"A modern lesson is as a basis for effective and high-quality education." Presentation "Modern lesson - as the basis of effective and high-quality education" Modern lesson pluses and cons present

Scenario of the Pedagogical Council

"Modern lesson \u003d effective lesson"

Uzhgova Svetlana Valerievna,

deputy Director for OIA

MBOU "SOSH No. 7" by Lysva Perm region

Purpose: to comprehend the concepts of "Modern Lesson" and "Effective Lesson" in relation to their own pedagogical activities

Tasks:

Determine the criteria for an effective lesson

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

Analyze from the position of modern requirements and the effectiveness of the lesson its pedagogical activity

Form: Interactive Seminar in the framework of the TRKMCP

Stage call

So, our Pedagogical Council is dedicated to the lesson, and the choice of this topic is not accidental. The goals and content of education are changing, new funds and technologies appear, but the lesson remains the main form of training. It was kept traditional and a modern school. The lesson determines the face of the school, is its "calling card".

For the period of their pedagogical activities, the teacher gives more than 25 thousand lessons, each student at the time of his apprenticeship visits almost 10 thousand lessons.

Everything else (mugs, electives, sections, indices) plays, although an important, but auxiliary role, complementing and developing what is laid in the lesson. That is why the lesson should not only argue with students with knowledge and skills, the significance of which cannot be challenged, but also to cause sincere interest in children, genuine passion, to form their creative consciousness.

Any lesson is the potential to solve new tasks of the new lesson.

How should he be a lesson in order to fully implement all his functions if possible?

Impartial and all knowledgeable statistics indicates thatcurrently, more than 60% of teachers are still to the traditional lesson. This is explained by many reasons: habit to traditional forms of training and fear of new; Not understanding the huge number of innovations, and sometimes just unwillingness to change something in a comfortable, lovingly created for itself.

But is the bad traditional lesson on which he studied and brought up not one generation of graduates - including talented, successful and happy people, in terms of efficiency? Is he completely exhausted his potential or may well solve the tasks facing modern education and society as a whole? Maybe in vain the school administration "brazing" teachers and requires modern approaches from him?

Let's try to figure it out.

Intelligent workout "+ and - traditional lesson from the performance of efficiency" - 7 minutes(2 rows, work in parat-triples - find arguments)

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

But society dictates our conditions to us, and the famous statement of V.I. Lenin "Living in society and be free from society cannot be", which has repeatedly proven its viability and right, fully applies to school as one of the significant social institutions.

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

Results of questionnaire

As we see, our children, coming to school, are counting and want to get something else than the "traditional lesson" and "Traditional Teacher". And this is not only their right and not so much a whim, but the requirement of modern society.

And finally, the analysis of the situation about the effectiveness and modernity of the lesson by the eyes of the administration ( help on the results of the VCHK).

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

At the same time, we, of course, know well and remember the so-called minimum threshold "30% of employees who are ready to change", in which the system is already possible. But believe me, dear colleagues, the analysis of the visited lessons showed that we still have something to strive for.

Stage of understanding

Group work "Components of the Modern Lesson" (see Attachment).

Task: critically comprehend information, to determine the main thing, significant And in any graphical form (cluster, table, diagram, diagram, list, etc.) in the form of a slide presentation or text document to submit to its colleagues.

Presentation of the results of the work of groups.

Stage of reflection

Group Game-Association "Formula of the Modern Lesson": Pick the words to the phrase "modern effective lesson". Words should begin with the letters available in the word "development".

The results of the Group's work are placed on the general stand in the teacher.

Attachment 1.

Group №1

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

Under efficiency, the usefulness for the development of each child is understood.

Criteria:

Active mental activity of each student throughout the lesson.

It is known that school students are most active in labor learning lessons, foreign language, physical education, during practical and test work. At all other lessons of combination type, students' activity remains very low. Only the fourth part of students is attentive, hardworking. The fourth part does not 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 emotional concerns of the student to their own activities and the activities of others.

It is the experiences that stimulate the changes and the subsequent development of intelligence. If the student is experiencing his successes or failures, it contributes to the inclusion of motivational centers.

Motivation of cognitive activity in the lesson.

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

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

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

6. Achieving the objectives of the lesson.

"Efficiency" translated from the Latin - "Euplex" - means performing actions, result, consequence of any actions.

Efficiency:

the specificity of the goal and tasks

the interest of the teacher and the student

performance

quality material

formation of skills and skills

variety of methods

emotional file feeding

individual work

choosing a lesson type

forecasting the result of the lesson

student's educational features

mastery

ability to communicate

availability

active work of students

results

independence of students

creation

TSO and ICT

modern technologies

cooperation

emotional atmosphere

saturation lesson, lesson motor density

purpose: the ability to put and achieve it in practice; Purpose - result

feedback

work

the greatest result

the smallest "costs"

pedagogical find teacher

ability to give - the ability to take

interest, accessibility

personality teacher

teacher's interaction and student

the ability to think

collaboration of the teacher and student

communication style

achievements of goals

push to search

benefit.

Group №2.

