Modern lesson - as the basis of effective and high-quality education

“The lesson is a mirror of the general and

pedagogical culture teachers,

measure of his intellectual wealth,

indicator of his outlook. erudition "

V.A. Sukhomlinsky

Goals are changingAndcontenteducation, there are new toolsAndlearning technologies, butlessonosis the main form of education.Let's think, dear colleagues, about the following figures: a teacher gives more than 25 thousand lessons in his life, a student attends more than 10 thousand lessons. All the most important for the student is done in the classroom. Let us turn once again to the well-known quote by V.A. Sukhomlinsky:"The lesson is a mirror of the general and pedagogical teacher culture, a measure of his intellectual wealth, an indicator of his outlook, erudition. This form for many centuries determined the face of the school, was its " calling card". Certainly, and modern school rests on the lesson, which determines its social and pedagogical status, role and place in the formation, development of both teachers and schoolchildren.

Only in the lesson, like hundreds of years ago, do the main participants meet educational process: teacher and pupil. Between them there is always an unexplored world of knowledge, contradictions between the known and not yet mastered, between the feeling of satisfaction from success and the difficult and difficult work of mastering the new, knowing the world around.

Any lesson has a huge potential for solving new problems. But these tasks are often solved by means that cannot lead to the expected positive result.

For both students and the Teacher, a lesson is interesting when it is up-to-date in the broadest sense of the word. Modern is both completely new and not losing touch with the past, in a word - relevant.Actual [from lat. actualis - active] means important, essential for the present time. And yet - effective, modern, directly related to the interests of a living person today, vital, existing, manifesting itself in reality. In addition, if the lessonmodern , then he necessarily lays the foundation for the future, prepares the child for life in a changing society.

Anylesson: modern,Andtraditional, including, has the potential to solve new problems facing educationniem. Our task today is not to rate and indicate:thislessongood, this bad; this one is modern and this one is outdated.

Something else is important - you need to understand:

What is happening with the modern lesson;

How effective is it in solving new problems facing education;

How have we progressed last years in understanding the objectives of the lesson, its structure, contentAndteaching methods;

How does the position change?teachersAndother questions.

Modernlesson- it is first of alllessonwhere the teacher skillfully uses all the possibilities for the development of the student's personality, its active mental growth, deepAndmeaningful assimilation of knowledge, for the formation of its moral foundations. When planning a modern lesson, we need to know:

What to teach; for what to teach; how to teach:

in the modern lesson there is no place for boredom, fear and anger from impotence

at the modern lesson there is an atmosphere of interest, trust and cooperation

in the modern lesson there is a place for every student, because the modern lesson is the key to his success in the future!

Three postulates form the basis of the new lesson technology.
First: "The lesson is the discovery of truth, the search and comprehension of it in the joint activity of the teacher and student."

Second:"Lesson is part of a child's life."

Third:“A person in a lesson always remains the highest value, acting as an end and never acting as a means.”

The idea of ​​a modern lessonis to create a teacherconditions for the maximum impact of the educational process on the developmentchild's personality.

initial ideamodern lesson is the idea of ​​the unity of teaching, educationAnddevelopment. In accordance with this idea should be designedAndeverylesson. Logic finds its expression in it modern theory learningAndto a certain extent, the social order of society to the systemeducation. ANDno matter what they say about such necessary and correct ideas as self-education, distance learning, he - the teacher - will always be the main character in any lesson.

However, we all understand thatlessoncannot change. This is an objective process, which is influenced by a number of factors.

In particular:

1. Appeared educational standards Andbased on them - updated programsAndtextbooks that are actively used in education. Undoubtedly, they require the improvement of the forms of education.

2. Another important project is the transition to pre-profile education in the 9th grade. This poses new challenges for the modern lesson.

3. Implemented information Technology. Over the past few years, computers have been supplied to all schools in our region,AndTeachers actively use the computer in their lessons. Informatizationeducationhas a significant impact onmodernlesson.

4. Organization of the Unified StateexamAndhisapprobation also became important event for the whole systemeducation.They present their requirements for the content of the lesson, the assessment of the educational achievements of schoolchildren.

The indicated position allows us to formulate the most general approaches to the organization of a modern lesson:

strengthening its social orientation, which implies an increase in readiness to enter adulthood, the development of a communicative culture;

practical orientation of education, providing for the optimal combination of fundamental and practical knowledge;

focus on the development of thinking, practical skills;

expansion of collective forms of work, binding the studied material to the problems of everyday life;

differentiation of the educational process, increase in the share of independent work of schoolchildren (abstracts, projects, research and experimental activities).

Currently, most teachers still gravitate toward the traditional lesson. This is due to many reasons: the habit of traditional forms of education and the fear of the new; misunderstanding of a huge number of innovations.

In modern pedagogical literature, there are many comparisons of traditional and developing lessons from the point of view of scientists. They are well known, but do not give an answer to a particular teacher-practitioner: why is it so important now to teach a student, moving further and further away from the classical paths of cognition? Why is this important not only for the student, but also for the teacher himself, for each individual Russian. Why, if everything is so good in new approaches, do we have what we have?
There is no single answer because:

a traditional lesson is the basis for subsequent types of lessons; it is a whole history on which more than one generation has been taught and brought up.

The traditional lesson is made up of well-known scholars and less well-known practitioners.

The traditional lesson is the reality of today: more than 60% of teachers still prefer to give lessons in the traditional form.

And the real thing is that most of the teachers are not going to change anything in their activities: there is no time and energy to comprehend something new on their own, and they don’t see the point in it. The traditional lesson native person, everything is close and clear in it: let the deadly fatigue, even if the students do not always satisfy, in the lesson - everything is familiar, familiar, understandable, this is traditional.

So maybe you shouldn't change anything?

So that this question does not remain rhetorical, let us recall one well-known wisdom:a very smart person learns from the mistakes of others, just a smart person learns from his own, and a fool does not learn from anyone else.

Humanity develops due to the fact that smart people is getting bigger. But humanity becomes better only when the quality of the mind is evaluated not by the increase in the number of those who possess knowledge, but by the quality of their relationships.

The ability to learn, i.e. constantly accepting new knowledge, even if it is not discovered today, this is a sure indicator of openness human personality. The times when teachers were forced to adhere to strict and unambiguous requirements for organizing a lesson are over.

The time for “ready-made” lessons is gradually moving away.

Practical teachers not only work hard and successfully, but they also want to change a lot in their work, because they perfectly see all its shortcomings. Experiencing a colossal need for knowledge, they frantically try to figure out what is happening, often changing what does not need to be changed. The method of conducting a lesson is violated by the inclusion in its fabric of a huge number of methods, techniques that someone heard about somewhere.

Those teachers who manage to change the course of the lesson in such a way that not only they, but also the students like it, strive to improve their activities further, making it creative and exciting, involving their students in this process.

The position of the teacher is also changing. From the “one-actor theater” of traditional education, where the teacher takes on 90% of the workload, he gradually begins to share it with students, who actually move from “objects” to “subjects”. The teacher, therefore, is not released from his main function - to teach. He starts teaching in a new way. But the lesson remains.Today the requirements have changedovations to both the teacher and the student:the teacher must teach the child to learn to be able to acquire knowledge on his own,at the same time, the teacher retains the role of the organizer of cognitive activity, he controls the process of cognition, i.e. plans, organizes the implementation of the plan, analyzes the achievedresults.

The role of the teacher in the learning process ceases to be unambiguous. Today, the teacher is not so much a "source of knowledge" and "supervisor" as an "assistant", "organizer", "protector", "expert".

The novelty of modern Russian education requires the personal beginning of the teacher, which allows him to either give a lesson, filling students with knowledge and skills, or give a lesson, developing an understanding of this knowledge, skills, skills, creating conditions for the generation of their values ​​and meanings.

Modern education in Russia has switched to the Second Generation Federal State Educational Standard (FSES). The GEF of the new generation is based on a new ideology. Educational institutions have been given the task of educating a citizen of modern society, a person who will learn all his life. The goal of modern education is the development of the student as a subject of cognitive activity.

The peculiarity of the Federal State Educational Standards of the new generation is the activity character, which sets the main task of developing the personality of the student. Modern education refuses the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; the wording of the standard indicates the actual activities.

The task set requires a transition to a new system-activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of a teacher who implements new standard. Teaching technologies are also changing, the introduction of information and communication technologies (ICT) opens up significant opportunities for expanding the educational framework for each subject in a general education institution.

Based on the requirements of the time, the approach to the modern lesson is changing. The modern lesson should reflect the mastery of the classical structure of the lesson against the background of the active use of their own creative developments, both in terms of its construction, and in the selection of the content of educational material, the technology of its presentation and training.

The requirements of the new standard are not something completely new for practicing teachers. Yet many teachers educational institutions they caused anxiety and self-doubt. How to design a lesson that would form not only subject, but also meta-subject results? Which of the tasks proposed in the textbook should be selected for the lesson? What methods and techniques of work will be effective? What forms of student organization should be used? And, finally, is it necessary to completely abandon the forms of work with students accepted in the traditional method of teaching?

The lesson is the main component of the educational process. The educational activity of the teacher and the student is largely focused on the lesson. That is why the quality of training students in a particular academic discipline is largely determined by the level of the lesson, its content and methodological content, its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own idea, plot and denouement, like any work of art. How to construct such a lesson? How to make sure that the lesson not only equips students with knowledge and skills, the importance of which cannot be disputed, but that everything that happens in the lesson arouses sincere interest in students, genuine enthusiasm, and forms their creative consciousness?

