve within the framework of the section being studied.

1.6 Requirements for a non-standard lesson.

When designing a lesson, it is necessary to comply with the conditions and rules of its organization, as well as the requirements for it.

Conditions mean the presence of factors without which the normal organization of a lesson is impossible. Analysis of the educational process allows us to distinguish two groups of conditions: socio-pedagogical and psychological-didactic. In the group of socio-pedagogical ones, the presence of four most important conditions can be noted:

1) a qualified, creatively working teacher;

2) a group of students with a correctly formed value orientation;

3) necessary training tools;

4) trusting relationships between students and teachers, based on mutual respect.

In the psychological-didactic group, the following conditions can be specified:

1) the level of student learning that meets the program requirements;

2) the presence of a mandatory level, formed by the motive of study and work;

3) compliance with didactic principles and rules for organizing the educational process;

4) the use of active forms and methods of teaching.

The entire set of requirements for the educational process ultimately comes down to compliance with the didactic principles of teaching:

* educational and developmental training;

* scientific character;

* connections between theory and practice, learning and life;

* visibility;

* accessibility;

* systematic and consistent;

* independence and activity of students in learning;

* consciousness and strength of assimilation of knowledge, skills and abilities;

* purposefulness and motivation of learning;

* individual and differentiated approach to students.

In addition to the basic rules arising from didactic principles, the teacher, when preparing a non-standard lesson, is guided by special rules for organizing the lesson, based on the logic of the learning process, principles of teaching and principles of teaching. In this case you should:

Determine the general didactic goal of a creative lesson, including educational, educational and developmental components;

Clarify the type of lesson and prepare the content of the educational material, determining its volume and complexity in accordance with the goal and capabilities of the students;

Identify and detail the didactic objectives of the lesson, the consistent solution of which will lead to the achievement of all goals;

Choose the most effective combination of teaching methods and techniques in accordance with the goals, the content of the educational material, the level of students trained and didactic objectives;

Determine the structure of the lesson corresponding to the goals and objectives, content and teaching methods;

Strive to solve the set didactic tasks in the lesson itself and not transfer them to homework.

When they talk about the requirements for a lesson, as usual, they reduce them to the obligation to comply with the entire set of rules noted above. However, we note that the most significant requirements for a non-standard lesson are its focus; rational construction of lesson content; reasonable choice of means, methods and techniques of teaching; variety of forms of organizing students' educational activities.

1. 7. Comparative analysis of traditional and non-standard lesson planning.

traditional lesson	non-standard lesson
The purpose of the lesson: a) for the teacher: give new material b) for the student: to acquire new knowledge	The purpose of the lesson: a) for the teacher: organize productive activities of students b) for the student: create creative products
Types of activities in the lesson: a) for the teacher: explanation of a new topic, consolidation of the material covered b) for the student: listening to new material, memorizing, comprehending, consolidating new material	Types of activities in the lesson: a) for the teacher: organizing creative activities b) for the student: research of a new object, analysis of phenomena, etc.
The structure of the lesson is strictly according to the developed plan, without deviations.	The structure of the lesson is situational, a departure from what was planned.
The approach to the topic of the lesson is one point of view on the problem being studied set out in the textbook.	The approach to the topic of the lesson is the variety of points of view of specialists on the problem being studied.
Control - students' reproduction of the studied topic.	Control - presentation and defense by students of a creative product on a given topic.
The final stage of the lesson is summing up, consolidating the topic studied.	The final stage of the lesson is reflection, awareness of one’s own activities.

2. The need for non-standard lessons in elementary school

Non-standard lessons in primary school are an important means of learning, as they form a stable interest in learning in schoolchildren, relieve fatigue, help develop skills in the learning process, and have an emotional impact on schoolchildren, thanks to which they develop deeper and more lasting knowledge. Non-standard lessons in elementary school are always interesting when all schoolchildren are active, when everyone has the opportunity to express themselves in a successful atmosphere and the class becomes a creative team. They include all sorts of different forms and methods: search activity, problem-based learning, inter-subject and intra-subject connections, notes, reference signals, etc. Extraordinary games allow you to relieve stress, with their help, thinking is enlivened, and interest in classes in general increases.

A lesson, which in its structure is repeated many times and performs mental operations, dulls attention, becomes boring, causes a negative impact on emotions, and reduces the efficiency of the work process. It follows from this that it is necessary to break the monotony, dilute boredom with bright, unusual events that would be imprinted in memory for a long time and could positively influence the learning process.

