Designing a modern lesson in accordance with Federal State Standards. Designing a modern lesson in the context of the implementation of the Federal State Educational Standard

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Topic: “Chemical composition of the cell. Inorganic substances of the cell" Objectives: To characterize the chemical composition of the cell: groups of elements that make up the cell; Reveal the properties and importance of water, the role of the most important cations and anions in the cell. Chapter I. Chemical composition of the cell Pimenov A.V.

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All living organisms on Earth are divided into two empires - the Cellular Empire and the Non-Cellular Empire. The Cellular Empire unites organisms that have a cellular structure. Non-cellular organisms include viruses, grouped under the kingdom Viruses. Properties of living organisms

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1. The most important feature of a living organism is the ability to reproduce, the ability to transmit genetic information to the next generation. With asexual reproduction, the next generation receives genetic information from the mother's body; with sexual reproduction, the genetic information of two organisms is combined. 2. A living organism is an open system; it receives nutrients, it uses various types of energy - light energy, energy released during the oxidation of organic and inorganic substances, and releases metabolic products and energy into the environment. In other words, there is a constant exchange of substances and energy between the body and its environment. 3. The cells of living organisms are formed by various biopolymers, the most important of which are nucleic acids and proteins. But a dead horse is also composed of biopolymers, so it is important to emphasize their constant self-renewal. 4. While the body is alive, it perceives environmental influences, under the influence of the stimulus, excitement occurs and a response to the excitement develops. Excitability is the most important property of the body. Properties of living organisms

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5. As a result of natural selection, organisms have amazingly adapted to specific living conditions. This adaptation began with evolution at the molecular level, then at the level of cell organelles - at the cellular level, then at the level of a multicellular organism. 6. Living organisms are characterized by a high degree of organization, which is manifested in the complex structure of biological molecules, organelles, cells, organs, and their specialization to perform certain functions. 7. Also, the signs of living organisms include growth, aging and death. Properties of living organisms

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Scientists, based on the characteristics of the manifestation of the properties of living things, distinguish several levels of organization of living nature: Molecular. Cellular. Organic. Population-species. Ecosystem. Biosphere. Levels of organization of living matter

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The molecular level is represented by molecules of organic substances - proteins, carbohydrates, lipids, nucleic acids, located in cells and called biological molecules. Levels of organization of living matter

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At the cellular level, the structure of cells, the structure and functions of its individual organelles are studied. Levels of organization of living matter

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At the organismal level - the structure of tissues, organs and organ systems of the entire organism. Levels of organization of living matter

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At the population-species level, the structure of the species and the characteristics of populations are studied. Levels of organization of living matter

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At the ecosystem (biogeocoenotic) level, the structure and characteristics of biogeocenoses are studied. Levels of organization of living matter

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What is being studied at the molecular level? The molecules of organic substances are studied - proteins, carbohydrates, lipids, nucleic acids found in cells and called biological molecules. What is being studied at the cellular level? At the cellular level, the structure of cells, the structure and functions of its individual organelles are studied. What is being studied at the organismal level? The structure of tissues, organs and organ systems of the whole organism. What is being studied at the population-species level? At the population-species level, the structure of the species and the characteristics of populations are studied. What is studied at the biogeocenotic level? At the ecosystem (biogeocoenotic) level, the structure and characteristics of biogeocenoses are studied. What is being studied at the biosphere level? At the biosphere level, the biosphere is studied. Distribution of life in the atmosphere, lithosphere, hydrosphere. Human influence on the biosphere. Let's summarize:

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Chemical composition of the cell All cells, regardless of the level of organization, are similar in chemical composition. About 80 chemical elements of D.I. Mendeleev’s periodic table were discovered in living organisms. For 24 elements, the functions they perform in the cell are known. These elements are called biogenic. According to their quantitative content in living matter, elements are divided into three categories: Macroelements: O, C, H, N - about 98% of the cell mass, elements of the 1st group; K, Na, Ca, Mg, S, P, Cl, Fe - 1.9% of the cell mass, elements of the 2nd group. Macroelements include elements whose concentration exceeds 0.001%. They make up the bulk of the living matter of the cell. Microelements: (Zn, Mn, Cu, Co, Mo and many others), the proportion of which ranges from 0.001% to 0.000001% (0.1% of cell mass). They are part of biologically active substances - enzymes, vitamins and hormones. Ultramicroelements: (Au, U, Ra, etc.), the concentration of which does not exceed 0.000001%. The role of most elements of this group has not yet been clarified.

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What elements belong to the elements of group 1? S, N, O, N.. Which elements belong to the elements of the 2nd group? : K, Na, Ca, Mg, S, P, Cl, Fe. What percentage of the mass are elements of groups 1 and 2: Elements of group 1 – 98%, elements of group 2 – 2%. What elements are called macronutrients? Elements whose amount is more than 0.001% of body weight are called macroelements. What elements are called micro- and ultramicroelements? Elements whose share is from 0.001 to 0.000001% are microelements, and elements whose content does not exceed 0.000001% are ultramicroelements. Let's summarize:

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Water. The most common inorganic compound in living organisms. Its content varies widely: in the cells of tooth enamel, water makes up about 10% by weight, and in the cells of a developing embryo - more than 90%. Chemical compounds of the cell. Water

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A water molecule consists of an O atom linked to two H atoms by polar covalent bonds. The characteristic arrangement of electrons in a water molecule gives it electrical asymmetry. The more electronegative oxygen atom attracts the electrons of the hydrogen atoms more strongly, as a result of which the common pairs of electrons in the water molecule are shifted towards it. Therefore, although the water molecule as a whole is uncharged, each of the two hydrogen atoms carries a partially positive charge (denoted δ+), and the oxygen atom carries a partially negative charge (2δ-). The water molecule is polarized and is a dipole (has two poles). Chemical compounds of the cell. Water

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The partially negative charge of the oxygen atom of one water molecule is attracted by the partially positive hydrogen atoms of other molecules. Thus, each water molecule tends to hydrogen bond with four neighboring water molecules. Water is a good solvent. Due to the polarity of molecules and the ability to form hydrogen bonds, water easily dissolves ionic compounds (salts, acids, bases). Some non-ionic but polar compounds are also soluble in water, i.e., the molecule of which contains charged (polar) groups, for example sugars, simple alcohols, amino acids. Substances that are highly soluble in water are called hydrophilic (from the Greek hygros - wet and philia - friendship, inclination). Chemical compounds of the cell. Water

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Substances that are poorly or completely insoluble in water are called hydrophobic (from the Greek phobos - fear). These include fats, nucleic acids, and some proteins. Such substances can form interfaces with water at which many chemical reactions take place. Therefore, the fact that water does not dissolve non-polar substances is also very important for living organisms. Among the physiologically important properties of water is its ability to dissolve gases (O2, CO2, etc.). Chemical compounds of the cell. Water

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Water has a high heat capacity, i.e. the ability to absorb thermal energy with a minimal increase in its own temperature. The large heat capacity of water protects body tissues from rapid and strong temperature increases. Many organisms cool themselves by evaporating water (transpiration in plants, sweating in animals). Chemical compounds of the cell. Water

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The most important anions: H2PO4-, HPO42-, HCO3-, Cl- Buffering – the ability to maintain pH at a certain level. A pH value of 7.0 corresponds to a neutral solution, below 7.0 to an acidic solution, and above 7.0 to an alkaline solution. In the cell pH = 7.4. Chemical compounds of the cell. Salts