What depends on the effectiveness of the lesson. Preparation of the teacher to the lesson.

The first, where to start preparation for the lesson:

clearly define and formulate it for yourself;
determine the place of the topic in the training course;
determine the leading concepts that this lesson relies, in other words, look at the lesson retrospectively; And, on the contrary, to designate for yourself the part of the educational material that will be used in the future, in other words, look at the lesson through the prism of the prospects for its activities.
Planning educational material

To do this, it is necessary:

Pick up literature on the topic. At the same time, if we are talking about a new theoretical material, you should try to visit the university tutorial, the encyclopedic edition, the monograph (original source), the scientific and popular publication. It is necessary to select from the available material only one that serves as solving the tasks set in the simplest way.

Pick up learning tasks whose goal is:

recognition of a new material;

reproduction;

the use of knowledge in the new situation;

application of knowledge in an unfamiliar situation;

creative approach to knowledge.

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

tasks summary of the student to reproduce the material;

tasks contributing to the comprehension of the material by the student;

jobs contributing to the consolidation of the material by the student.

Think up a "highlight" lesson.

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

Group of selected training material.

To do this, think in what sequence work with selected material will be organized, as the shame of the activities of students will be changed.

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

Planning control over the activities of students in the lesson, for which you think:

what to control;
how to control;
how to use control results.

At the same time, do not forget that the more often the work of all, the easier it is to see typical mistakes and difficulties, as well as show the authentic interest of the teacher to their work.

Prepare equipment for the lesson. Create a list of necessary educational and visual aids, devices, etc. Thought up the type of blackboard so that the entire new material remains on the board in the form of a reference abstract.

Think over the job tasks: its meaningful part, as well as recommendations for its execution.

Group number 3.

Objectives of the lesson and what is the result of an effective lesson?

The birth of any lesson begins with awareness and correct, clear definition of its ultimate goal - which the teacher wants to achieve; Then to establish the means - what will help the teacher in achieving the goal, and then then the definition of the method - as a teacher will act that the goal is achieved.

What is the goal and when, what are the teacher's lesson? It is generally accepted in science that the goal is an estimated, pre-planned (mentally or verbal) the result of the transformation of any object. In pedagogical activity, the object of transformation is the activity of the study, and the result is in the level of training, development and students of the student.

The teacher always puts the goal for himself. This goal may not be reported, but the conditions under which the student itself displays the purpose of the lesson.

The goal depends on the content of the lesson, the level of professional mastery of the teacher, on the type of lesson, from the methods and forms of work, from the level of class and the possibilities of students. The intuition, the identity of the teacher, owning the situation in the lesson, the presence of psychological knowledge is played a major role.

The purpose of the educational is "What?"

The purpose of developing, activity - "How?"

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

Each stage of the lesson may have its own goal.

When setting goals should be paid to the following:

problem problem

accepting her students

impact on emotions and feelings

communication style

application of knowledge of knowledge in practice

development of students' abilities

content material

intellectual abilities of students

a combination of solutions of a set of tasks

waiting for the result.

The result is:

Final product

Achievements of goals

Performing tasks

The use of knowledge in new situations

Using knowledge in life

The content of the lesson is a step to the result

The correct selection of methods and receptions is the result.

Quality of knowledge and skills

Self-development, self-study, self-education.

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

What exactly?

a) the knowledge of the object b) the culture of communication c) of love for children d) technological and methodological competence of the teacher D) adopting students of the lesson of the lesson of the lesson to a specific, meaningful result of the result g) diversity of activities and didactic means.

Group number 4.

Modern educational technologies.

To implement the cognitive and creative activity of the student, modern educational technologies are used in the educational process, which makes it possible to improve the quality of education, more efficiently use the school time and reduce the share of the reproductive activities of students by reducing the time allotted for homework.

Pedagogical technologies

Reached results

Problem learning

The creation of problematic situations and the organization of active independent activities of students to resolve, resulting in creative mastering knowledge, skills, explanatory abilities, develop.

Differentiated learning

The teacher has the opportunity to help weak, to pay attention to the strong, the desire for strong students is faster and deeper to advance in education. Strength students are approved in their abilities, weak get the opportunity to experience curriculum, the level of learning motivation increases.

Design learning methods

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

Research methods in training

It allows students to independently replenish his knowledge, deeply to delve into the problem studied and assume ways to solve it, which is important in the formation of the worldview. This is important to determine the individual trajectory of the development of each schoolchild.

Lecture and Seminar-Credit System

This system is used mainly in high school, because It helps students prepare for training in universities. It makes it possible to concentrate the material into blocks and present it as a single whole, and monitor the control by preliminary training of students.

Technology of use in learning game methods: role, business, and other types of educational games

Expansion of the horizon, the development of cognitive activity, the formation of certain skills and skills necessary in practical activity, the development of general educational skills and skills.

Training in collaboration (team, group work)

Collaboration is interpreted as the idea of \u200b\u200bjoint developing activities of adults and children, the essence of an individual approach to go not from the study subject, but from the child to the subject, to go from those capabilities that the child has, to apply psychological and pedagogical diagnostics of the person.