Non-standard lessons in elementary school are necessary for the education of a moral personality. The student must always see before him examples of a creative attitude to work, then he himself will perceive creativity all the time and he will no longer have the thought of imagining a different style of activity. The variety of atypical lessons allows you to apply them in different classes and at all stages of education. And the use of new technologies in the learning process - computerization of schools, equipping schools with projectors - will make it possible to come up with new interesting lessons.

They are better absorbed and are especially good to use in general and introductory lessons. You should not always use them, because although they are interesting, in some ways they may be less useful and informative.

Non-standard lessons differ from traditional ones by an additional fantasy element, which helps to arouse interest and desire for mental activity, to independently search for solutions to examples and problems. This is especially important for elementary school students.

More often, such lessons are generalizing, consolidating, they summarize the material covered. A large volume is presented in a playful and entertaining form, which does not cause much tension and fatigue for students during the lesson. The teacher has the right to make adjustments in the lesson: make changes, additions, reductions. When a large amount of material is offered, the teacher has plenty to choose from and what to put together for his class team, taking into account the level of preparation of the students. Sometimes additional material is provided at the end of a lesson or in an appendix that the teacher can introduce into the lesson or use in other lessons.

Non-standard lessons are, as a rule, holiday lessons, although they are lessons in generalizing and systematizing a huge amount of material. Therefore, you can sometimes prepare for them in advance by giving children certain homework. When conducting non-standard lessons, be guided by the principle “with children and for children,” setting one of the main goals to educate students in an atmosphere of kindness, creativity, and joy. Too often resorting to such forms of organizing the educational process is inappropriate, as this can lead to a loss of sustainable interest in the academic subject and the learning process. A non-traditional lesson should be preceded by careful preparation and, first of all, the development of a system of specific educational and educational goals.

When choosing forms of non-traditional lessons, the teacher must take into account the characteristics of his character and temperament, the level of preparedness and the specific characteristics of the class as a whole and individual students. Each teacher in his work must use what he considers possible and necessary for him: you can use the entire lesson, or you can take individual fragments from them, you can supplement them with computer presentations, because every teacher is a creative person who cares about the strong knowledge skills of his students .

Non-standard lessons perform several functions:

Develop and support schoolchildren’s interest in learning, help realize their inclinations and capabilities;

Allows you to combine various types of group and collective educational work of students;

Develop students' creative abilities;

Promote a better understanding and comprehension of the material being studied;

They are a good remedy for information overload;

Develops the child as a person in the best way;

There is a warmer mutual understanding between students and teacher.

3. Classification of non-standard lessons in elementary school.

It is better to conduct non-traditional lessons as final ones when generalizing and consolidating the knowledge and skills of students. Some of them (travel, integrated, collective lesson, lecture) can be used when learning new material. However, too frequent recourse to such forms of organizing the educational process is inappropriate because the unconventional can quickly become traditional, which will ultimately lead to a decline in students’ interest in the subject and their studies. Therefore, lessons are held no more than 2-3 times a quarter, and it is advisable to put these lessons last on the schedule, because children are distracted by play, which can interfere with the next lessons.

Not only the teacher, but also the whole class, and sometimes parents, prepare for this type of lesson in advance. Children can make visual aids, prepare reports and messages on additional literature, decorate an office, invite and meet guests, etc.

The most common types of non-traditional lessons:

1. Lessons like KVN.

2. The lesson is a fairy tale.

3. Lessons - competitions.

4. Lessons with group forms of work.

5. Lesson is a game.

6. Lessons-tests.

7. Lessons-competitions.

8. Integrated lessons.

9. Lessons-excursions.

10. Lesson-seminar, etc.

Collective activities in the classroom. Collective types of work make the lesson more interesting, lively, instill in students a conscious attitude to educational work, provide the opportunity to repeat the material many times, help the teacher explain, consolidate and constantly monitor the knowledge, skills and abilities of students with minimal time.