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What substances are considered hydrophilic substances? Water easily dissolves ionic compounds (salts, acids, bases). Some non-ionic but polar compounds are also soluble in water, i.e., the molecule of which contains charged (polar) groups, for example sugars, simple alcohols, amino acids. Why are lipids insoluble in water? Lipid molecules have no charge and do not hydrate. Why is water classified as a substance with high heat capacity? What does this mean for organisms? Water is capable of absorbing thermal energy with a minimal increase in its own temperature. The large heat capacity of water protects body tissues from rapid and strong temperature increases. How is heat transfer regulated using water? Many organisms cool themselves by evaporating water (transpiration in plants, sweating in animals). What is the significance of high thermal conductivity of water? Provides uniform distribution of heat throughout the body. Why is solid ice lighter than liquid water? The density of water in the solid state is less than in the liquid state, due to which ice forms on the surface of the water. Let's summarize:

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  • Trushko G.N., teacher of Russian language and literature, Perovskaya school-gymnasium
  • Designing a modern lesson in accordance with the requirements of the Federal State Educational Standard
  • With the introduction of the Federal State Educational Standard, the guidelines of the modern school are fundamentally changing, the main task of which today is to transfer the student to a mode of self-development.
  • Modern society needs people who can:
  • analyze your actions;
  • make decisions independently, predicting their possible consequences;
  • navigate a large flow of information and adapt to any society;
  • be capable of cooperation;
  • have a sense of responsibility for the fate of the country, its socio-economic prosperity.
  • “A lesson is a mirror of a teacher’s general and pedagogical culture, a measure of his intellectual wealth, an indicator of his horizons and erudition,” wrote the famous teacher V. A. Sukhomlinsky.
  • A modern lesson in Russian language and literature in the context of the introduction of the new generation Federal State Educational Standard should include the following six main stages:
  • mobilization;
  • goal setting;
  • awareness of the insufficiency of existing knowledge;
  • communication;
  • mutual verification, mutual control;
  • reflection.
  • Requirements for a modern lesson in Russian language and literature in the context of the introduction of the Federal State Educational Standard:
  • a well-organized lesson in a well-equipped classroom should have a good start and a good ending.
  • the teacher must plan his activities and the activities of his students, clearly formulate the topic, purpose, and objectives of the lesson;
  • the lesson should be problematic and developmental: the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates;
  • the teacher organizes problem and search situations, activates the activities of students;
  • the students themselves make the conclusion;
  • minimum reproduction and maximum creativity and co-creation;
  • saving time and saving health;
  • the focus of the lesson is children;
  • taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, and the mood of children;
  • the ability to demonstrate the methodological art of a teacher;
  • planning feedback;
  • the lesson should be good.
Universal Learning Activities- a set of methods of action for students (as well as associated learning skills) that ensure their ability to independently acquire new knowledge and skills, including the organization of this process.
  • Regulatory: organizing your own activities
  • Cognitive: the ability to think effectively and work with information
  • Communication: the ability to communicate and interact with people
  • Functions of the UUD: ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity.
  • Techniques to increase motivation:
  • illustrative material
  • use of ICT
  • game situations
  • solving grammar riddles
  • staging
  • lyrical introduction
  • I believe it or not
  • cluster
  • reflective questions
  • creation of favorable
  • psychological climate
  • The main principle of the activity approach is to teach how to learn. This approach assumes that knowledge is acquired and manifested only in activity.
  • Both the lesson itself and the preparation for it can consist of six steps.
  • 1st step. Definition of the new.
  • 2nd step. Constructing a problem situation.
  • 3rd step. Action planning.
  • 4th step. Planning decisions.
  • 5th step. Planning the result.
  • 6th step. Planning tasks to apply new knowledge.
Mobilization stage
  • Student activities:
  • By completing tasks of a partially search nature proposed by the teacher, he determines the topic of the lesson.
  • Using the supporting diagram, he formulates the goals of the lesson and creates an attitude towards their implementation.
  • Updates existing knowledge by applying it in practical activities.
  • Subject: "Letters e-i in roots with alternation"
  • Spelling dictation given(unstressed vowels in the root) and three phrases for the new rule. Let's check what we've written. And then, in the form of a dialogue, we lead students to independently formulate the topic:
  • – What was the task? (insert missing letter)
  • – What rule did you apply? (unstressed vowel in the root)
  • – Were you able to check all the words? (No)
  • - Why? (the rule did not work)
  • - And if this doesn’t work, which one is needed? (if they are not determined immediately, then we further analyze the composition)
  • -So what are we going to talk about in class? (about roots with alternating e-i). Write down the topic of the lesson.
  • Topic: “Spelling NOT with adjectives”
  • Students are asked to compare sentences with continuous and separate spellings NOT with nouns and adjectives.
  • - What do the spellings of nouns and adjectives have in common?
  • - Read the rule on pages 38-39.
  • - What information was new to you?
  • As a result of the work, students independently formulate a rule.
  • Topic: “Noun as a part of speech”
  • Students are given an excerpt from a poem
  • O. Molotkova from exercise 272.
  • - Find words that name people, animals, objects of the surrounding world, concepts, actions, time, number.
  • - Can we say that these words have something in common?
  • - Name the part of speech to which they relate.
  • What is unusual about this poem?
  • - So, what part of speech will we study today? (Noun.)
  • - What does it mean to study the word “as a part of speech”? (This means indicating the lexical meaning (what it expresses), morphological features (what forms it can have) and syntactic function (what member of the sentence it is).
  • - Formulate a learning task for yourself when studying the topic.
  • - Choose a convenient form for briefly recording important information about
  • noun (support summary, table, etc.)
Techniques for creating a learning situation
  • Present contradictory theories and facts
  • To expose everyday ideas and present scientific fact
  • Use the “bright spot” and “relevance” techniques
  • 1. The teacher poses the problem himself“There is always a place for exploits in life,” says M. Gorky. What is a feat? Are feats possible in everyday work?
  • 2. Students are given different, even opposing opinions on any issue.
  • For example: Children in 5th grade were introduced to the topic “Explanatory dictionaries. Lexical meaning of the word.” The teacher asked to find the word “finger” in the dictionary and explain its lexical meaning. The following is the task:
  • Vitya and Masha read the sentence in the book. Vitya agreed that the highlighted word was written correctly, but Masha decided that a mistake had been made. What do you think? Why? Use an explanatory dictionary during your work. What misled Vitya?
  • Anna Ivanovna raised Marinka with love, so it is not surprising that the girl, even when she grew up, remained sn adored auntie's.
  • Students, together with the teacher, recognize the contradiction, relying on existing knowledge, and formulate a problematic question.
Techniques for creating problematic situations
  • 3. Students are given tasks that require comparing facts.
  • Pay attention to the words listed. Identify the odd one in each line. Explain your choice.
  • 1)Prolag A huh, expound A yes, add A yeah, put it aside.
  • 2) Report, lay out, slug A uh, put it down. 4. Tasks that stimulate the study of the linguistic fabric of the work in various aspects.
  • Give an example of a descriptive text, ask to remove all adjectives. Draw a conclusion about the role of adjectives in the text.
Techniques for creating problematic situations
  • The situation is “choice”.
  • (to) rode (to) the... cuts
  • (on) ran (on) d...rene
  • (about) read (about) the city
  • (at) shouted (at) from...baku
  • Tell me, into what two groups can the words in them be divided?
  • 1) words from the dictionary and not from it;
  • 2) words with prefixes and prepositions;
  • 3) verbs and adjectives
  • U. Pay attention to the peculiarity of writing these words and formulate the topic of the lesson.
  • D. Today we will talk about spelling prefixes and prepositions.
Techniques for creating problematic situations
  • Situation "uncertainty".
  • Match the test words to the words written on the board za[i]val, write them down along with the test ones. He drank, he drank, he sang, he sang. Who is right? Why are both options correct? How can I find out which word was meant? (from a sentence) Objective of the lesson: learn to check words that sound the same.
  • “Surprise” situation.
  • Sit on branch sparrows,
  • They chat about their affairs,
  • Flew up with branches sparrows!
  • What did you notice? The guys will pay attention to the word “branch”. On the first line this word is written with an “e”, on the last line with an “i”. The guys cannot explain why one word is written with different endings. Objective of the lesson: to introduce the conditions for choosing the letters e-i in the endings of nouns.
The technique of “relevance” in a Russian language lesson on the topic: “Stress.”
  • - The topic of today's lesson is relevant at all times. And why? Try to guess for yourself. On the board you see words written in pairs: pamper and pamper, start and begin, more beautiful and more beautiful, kitchen and kitchen, Ukrainian and Ukrainian.
  • -Why do you think the same word can be pronounced differently?
  • - It all depends on which syllable we put the emphasis on.
  • - Right. Every day we pronounce several thousand words, but not everyone thinks about whether the emphasis is placed correctly in words. I often hear from you: “Call me, we’ll repeat, it’s more beautiful, I’ve been waiting.” But all these words are pronounced incorrectly.
  • What do you think the topic of our lesson will be?
  • "Emphasis." Today we will work with those words in the pronunciation of which errors are most often made, and we will also introduce you to dictionaries that will help us in difficult situations.
A reference summary is one of the possible ways to increase efficiency and select a research problem.
  • secondary text, since it briefly conveys the basic information of the source text
  • abbreviations, various signs, symbols, graphic highlights can be used
  • often the supporting summary is a drawing or diagram, sometimes a table
  • promotes better understanding and assimilation of knowledge
  • The ability to make a supporting note is one of the important general educational skills that prepares students for the presentation of their knowledge.
  • For example, when studying the topic “Noun as a part of speech,” students are asked to remember what they know about the noun from elementary school and draw brief conclusions in the form of a supporting summary.
Group work
  • liberates the guys
  • creates conditions of psychological comfort
  • teaches you to freely express your thoughts, prove your own conclusions, listen to others, respect other people’s points of view, argue, analyze your actions, evaluate them
  • Group work can be organized at various stages of the lesson.
Work in groups Topic: “A noun as a part of speech”
  • At the stage of updating knowledge, students work in groups and complete tasks, for example:
  • Group 1 tasks: Copy the riddles by inserting the missing letters. Decline to singular noun-
  • guesses. Mark the endings.
  • A) It is bitter in haymaking, and sweet in frost. What kind of yago? (rowan) B) On a green fragile stalk..
  • A ball grew along the paths.. (dandelion) B) Many hands, but one leg. (Tree)
  • Group 2 tasks: Write down the nouns (with prepositions) and indicate their morphological
  • signs. Sample: (from) grains of sand - l.r., 1 cl., plural, r.p.
  • 1) A mountain grows from grains of sand. 2) It takes three years to learn hard work, and three days to learn laziness.
  • 3) As they often say in business: I still have time. But we must admit that they say this when asked
  • not with intelligence, but with laziness.
  • Group 3 tasks: Choose words for the game “Fourth Odd”, taking into account morphological
  • signs of a noun.
  • For example: Sword, night, reeds, friend
Group work Topic: “The letters o-e after sibilants in the endings of adjectives”
  • Here are words with missing letters. Fill in the missing spellings.
  • - Each group chooses only a certain group of words:
  • For the first group : “The letters O-E after the sibilants at the root of the word”
  • For the second group: “The letters O-E after the sibilants in suffixes nouns"
  • For the third group: “The letters O-E after sibilants and C in endings nouns"
  • For the fourth group : "Unnecessary words"
  • Resh...tka, street...th, doctor...m, goose...in, dog...nka, big...go, f...animal, friend...k, prickly...go, sh...roh, shoulder...m, squeak...howl, squirrel ...knock, lead...howl, girl..nka, hedgehog...howl, towel..eat, river..nka, squeak..y, ozh..g
  • - What determines the choice of letter? (We will write o under stress, without stress – e)
  • - Which part of the morpheme does this concern? (Suffixes and endings)
  • - And at the root? (under stress – ё, except for words of exceptions and borrowed words where o is written)
  • What can you say about the spelling of words of the 4th group?
  • -Here is a problematic situation that we have to solve
Work in groups Topic: “The letters z-s at the end of the consoles”
  • Read the text, find words in it with prefixes ending in -з, -с.
  • Write down the words you find, distributing them into groups:
  • a) words with prefixes ending in Z,
  • b) words with prefixes ending in S.
  • 3. Select the prefixes, underline the consonants Z, S in them.
  • 4. Observing the words, try to make an assumption about what the choice of consonants Z, S in prefixes may depend on.
  • 5. Graphically indicate the spelling.
  • 6. Present the results of your observations in the form of a diagram.
  • Waterfall.
  • Before us is a powerful stream of water, which rushes violently down from a great height. Far spreads bolt collapsing from a water cliff. Everything is all around flinches from noise. Continuously water falls and crumbles below into billions of small splashes. Travelers look into silent dazed at this excessively majestic natural phenomenon. The waterfall makes a special impression on the audience produces V cloudless days when countless like droplets dissolve in the air.
  • Working in pairs allows even students with poor preparation to feel themselves in the role of a leader, a person responsible for an important area of ​​work, without which the overall success of the class is impossible. Working in pairs is effective in mutual questioning, checking memorization of poems, in the process of mastering new concepts and words, and at other stages of the lesson.
  • The use of game techniques in Russian language lessons is an important condition for the effective organization of the educational process.
  • Gaming techniques:
  • "Sharp Eye"
  • "Spelling relay race"
  • "Grow a tree"
  • "Lexical Lotto"
  • “Collect a phraseological unit/proverb”
  • "Make a Word"
  • "Brainstorm"
  • Crosswords
  • The final stage of the lesson - reflection...It is important for the teacher to know what the children have acquired, what they have learned, and what difficulties they have encountered. This stage will allow the teacher to plan the next lesson.
  • Questions for reflection after independent work:
  • - Were you able to solve the task assigned to you?
  • What helped you with this?
  • What difficulties did you encounter?
  • Techniques of final reflection:
  • Fourth wheel
  • Unfinished sentence
  • Plus-minus-interesting
  • Traffic light
  • Card
  • Cluster
  • Sinkwine
The development of evaluative independence is a key condition for solving many problems of education reform.
  • Self-esteem
  • Mutual assessment
  • Review
  • The goal is to master not only subject knowledge, skills and abilities, but also to acquire independence in educational activities.
  • Problem-based activity education– this is training that ensures creative learning by students, specially organized by the teacher. First, in the form of a dialogue, he helps students pose a learning problem, then organizes a search for a solution, or the “discovery” of new knowledge. This ensures that students truly understand the material. you can’t help but understand what you came up with yourself.
  • The teacher, his attitude to the educational process, his creativity and professionalism, his desire to reveal the abilities of each child - all this is the main resource, without which the new requirements of the Federal State Educational Standard for the organization of the educational process at school cannot exist.
Problems:
  • Insufficient funding does not allow us to purchase the necessary electronic aids.
  • Not all classrooms are equipped with the necessary multimedia equipment.
  • The lack of diagnostic materials for assessing the mastery of meta-subject actions complicates the work of the teacher.
  • Fatigue and excitability under such a load both in the teacher and in the child.
  • The assessment system is not well developed.
  • Increased documentation.
  • "The only path leading to knowledge is action"
  • B. Shaw