The technological process of preparing a lesson of the modern type is still based on the stages of the lesson known to every teacher. These are: definition of goals and objectives; selection of the content of educational material; selection of teaching methods and techniques; determination of the forms of organization of students' activities; selection of material for students' homework; determination of control methods; thinking over the place, time in the lesson to evaluate the activities of students; selection of questions for summing up the lesson. However, now the teacher at each stage should be critical of the selection of forms, methods of work, content, ways of organizing the activities of students, since the main feature is the change in the nature of the activities of the teacher and students in the lesson. Thus, the changes in lesson design are that the teacher must clearly plancontent of pedagogical interaction , i.e. describe your activities and the activities of the student. Moreover, the activity of the student is presented in three aspects: cognitive, communicative and regulatory.

Criteria for the effectiveness of a modern lesson

Learning through discovery.

Self-determination of the trainee to perform one or another educational activities.

The presence of discussions characterized by different points of view on the issues under study, comparing them, searching through the discussion of the true point of view.

Personal development.

The ability of the student to design the upcoming activity, to be its subject.

Democracy, openness.

The student's awareness of the activity: how, in what way the result was obtained, what difficulties were encountered, how they were eliminated, and what the student felt at the same time.

Simulation of vital professional difficulties in educational space and finding ways to solve them.

Allows students in a collective search to come to the discovery.

The student experiences joy from the overcoming of the difficulty of teaching, whether it be: a task, an example, a rule, a law, a theorem, or a concept derived independently.

The teacher leads the student along the path of subjective discovery, he manages the problem-search or research activities student.

Concerns have been repeatedly expressed that the lesson as the main organizational form of education will become obsolete in the near future. Today we are convinced of the unfulfillment of such fears. The lesson lives and wins in the 21st century, although it has been in existence for the fourth century. A huge number of teachers - theorists and practitioners - thought, reasoned, wrote about the lesson: they doubted it, refused, but returned to it again. For four centuries, many values ​​have changed. There were not only new goals, but also new means of education. Today's lesson is based onsystem-activity approach .

New goals are being set for primary and basic education. There is a well-known axiom: "The one who wants to learn is a good student." According to psychologists, among those entering school, 50% do not want to study, and among those 50% who had this craving for knowledge at the entrance, in the first half of the year, by December, we lose another 20% ... Motivation as one of the aspects system-activity approach comes to the fore. Specificity modern world is that it is changing at an ever-increasing pace. Every ten years, the amount of information in the world is doubling. Therefore, the knowledge gained by people at school becomes obsolete after a while and needs to be corrected, and the learning outcomes in the form of the ability to learn are becoming more and more in demand today.

Based on this, the Federal State Educational Standard for Primary, Basic general education defined as the main results not subject, but personal and meta-subject - universal learning activities: « The most important task modern system education is the formation of universal educational activities that provide students with the ability to learn, the ability for self-development and self-improvement ...»

The modern lesson on GEF is

Professional and methodical preparation of the teacher.

Goal-setting and motivation of the doctrine.

System-activity approach.

Modern teaching aids.

The choice of optimal teaching aids.

Creation of conditions for self-development.

Analysis of each training session.

Whatever reforms are made in education, the lesson has been and remains the main form of education. And just like hundreds of years ago, there are participants in the educational process - a teacher and a student. What will be his lesson - to decide each teacher personally. This possibility of choice is the fundamental novelty of Russian education.

What is the most important in the structure of a modern lesson? "The beginning of more than half a whole ', said Aristotle. Everything starts with goal setting. However, the goal set by the teacher is meaningless until it becomes a goal for the student. Therefore, it is necessary to awaken in the student the need for knowledge, to give this knowledge personal meaning. The lesson should involve students in vigorous activity. After all, according to scientists, 20% of students keep in memory if they hear the material; 30% - if they see; 50% - if they see and hear; 90% - if they speak, while doing; 95% - if they research, they create themselves.

« The joy of success is a powerful force on which the desire of a child to be good depends. ". The teacher goes to the lesson - day after day, year after year, doubts, thinks, studies.

A modern lesson begins with a teacher. A modern lesson is surprise, pleasure, effort, success!

Characteristics of a modern lesson in a modern lesson there is no place for boredom, fear and anger from powerlessness in a modern lesson there is an atmosphere of interest, trust and cooperation in a modern lesson there is a place for every student, because a modern lesson is the key to his success in the future!

The Modern Lesson Three postulates form the basis of the new technology of the lesson. First: "The lesson is the discovery of truth, the search and comprehension of it in the joint activity of the teacher and student." Second: "The lesson is part of a child's life." Third: "A person in a lesson always remains the highest value, acting as an end and never acting as a means."

1. Educational standards have appeared and based on them - updated programs and textbooks that are actively used in education. Undoubtedly, they require the improvement of the forms of education. 2. Another important project is the transition to pre-profile education in the 9th grade. This poses new challenges for the modern lesson. 3. Information technologies are being introduced. Over the past few years, computers have been supplied to all schools in the city, and teachers are actively learning how to use computers in their lessons. Informatization of education has a significant impact on the modern lesson. 4. Organization of the One state exam and its approbation also became an important event for the entire education system.

General approaches to the organization of a modern lesson: - strengthening its social orientation, which implies an increase in readiness to enter adulthood, the development of a communicative culture; - practical orientation of education, providing for the optimal combination of fundamental and practical knowledge; - focus on the development of thinking, practical skills; - expansion of collective forms of work, binding the studied material to the problems of everyday life; - differentiation of the educational process, increase in the share of independent work of schoolchildren (abstracts, projects, research and experimental activities).

Lesson requirements Traditional lesson Modern type lesson Announcement of the topic of the lesson The teacher informs the students Formulate the students themselves Communication of goals and objectives The teacher formulates and informs the students what they should learn The students themselves formulate, defining the boundaries of knowledge and ignorance Planning The teacher tells the students what work they must do, to achieve the goal Students planning ways to achieve the intended goal Practical activities of students Under the guidance of the teacher, students perform a series of practical tasks(the frontal method of organizing activities is more often used) Students carry out learning activities according to the planned plan (group, individual methods are used) Control The teacher controls the implementation of practical work by students Students control (forms of self-control, mutual control are used) Correction The teacher during and after the results of the work performed by the students carry out corrections Students formulate difficulties and carry out corrections on their own Evaluation of students The teacher evaluates students for work in the lesson Students evaluate the activities based on its results (self-assessment, assessment of the results of the activities of comrades) The result of the lesson The teacher finds out from the students what they remember Homework The teacher announces and comments (more often - one task for all) Students can choose a task from those proposed by the teacher, taking into account the individual capabilities of the Federal State Educational Standard

At present, unfortunately, most of the teachers do not seek to change the style of teaching: “there is no time and energy to comprehend something new on your own, and there is no point in this. A traditional lesson is like a native person, everything is close and clear in it: even if it does not always meet modern requirements, but at the lesson everything is familiar, familiar, understandable - traditional. So maybe you shouldn't change anything?

What is the main thing in the lesson? Each teacher has his own, completely firm opinion on this matter. For some, success is ensured by a spectacular start, literally captivating students immediately with the appearance of a teacher. For others, on the contrary, summing up the results, discussing what has been achieved is much more important. For the third - an explanation, for the fourth - a survey, etc. The times when teachers were forced to adhere to strict and unambiguous requirements for organizing a lesson are over. Each teacher has his own, completely firm opinion on this matter. For some, success is ensured by a spectacular start, literally captivating students immediately with the appearance of a teacher. For others, on the contrary, summing up the results, discussing what has been achieved is much more important. For the third - an explanation, for the fourth - a survey, etc. The times when teachers were forced to adhere to strict and unambiguous requirements for organizing a lesson are over. The time for “ready-made” lessons is gradually moving away. The time for “ready-made” lessons is gradually moving away.

Criteria for the effectiveness of a modern lesson Learning through discovery Learning through discovery Self-determination of the learner to perform a particular educational activity. Self-determination of the student to perform this or that educational activity. The presence of discussions characterized by different points of view on the issues under study, comparing them, searching through the discussion of the true point of view. The presence of discussions characterized by different points of view on the issues under study, comparing them, searching through the discussion of the true point of view. Personal development Personal development The ability of the student to design the upcoming activity, to be its subject The ability of the student to design the upcoming activity, to be its subject Democracy, openness Democracy, openness The student's awareness of the activity: how, in what way the result was obtained, what difficulties were encountered, how they were eliminated and how the student felt about it. The student's awareness of the activity: how, in what way the result was obtained, what difficulties were encountered, how they were eliminated, and what the student felt at the same time.

Modeling vital professional difficulties in the educational space and finding ways to solve them. Modeling vital professional difficulties in the educational space and finding ways to solve them. Allows students in a collective search to come to a discovery Allows students in a collective search to come to a discovery The student experiences joy from the overcoming of the difficulty of teaching, whether it is: a problem, an example, a rule, a law, a theorem, or a self-derived concept. The student experiences joy from the overcoming of the difficulty of teaching, whether it be: a task, an example, a rule, a law, a theorem, or a concept derived independently. The teacher leads the student along the path of subjective discovery, he manages the problem-search or research activities of the student. The teacher leads the student along the path of subjective discovery, he manages the problem-search or research activities of the student.