One of the collective types of work is a quiz. It is carried out in any group and requires a long preparation. Such lessons are held as holidays, because... Every student wants to choose a question that cannot be answered immediately. But if no one can answer the question, then the child must answer himself. The number of questions must be determined in advance. Questions should not be repeated. If they are weak, then no mark is given, but you need to thank the child for his participation. This does not discourage children, especially weaker ones, so all students take an active part. Depending on the level of preparedness of the class, the questions can be either easy or difficult. Challenging questions keep the mind moving. Each class receives at least ten questions that would contain information and would awaken students’ desire to think and compare facts. But the interest of students, their passion for working on quizzes pays off all the effort and time spent.

Quizzes can also be conducted when asking for homework, when the topic is consolidated for 3-5 minutes, forms such as “What? Where? When?”, “Happy Accident”, “Field of Miracles” can be used, as well as staging, illustrations, applications .

Lesson-KVN

It is held in the form of competitions between teams. The stages of the lesson are tasks for teams: warm-up, practical tasks, captains' duel.

At the beginning of the lesson, each team chooses a name (preferably based on the topic of the lesson) and a team captain. The jury (parents, administration) is invited. Questions and tasks in content are informative, educational, and problematic in nature, and in form they can be entertaining, comic, or playful.

Quiz lesson

Students work individually rather than in teams.

A quiz lesson and a KVN lesson are conducted with the aim of repeating educational material.

Lesson-fairy tale

This type of non-traditional lesson is carried out when generalizing any topic. The lesson is based on fairy tales from any writers, Russian folk tales, or the teacher composes a new fairy tale. As in any fairy tale, such a lesson should have positive and negative characters. A fairy tale must have a denouement: a problematic issue, an unusual situation, a riddle, the appearance of a fairy tale hero in an unusual costume. Next comes the climax, the development of the plot, where the struggle between good and evil, unusual new information about the heroes of the fairy tale, disputes, overcoming difficulties, etc. are obligatory. During this stage of the lesson, children unnoticed by themselves answer the teacher’s questions about the past material and learn new additional material on the topic of the lesson. The fairy tale lesson ends with a denouement of the victory of good over evil, knowledge over ignorance. The lesson ends with general joy and satisfaction; The lesson is summarized and marks are given.

Test lesson in elementary school.

Performs not only a control function, but is also the main purpose of summarizing the material on a topic or section, clarifying knowledge on basic issues.

For credit, you can use final lessons, general repetition lessons, or control lessons to test skills. The calendar and thematic plan pre-determines the topics on which the test will be taken.

The preparatory part is provided in the first introductory lesson on the topic. The teacher analyzes the requirements of the program on the topic, the final result, the objectives of the test lesson, and determines questions and assignments. The teacher introduces the topic and date of the test lesson, its place and significance in the study of a new topic; informs about the requirements that will be presented at the test, about questions and assignments of various difficulties.

Lesson-seminar in elementary school.

It is characterized, first of all, by two interrelated features: independent study by schoolchildren of the software process and discussion in class of the results of their cognitive activity. On them, schoolchildren learn to speak with spontaneous messages, debate, and defend their opinions. Seminars improve the development of cognitive and research skills of schoolchildren and enhance the culture of communication.

A lesson-seminar in elementary school can be distinguished by educational tasks, sources of understanding information, forms of their implementation, etc. As practice shows, non-standard lessons in elementary school acquire common seminars - detailed conversations, seminar-reports, abstracts, creative tasks, commented reading, seminar-problem solving, seminar-debate, seminar-conference.

Integrated lesson.

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

In other words, from a practical point of view, integration involves strengthening interdisciplinary connections, reducing student overload, expanding the scope of information students receive, and reinforcing learning motivation. The methodological basis of the integrated approach to learning is the formation of knowledge about the world around us and its patterns as a whole, as well as the establishment of intra-subject and inter-subject connections in mastering the fundamentals of science. In this regard, an integrated lesson is called any lesson with its own structure if knowledge, skills and results of analysis of the material being studied by methods of other sciences and other academic subjects are involved in its implementation. It is no coincidence that integrated lessons are also called interdisciplinary lessons, and the forms of their implementation are very different: seminars, conferences, travel, etc.

A Lesson in Open Minds

Objective: learn to argue, prove your point of view, with the help of evidence, to come to the truth.

The main skills that develop in this case: the ability to listen and hear, the ability to clearly and distinctly express one’s thoughts: the ability to combine the individual and the collective.

For example, in a literary reading lesson, after reading a work, children sit in a circle to discuss the main character of the work. Each student, before expressing his point of view, must repeat the point of view of the previous student, using the memo.