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Lesson design algorithm from the point of view of the requirements of the new Federal State Educational Standards First: clearly define and formulate for yourself the topic of the lesson; determine the place of the topic in the training course; determine the leading concepts on which this lesson is based, in other words, look at the lesson retrospectively; and, conversely, identify for yourself that part of the educational material that will be used in the future, in other words, look at the lesson through the prism of the perspective of your activity. Second: Determine and clearly formulate for yourself and separately for students the goal of the lesson - why is it needed at all? How is the purpose of the lesson determined in the logic of the system-activity approach to education? In accordance with the Federal State Educational Standard, the goal of the lesson is to achieve personal (acceptance of new values, moral standards), meta-subject (mastering methods of activity, self-organization skills), subject (acquisition of knowledge and skills in a given subject) educational results. Lesson objectives are steps towards the goal: what needs to be done to achieve the result. When formulating goals, they are defined in terms of the subjective position of students who learn to see a problem, set goals, choose ways to implement them, and analyze the advantages and disadvantages of their own activities. In the traditional approach, the goals of the lesson are formulated in terms that characterize the subjective position of the teacher, who presents new knowledge, systematizes, generalizes, and tests. The following table gives a clear idea of ​​the fundamental difference between the two groups of formulations: Third: 1. Plan the educational material 2. Select educational tasks, the purpose of which is: learning new material; reproduction; application of knowledge in a new situation; application of knowledge in an unfamiliar situation; creative approach to knowledge. - 3. Arrange educational tasks in accordance with the principle “from simple to complex.” 4. Compose three sets of tasks: tasks that lead the student to reproduce the material; tasks that help students comprehend the material; tasks that help students consolidate the material.