If you have more than 1, then this indicates the democratic style of the teacher. The teacher provides students with the opportunity to make their own decisions, listens to their opinion, encourages independence of judgment, takes into account not only academic performance, but also the personal qualities of students. The main methods of influence: motivation, advice, request. The teacher has satisfaction with his profession, flexibility, a high degree of acceptance of himself and others, openness and naturalness in communication, a friendly attitude that contributes to the effectiveness of learning; the prevalence of the second answer indicates the features of the permissive style of the teacher's activity. Such a teacher avoids making decisions, transferring the initiative to students, colleagues, parents. The organization and control of students' activities is carried out without a system, in difficult pedagogical situations he shows indecision and hesitation., Feeling a certain dependence on students. Many of these teachers are characterized by low self-esteem, a sense of anxiety and insecurity in their professionalism, and dissatisfaction with their work. the predominance of option 3 indicates authoritarian tendencies in the activities of the teacher. The teacher uses his rights, as a rule, regardless of the opinion of the children and the specific situation. The main methods of influence are orders, orders. Such a teacher is characterized by dissatisfaction with the work of many students, although he may have a reputation as a strong teacher. But at his lessons, the children feel uncomfortable. A significant part of them do not show activity and independence.

So what is the modern lesson for us? A modern lesson is a lesson in which the student turns from a passive listener into an active participant in the process. This requires the constant work of a teacher who is in search of a new one and a sufficient material base for conducting and organizing practical activities.

The novelty of modern Russian education requires the teacher's personal beginning, which allows him to either give a lesson, filling students with knowledge and skills, or give a lesson, developing an understanding of this knowledge, skills, skills, creating conditions for generating their values ​​and meanings.

Requirements for a modern lesson the lesson should be a logical unit of the topic, have its own strict, unified internal logic, determined by didactic goals and content. is built on the basis of taking into account program requirements and requirements educational standards; diagnosing the needs and abilities of students; teacher self-assessment capabilities should have a precise didactic purpose (type) and its unique features aimed at specific results should have a rational structure and pace. the presentation of the material in the lesson should be variable in its structure. should include tasks involving the application of new knowledge in practice in a changed situation compared to the studied one. most of the knowledge should be obtained in the process of independent search by solving search problems. An essential aspect of the lesson is the individualization of learning. It is necessary as a condition that ensures the work of each student at a pace accessible to him, to encourage the transition from one level of development to another.

Requirements for a modern lesson The effectiveness of a modern lesson involves the use of modern technologies and ICT should be used in a variety of forms, methods and means. Special attention they give to those of them who, other things being equal, with the given skill of the teacher, are able to ensure the maximum effectiveness of this lesson, the lesson should serve not only to teach, but also to educate students. To educate with the components, content, methods and means of teaching, the organization, level and nature of the student team, the appearance of the teacher, the general atmosphere. a correct differentiated approach to students is provided; the teacher contributes to the formation and development of educational and cognitive activity of students and effectively manages it; The modern lesson is one of the most important problems not only of pedagogy, but also of hygiene. It is about the rational organization of the training session. a favorable environment is necessary for the lesson, the teacher conducts a reflection of the lesson and his introspection, the lesson is conducted according to the plan, which is the teacher’s creative document

Technological map of the lesson Theme of the lesson _______________________________________________________________________ Objectives for the student Objectives for the teacher Educational Developing Educational Type of lesson Lesson form Basic concepts, terms New concepts Forms of control Homework Stage of the lesson Teacher's activity Student's activity Methods, techniques, forms Formed UUD Result of interaction (cooperation)

Topic of the lesson, place in common theme. The purpose of the lesson Planned results of this lesson New concepts and terms that will be introduced (or consolidated) during the lesson. Subject knowledge and skills that students will master as a result of the lesson. They will know: On the basis of knowledge they will be able to: Meta-subject skills (MDS), which will be formed during the lesson. Personal: emphasize, add (awareness and development of one's own life position in relation to the world and the people around, correlation with the world around oneself and one's future). Cognitive: emphasize, add (research, search and selection of necessary information, its structuring, logical actions and operations, ways to solve problems) Regulatory: emphasize, add (management of cognitive and educational activities based on setting goals, planning, monitoring, correcting one's actions assessment of the success of assimilation, self-management and self-regulation in educational activities). Communicative: emphasize, add (the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts in speech, respect partner in communication and cooperation and the ability to effectively cooperate both with the teacher and with peers, the ability and willingness to engage in dialogue, seek solutions, support each other). Organization of the lesson Interdisciplinary connections: Forms of work in the lesson: Use of equipment and tools: (TCO, ICT, tables, cards, etc.) Creation of a problem situation and ways to solve it. Types of tasks: (briefly indicate the content) Reproductive - Improvisational - Heuristic - Tasks for self-organization and self-control - Forms of monitoring the assimilation of the topic: Evaluation of the results of the student's activity: (what results of the activity are to be evaluated in accordance with the planned ones) Self-assessment of the teacher in the lesson (reflection). Technological map of the lesson (subject, class, date) _____________________________________________.

Technological map of the lesson that implements the formation of UUD Subject ____________________________________________________________ Class _______________________________________________________________ Author of the UMC ________________________________________________________________ Lesson topic _________________________________________________________________ Type of lesson ____________________________________________________________ Course of the lesson Activity of the teacher Student activity Cognitive Communicative Regulatory Actions being taken Formed methods of activity Implemented actions Formed methods of activity Implemented actions Formed methods of activity

The main components of a modern lesson 1. Organizational - the organization of the group throughout the lesson, the readiness of students for the lesson, order and discipline. 2. Target - setting learning goals for students, both for the entire lesson and for its individual stages. 3. Motivational - determining the significance of the material being studied both in this topic and in the entire course. 4. Communicative - the level of communication between the teacher and the group. 5. Content - selection of material for study, consolidation, repetition, independent work, etc. 6. Technological - the choice of forms, methods and teaching methods that are optimal for a given type of lesson, for a given topic, for a given group, etc. 7. Control and evaluation - the use of evaluation of the student's activities in the lesson to stimulate his activity and the development of cognitive interest. 8. Analytical - summing up the results of the lesson, analyzing the activities of students in the lesson, analyzing the results of their own activities in organizing the lesson.

How to prepare a modern lesson? 1. Formulate the topic of the lesson. 2. Formulate the topic of the lesson 3. Plan the learning material. 4. Think over the highlight of the lesson. 5. Group the selected educational material. 6. Plan to control the activities of students. 7. Prepare equipment for the lesson. 8. Think over the task at home. 9. Write a lesson summary.

Reflection in front of you palm. each finger is some kind of position on which you need to express your opinion. large - for me it is important and interesting ... index finger - I received specific recommendations ... middle - it was difficult for me (did not like it) ... nameless - my assessment of the psychological atmosphere ... little finger - it was not enough for me ...

Conclusion Any lesson has a huge potential for solving new problems. One thing is undeniable: it must be vital, animated by the personality of the teacher. Even if you don't go out White light, And in the field beyond the outskirts, As long as you follow someone after, The road will not be remembered. But, no matter where you get And on what kind of mud, The road that he was looking for, Forever will not be forgotten. (N. Rylenkov)

Scenario of the pedagogical council

"Modern lesson = effective lesson"

Uzhegova Svetlana Valerievna,

Deputy Director for UVR

MBOU "Secondary School No. 7", Lysva Perm region

Purpose: to comprehend the concepts of "modern lesson" and "effective lesson" in relation to their own pedagogical activity

Tasks:

Determine the criteria for an effective lesson

Determine the goals, results, technologies, methods and techniques of an effective lesson

Analyze your pedagogical activity from the standpoint of modern requirements and the effectiveness of the lesson

Form: Interactive workshop within the framework of the TRCMPE

Call stage

So, our pedagogical council is devoted to the lesson, and the choice of this topic is not accidental. The goals and content of education are changing, new means and technologies are emerging, but the lesson remains the main form of education. It held the traditional and stands the modern school. The lesson defines the face of the school, is its "calling card".

During the period of his teaching activity, the teacher gives more than 25 thousand lessons, each student attends almost 10 thousand lessons during his apprenticeship.

Everything else (circles, electives, sections, ind classes) plays an important, but auxiliary role, supplementing and developing what is laid down in the lesson. That is why the lesson should not only equip students with knowledge and skills, the significance of which cannot be disputed, but also arouse sincere interest in children, genuine enthusiasm, form their creative consciousness.

Any lesson is a potential for solving new problems of a new lesson.

What should it be - a lesson in order to fully realize all its functions?

Unbiased and all-knowing statistics show that inCurrently, more than 60% of teachers still gravitate toward the traditional lesson. This is due to many reasons: the habit of traditional forms of education and the fear of the new; misunderstanding of a huge number of innovations, and sometimes simply unwillingness to change something in a comfortable, lovingly created world.

But is the traditional lesson really so bad, in which more than one generation of graduates, including talented, successful and happy people, was trained and brought up, in terms of efficiency? Has it fully exhausted its potential or is it quite capable of solving the problems facing modern education and society as a whole? Maybe in vain the school administration "hurts" the teacher and demands from him modern approaches?

Let's try to figure this out.

Intellectual warm-up "+ and - of the traditional lesson from the standpoint of efficiency" - 7 minutes(2 rows, work in pairs-threes - find arguments)

Summing up: approximately the same number of arguments, and this is quite the expected result: traditional does not mean bad and inefficient,

BUT society dictates its conditions to us, and famous saying V.I. Lenina “It is impossible to live in society and be free from society”, which has repeatedly proved its worth and correctness, fully applies to the school as one of the most important social institutions.