1. I think...

2. I agree (agree) with ... because

3. I disagree (disagree) with...

4. I think...

Lesson-travel

The lesson is conducted in the form of an imaginary journey. The stages of the lesson are stops along the route. The guide (instructor) can be a teacher or a previously prepared student. Students are given a route sheet, then children choose transport, equipment, clothing - everything they need for the trip.

The lesson is a game.

This type of lesson can be conducted in the form of games “WHAT? Where? When?”, “Smart Men and Women”, “The Smartest”, “Tic Tac Toe”, etc. The educational task of these lessons is to generalize and systematize students’ knowledge. The first three games are played by analogy with the TV shows of the same name. The game “Tic-Tac-Toe” is played like this: the class is divided into teams: “Cross” and “Toe” are chosen by the jury or invited. For example, “Crosses” go first according to the lot and choose any competition. The teacher names a task or question for this competition. Both teams complete the task, the jury evaluates, the cell of the playing field is closed with “X” or “O” depending on who won. The winning team makes the next move. After completing all the tasks of the game lesson, the jury counts the number of “X” and “O”; names the winning team. The winning team receives A's or prizes.

From pedagogical practice, it has been noted that in a non-traditional form of education, the teacher’s position in the educational process and the nature of his activities, principles, and teaching methods change. The main task of the teacher is to organize a joint search for a solution to the problem that has arisen before the students. The teacher begins to act as the director of a mini-play, which is born directly in the classroom. New learning conditions require the teacher to be able to listen to everyone on every question, without rejecting a single answer, to take the position of each answerer, understand the logic of his reasoning and find a way out.

Lesson - conference.

The conference lesson is also unusual for children. Its success requires genuine interest in the reports, the topics of which students choose themselves. Information and messages from students must be made in a form that would ensure accessibility of the material presented to all those present. This requires individual preparatory work with speakers. The duration of each report should not exceed 10-12 minutes. This time is quite enough to present the formulation of the problem, the main results of the experiments, and conclusions. The teacher’s task is to help the student prepare a message in accordance with the topic, make sure that he presents it in good language, within the time limit. Listeners cannot perceive more than 4-5 messages in a row. You can have a lively discussion on the reports. If there are a lot of prepared reports, they are divided into two categories: oral and poster presentations. The classroom can be decorated with appropriate posters. The teacher sums up the conference. A scientific and practical conference is one of the most complex and time-consuming forms of work. Its preparation requires significant effort and time from the teacher. But all this pays off with the deep impression that a successfully held conference leaves on students.

Lesson - excursion.

Children love travel lessons and excursions. They develop collectivism, friendship, mutual assistance, thinking, memory and horizons of children. But you need to prepare for such lessons in advance: choose the place of travel, the goal, the guide, select poems, songs, questions in advance. Children help the guide compose a story, provide him with additional material, and prepare equipment. Excursion lessons can be based on simulation activities, for example, a correspondence excursion, an excursion into the past.

4. Non-standard lessons using ICT.

A modern lesson cannot be taught without the use of information and communication technologies. One of the advantages of non-traditional lessons using ICT tools is its emotional impact on students, which is aimed at forming in students a personal attitude towards what they have learned, at developing various aspects of students’ mental activity. In such lessons, children of primary school age develop the skills and desire to learn, an algorithmic style of thinking develops, knowledge and skills are laid not only in a specific academic subject, but also in mastery of ICT tools, without which further successful learning is impossible.

Presentation is a powerful means of visualization and development of cognitive interest. The use of multimedia presentations makes lessons more interesting; it includes not only vision, but also hearing, emotions, and imagination in the perception process; it helps children dive deeper into the material being studied and makes the learning process less tiring.

So, for example, when studying the topic on the surrounding world “Diversity of plants on Earth,” it is useful to ask children with the question “Do you want to learn more about the plants of our country? Let’s find information on the Internet and make a presentation together.” And during the lesson - games on this topic, the children demonstrated their presentations. Thanks to the presentations, those students who were usually not very active in the classroom began to actively express their opinions and reason.

In mathematics lessons, when conducting lessons and competitions, I use an interactive whiteboard. To attract the attention and activity of students, at the beginning of the lesson I conduct an oral count with elements of the game “Write down only the answer.” I write the examples in two columns according to the options. After the children have written down their answers, they conduct a self-test or mutual test using animation on the interactive board. Students like this type of work because they act as a teacher. When performing oral calculations, I demonstrate diagrams and puzzles.