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Lesson design algorithm from the point of view of the requirements of the new Federal State Educational Standards Fourth: Find out what specific skills students currently need to work on. Here it is necessary to clearly understand what universal learning actions are formed at each stage of the lesson. With the correct organization of student activities in the lesson, the following are formed: at the stage of announcing the topic of the lesson - cognitive, general educational, communicative educational actions; at the stage of communicating goals and objectives - regulatory, goal-setting, communicative, etc. This table allows the teacher, already during planning, to see at what stage of the lesson which meta-subject results are formed. Fifth: Think over the “highlight” of the lesson. Each lesson should contain something that will cause surprise, amazement, delight to the students - in a word, something that they will remember when they have forgotten everything. Sixth: Develop a lesson structure. For example, the structure of a lesson introducing new material has the following stages: motivational-target; procedural; reflective-evaluative Seventh: Determine the way to evaluate the results of the lesson and students’ reflection on the course of the lesson and the results of their own activities. To plan control over students’ activities in the lesson, why think about: what to control; how to control; how to use the results of control The task for students to reflect on their activities should help them find answers to a number of questions: “What did we do today? Why is this necessary? What is the main result? What is the increase in knowledge on this topic? Why did it happen? What questions did you have on the topic? and so on." Eighth: Develop homework focused on students creating educational products that objectify their personal gains as a result of the lesson. At the same time, homework is subject to the same requirements as assessment tasks during the lesson: it must be comprehensive, provide students with the opportunity to choose different levels of completing the task and presenting the results. Ninth: Prepare equipment for the lesson. Make a list of necessary educational visual aids, instruments, etc. Think about the type of chalkboard.

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The main difficulties in preparing a lesson in the conditions of the Federal State Educational Standard: A stable methodology for conducting a lesson that has developed over previous years. The need to enable the student to search for information and explore it on his own. The need to create learning situations as special structural units of learning activities, as well as to be able to translate learning tasks into a learning situation. The traditional approach to lesson analysis and the desire to adhere to old approaches to assessing the teacher’s performance. Replacement of known outline plans with technological lesson maps. Control and assessment activities.

The article discusses the requirements that apply to the project of a modern lesson in the context of the implementation of the Federal State Educational Standard. A description of the algorithm for designing a lesson scenario is given and an example of a technological map of a lesson on the surrounding world in the second grade is given.

Designing a modern lesson in the context of the implementation of the Federal State Educational Standard

The Federal State Educational Standard (FSES) has defined new tasks for a teacher’s pedagogical activity and requirements for designing the learning process at school. In the professional standard of a teacher, which is widely discussed by practitioners today, the list of generalized labor functions in the pedagogical activities of teachers defines the action of constructing an educational process aimed at achieving the goals of the educational program by students. It is important to understand whether the content of the function of designing the learning process within the academic subject is defined, and also to identify how ready the teacher is to implement the provisions of the system-activity approach of the Federal State Educational Standard of General Education in the process of lesson design.

Traditionally, a teacher’s job responsibilities include the ability to plan a lesson and implement this plan, and analyze the effectiveness of the lesson.

Today, the professional standard for a teacher defines a generalized labor function: pedagogical activity in the design and implementation of the educational process in educational organizations of preschool, primary general, basic general, and secondary general education. It is determined that for this the teacher must master labor actions. This is the development and implementation of academic discipline programs, the implementation of professional activities in accordance with the requirements of the Federal State Educational Standard, participation in the development and implementation of a development program for an educational organization, planning and conducting training sessions, systematic analysis of the effectiveness of training sessions and approaches to training . The teacher must master the methodology for designing a work program for an academic subject, a technological map for studying an educational topic, a lesson.

The term itself design is not traditional for teachers. Along with new methodological concepts designing and staging a lesson it replaced what we were used to planning. Design (from Latin projectus, literally - thrown forward) is the process of creating a product, prototype, prototype of a proposed or possible object, state. Didactic design is the teacher’s mental anticipation of the learning process and its results. Pedagogical design is the preliminary development of the main details of the upcoming activities of students and the teacher in the lesson, predicting its results.

Thus, the appearance in the professional language of the term design reflects the changes that are taking place today in the teacher’s activities when preparing a lesson that implements the requirements of the Federal State Educational Standard:

Implementation of goal setting not as a designation of guidelines in one’s own learning activities, but as a determination of the results of a child’s education (result-oriented goals in the form of a system of universal educational actions);

The transition from determining (planning) the sequence of one’s own activities to thinking through the joint activities of teacher and student;

Changing one’s own position as a teacher-informer to the position of creating conditions (educational environment) for learning, i.e. mastering and appropriating the content of education by the child.

The technological lesson map is considered by methodologists as a modern form of planning pedagogical interaction between teacher and students. In a didactic context, it represents a project of the educational process, which describes it from goal to result.

A technological description of the goals of a modern lesson is a description, first of all, of the planned results of students, because at the end of the lesson the teacher must measure and evaluate the actions of students, and based on their results, reflection is carried out on the effectiveness of teaching activities and solved pedagogical problems.

After describing the goals (planned actions - the results of students within the framework of the educational topic), it is easy for the teacher to understand what he will evaluate in the lesson and with the help of what tasks. This can be presented in the form of a table and called a score sheet, a table of requirements for educational results. It must have a column where you can give the student the opportunity to self-assess his results.

The next step in lesson design will be the formulation of pedagogical tasks - the actions of the teacher. A pedagogical task is a description of a situation that reveals the interaction between a teacher and children regarding the achievement of a certain goal. All tasks in any pedagogical situation are tasks of social and pedagogical management and assistance to students in organizing their developmental activities. In essence, the teacher must determine the conditions for how to transform a situation of “ignorance” into a situation of “knowledge.”

When the teacher’s tasks are determined, it becomes possible to select ways and means to solve them. The main thing is to highlight the basic technology of teaching, since in its logic the learning process in the lesson will be built and the sequence of actions of the teacher and students will be determined. At the same time, the technology must also correspond to the ideas of the activity paradigm of education. You can focus on the classification of modern technologies for constructing the educational process on a problem-based, activity-based, semantic, alternative, situational, and dialogue basis.

After determining the goals, pedagogical tasks and technologies, the important stage of developing a technological map of the lesson scenario begins.

The algorithm for designing a technological map of a lesson scenario determines the sequence of actions of the teacher in this process.

Formulating the topic of the lesson in accordance with the thematic plan.

Formulation of educational results of students' activities.

Subject.

Meta-subject - 3 groups of universal learning activities and personal ones.

Filling out the results assessment form (table of requirements for the results of studying the educational topic or evaluation sheet).

Formulation of the teacher’s pedagogical tasks for students to achieve the planned results.

Determination of basic technology and related technologies to achieve the planned lesson results.

Let's give an example of lesson design in the second grade.