We invite you to get acquainted with the point of view on the lesson and the expectations from the teachers of our students - those for whom we are here, in fact, we are here. In preparation for the teachers' council, we conducted a survey among high school students of our school.

Survey results

As you can see, when our children come to school, they expect and want to get something other than a “traditional lesson” and a “traditional teacher”. And this is not only their right and not so much their whim, but the requirement of modern society.

And, finally, an analysis of the situation regarding the effectiveness and modernity of the lesson through the eyes of the administration ( certificate on the results of the HSC).

This is generalized information for a period of time sufficient for an objective assessment.

At the same time, of course, we are well aware and remember the so-called minimum threshold of “30% of employees ready for change”, at which the development of the system is ALREADY possible. But believe me, dear colleagues, the analysis of the lessons we attended showed that we STILL have something to strive for.

Understanding stage

Group work "Components of a modern lesson"(see Attachment).

Objective: Critically think about information isolate the main thing, significant and in any graphic form (cluster, table, diagram, diagram, list, etc.) in the form of a presentation slide or text document to present to your colleagues.

Presentation of the results of the work of the groups.

Reflection stage

Group game-association "Modern lesson formula": find words for the phrase "modern effective lesson". Words must begin with the letters in the word "development".

The results of the work of the groups are placed on a common stand in the teacher's room.

Annex 1.

Group #1

What is "efficiency"? Criteria for an effective lesson.

Efficiency is understood as the usefulness for the development of each child.

Criteria:

Active mental activity of each student throughout the lesson.

It is known that at school, students are most active in the lessons of labor training, foreign language, physical education, during practical and control works. All other lessons combined type Student activity remains very low. Only a quarter of the students are attentive and hardworking. The fourth part doesn't work at all. The rest are inactive. Obviously, it is necessary to plan the activities of each student at all stages of the lesson.

Ensuring the student's emotional involvement in his own activities and the activities of others.

It is experiences that stimulate change and the subsequent development of the intellect. If the student experiences his successes or failures, then this contributes to the inclusion of motivational centers.

Motivation of cognitive activity in the classroom.

Ensuring reflection and self-control of students in the process of activity throughout the lesson.

With the introduction of reflection, the responsibility of students for the results of their work increases, the fear of a bad mark is removed.

5. The presence of independent work or a creative task in the lesson, followed by self-examination or mutual examination.

6. Achieving the objectives of the lesson.

"Efficiency" in Latin - "effectos" - means the performance of actions, the result, the consequence of any actions.

Efficiency:

specificity of the goal and objectives

teacher and student interest

efficiency

material quality

formation of skills and abilities

variety of methods

emotional presentation of the material

individual work

choice of lesson type

forecasting the result of the lesson

student learning opportunities

skill

ability to communicate

availability

active work of students

results

student autonomy

creation

TSO and ICT

modern technologies

cooperation

emotional atmosphere

lesson saturation, lesson motor density

goal: the ability to set and achieve it in practice; goal is the result

Feedback

Job

highest score

least "cost"

teacher's pedagogical discovery

ability to give - ability to take

interest, accessibility

teacher personality

teacher-student interaction

ability to think

collaboration between teacher and student

communication style

achievements of goals

push to search

benefit.

Group #2

What determines the effectiveness of the lesson. Preparing the teacher for the lesson.

The first thing to start preparing for the lesson:

• clearly define and formulate for himself its theme;

  determine the place of the topic in the curriculum;

  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.

  Plan learning material

For this you need:

Select literature on the topic. At the same time, if we are talking about new theoretical material, one should try to include a university textbook, an encyclopedic publication, a monograph (original source), and a popular science publication on the list. It is necessary to select from the available material only that which serves to solve the tasks set in the simplest way.

Select study assignments that aim to:

recognition of new material;

reproduction;

application of knowledge in a new situation;

application of knowledge in an unfamiliar situation;

creative approach to knowledge.

Arrange learning tasks in accordance with the principle "from simple to complex". Create three sets of tasks:

tasks that lead the student to reproduce the material;

tasks that contribute to the understanding of the material by the student;

assignments that help the student to consolidate the material.

Think about the "zest" of the lesson.

Each lesson should contain something that will cause surprise, amazement, delight of students - in a word, something that they will remember when everyone forgets. It can be interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

Group the selected educational material.

To do this, think about the sequence in which the work with the selected material will be organized, how the change in the types of students' activities will be carried out.

The main thing when grouping material is the ability to find a form of organizing a lesson that will cause increased activity of students, and not a passive perception of the new.

Plan the control over the activities of students in the lesson, why think about:

• what to control;

  how to control;

  how to use the results of the control.

At the same time, do not forget that the more often the work of everyone is controlled, the easier it is to see typical mistakes and difficulties, as well as to show the teacher's genuine interest in their work.

Prepare equipment for the lesson. Make a list of necessary teaching aids, devices, etc. Consider the type of blackboard so that all new material remained on the board in the form of a reference outline.

Think over tasks for home: its content, as well as recommendations for its implementation.

Group #3

Lesson objectives and what is the result of an effective lesson?

The birth of any lesson begins with awareness and the correct, clear definition of it. ultimate goal What does the teacher want to achieve? then establishing the means - what will help the teacher in achieving the goal, and only then determining the method - how the teacher will act so that the goal is achieved.

What is the goal and when, what are the goals of the lesson set by the teacher? It is generally accepted in science that a goal is a presumed, pre-planned (mentally or verbally) result of an activity to transform an object. In pedagogical activity, the object of transformation is the activity of the student, and the result is the level of education, development and upbringing of the student.

The teacher always sets a goal for himself. This goal may not be communicated to the student, but conditions are created under which the student himself derives the goal of the lesson.

The goal depends on the content of the lesson, the level of professional skills of the teacher, the type of lesson, the methods and forms of work, the level of the class and the abilities of the students. An important role is played by intuition, the personality of the teacher, his control over the situation in the lesson, and his psychological knowledge.

Educational goal - "what?"

The goal is developing, activity - “how?”

The goal should be specific, real, diagnosable (verifiable in terms of measurable indicators), adequate resources and correlated with the age and psychological characteristics of students.

Each stage of the lesson can have its own purpose.

When setting goals, consider the following:

problematic material

acceptance by students

impact on emotions and feelings

communication style

application by students of knowledge in practice

development of students' abilities

material content

intellectual abilities of students

set of solutions to a set of problems

waiting for the result.

The result is:

Final product

Achievements of goals

Completion of assigned tasks

Using knowledge in new situations

Use of knowledge in life

The content of the lesson is a stepping stone to the result

The right choice of methods and techniques is the result

The quality of knowledge and skills

Self-development, self-training, self-education.

The result of the effectiveness of the activity in the lesson depends on the professionalism of the teacher.

From what exactly?

a) knowledge of the subject b) culture of communication c) love for children d) technological and methodological competence of the teacher e) acceptance by students of the objectives of the lesson f) the focus of the lesson on a specific result that is significant for the child g) a variety of activities and didactic tools.

Group No. 4

Modern educational technologies.

To implement cognitive and creative activity schoolchildren in the educational process, modern educational technologies are used, which make it possible to improve the quality of education, use study time more efficiently and reduce the proportion of students' reproductive activity by reducing the time allotted for homework.

Pedagogical technologies

Achieved results

Problem learning

Creation of problem situations in educational activity and organization of active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills, abilities, mental abilities develop.

Differentiated learning

The teacher has the opportunity to help the weak, to pay attention to the strong, the desire of strong students to move faster and deeper in education is realized. Strong students are affirmed in their abilities, weak students get the opportunity to experience educational success, and the level of learning motivation increases.

Project based teaching methods

Work according to this method makes it possible to develop the individual creative abilities of students, to approach professional and social self-determination more consciously.

Research Methods in Teaching

It gives students the opportunity to independently replenish their knowledge, delve deeply into the problem under study and suggest ways to solve it, which is important in the formation of a worldview. This is important for determining the individual development trajectory of each student.

Lecture-seminar-test system

This system is mainly used in high school, because it helps students prepare for higher education. It makes it possible to concentrate the material into blocks and present it as a whole, and to carry out control on the preliminary preparation of students.

The technology of using gaming methods in teaching: role-playing, business, and other types of educational games

Broadening of horizons, development of cognitive activity, formation of certain skills and abilities necessary in practical activities, development of general educational skills and abilities.

Collaborative learning (team, group work)

Cooperation is interpreted as the idea of ​​a joint developmental activity of adults and children. The essence of the individual approach is to go not from the academic subject, but from the child to the subject, to go from the opportunities that the child has, to apply psychological and pedagogical diagnostics of the personality.

Information and Communication Technologies

Changing and unlimited enrichment of the content of education, the use of integrated courses, access to the INTERNET.

Health saving technologies

The use of these technologies allows you to evenly distribute during the lesson different kinds tasks, alternate mental activity with physical minutes, determine the time for the presentation of complex educational material, allocate time for conducting independent work, normatively apply TCO, which gives positive results in training.

Portfolio innovation assessment system

Formation of a personalized account of the achievements of the student as a tool for pedagogical support of social self-determination, determining the trajectory of the individual development of the individual.

TRCMCHP

Formation of a new style of thinking, which is characterized by openness, flexibility, reflexivity, awareness of the ambiguity of positions and points of view, the alternativeness of decisions made.

Stimulation of independent search creative activity, launching mechanisms of self-education and self-organization.