To develop interest in Russian language lessons, I use an interactive whiteboard. I offer students creative tasks that can be expressed in: writing words, underlining spellings, highlighting parts of a word, finding the grammatical basis and minor members of a sentence.

Literary reading lessons will be uninteresting and boring if audio is not included in their content. For example, in the lesson “Generalization by section” I invite children to listen to recordings of exemplary reading of short works. This teaches expressive reading, the ability to feel the mood, and determine the character of the characters. Reading poetry accompanied by a well-chosen soundtrack evokes a storm of emotions in the souls of little listeners, a desire to try to evoke the same feelings in others. Lessons - quizzes on fairy tales - increase the creative and intellectual potential of students, expand and consolidate acquired knowledge.

The use of design and research activities in the lesson of the surrounding world allows you to develop a child’s active independent thinking and teach him not just to remember and reproduce the knowledge that school gives him, but to be able to apply it in practice. When selecting a project topic, I focus on the interests and needs of students, their capabilities and personal significance of the upcoming work, and the practical significance of the result of working on the project.

One of the forms of cognitive activity is a game that promotes the development and strengthening of interest in mathematics. In order to arouse interest in counting, I use the following role-playing games in various versions: “Fishing”, circular examples, “Who is faster”, “Find the mistake”, “Coded answer”, “Mathematical dominoes”, “Collect a card”, “Relay race” "

The game form of lessons can be used at various stages of the lesson. Determining the place of a didactic game in the structure of a lesson and the combination of game and teaching elements largely depend on the teacher’s correct understanding of the functions of didactic games and their classification. First of all, collective games in the classroom should be divided according to the didactic objectives of the lesson. These are, first of all, educational, controlling, and generalizing games.

5. Conclusion.

All non-standard lessons are interesting and carry a great emotional charge, although these lessons are preceded by a lot of painstaking work.

A non-standard lesson can rightfully be considered a real lesson. Children actively participate in the lesson, think creatively, do not wait for the end of the lesson, and do not keep track of time. The lesson brings them great joy of learning. The big advantage of non-traditional lessons is that they encourage weak students to take part, think about tasks, and instill in them confidence and a desire for active participation and learning. Thanks to non-traditional types of learning, students learn program material faster and better.

The use of non-traditional forms of lessons is a powerful incentive in learning; it is a diverse and strong motivation. Through such lessons, cognitive interest is aroused much more actively and quickly, because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary educational activities.

From everything it is clear that non-standard education has many advantages and should increasingly be introduced into schools.

Thus, we can conclude that the effectiveness of the educational process largely depends on the teacher’s ability to correctly organize a lesson and wisely choose one or another form of conducting a lesson.

Non-traditional forms of conducting lessons make it possible not only to raise students’ interest in the subject being studied, but also to develop their creative independence and teach them how to work with various sources of knowledge. All the proposed techniques and forms of work were born gradually over many years of work, some of them were borrowed from the work experience of other teachers, some from books and teaching aids. The development of new, productive educational technologies deserves the closest attention, since without updating teaching methods, as well as without updating its content, it is impossible to solve the problems facing the modern school today. A lesson can be stunningly unconventional and completely traditional, excitingly exciting and measuredly calm. That's not what's important. It is important that the form highlights and does not overshadow the content.

Literature

Recommendations for the use of computers in elementary school. //Informatics and education. - 2002. - No. 6. - P. 12‑15.
Timofeeva V.P. Research work in primary school. // Primary school, No. 2, 2008. p. 9-11.
S.V. Savinov “Non-standard lessons in elementary school.” Volgograd. Publishing house "Teacher", 2008
http://www.it-n.ru/communities.aspx?cat_no=5025&tmpl=com knowledge.allbest.ru›Pedagogy›…_0.html
Minkin S.I., Udaltsova E.D. An extraordinary lesson, or a green hare, lilac and fantasy // SOIUU, Smolensk, 2006
Contents and methods of a modern lesson: textbook. allowance. - Volgograd: VA Ministry of Internal Affairs of Russia, 2009.
Chadova N. A. Games in teaching primary schoolchildren// "Primary School Management", No. 2, 2009
Yakimenko S. I., Abramov V. V. Educational fairy tales, lessons - fairy tales//NMO "Teacher", Vitebsk, 2008.