Lesson summary on the world around us in 2nd grade

using new educational technologies

“Cleanliness is the key to health” (MK “Prospective Primary School”)

Subject: the world around us. 2nd grade. O.N. Fedotova, G.V. Trafimova.

Didactic goal: to create conditions for the formation of the ability to see, compare, generalize and draw conclusions.

Lesson type: “discovery” of new knowledge

Presentation of the results:

Personal UUD:

Formation of the student’s internal position;

Educational and cognitive interest in new educational material;

Focus on understanding the reasons for success in educational activities;

Self-analysis and self-monitoring of results;

The ability to self-assess based on criteria for the success of educational activities;

Cognitive UUD:

Search and selection of necessary information;

Application of information retrieval methods;

The ability and ability of students to perform simple logical actions (analysis, comparison);

Formation of motivation to observe the rules of personal hygiene in children.

Communication UUD:

- ; ability to work in pairs, in groups, taking into account the position of the interlocutor; organize and implement cooperation with the teacher and peers.

Regulatory UUD:

- control in the form of comparison of the method of action and its result with a given standard;

Correction;

Metasubject UUD:

Express your guess;

Suggest verification methods;

Establish and identify cause-and-effect relationships;

Gain new knowledge using your life experience and research observations;

Process the information received, drawing conclusions;

Subject UUD:

Introduce students to the concept of “healthy lifestyle”;

Give an idea of ​​microbes;

Talk about the ways microbes enter the human body;

Introduce basic rules of personal hygiene;

Analyze observation results and draw conclusions;

Lesson Objectives

Encourage students to care about their health; give them the opportunity to realize the importance of all ways to maintain and develop health: personal hygiene, timely treatment of diseases, physical education and mobility, hardening, nutritional culture and adherence to the regime; development of memory, imagination, observation.

Teaching methods: partially search, activity-based, explanatory-illustrative, practical.

Forms of organization of activities: work in groups, frontal.

Means of education: computer, projector, screen, Microsoft Power Point presentation, textbook and notebook for independent work “The world around us”, 2nd grade, author. O.N. Fedotova, G.V. Trafimova, digital microscope, glass slides, test tubes with water, handouts, ProClass system.

Technological lesson map

Lesson stage

Teacher's actions

Student Actions

Only he lives

as needed

Everything is given only to that one.

Who lives according to

together

With a constant WHY?

Konstantin Ibryaev.

Express their opinion

Cognitive:

Communicative:

Regulatory
  1. Actualization

What word came to mind?

Continue the sentence.

Today in class we will...

Statements and assumptions.

“Cleanliness is the key to health”

They express their opinion.

Communicative:

Cognitive:

Regulatory:

4.Watching a video

Working with the textbook.

What is this poem about?

Where can microbes live?

Express their opinion

Read a poem.

Express their opinion

Wash food.

Record the findings in the table.

Cognitive:

Communicative: develop the ability to explain your choice, construct phrases, answer the question posed, argue

Subject:

Metasubject:

Cognitive:

Subject:

Metasubject:

  1. Fizminutka

Wash early in the morning
Rubbed with a towel

They stomped their feet,
They clapped their hands,
Leaned to the right, to the left

And they smiled at each other
That's the secret of health

Is your health okay?

Thank you charging.

They turn their heads

Making turns

Stretch

Waving their arms

Communicative:

Personal
  1. Primary

consolidation

Task No. 63.

.

Peer review.

Task No. 64

Choose hygiene rules.

Complete the task.

Cognitive:

Personal:

Regulatory:
  1. Independent work

Let's do a little test.

Working with remote controls (ProClass)

Cognitive:

Subject: develop skills in making independent decisions regarding maintaining and strengthening one’s health.

Regulatory:

First group:

Third group:

A fourth group

Cognitive:

Metasubject: transform information from one form to another.

Regulatory

Communicative:

Personal:

Organizes a conversation:

Thanks for the work.

Express their opinion

Reflection.

Communicative:

Regulatory:

Personal:

List of used literature.

  1. Murzina N.P. Designing a modern lesson in the context of the implementation of the Federal State Educational Standard and the professional standard of a teacher. // Magazine “Primary School Plus Before and After”. - No. 6, 2014

    Technological lesson map

    Lesson stage

    Teacher's actions

    Student Actions
    1. Motivation (self-determination) for educational activities

    One of the children's poets said:

    Only he lives

    as needed

    Everything is given only to that one.

    Who lives according to

    together

    With a constant WHY?

    Konstantin Ibryaev.

    Do you agree with him? Is he right? Prove it.

    Only those who are interested in life are those who try to learn a lot of new things. Are you why? Then for you...

    Get ready to work in class.

    Express their opinion

    Cognitive: developing the ability to highlight the necessary information.

    Communicative: express your thoughts orally.

    Regulatory: conditions are created for the emergence of an internal need for inclusion in activities.
    1. Actualization-tion of knowledge. Lesson topic message.

    I have prepared the images. Looking at them, try to name the words that first came to mind.

    What word came to mind?

    Your ideas are interesting, well done.

    What will be the topic of our lesson?

    The first part of the lesson topic “Cleanliness is the key...” opens.

    Continue the sentence.

    The topic of our lesson: “Cleanliness is the key to health”

    Today in class we will...

    What do you want to know for yourself on this topic?

    What do you want to know? And you? Remember your goal for the lesson.

    Statements and assumptions.

    “Cleanliness is the key to health”

    They express their opinion.

    Communicative: the ability to analyze, compare, construct a speech statement in accordance with the assigned tasks.

    Cognitive:

    analysis of objects to identify features, generalization. Construction of an oral statement.

    Regulatory:

    be able to determine and formulate a goal in a lesson with the help of a teacher; pronounce the sequence of actions in the lesson.
    1. Acquaintance with new material based on practical activities.

    Guys, why should you wash your hands with soap before eating?

    Working with the textbook.

    Read an excerpt from G. Yudin’s poem “Terrible Power” on p. 73.

    What is this poem about?

    Who are microbes? Find the answer in the textbook.

    Where can microbes live?

    In the environment around us - air, soil, water - there are many microorganisms, from where they get onto objects, clothes, hands, food, mouth, intestines.

    Where it is warm and high humidity.

    How can germs get into our body?

    What needs to be done with such products?

    Compare the number of germs under your nails before and after washing your hands.

    How should you wash your hands correctly?

    Working with a digital microscope.

    Let's take 2 test tubes with water. One test tube contains boiled water, and the other contains water from a puddle.

    Which test tube with water contains more microbes?

    Examine a drop of boiled water under a microscope and a drop of dirty water, draw a conclusion.

    Watch the video “Microbes under a microscope.”

    Express their opinion

    Read a poem.

    About the size of microbes, about their harm, about the ways they enter the human body, about ways to combat them.

    They look for information in the textbook and read it.

    Express their opinion

    If you pick up food with unwashed hands, the germs will “transfer” to the food and can enter your body along with the food.

    Wash food.

    There are fewer germs after washing your hands.

    Explain the hand washing algorithm.

    Record the findings in the table.

    Cognitive:

    search and selection of necessary information, application of information retrieval methods.

    Communicative: develop the ability to explain your choice, construct phrases, answer the question posed, argue

    Subject: give an idea of ​​microbes, talk about the ways microbes enter the human body.

    Metasubject: gain new knowledge using your life experience and research observations.

    Cognitive: the ability and ability of students to perform simple logical actions (analysis, comparison).

    Subject: analyze the results of observations and draw conclusions.

    Metasubject: process the information received and draw conclusions.
    1. Fizminutka

    Wash early in the morning
    Rubbed with a towel

    They stomped their feet,
    They clapped their hands,
    Leaned to the right, to the left

    And they smiled at each other
    That's the secret of health
    Hello to all physical education friends!

    Is your health okay?

    Thank you charging.

    They turn their heads

    Making turns

    Stretch

    Waving their arms

    Communicative:

    implementation of joint activities.