Group No. 5

Methods and techniques that contribute to an effective lesson.

Method - a way of joint activity of the teacher and the student in order to solve problems.

The classification of methods is their division into groups on one basis or another. According to the source of knowledge, verbal, visual, practical MO are distinguished.

Verbal methods are aimed at the formation of theoretical and factual knowledge, as well as the development of verbal visual thinking and speech of the student.

Visual MOs are focused on the formation of visual-figurative thinking, the development of memory, cognitive interest and the emotional sphere of students.

Practical MO are aimed at the formation of practical skills, independent thinking of students, the development of skills of educational work in the course of their performance of practical tasks.

In the group of verbal methods, the following are distinguished:

Explanation is a type of oral presentation in which new concepts are revealed. Terms, causal relationships and dependencies are established, the logical nature of this or that phenomenon is revealed;

a story is a form of presentation of educational material, which is predominantly descriptive;

work with a printed source of information is a method that allows the student, under the indirect guidance of the teacher, to independently organize the process of cognition;

description - a type of oral presentation, in which a sequential enumeration of signs, features, properties, qualities of objects and phenomena is given;

reasoning - a type of oral presentation, in which a consistent development of provisions, evidence is given, leading the student to conclusions;

conversation is a form of mastering learning information in question-answer reasoning.

In dialogue communication. There are several types of conversations: catechetical (assumes reproductive activity in the answers) and heuristic (productive, creative activity).

The main features of a heuristic conversation are:

1) students are aware of the goals of the conversation;

2) students are focused on independent conclusions;

3) the conversation includes simple and complex questions.

In Group visual methods learning distinguish: demonstration, demonstration of a sample, illustration.

In the group of practical MO there are:

observation - direct, purposeful perception of objects and phenomena with the help of the senses in order to form the correct ideas and concepts, skills and abilities;

experience - independently performed by the student work on the study of new material, requiring practical and research skills, as well as skills in handling equipment;

laboratory work, exercises, etc.

Based on the “degree of cognitive activity of the student”, the following teaching methods are distinguished:

explanatory and illustrative - methods that reflect the activities of the teacher and student, which consists in That the teacher communicates the finished information in different ways, namely: using demonstrations, showing; learners perceive, comprehend and supplement it. And if necessary, reproduce the acquired knowledge;

reproductive - contribute to the formation of knowledge (based on memorization), skills and abilities (through a system of exercises). At the same time, the managerial activity of the teacher consists in the selection of the necessary instructions, algorithms and other tasks that ensure the repeated reproduction of knowledge and skills according to the model;

methods of problem-based learning: problem-based presentation of educational material designed to involve students in cognitive activity in terms of verbal learning. When the teacher himself poses a problem, he himself shows the ways to solve it, and the students carefully follow the train of thought of the teacher, reflect and experience with him, and thereby join the atmosphere of scientific evidence-based exploratory thinking. Problem-based learning methods most fully solve the problems of student development during training;

partial search or heuristic methods used to prepare students for the independent solution of cognitive problems, to teach them to perform individual steps of the solution, individual stages of research;

Methods for developing the intellect of students

heuristic conversation

teacher's problem statement

research

story

explanation

scheme

reference tables

filling in classification tables with your own examples or distributing ready-made examples into a table

comparisons and comparisons comparative analysis two pieces of text.

dialogue communication

modeling

defending your opinion

formulating questions

peer review

maximum tasks

free choice method

students as teachers

action learning

group discussion

role-playing game

discussion

seminar

student as researcher

debate

brainstorm

interdisciplinary comparisons

problem situations, questions

practical work

experiment

experiments

system-structural analysis

projects

presentations.

Modern lesson -- as the basis of effective and high-quality education.

“The lesson is a mirror of the general and
teacher's pedagogical culture,
measure of his intellectual wealth
indicator of his outlook, erudition "
V.A. Sukhomlinsky

Many books, articles, dissertations have been written about the lesson. The goals and content of education are changing, new means and technologies of education are emerging, but no matter what reforms are carried out, the lesson remains the eternal and main form of education. It held the traditional and stands the modern school.
Whatever innovations are introduced, only in the classroom, as hundreds of years ago, participants in the educational process meet: a teacher and a student. Between them (always) is an ocean of knowledge and reefs of contradictions. And this is normal. Any ocean contradicts, hinders, but it endows those who overcome it with constantly changing landscapes, the vastness of the horizon, the secret life of its depths, a long-awaited and unexpectedly growing coast.
No matter what they say about computerization and distance education, the teacher will always be the captain in this voyage and the main navigator of the wiring through all the reefs. No matter how hard they try to equalize the teacher with the students, he, as he was, remains the main character in any lesson. Because he is always older, behind him is knowledge, experience in understanding and applying this knowledge. But all this does not make life easier, but complicates his life. In front of the Teacher are living, ever-changing, unpredictable students, from whom you do not always know what to expect.
And where, if not in the classroom, is there a huge field of activity for the teacher to create conditions for improving the quality of knowledge. Therefore, a lesson is one of the components of the quality of the educational process.
Improving the quality of education is one of the main tasks of modernizing Russian education.
In the National Educational Strategy "Our new school”, disclosed by President Dmitry Medvedev in his Address to the Federal Assembly of the Russian Federation in 2009, it is again about the fact that the key role in school belongs to the teacher, that already at school children should have the opportunity to reveal their abilities, prepare for life in a high-tech competitive world.
The Comprehensive Project for the Modernization of Education states, “... providing all citizens of Russia, regardless of their place of residence, with the opportunity to receive a set of quality educational services in safe comfortable conditions; the formation of a free, proactive, responsible personality (the principle of individualization of education); formation of a successful and effective personality based on activity and competency-based approaches”.
The possibility of obtaining a quality education is becoming one of the most important life values citizens.
What is the quality of education? (question to colleagues)
From the point of view of T.I. Shamova, the quality of education is not only a RESULT and CONDITION, but also a PROCESS.

One of the components of a quality educational process is the organization of a lesson: its stages, techniques, forms and methods of teaching. This is its design, finding the optimally correct solution. Therefore, the organization of a modern lesson is the basis of quality education.
Each of us has repeatedly thought about the questions: What should I do as a subject teacher to improve the quality of my students' knowledge? Am I using the most effective forms and methods of teaching? Does this improve the quality of my students' knowledge?
Each of us has repeatedly encountered problems in organizing and conducting a modern lesson:
in methods of activating the cognitive activity of students,
in the organization of the stage of reflection (feedback techniques) in the lesson,
in the choice of teaching methods.
Taking into account the above problems, a methodological decade was planned on the topic “Pedagogical excellence. Pedagogical experience. Pedagogical innovation. Open lessons were presented by teachers: Chernova L.S., Aisina M.B., Potapova Yu.E., Krivtsova S.I., Yakovleva L.A., Lazutkina L.S., Kaigorodova S.A. Interestingly, in a businesslike, working environment, master classes were held under the guidance of - Shorina A.A., Aisina M.B., Saraeva I.A.
Many modern educators are conductors of innovative processes in the creation of a modern lesson. A lesson that is conducted not for the sake of the lesson itself, but for the sake of influencing the personality of the student; not in order to "go through" some questions of the program, but in order to form certain personality traits on the basis of these program questions.
The central component of such lessons is the organization of the cognitive activity of students. Where are the guiding cognitive processes are thinking and imagination. A necessary conditions productive work of thinking and imagination is the correct organization of perception and memory of students, the creation of a certain attitude in the organization of attention
In the classroom, students are not only active subjects of the learning process, but also learn:
think independently and critically;
see and shape the problem;
competently work with information;
be communicative and able to work in a team;
master the skills of ICT technologies (see Appendix 1).
Many of our students believe that they are superior to teachers in information technology. But we do not give up our positions and do not get tired of surprising them in the classroom! Who says serious business has to be boring?
The modern lesson necessarily lays the foundation for the future. It is impossible to do without new technologies that contribute to the development of the personality of students in accordance with the individual characteristics of each and the demands of society as a whole.
Some inhabitants say that the children of the younger school age it is easier to teach than high school students, because the discipline of the kids is good, that they listen to teachers "with open mouth that the teacher is the most authoritative person for them. They sit quietly, listen, but do they understand what in question at the lesson? How to check that the student understood the teacher, mastered the new material and left the lesson with the necessary knowledge base? In this, the organization of feedback in the lesson undoubtedly helps.
About methods of activating the mental activity of students, about the attitude towards the child as a subject of life, capable of self-development and self-change; about the possibilities and functions of the interactive whiteboard in the educational process; our colleagues will share about the organization of feedback at the lesson in their speeches.
Attending lessons, their analysis showed once again that both for students and for the Teacher, a lesson can be interesting when it is up-to-date in the broadest sense of the word. Modern is both completely new and not losing touch with the past, in a word - relevant. Actual [from lat. actualis - active] means important, essential for the present time. And yet - effective, modern, directly related to the interests of a living person today, vital, existing, manifesting itself in reality. In addition, if the lesson is modern, then it certainly lays the foundation for the future, the foundation of quality education.
And what do our students understand by the modern lesson?
I would like to present the results of the survey of students and the opinion of teachers on this issue.
The questionnaire was called "Modern lesson and I" (hereinafter the speech of the psychologist Safonova O.V.).
Thus, the results of the survey showed that a modern lesson, first of all, should be interesting, understandable, using ICT technologies. High school students, unlike sixth graders, like to express their own point of view, argue, and discuss more. Do it yourself, get creative. The children see the role of the teacher in the classroom differently. If the former are only as explanatory new theme, then the latter as a coordinator, mentor, a person with rich life experience, a qualified specialist who can prepare for successful delivery GIA and USE.
The opinion of teachers that for them a MODERN LESSON can be different.
“For me, such a lesson is, first of all, cooperation towards common goals, organized with the support of new technologies.”
"In my opinion, a modern lesson is a lesson in which the teacher sees each student and tries to use his potential as much as possible."
“In my opinion, a modern lesson is a lesson in which there is a lively communication of all participants based on trust and mutual understanding.”
“The modern lesson is the use of information and communication technologies.
On my own behalf, I would like to add that the modern lesson, while retaining its inherent features, is at the same time considered not only as a variable, but also as a constantly evolving form. The main direction of this development is seen in the desire to ensure that the lesson is the result of the creativity of not only the teacher, but also the students.
Unfortunately, at the open lessons, we did not see non-traditional forms of organizing a modern lesson: a travel lesson, a business game lesson, a seminar lesson, a debate lesson, etc. And this is nothing but active forms lesson organization. Therefore, we still have something to work with you.
The teacher at the lesson. Much depends on his teaching style. The teachers of the school filled out the questionnaire "Teaching style" (hereinafter the speech of the psychologist Safonova O.V.).
The modern lesson should give modern teacher: enthusiastic, competent, developing. It is interesting with such a teacher, his enthusiasm develops cognitive activity, and the use of new technologies forms an information culture and communicative competence.” Thus, the teacher must improve himself, improving his qualifications.
But, speaking about the modern lesson, one should not forget that one of the indicators of the final result of any educational process is the state of health of students.
In one of her last speeches on central television, Tatyana Golikova, the Minister of Health, cited a depressing figure: that over the past year the number of sick children in schools suffering from chronic diseases has increased by 24%.
Why go far, here are the data on our school. In-depth medical examination 2011-2012 school year children of grades 1-9 took part - a total of 365 people (see Appendix 2).
One of the questions of the questionnaire "Modern lesson and I" contained a question about physical education.