In the practice of every teacher, there comes a time when the usual lessons turn into a routine, when the lessons proceed, so to speak, according to the usual pattern, as a result of which the teacher may notice a decrease in the students’ interest in classes. In order to solve this problem, you can use non-standard forms of lessons in your practice.

A non-standard lesson is an impromptu training session that has a non-traditional (unspecified) structure.

Non-standard forms of conducting lessons attract the attention of students, increase their interest in the subject and, as a result, contribute to better learning of the material.

As practice shows, non-traditional forms of education involve:

use of collective forms of work;
instilling interest in the subject;
development of skills and abilities of independent work;
intensification of student activities;
when preparing for a lesson, students themselves look for interesting material;
more complete implementation of practical, educational, educational and developmental learning goals.

So, let's look at the different types of non-standard lessons.

1. Lessons in the form of competitions and games:
competition, tournament, relay race, marathon (linguistic battle), duel, KVN, business game, role-playing game, crossword, quiz, etc.

For example, in the 5th or 7th grades we reinforce the use of grammatical tenses and construct various types of sentences using models. The group is divided into two teams. Various types of exercises are carried out, including games. For each task completed correctly and quickly, teams are given tokens. At the end of the lesson we count the tokens. The spirit of competition affects everyone. I look at such lessons and don’t recognize my students: I see so much burning, desire to win in their eyes. Here, the speech activity of individual students is corrected if it does not agree with the general opinion of the team.

I'll stop at lesson - competition"Finest Hour" This lesson is conducted in the form of a competition between students of the same class during one lesson. Students pair up. The first player moves forward throughout the game, and the second sits still. Each player has in his hand tablets with numbers that players must raise when choosing the correct answer. The second participants also raise cards, and if the correct answer matches, the pair is awarded a star, which can play a decisive role in the final. This continues until two couples reach the finals and compete in the decisive “battle”.

Duel - this type of activity can be carried out when composing various stories. Students talk about the material in pairs. (One at a time, then the other) The one who says the last sentence wins the duel.

2. Lessons based on forms, genres and methods of work known in social practice: research, invention, commentary, brainstorming (or brainstorming), interview, reportage, review.

Invention. Description of non-existent animals, inhabitants of other planets.

Think about it, if a polar bear is placed in Africa, and a crocodile in the north? What will they look like?

Reportage.

Imagine that you, together with Columbus, sailed to America. Tell us what you saw there and who you met? (this task is part of an integrated lesson - knowledge of geography and biology is required)
We are in a magical land. What animal would you like to turn into, and why? What can you tell us about yourself?

It hardly needs to be argued that the most reliable evidence of mastery of the target language is the ability of students to conduct a conversation on a specific topic. In this case, it is advisable to carry out lesson-interview. An interview lesson is a kind of dialogue. In such a lesson, as a rule, students master a certain number of frequency clichés and use them automatically.

3. Lessons that resemble public forms of communication: press conference, benefit performance, rally, regulated discussion, television broadcast, teleconference. It is better to conduct such a lesson as a final lesson on the topic being studied. As a rule, it is carried out in the form of a role-playing game, since it presupposes the presence of certain roles: these are conversations between members of delegations or other groups with representatives of television, the press, newspaper and magazine journalists, and photojournalists. Conference participants are given a speech task. During the lesson, students practice monologue speech and the ability to ask problematic questions of a debatable nature. Answer questions in a reasoned manner.

4.Lessons based on fantasy: fairy tale lesson, surprise lesson, gift lesson from the Sorceress, riddle lesson.

Games are riddles.

To develop speaking skills, you can use the game of riddles. This game helps you remember entire phrases. It is also important that students get used to listening carefully to the interlocutor’s speech and speaking without thinking about grammatical forms. Guessing can be done by ear or with drawings.

Riddles about animals.

The teacher reads riddles to the students, the students must guess them. For example:

It is a domestic animal. It likes fish. (a cat)
It is a wild animal. It likes bananas. (a monkey)
It is very big and grey. (an elephant)
This animal likes grass. It is a domestic animal. It gives us milk. (a cow)

Puzzles can be used as one of the relaxation techniques, and also to test students' listening comprehension of the teacher's speech. I usually use this technique 3-5 minutes before the end of the lesson. The material is constructed in a language understandable to students.