    Personal: follow the norms of health-saving behavior.
    1. Primary

    consolidation

    Work in a notebook for independent work.

    Task No. 63.

    Mark the images of those things that, according to hygiene rules, should not be given to anyone .

    Peer review.

    Task No. 64

    Choose hygiene rules.

    Toothbrush, comb, washcloth, glass, towel.

    Complete the task.

    Cognitive:

    search and selection of necessary information.

    Personal: the ability to self-assess based on criteria for the success of educational activities.

    Regulatory:

    control in the form of comparison of the method of action and its result with a given standard.
    1. Independent work

    Let's check how you have mastered the new topic.

    Let's do a little test.

    Working with remote controls (ProClass)

    Cognitive: ability to apply acquired knowledge in given situations.

    Subject: develop skills in making independent decisions regarding maintaining and strengthening one’s health.

    Regulatory: the ability to evaluate educational actions in accordance with the assigned task; correction, assessment.
    1. Inclusion in the knowledge system and repetition

    I suggest we work in groups now.

    First group: discuss and tell “How to deal with germs in the classroom?”

    Second group: tell “How to care for your teeth.”

    Third group: talk about the rules of personal hygiene.

    A fourth group You will have to complete a creative task to create a collage “Microbes”.

    They are divided into groups, discuss the question, make assumptions, put forward hypotheses, and prepare an answer.

    Use the textbook to find the necessary information.

    The groups present their answers.

    Cognitive: develop the ability to analyze and generalize acquired knowledge.

    Metasubject: transform information from one form to another.

    Regulatory: develop the ability to put forward hypotheses.

    Communicative: ability to work in groups, negotiate and come to a common decision in joint activities.

    Personal: development of readiness for cooperation and mutual assistance, formation of the student’s internal position.
    1. Reflection on learning activities in the classroom

    Organizes a conversation:

    What did you do in class today? What have you learned? What new things have you discovered? Where in life will the knowledge we gained in today’s lesson be useful to us?

    Do you think we have learned everything about microbes?

    Who is happy with their job today?

    Today you and I were chemists.

    Chemistry is the science of substances, their structure, properties and transformations. You will encounter this science in high school.

    Thanks for the work.

    Express their opinion

    Reflection.

    Communicative:

    collaborate with the teacher and peers; the ability to explain your choice, construct phrases, answer the question posed, and give arguments.

    Regulatory: the ability to carry out cognitive and personal reflection.

    Personal: formation of adequate self-esteem.

    List of used literature.

    1. Fedotova O.N. The world. 2nd grade: textbook, part 2/ O.N. Fedotova, G.V. Trafimova, S.A. Trafimov. - M.: Akademkniga/Textbook, 2012.
    2. Fedotova O.N. The world. 2nd grade: notebook for independent work No. 2/ O.N. Fedotova, G.V. Trafimova, S.A. Trafimov. - M.: Akademkniga/Textbook, 2012.
    3. Fedotova O.N. The world. 2nd grade: reader / O.N. Fedotova, G.V. Trafimova, S.A. Trafimov. - M.: Akademkniga/Textbook, 2012.
    4. The world. 2nd grade: system of lessons based on the textbook by O.N. Fedotova, G.V. Trafimova, S.A. Trafimova/auth.-comp. T.S. Gulueva, N.V. Lobodina. - Volgograd: Teacher, 2013.

    Electronic educational resources

    1. Film “Microbes under a microscope” http://photopeach.com/album/prrb70
    2. http://testedu.ru/test/okruzhayushhij-mir/2-klass

    Thus, a detailed design of a technological map of a lesson scenario will allow not only to describe holistically and systematically the achievement of planned results in accordance with the Federal State Educational Standard, to design the educational process for mastering the topic, but also to understand the effectiveness of pedagogical activities, to provide a justified assessment of the implementation of labor functions in the professional pedagogical activity of a teacher.

    List of used literature.

    1. Federal state educational standard of basic general education: approved. by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897.
    2. Logvinova I.M., Kopoteva L.G. Designing a technological lesson map in accordance with the requirements of the Federal State Educational Standard // Primary school management. - 2011. - No. 12.
    3. Marchukova O.G. Designing a modern lesson. Methodological manual for heads of educational institutions. - Tyumen, 2012.
    4. Murzina N.P. P

Municipal budgetary educational institution

"Nikolskaya secondary school"

Laishevsky municipal district

Republic of Tatarstan

“Design of a modern lesson in accordance with the requirements of the Federal State Educational Standard of Education”

Completed by a primary school teacher:

Morozova T.N.

2015

The most important task of each teacher when implementing the Federal State Educational Standard of Education is to master the technology of designing an educational lesson, taking into account the activity approach.

The most important task of the modern education system is

requirements for students to master the educational program.

Now, in accordance with the new standards, it is necessary, first of all, to strengthen motivating the child to understand the world around him, demonstrating to him that schoolwork is not about obtaining knowledge abstract from life, but, on the contrary, about necessary preparation for life, recognizing it, searching for useful information and skills for applying it in real life. The fundamental difference between the modern approach to education is the orientation of standards towards the results of mastering basic educational programs. Results mean not only subject knowledge, but also the ability to apply this knowledge in practical activities.

The following activity-type technologies are widely used in elementary school practice:

Technology of activity-based teaching method (L.G. Peterson)

Technology of problem-dialogical teaching (E.L. Melnikova)

Technology for achieving the planned results of mastering primary school programs (O.B. Loginova)

What does a modern lesson mean?

This is a lesson-cognition, discovery, activity, contradiction, development, growth, step to knowledge, self-knowledge, self-realization, motivation, interest, professionalism, choice, initiative, confidence, need

The new lesson technology is based on 3 postulates

A lesson is the discovery of truth, the search for truth and the comprehension of truth in the joint activity of children and the teacher;

A lesson is part of a child’s life, and living this life should be done at the level of high universal human culture;

A person, as a subject of understanding the truth and as a subject of life in a lesson, is always the highest value, acting as an end and never acting as a means.

The theoretical and methodological basis for designing a UUD formation program as a whole issystem-activity approach . A teaching method in which a child does not receive knowledge in a ready-made form, but obtains it himself in the process of his own educational and cognitive activity is called activity method .

Designing a modern lesson.

If you turn toGreat Encyclopedic Dictionary, then we learn that “Design is the process of creating a prototype project, a prototype of a proposed or possible object.” Hence, “pedagogical design is the preliminary development of the main details of the upcoming activities of students and teachers (lesson).”

Ability to design – This is the ability to set goals and distribute goals, organize and analyze activities. A project is a detailed description of the process of achieving a goal.

Today, lessons must be designed in a completely different way and include the following fundamental principles:

1. Changing the paradigm of education: from knowledge to activity.

2. Changes in the content of education and forms, techniques and methods, technologies.

3. Changing the pedagogical position “student – ​​teacher”.

4. Formation of internal motives for the student’s activities.

5. Personal goal setting and personal content of the material.

6. Reflection on the results of educational activities.

The typology of the lesson itself is changing:lessons are taught from the point of view of the activity approach“discovery” of new knowledge; reflection;

general methodological orientation; developmental control.

Modern type lesson

In a broad sense– self-development and self-improvement through the conscious and active appropriation of new social experience.

In a narrower (actually psychological sense)"universal learning activities" is a set of student actions that ensure his cultural identity, social competence, tolerance, and the ability to independently acquire new knowledge and skills, including the organization of this process.

Stages of a modern lesson.

1. Organizational moment.

Target: inclusion of students in activities at a personally significant level.“I want because I can.”

1-2 minutes;

Students should develop a positive emotional orientation.

inclusion of children in activities;

highlighting the content area.

Working methods:

the teacher at the beginning of the lesson expresses good wishes to the children; offers to wish each other good luck

the teacher invites the children to think about what will be useful for successful work in the lesson; children express their opinions;

motto, epigraph (“Great success begins with little luck”);

Self-test of homework according to the sample.