Yes.
You can take a break from mental work.
Yes, since the body is “numb”, hands get tired from long writing.
Need! Very necessary! With a sedentary lifestyle, etc. it is simply necessary! This will help you loosen up and unwind. After all, when we sit, stoop, cross our legs, then there is stagnation of blood in the veins and the spine is bent. So we can conclude that PHYSICAL MINUTE is MANDATORY!
No.
It relaxes and distracts, then it’s not up to the lessons.
Not needed, who needs to rest during the break.
It's a waste of time.
For the lower grades it is needed, but for the older ones it is no longer. In the 9th grade, sometimes you don’t have time to write down all the material, and then there’s also a physical minute.
Who needs it, they can pull themselves up at their workplace.
The fifth direction of the National Educational Strategy “Our new school” says that children spend a significant part of the day at school, and teachers should also take care of their health. We need to move away from the average approach in this matter. An individual approach should be applied to each student, minimizing health risks in the learning process.
Therefore, dear colleagues, let's not forget about physical education, even if you don't want to deviate from the content of the lesson.
So what are the components of the success of the modern lesson
Characterizing the modern lesson, we will take into account two axioms:
- a lesson is a fragment of a holistic educational process that retains all its features;
- a lesson is an integral system, where no component can change independently of the others.
What changes in the modern lesson in contrast to the traditional one?
1. In accordance with the first mentioned trend in the development of education in the modern lesson, the focus on achieving a specifically formulated expected result is increasing.
Thus, the manufacturability of the lesson increases, which is possible due to the systematic nature of the lesson. In accordance with the expected result, it is possible to choose an adequate content, structure, methods, forms of organization of educational activities of children.
Therefore, the teacher needs to clearly define the expected result of the lesson as a whole; the result of each stage, while determining the main stage, the role and place of the remaining stages of the lesson; to think over the methods by which the planned result will be monitored.
At the same time, in accordance with the second trend in the development of education, the result today is not only knowledge, abilities, skills, but a holistic personality, and this determines the next approach to modernizing the lesson.

2. Increased attention to the developmental and educational tasks (results) of the lesson.
They should also be predicted, achieved, measured in accordance with the trend towards increasing the technological effectiveness of the lesson.
Does this indicate that knowledge as a result becomes secondary? No, great importance have completeness, depth, strength of knowledge, but also - and this is important - the personal significance of knowledge.

3. A modern lesson is characterized by an orientation towards a living, personally significant knowledge of students.
IN modern education Much attention is paid to ensuring that scientific, theoretical knowledge “grows” from the personal subjective experience of the student, is experienced and in the future is in demand, applicable in life, would not be “alien”, abstract. This issue is considered in more detail in the technology of student-centered learning.

4. The modern lesson involves the provision of systemic, generalized knowledge of the methods of activity.
Knowledge should help a person to see the essence of things, a pattern, and not a single, perhaps random fact. Therefore, in the content of the subject course, it is important for the teacher to highlight this systemic knowledge (leading ideas) and help students understand the general approach (theory) that clarifies all particular cases (as is done using developmental learning technology).
Trying to combine the last two approaches to the modernization of the lesson, the teacher may feel a contradiction: students' knowledge, while remaining personal (subjective), must at the same time be generalized, systemic (theoretical, objective). The following approach allows resolving this contradiction.

5. The modern lesson is based on the creative cognitive activity of students.
If learning is not focused on memorizing ready-made ("foreign") knowledge, but is a joint search for truth with the teacher (through difficulty, contradiction, error and the search for the causes of error), then the student becomes the subject of cognitive activity, builds his own, important theory for him.
Knowledge and skills (in their modern perception) are the most important result of education, but not at the cost of the child's health. The solution of this contradiction predetermines the following direction of lesson modernization

6. In a modern modernized lesson, the individual characteristics of students are taken into account as much as possible.
Therefore, at the moment it is not enough to single out the conditional groups of "strong", "average" and "weak" students, based on the completeness of their mastering curriculum, and plan feasible tasks for each group. The preservation of mental and physical health is facilitated by taking into account the peculiarities of the student's perception (auditory, visual, kinesthetic), peculiarities of thinking (analyst, synthetic), etc.
The mentioned aspects are given great attention in the technology of neuro-linguistic programming, which can lead to the manipulation of the child's consciousness, therefore, is incompatible with the chosen humanistic paradigm. However, there are options for resolving the emerging contradiction.
Personality manipulation is excluded if the teacher, having studied the individual characteristics of children, offers students a task to choose from, plans future learning activities with them, and discusses with the child the most convenient ways for the student to receive, memorize, present information. In this case, the lesson is enriched with techniques that are already characteristic of personality-oriented learning.

7. A modern lesson is a dialogue that implies interactive forms of learning, dynamism.
The role of the teacher in the learning process ceases to be unambiguous. Today, the teacher is not so much a "source of knowledge" and "supervisor" as an "assistant", "organizer", "protector", "expert".
The modern modernized lesson is not the same and contradictory, since changes can occur through the improvement of various elements of the pedagogical system, depending on the subjective preferences of the teacher. The approaches we have considered can contribute to a more systematic, meaningful modernization of the lesson.

V.A. Sukhomlinsky said:
“Interest in learning is only when there is inspiration born from success.”
"Learning is the education and development of the learner."
“If teachers enlighten their many students by teaching them all the same lesson and demanding the same behavior from them, although their abilities are not at all the same, then it is not surprising that among a huge crowd of children there are only two or three children who extract a real the benefits of such teaching
Today it is not enough for a teacher just to be a good subject teacher, he needs to master the latest information technologies, teach children to accept independent solutions and take responsibility for them. A real teacher, embodies the best human qualities, invariably awakens a sincere desire for knowledge in the hearts of students. Raising a worthy generation of the 21st century is a huge responsibility and hard work that deserves great respect.
Thus, the school of today should provide not only information, but also ways to work with it.
Students must learn to discard old ideas, know when and how to replace them. In short, they must learn to learn, unlearn, and relearn.
The illiterate person of tomorrow will not be the one who cannot read, but the one who has not learned to learn.

Semykina Nadezhda Anatolievna
Job title: teacher of Russian language and literature
Educational institution: MBOU "Etkulskaya secondary school"
Locality: Etkul village, Chelyabinsk region
Material name: methodical development pedagogical council
Subject:"Modern lesson as the basis of effective and high-quality education".
Publication date: 06.02.2018
Chapter: complete education

teachers' council

“Modern lesson as the basis of effective and high-quality education”

The plan of the teachers' council

Foreword - movie A New Look on the education system"

Traditional lesson. Pros and cons (attack-defend game)

Master class and introspection

Business game "Association"

Teaching Style Questionnaire

Criteria for the effectiveness of a modern lesson

The decision of the teachers' council

Target: Acquaintance with the basic requirements for the organization of a modern lesson,

as the basis for effective and quality education.

Tasks:

Awareness of the main criteria of the modern lesson

Increasing the interest of teachers in modern technologies

Awareness of the need to increase the level of self-education

“The lesson is a mirror of the general and

teacher's pedagogical culture,

measure of his intellectual wealth,

indicator of his outlook. erudition "

V.A. Sukhomlinsky

1. LESSON REMAINS!

(Foreword)

Goals are changing And content education, there are new tools And learning technology,

But lesson remains the main form of education. Let's think, dear colleagues, about the following

figures: a teacher gives more than 25 thousand lessons in his life, a student attends more than 10 thousand

lessons. All the most important for the student is done in the classroom. Let's go back to the famous quote.