Whose sun is brighter?

Team captains go to the board on which two circles are drawn and describe the animal from the picture. Each correctly said sentence is one ray to the circle and one point. The captain whose sun has more rays wins, i.e. more points.

Who knows the numbers better?

Representatives from each team go to the board on which numbers are written (not in order). The presenter calls the number, the student looks for it on the board and circles it with colored chalk. The one who circles the most numbers wins.

The lesson is a fairy tale. Game "Snowball". This game can be used when working with subordinate clauses with if / when conjunctions. For example:

1st student.If I go to the country, I will get up early.

2nd student. If I get up early, I"ll see the sunrise.

3rd student. If I see the sunrise, I"ll be happy.

4th student. If I am happy...

The teacher offers students the following situation: “You are in England. You went to the store to buy the thing you need. But, not speaking the language well enough, you try to communicate with the seller using gestures and facial expressions. The seller’s job is to understand the buyer and help him.”

To help students better understand the rules of the game, the teacher can call a student who wants to play the role of a buyer and give him a card that says what he wants to buy. The student tries to express his request using gestures. The rest of the students play the role of sellers, asking questions and commenting on the buyer’s gestures. The group takes an active part in the game, helping the seller guess what the store visitor wants to buy. The group that first guessed the buyer's desire wins.

5. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council (role-playing games).

Make an identikit(primary and secondary level).

The class is divided into three teams, each representing a police department. 3 presenters are selected. They contact the police department with a request to find a missing friend or relative. The presenter describes their appearance, and the children make corresponding drawings. If the drawing matches the description, the missing person is considered found.

Leading: I can't find my sister. She is ten. She is a schoolgirl. She is not tall. Her hair is dark. Her eyes are blue. She has a red coat and a white hat on.

6. Traditional forms of extracurricular work carried over into the lesson: KVN, “the investigation is conducted by experts,” a matinee, a lesson - a holiday, a performance, a concert, a staging of a work of art, a debate, “gatherings,” “a club of experts.”

A very interesting and fruitful form of conducting lessons is lesson-holiday. This form of lesson expands students' knowledge about the traditions and customs that exist in English-speaking countries and develops students' ability to communicate in foreign languages, allowing them to participate in various situations of intercultural communication.
In such a situation, it is logical to resort to elements of role-playing dialogue. At the same time, one of the partners continues to remain himself, that is, a Russian schoolboy, while the second must play the role of his foreign peer. This form of lesson requires careful preparation. Students independently work on the assignment based on the regional literature recommended by the teacher and prepare questions.

Preparing and conducting a lesson of this type stimulates students to further study a foreign language, helps deepen their knowledge as a result of working with various sources, and also broadens their horizons.

7. Transformation of traditional ways of organizing a lesson: paradox lecture, paired survey, chain survey, express survey, test lesson (assessment defense), consultation lesson, TV lesson without television.

Paired survey

: Two students quiz each other and give each other grades. To check, you can ask one or two pairs. The use of this technique makes it possible to repeat the material, while all students are involved. This type of work is suitable for repeating irregular verbs and new vocabulary.
Chain survey:
the story of any student is interrupted at any place and transferred to another student with a gesture from the teacher. And so on several times until the answer is completed. This technique is suitable for lessons for high school students in general lessons, when repeating conversational topics.

Too often resorting to such forms of organizing the educational process is inappropriate, as this can lead to a loss of sustainable interest in the academic subject and the learning process.

Non-standard lessons should be used as final ones when generalizing and consolidating the knowledge, skills and abilities of students .

When choosing forms of non-standard lessons, the teacher must take into account the characteristics of his character and temperament, the level of preparedness and the specific characteristics of the class as a whole and individual students.

When conducting non-standard lessons, be guided by the principle “with children and for children,” setting one of the main goals to educate students in an atmosphere of kindness, creativity, and joy.

Bibliography

Podlasy I.P. Pedagogy: New course: Proc. for students higher textbook institutions: in 2 books. – M.: Humanite. Ed. Vlados Center, 2002.
Methodological recommendations for conducting lessons in a non-traditional form.
http://www.bestreferat.ru
http://www.bigpi.biysk.ru
http://www.lessons.irk.ru
http://www.rustrana.ru
http://www.pedlib.ru
Shipacheva L.A. Non-standard tasks in Russian language lessons.