II. Updating knowledge.

Target: repetition of the studied material necessary for the “discovery of new knowledge” and identification of difficulties in the individual activities of each student.

4-5 minutes.

2. The emergence of a problematic situation.

actualization of learning and mental operations (attention, memory, speech);

creating a problematic situation;

identifying and recording in loud speech: where and why the difficulty arose; topics and objectives of the lesson.

III. Setting a learning task.

Target: discussion of difficulties (“Why did difficulties arise?”, “What do we not know yet?”); articulating the purpose of the lesson in the form of a question to be answered or in the form of a lesson topic.

4-5 min;

Methods for setting an educational task: dialogue stimulating from a problematic situation,dialogue leading to the topic.

IV. "Discovery of new knowledge"

(constructing a project for getting out of a difficulty).

Stage of learning new knowledge and methods of action

Target: solving oral problems and discussing a project for their solution.

7-8 min;

Methods: dialogue, group or pair work:

Methods: dialogue that stimulates hypotheses, leading to the discovery of knowledge and the solution of a problem.

organization of independent research activities;

derivation of the algorithm.

V. Primary consolidation.

Stage of consolidation of knowledge and methods of action

Target: pronunciation of new knowledge, recording in the form of a reference signal.

4-5 minutes;

Methods: frontal work, work in pairs;

Means: commenting, symbolizing, performing productive tasks.

performing tasks with speaking out loud

VI Independent work with self-test according to the standard. Self-analysis and self-control

Target: Everyone must draw a conclusion for themselves about what they already know how to do.

4-5 minutes;

A small amount of independent work (no more than 2-3 standard tasks);

Done in writing;

Methods: self-control, self-esteem.

VII Incorporation of new knowledge and repetition.

7-8 minutes;

First, ask students to select from a set of tasks only those that contain a new algorithm or a new concept;

Then exercises are performed in which the new knowledge is used together with previously learned knowledge.

VIII Reflection on activity (lesson summary).

Target: students’ awareness of their learning achievement, self-assessment of the results of their own and the entire class’s activities.

2-3 minutes;

Questions:

What was the task?

Did you manage to solve the problem?

The optimal form of designing a modern lesson isRouting.

The concept of "technological roadmap" is not new; existing lesson map models include different structural components.

The technological map givesthe opportunity to reflect the activity component of the interaction between teacher and student in the lesson, which is relevant, first of all, for developmental education.

Technological lesson map – a generalized graphic expression of the lesson scenario, the basis for its design, a means of presenting individual work methods. A lesson project is a lesson plan presented by the teacher with possible adjustments (based on the variability of the lesson initially).

Based on the definition of “technological map”, we can highlight those positions that can and should be based on when constructing a lesson technological map:

it must describe the entire process of activity;

operations and their components must be indicated.

In the structure of the lesson technological map, it is necessary to provide for the possibility of:

    careful planning of each stage of activity;

    the most complete reflection of the sequence of all actions and operations carried out leading to the intended result;

    coordination and synchronization of the actions of all subjects of pedagogical activity.

Having analyzed (based on open electronic sources of information) a fairly large number of technological lesson maps developed by practicing teachers, we came to the conclusion that a unified, established form of such a map does not yet exist.

In the lesson flow chart we highlight the important stages of the lesson:

    Updating knowledge necessary to create equal starting conditions for all students before starting to learn something new, i.e.alignment of knowledge according to those concepts which will be needed in today's lesson.

    Next step -constructing a learning task . This is the recording of the fundamental issue, problematic issues, and particular tasks in organizing educational cooperation. This contributes to the creation of an indicative basis for actions, which acts as the most important part of the psychological mechanism for the development of intelligence. This is whatstudent leans when working on a creative product. This could be creating a project plan, modeling actions, developing a supporting outline, identifying reference points, drawing up a study plan, creating an answer template, thesauri, a thesis plan, answer abstracts using the heuristic conversation plan method, or a laboratory experiment algorithm.

    Main -transition to the task of forming a general method . The student must understand that everything he did today can be transferred to another object and studied in the same way, which means the development of supra-subject skills.

    Reflection isnot just by summing up the results, but by seeing the process and understanding the results obtained. Conditions are created for understanding what could be changed, knowledge of successful methods of action. It is important that students can formulate the main idea, list the main types of their activities in the lesson, and answer the questions: what new did you learn in the lesson? What experience have you gained in educational activities? What was the most difficult thing in the lesson? What is considered most important? What was the most interesting?

Let us give an example of a technological map of a literary reading lesson, designed on the basis of the technologies of system-activity, student-oriented approaches, technologies of productive reading and problem-solving dialogue

Technological map of a literary reading lesson in 2nd grade

Technological map of a literary reading lesson

Subject:

Russian folk tale "The Most Dearest". Features of everyday fairy tales.

Planned achievements

Subject:

Metasubject:

Personal:

Knowledge:

Know the distinctive features of an everyday fairy tale;

Skills:

Apply knowledge about the genre features of folk tales;

Think about the actions of the heroes;

Draw conclusions about the idea (main thought) of the work;

Determine the genre of the work;

Distinguish between genre types of fairy tales: about animals, magical, everyday;

Group books at an exhibition according to a given condition.

Cognitive (including logical) UUD:

Use the textbook and dictionary as sources of information,

With the help of the teacher, highlight essential information, record it in a table, analyze, compare, and summarize information.

Regulatory UUD:

Accept and save a learning task

Determine a way to solve a problem, plan the course of action,

Monitor the implementation of the plan,

Evaluate the results of activities and carry out reflection.

Communication UUD:

Answer teacher's questions,

Carry out a dialogue in pairs, take part in a collective discussion, formulate an answer to a question, taking into account the opinions of classmates;

Allow for the possibility of different points of view and give reasons for your answer.

Formation of the motivational basis of educational activities;

Orientation in the moral content and meaning of the actions of the heroes of the fairy tale and assessment of the events and actions of the heroes from the point of view of fulfilling moral standards;

The ability to self-assess based on the criterion of success in educational activities;

Formation of interest in reading and reading competence.

Tasks:

Familiarization of students with the genre of everyday folk tales, development of skills to identify the features of genre varieties of folk tales using the example of the Russian folk tale “The Most Dearest”.

LESSON STEPS

Forms and techniques for organizing educational activities by a teacher

Student activities

PR (formed by UUD)

Motivational-orientation stage

Creating a motivational basis for educational activities

Learning task. The teacher invites the students to work with the book exhibition (clean up the order, help the librarian organize the exhibition, etc.).

The exhibition features 8-10 books. These are mainly folk tales familiar to children (about animals, magic ones), 2-3 other books (poems for children, an author's fairy tale, a collection of small genres of folklore), as well as everyday tales (including the fairy tale “The Most Dearest Thing”). Children are invited to find books that were included in the exhibition by chance, eliminate unnecessary ones, and give reasons for their choice.

Students accept the situation proposed by the teacher, analyze the books presented at the exhibition based on information from the covers: they are guided by the titles, the author, exclude unnecessary ones, and give reasons for their decision.

Regulatory UUD:

Accept and save the learning task.

Cognitive UUD: analyze, compare, highlight essential features, eliminate unnecessary ones in accordance with the identified essential features.

Communicative UUD :

When only folk tales remain at the exhibition, the teacher suggests remembering what types of folk tales exist (about animals, fairy tales).

To do this, put only books about animals on the top shelf, and magic books on the second.

They group books according to a given condition and give reasons for their decision.

Cognitive UUD: analyze, group in accordance with a given condition.

Communicative UUD :

formulate an oral monologue, answer questions.

Updating knowledge.

The teacher suggests remembering the features of fairy tales about animals. This is done during homework checking. The teacher suggests reading the Indian fairy tale “Quarrel of Birds”, determining who the heroes of the fairy tale are, and the main idea.