V.A. Sukhomlinsky: "A lesson is a mirror of the teacher's general and pedagogical culture, a measure of his

intellectual wealth, an indicator of his horizons, erudition. "This form for many centuries

determined the face of the school, was its "calling card". Of course, the modern school

rests on the lesson, which determines its social and pedagogical status, role and place in

formation, development of both teachers and schoolchildren.

Only in the classroom, like hundreds of years ago, do the main participants in the educational process meet:

teacher and pupil. Between them there is always an unknown world of knowledge, contradictions between the known

and not yet mastered, between the feeling of satisfaction from success and the hard and labor of mastering

new knowledge of the world around.

Any lesson has a huge potential for solving new problems. But these problems are solved

often by those means that cannot lead to the expected positive result.

For both students and the Teacher, a lesson is interesting when it is up-to-date in the broadest sense.

understanding of this word. Modern is both completely new and not losing touch with the past,

In a word, relevant. Actual[from lat. actualis - active] means important,

significant for the present. And yet - effective, modern, having

direct relation to the interests of a living person today, urgent, existing,

manifesting in reality. In addition, if the lesson modern, then it must

lays the foundation for the future, prepares the child for life in a changing society.

Any lesson: modern, including traditional, has the potential to solve new

challenges facing education. Our task today is not to arrange

grades and indicate: this lesson is good, this one is bad. This one is modern and this one is outdated.

Another thing is important - you need to understand:

What is happening with the modern lesson;

How effective is it in solving new problems facing education;

How have we progressed in recent years in understanding the objectives of the lesson, its structure,

How the position of the teacher is changing and other issues.

Modern lesson- it is first of all lesson on which the teacher skillfully uses all

opportunities for the development of the student's personality, its active mental growth,

deep and meaningful assimilation of knowledge, for the formation of its moral foundations.

When planning a modern lesson, we need to know:

What to teach; for what to teach; how to teach The printouts show the system

didactic principles of the technology of the activity method.

in the modern lesson there is no place for boredom, fear and anger from impotence

at the modern lesson there is an atmosphere of interest, trust and cooperation

in the modern lesson there is a place for every student, because the modern lesson is the key to his

success in the future!

Three postulates form the basis of the new lesson technology.

First: “The lesson is the discovery of truth, the search and comprehension of it in joint activity

teacher and student."

Second: "The lesson is part of a child's life."

Third: “A person in a lesson always remains the highest value, acting as a goal and

never acting as a means."

The idea of ​​a modern lesson is to create conditions for the teacher to maximize

the influence of the educational process on the development of the child's individuality.

initial idea modern lesson is the idea of ​​the unity of learning,

education and development. In accordance with this idea should be designed And carried out

every lesson. The logic of modern learning theory finds its expression in it. And V

to a certain extent, the social order of society to the system education. AND whatever they say about

such necessary and correct ideas as self-education, distance learning, he is a teacher -

will always be the main character in any lesson.

However, we all understand that lesson cannot change. This is an objective process

which is influenced by a number of factors. In particular:

1. Educational standards have appeared And based on them - updated programs And textbooks,

which are actively used in education. Of course, they require the improvement of forms

learning.

2. Another important project is the transition to pre-profile education in the 9th grade. This puts before

modern lesson new tasks.

3. Information technologies are being introduced. Over the past few years, all schools in the city

computer equipment has been supplied, and teachers are actively learning how to use the computer on their

lessons. Informatization of education has a significant impact on modern lesson.

4. Organization of the Unified State Exam And its approbation also became an important event

for the entire education system. They make their own requirements for the content of the lesson, assessment

educational achievements of schoolchildren.

The indicated position allows us to formulate the most general approaches to the organization

modern lesson:

strengthening its social orientation, which implies an increase in readiness for

entry into adulthood, the development of a communicative culture;

practical orientation of education, providing for the optimal combination

fundamental and practical knowledge;

focus on the development of thinking, practical skills;

expansion of collective forms of work, linking the studied material to problems

Everyday life;

differentiation of the educational process, increase in the share of independent work

schoolchildren (abstracts, projects, research and experimental activities).

3. Comparison of traditional and modern lesson. (2 teams)

Currently, most teachers still gravitate toward the traditional lesson. This

due to many reasons: the habit of traditional forms of education and the fear of the new;

misunderstanding of a huge number of innovations.

Let's try together to understand the pros and cons of the traditional lesson.

Pros and cons of a traditional lesson (two teams)

Attackers - defenders

(sample speeches)

minuses

Changing times can't change

best in class. What has accumulated over the centuries

always remains valuable. Can't do without

solid, systematic, deep knowledge.

You can't do without an educated

the traditional lesson of the habit of discipline

and order in my head.

Very high teacher fatigue, especially at

the last lessons, because most of the lesson

conducted by the teacher

our youth, work, interesting

measured confidence in her

necessary and useful, an interesting life.

All my life I spent traditional lessons and

brought up normal students.

Tired of the same, endless "repetition

passed"; I feel sorry for the "strong" students who

every year less and less ("low"

we pull the level up to “medium”, and with “strong”

no time to work).

It is easy to work in a traditional lesson: it

organization is simple, familiar, good

known and worked out to the smallest detail.

An increasing number of students want to study in

alignment classes.

on the team allows you to pay equal

attention to both excellent students and "average students", with

"average" students are easier to work with,

less headache.

Constant feeling of dissatisfaction due to

lack of interest, unwillingness to learn, due to growth

misunderstanding on the part of students and parents to

requirements set by the teacher.

All rules are clearly defined

performed, no one needs anything

to prove everything is clear to everyone: everything is right with

the point of view of the inspectors, and if it is correct -

it can't be bad.

Dissatisfaction with the administration, interested in

new, inconsistency of programs, textbooks, manuals

regulatory documents.

The main landmarks of the traditional lesson -

collective alignment, average success

(achievement) of learning, the average student in general.

Most teachers report a sharp decline

intellectual level of students by example

specific classes, an increase in pupils, at its best

case, with "medium" and low level of development.

At traditional learning students successfully

graduates of school, it is much more difficult to find themselves in

surrounding reality. Among them are many

no longer established personalities. It is no coincidence that in

In recent years, a joke has been born among teachers. On

question: “Who in Rus' should live well: an excellent student or

troechnik ”, always the same answer - troechnik, i.e.

to. he is adapted to life, knows how to adapt,

choose an unconventional solution

responsibility, risk, etc. That is why

among them there are far fewer unsettled, unhappy,

than, unfortunately, among the excellent students who always

follow the instructions of the teacher accurately and correctly.

In modern pedagogical literature, there are many comparisons of traditional and

developing lessons from the point of view of scientists. They are well known, but do not provide an answer to a specific

teacher-practitioner: why right now it is so important to teach a student, moving further and further away from

classical ways of knowing? why it is important not only for the student, but also for the teacher himself, for

each individual Russian. Why, if everything is so good in new approaches, do we have

what do we have?

There is no single answer, because

a traditional lesson is the basis for subsequent types of lessons, this is a whole story,

where more than one generation was trained and brought up.

The traditional lesson is famous scientists and less famous teachers.

practices.

· The traditional lesson is the reality of today: more than 60% of teachers, as before,

prefer to give lessons in the traditional form.

And it is real that most of the teachers are not going to change anything in their activities: no

time and energy to comprehend something new, and they don’t see the point in it. The traditional lesson

like a native person, everything is close and clear in him: let the deadly fatigue, even if not always

satisfy the students, at the lesson - everything is familiar, familiar, understandable, this is traditional.

So maybe you shouldn't change anything?

So that this question does not remain rhetorical, let us recall one well-known wisdom:

a very smart person learns from the mistakes of others,

just smart - on his own,

and a fool does not learn from anyone else.

Humanity is developing due to the fact that there are more and more smart people.

But humanity becomes better only when the quality of the mind is evaluated not by an increase in

the number of those who possess knowledge, but by the quality of their relationships.

The ability to learn, i.e. constantly accept new knowledge, even if they are not discovered

today, it is a sure indicator of the openness of the human personality. Our school has

creative teachers, 8 open lessons. Times when teachers

forced to adhere to strict and unambiguous requirements for the organization of the lesson passed.

The time for “ready-made” lessons is gradually moving away.

4. Master classes of teachers.

After discussing the master classes.

Practical teachers not only work hard and successfully, but they also want to change a lot in their

activities, because they perfectly see all its shortcomings. With a great need for

knowledge, frantically trying to figure out what is happening, often changing what is not in the change

needs. The methodology of the lesson is violated by the inclusion in its fabric of a huge amount

methods, techniques that someone heard somewhere.

Those teachers who manage to change the course of the lesson in such a way that not only they like it, but also the students,

strive to improve their activities further, making them creative and exciting,

involving their students in this process.

The position of the teacher is also changing. From the "one-man theatre" of traditional education, where

the teacher takes on 90% of the workload, he gradually begins to share it with the students, who

actually move from "objects" to "subjects". The teacher is thus not exempt from

its main function is to teach. He starts teaching in a new way. But the lesson remains.

Game "Association"

The main thing that the lesson should provide is the creation of a comfortable environment for students and

teacher comfort.

"Comfort" - translated from English - support, strengthening

"comfort" is the environment. providing comfort, peace and comfort.

(Work in groups. . Each group selects associations with the phrase "modern lesson".