The teacher suggests remembering and naming the features of fairy tales, comparing them with the features of fairy tales about animals, remembering what magical objects and fantastic creatures are found in them, what miracles happen.

It is advisable to record the main features of fairy tales about animals and fairy tales on the board.

They expressively read the fairy tale “Quarrel of Birds”, answer the teacher’s questions, formulate the main idea, and highlight the essential features of fairy tales about animals.

Students summarize their ideas about fairy tales, name their distinctive essential features, and give examples from previously read fairy tales as arguments.

Communication UUD:

formulate answers to questions, compose an oral monologue.

Cognitive UUD: identify common features based on comparison.

Cognitive UUD: make assumptions

Creating a problematic situation

On the third shelf there was one book with fairy tales (everyday ones), which did not fall into either the first group or the second. Children read its title, the teacher asks them to make a guess about what the fairy tale will be about, who will be its heroes? Asks questions, for example: “What would you talk about in a fairy tale with that title?” or “What is most precious to you?”

Fixing the problem:

Can we say with certainty which shelf this book should be placed on? (What type of fairy tale is this (about animals, magical or another type)? Why?

Predict the plot and characters based on the cover of the book.

Assess the availability of information necessary to answer the question and highlight gaps.

Regulatory UUD: set new learning objectives in collaboration with the teacher

Search stage

Activity planning training

The teacher asks the students questions: “What will help us solve our problem? What do we need to do to check if your assumptions are correct?

Offers to determine the sequence of actions in the lesson and write them down on the board in the form of a work plan.

As a result, the following steps can be written on the board:

1. Let’s read the fairy tale “The Most Dearest”, identify the characters, their character, sequence of events, main idea.

2. Based on the table, let’s check whether this fairy tale is a work about animals or a fairy tale.

3. If necessary, we will determine the main features of the new type of fairy tales and write them down in a table.

Answer the teacher's questions.

They offer solutions to the problem.

They plan their activities in the lesson, based on their reading experience and taking into account the characteristics of the genre.

Regulatory UUD: look for a way to solve the problem, draw up an action plan in accordance with the task

Communication UUD:

participate in a collective discussion, answer questions, listen to the opinions of your classmates, make a collective decision

Practical stage (implementation of the plan)

The teacher organizes the following work:

1. Primary reading of the fairy tale “The Most Dearest” (by the teacher or children). When reading a fairy tale to children, you can use the following techniques: reading with stops and anticipation (What do you think the heroes will do? What will the old man and the old woman ask the Forest Grandfather? Comparison of the assumptions made by the children and the ending of the fairy tale).

2. Work on the plot and character of the characters can be organized in the process of conversation and selective reading. Content analysis is aimed at clarifying the idea of ​​the work. The teacher teaches children to formulate the main idea. (Thanks to what “miracle” do the heroes live well and happily? Choose a proverb for the fairy tale. What is the main idea of ​​this fairy tale? How is the wisdom and character of the Russian people manifested?).

3. Work in groups. The teacher invites the children to discuss and use the table to determine whether the fairy tale they read can be classified as fairy tales about animals or fairy tales).

The task is checked during a collective discussion: answers and arguments are heard, and students conclude that this fairy tale cannot be classified either in the first group or in the second.

4. Isolating the features of a new fairy tale and collectively filling out the table is carried out during a general conversation: the main characters are people, a situation from life is described, magical objects and creatures can be encountered, but the heroes get out of a difficult situation without their help, but thanks to their qualities (hard work, ingenuity, etc.).

The teacher systematizes and summarizes the children’s answers, draws attention to the fact that the fairy tale “The Most Dearest” describes an incident from people’s lives. Suggests choosing synonyms for the word “life” (use dictionaries if necessary): everyday life, way of life, way of life.

The teacher suggests naming a new group of fairy tales based on the selected synonyms. The name is written in the table -household .

They read or listen to a fairy tale, predict the ending, and answer questions.

They give reasons for their answers, search for answers in the text, and selectively read the text in order to confirm their answer.

With the help of the teacher, formulate the main idea of ​​the fairy tale.

They identify the essential features of the read fairy tale, compare it with the information in the table, identify similarities and differences between the read fairy tale and the features of the fairy tales indicated in the table, and draw conclusions.

Formulate oral statements and give reasons for answers. Participate in a collective discussion, formulate a conclusion

They draw conclusions, formulate answers based on the observations made, and collectively fill out the table.

They select synonyms and work with a dictionary.

They offer their own name options.

Regulatory UUD: carry out actions in accordance with the drawn up plan, exercise self-control as the plan progresses.

Cognitive UUD:

Consciously read texts in order to satisfy interest, gain reading experience, analyze, compare, highlight similarities and differences, establish cause-and-effect relationships, generalize and formulate conclusions.

Communication UUD:

participate in the dialogue, listen to the interlocutor, agree with the opinions of classmates, give reasons for the answer.

Cognitive UUD: search for information in a dictionary.

make assumptions

Communication UUD:

allow for the possibility of the existence of different points of view, construct statements that are understandable to the partner, and use verbal means to solve various kinds of problems.

Reflective-evaluative stage

The teacher organizes reflection, for example, during a conversation, and invites students to remember what problem they could not solve at the beginning of the lesson.

Reflection on achieving a result - solving a problem:

Which shelf will we put the last book on? (We can leave it on the third shelf). What is the name of the third group of fairy tales? What are its features?

Reflection on methods of learning activities:

Have we completed all the points of the planned plan? Were we able to resolve the problem? What did we do for this?

Reflection on the motives of activity:

Did you like the fairy tale you read in class? What does she teach us?

You can continue working at home and complete one of the tasks of your choice:

Retell the fairy tale close to the text for your parents (brother, sister);

They offer their own solutions to the problem.

They take the position of an observer, evaluate the result obtained, and draw a conclusion about the solution to the problem.

They compare the outlined plan with the stages of the work done, name the methods for implementing the assigned tasks, and the reading skills that were needed for this.

They characterize the impressions received during reading, formulate their attitude towards the events and characters described.

They plan further work with the fairy tale based on personal preferences for various types of creative activities.

Regulatory UUD:

evaluate the correctness of one’s actions at the level of an adequate retrospective assessment, carry out final control, distinguish between the method and result of actions.

Thus, instead of drawing up a lesson summary, which is common in mass practice, which is a set of various forms of work and tasks “imposed” on the child by the teacher, designing a lesson technological map based on LOOS is a clear structure for planning the interaction between the teacher and children in the lesson, within the framework of which everyone student:

Can see (identify) an age-appropriate educational task and realize his role in solving it;

Will act as a subject of activity, while the defining attributes of the subject are the child’sown goals,personal (motivational) component activities,activity ;

Will have the opportunity to plan the upcoming work, identify its result and understand the path through which new knowledge and skills are acquired, and identify general methods of action;

He will learn to exercise control over his actions, methods of their implementation and evaluation, to see the importance of acquired experience, knowledge, skills, acquired personal qualities in order to achieve his goals.

All this together will allow the teacher to solve the central task of the Federal State Educational Standard in the classroom - the formation of independent learning activities.

It's difficult to teach children today

It wasn't easy before.

"The cow gives milk."

The XXI century is the century of discoveries,

The age of innovation, novelty,

But it depends on the teacher

What children should be like.

I wish you that the children in your class

Glowing with smiles and love,

I wish you health and creative success

In the age of innovation, novelty

Literature

    Murzina N.P. Designing a modern lesson in the context of the implementation of the Federal State Educational Standard and professional standards / Primary school plus Before and After. – 2014, No. 6. – p. 5 – 12.

    Peculiarities of mental development of children 6–7 years of age / Ed. D.B. Elkonina, A.L. Wenger. - M.: Pedagogy, 1988.

    Rubinshtein S.L. Fundamentals of general psychology. - M., 1988.



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