All words must begin with a letter that is in the word "comfort")

The result of the work of the groups.

K Competence

criticality

Creativity

culture

Oh organic,

thoroughness

Recoil, optimal

Opening

Responsibility

Educated,

deliberate

M simulation

motivation

methodology

F Fantasy

formation

functional foundation

Oh Rest, meaningful

Opening,

organized

education

support, illumination

P Joy

development

result, reflection

Creation

Criteria for the effectiveness of a modern lesson

Learning through discovery

Self-determination of the student to the implementation of a particular educational

activities.

The presence of discussions characterized by different points of view on the studied

questions, comparing them, searching through the discussion of the true point of view.

Personal development

The ability of the student to design the upcoming activity, to be its subject

Democracy, openness

Awareness by the student of the activity: how, in what way the result was obtained, what

difficulties encountered, how they were resolved, and how the student felt

wherein.

Modeling vital professional difficulties in educational

space and finding ways to solve them.

Allows students in a collective search to come to the discovery

The student experiences joy from the overcoming of the difficulty of teaching, whether it be: a task,

an example, a rule, a law, a theorem, or a self-derived concept.

The teacher leads the student along the path of subjective discovery, he manages problematic -

search or research activities of the student.

The role of the teacher in the learning process ceases to be unambiguous. Today the teacher is not so much

"source of knowledge" and "supervisor", how many "assistant", "organizer", "protector", "expert"

The novelty of modern Russian education requires the personal beginning of the teacher, which

allows him to either give a lesson, filling students with knowledge and skills, or

give a lesson, developing an understanding of this knowledge, skills, creating conditions for

generation of their values ​​and meanings

Teaching Style Questionnaire

Answer the survey questions

1. If the class is not in order

1) my reaction depends on the situation 2) I don't pay attention to it

2) I can't start the lesson

2. I consider it my duty to reprimand if a child violates public order.

1) depending on the situation 2) no 3) yes

3. I prefer to work under the direction of a person who

1) offers room for creativity

2) Doesn't interfere with my work

3) Gives clear instructions

4. During the lesson, I stick to the planned plan.

1) depending on the situation 2) I prefer improvisation 3) always

5 When I see a student acting defiantly towards me

1) I prefer to sort things out 2) I ignore this fact 3) I pay him the same coin

6. If a student expresses a point of view that I cannot accept

1) I try to accept his point of view 2) I move the conversation to another topic

3) I try to correct him, explain to him his mistake

7. In my opinion, the most important thing in the school team

1) work creatively 2) absence of conflicts 3) labor discipline

1) no, this is unacceptable 2) I find it difficult to answer 3) if the student deserves it

9. Unforeseen situations in the lessons

1) can be used effectively 2) it is better to ignore 3) only interfere with the learning process

10. My students treat me with sympathy 1) no 2) when how 3) I don’t know

Count how many you have 1,2 and 3.

If you have more than 1, then this indicates the democratic style of the teacher.

The teacher allows students to make their own decisions

listens to their opinion, encourages independence of judgment, takes into account

only academic performance, but also the personal qualities of students. Basic Methods

impact: prompting, advice, request. The teacher is satisfied

profession, flexibility, a high degree of acceptance of oneself and others, openness and

naturalness in communication, a friendly attitude that contributes to efficiency

learning

the predominance of the second answer indicates the features

permissive style of the teacher. Such a teacher avoids accepting

decisions, transferring the initiative to students, colleagues, parents. Organization and control

the activities of students are carried out without a system, in difficult pedagogical situations

shows indecision and hesitation., experiencing a feeling of a certain dependence

from students. Many of these teachers are characterized by low self-esteem, a sense of

anxiety and uncertainty in their professionalism, dissatisfaction with their work.

teacher. The teacher uses his rights, as a rule, disregarding the opinion of the children and

specific situation. The main methods of influence are orders, orders. For such

teacher is characterized by dissatisfaction with the work of many students, although he may have

reputation as a strong teacher. But in his lessons, the children feel uncomfortable.,

a significant part of them do not show activity and independence.

Conclusion

So what is the modern lesson for us?

Requirements for a modern lesson

the lesson should be a logical unit of the topic, have its own strict, unified internal

logic determined by didactic goals and content.

is built on the basis of taking into account program requirements and requirements of educational standards;

diagnosing the needs and abilities of students; self-assessment capabilities

teacher

must have an exact didactic purpose (type) and its own unique features

focused on concrete results

must have a rational structure and pace.

the presentation of the material in the lesson should be variable in its structure.

should include tasks involving the application of new knowledge in practice in

changed situation compared to the one studied.

most of the knowledge should be obtained in the process of self-search through

solving search problems.

An essential aspect of the lesson is the individualization of learning. It is needed in

as a condition that ensures the work of each student at his own pace, for

encouraging the transition from one level of development to another.

Main Components

modern lesson

1. Organizational - the organization of the group throughout the lesson, the readiness of students for the lesson,

order and discipline.

2. Target - setting learning goals for students, both for the entire lesson, and for its individual

3. Motivational - determining the significance of the material being studied both in this topic and in everything

4. Communicative - the level of communication between the teacher and the group.

5. Content - selection of material for study, consolidation, repetition, independent

work, etc.

6. Technological - the choice of forms, methods and techniques of training that are optimal for this type

lesson, for a given topic, for a given group, etc.

7. Control and evaluation - the use of assessment of the student's activities in the lesson for

stimulation of his activity and development of cognitive interest.

8. Analytical - summing up the lesson, analyzing the activities of students in the lesson, analysis

the results of their own activities in organizing the lesson. (Reference table for the analysis of the lesson)

How to prepare a modern lesson?

How to make sure that the lesson not only equips students with knowledge and skills, the significance

which cannot be disputed, but so that everything that happens in the lesson evokes in children a sincere

interest, genuine enthusiasm, formed their creative consciousness? Recommendations,

the following may help the teacher prepare such a lesson. We will present them in

the order in which the lesson is prepared. So:

1. The first thing to start preparing for the lesson: clearly define and articulate

topic; determine the place of the topic in the training course; determine the leading concepts on which the

this lesson, in other words, look at the lesson retrospectively; and, conversely, identify for yourself that

part of the training material that will be used in the future, in other words, look at

lesson through the prism of the perspective of their activities.

2. Define and articulate for yourself and separately for students the target setting

lesson - why is it needed at all? In this regard, it is necessary to identify training, development and

educational functions of the lesson., UUD- in printouts.

3. Plan the learning material. To do this, you need to: pick up literature on the topic. At the same time, if

we are talking about new theoretical material, we should try to include university

textbook, encyclopedic edition, monograph (original source), popular science edition.

It is necessary to select from the available material only that which serves to solve the tasks.

in the simplest way.

Select study assignments that aim to: learning new

material; reproduction; application of knowledge in a new situation; application of knowledge in an unfamiliar

situations; a creative approach to knowledge; to arrange learning tasks in accordance with the principle

"from simple to complex". Compose three sets of tasks: tasks that lead the student to

reproduction of the material; tasks that contribute to the understanding of the material by the student; tasks,

conducive to the consolidation of the material by the student.

4. Think over the "zest" of the lesson. Each lesson should contain something that will surprise,

amazement, delight of the students - in a word, what they will remember when everyone forgets. It can

be an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to already

famous.

5. Group the selected educational material. To do this, consider in what order

work with the selected material will be organized, how the change of species will be carried out

students' activities. The main thing when grouping material is the ability to find such a form

organization of the lesson, which will cause increased activity of students, rather than passive perception

6. Plan control over the activities of students in the lesson for what to think: what

control; how to control; how to use the results of control. At the same time, do not forget that

the more often the work of everyone is monitored, the easier it is to see typical mistakes and difficulties, as well as

show the teacher's genuine interest in their work.

7. Prepare

equipment

lesson.

Compose

necessary

visual educational

aids, appliances, etc. Consider the type of blackboard so that all new material remains on

blackboard in the form of a reference outline.

8. Think through

execution.

9 .Prepared

teachers

primary

teachers,

change

conducting a lesson.

One can argue for a long time about what the lesson should be.

One thing is undeniable: it must be animated by the personality of the teacher.

Even if you don't go out into the white light,

And in the field outside the outskirts, -

While you're following someone

The road will not be remembered.

But wherever you go

And what a mess

The road that he was looking for

Forever will not be forgotten.

(N. Rylenkov)

Reflection

Circle your palm on a piece of paper.

each finger is some kind of position on which you need to express your opinion.

big - for me it is important and interesting ...

medium - it was difficult for me (did not like it) ...

nameless - my assessment of the psychological atmosphere ...

little finger - it was not enough for me ...

Draft decision of the teachers' council:

To note the positive experience of teachers for the effective application of modern

technologies and promotion of work experience through a system of open lessons, teachers' councils

School teachers, when planning lessons, should be guided by the criteria

the effectiveness of the modern lesson.

3. To all methodological associations, choose a topic for the work of the MO for the next academic

year, taking into account methodological theme schools.

4. Teachers should reconsider their self-education topics and take the topic into account

methodological theme of the school.

To create effective work in this direction, develop the exchange of experience

school teachers through open lessons, speeches at teachers' councils.

The psychologist of the school, on the basis of psychological diagnostics, to provide targeted

assistance to students, parents, teaching staff in order to orient them in

problems of personal and social development of students.

Start maintaining the teacher's methodical folder. Attach a methodical

material on self-education, abstracts of open and successful lessons. stored

folder in the classroom or in the teacher's room.