Information and Communication Technologies

Change and unlimited enrichment of the content of education, the use of integrated courses, Internet access.

Heating technology

The use of these technologies allow evenly during the lesson to distribute various types of tasks, alternate mental activities with fizminuts, determine the time of filing a complex learning material, to allocate time for independent work, to regulate TSO, which gives positive results in training.

Innovative estimation system "Portfolio"

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

TRKMCHP

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

Stimulation of self-planning creative activity, launch of self-education and self-organization mechanisms.

Group number 5.

Methods and techniques that contribute to the conduct of an effective lesson.

The method is a method of joint activities of the teacher and the student in order to solve problems.

The classification of methods is their division into groups on a particular basis. The source of knowledge is distinguished by verbal, visual, practical MO.

The verbal methods are aimed at the formation of actual knowledge, as well as the development of verbal-visual thinking and speech.

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

Practical MOs are aimed at the formation of practical skills, independent thinking, the development of educational labor skills in the course of their practical tasks.

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

explanation is a type of oral presentation in which new concepts are revealed. Terms, identified causal relations and dependencies, the logical nature of one or another phenomenon is revealed;

the story is a form of presentation of the educational material that is predominantly descriptive;

working with a printed source of information is a method that allows a student under the mediated manual of the teacher to organize the process of cognition;

description - a type of oral presentation, which gives a consistent listing of signs, features, properties, qualities of objects and phenomena;

the reasoning is a type of oral presentation, which gives a consistent development of provisions, evidence, summing up to conclusions;

the conversation is a form of mastering an information in question-response argument.

In the communication dialogue. There are several types of conversations: Catechizosic (assumes in the responses of accounting reproductive activities) and heuristic (productive, creative activity).

The main signs of the heuristic conversation are:

1) Uch-Xia is aware of the targets of the conversation;

2) UTI-SI is oriented on independent conclusions;

3) There are simple and complex questions in the conversation.

The group of visual learning methods allocate: demonstration, sample show, illustration.

In the group of practical MO allocate:

observation is a direct, purposeful perception of objects and phenomena with the help of organs of senses in order to form the right ideas and concepts, skills and skills;

experience - independently implemented by the work on the study of a new material that requires practical and research skills, as well as the ability to handle equipment;

laboratory work, exercises, etc.

Based on the "Degree of cognitive activity, the following teaching methods are distinguished:

explanatory-illustrative - methods that reflect the activities of a teacher and a student consisting of. That the teacher reports the finished information in different ways, namely: using demonstrations, show; The studios perceive, comprehend and complement it. And if necessary, reproduce the knowledge gained;

reproductive - contribute to the formation of knowledge (based on memorization), skills and skills (through the exercise system). At the same time, the teacher's managerial activity consists in the selection of the necessary instructions, algorithms and other tasks that provide multiple reproduction of knowledge and skills;

methods of problem learning: The problem presentation of the educational material is designed to involve the treatment of educational activities in verbal learning. When the teacher himself puts the problem itself, it himself shows ways to solve it, and teaching carefully follow the course of the teacher's thought, reflect on and worry with him and thus are included in the atmosphere of scientific and evidence-seeking thinking. Methods of problem learning are most fully solved by the tasks of development of the UTI-SIA in training;

partial search or heuristic methods used to prepare an accounting to an independent solution of cognitive problems, to train them to fulfill individual steps of the decision, individual stages of the study;

Techniques for the development of students' intelligence

heuristic conversation

problem presentation of the teacher

research

story

explanation

schemes

support tables

fill the classification tables with its examples or distribution of ready-made examples in a table.

comparisons and comparison of comparative analysis of two text fragments.

dialogue

modeling

protection of his opinion

formulation of issues

review

maxima tasks

method of free choice

pupils in the role of teachers

training action

discussion in groups

role-playing game

discussion

seminar

student as a researcher

debate

brainstorm

intergovernmental comparisons

problem situations, questions

practical work

experiment

experiments

system-structural analysis

projects

presentations.

Report: "Modern lesson - as the basis of an effective

and high-quality education. "

Prepared: Kopytseva Marina Nikolaevna -

primary school teacher

Modern lesson - it is first of all lessonwhere the teacher skillfully uses all the possibilities for the development of the student's personality, its active mental growth, deep and meaningful learning of knowledge to form its moral bases. Modern, this is a completely new, not losing touch with the past, an effective, who has a direct attitude towards interests today, a living person, an existing existing manifestation. If lesson -modern, he surely lays the foundation for the future, prepares the child to life in a changing society. Therefore, the 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 the modernization of Russian education, andthe possibility of obtaining high-quality education becomes one of the most important life values \u200b\u200bof citizens.

One of the components of the qualitative educational process is the organization of the lesson: its stages, techniques, forms and methods of learning. This is its design, finding an optimally correct solution. Therefore, the organization of the modern lesson is this and there is a basis for high-quality education.

Each of us has repeatedly thought about questions: what should I do, as a teacher-subject, so that the quality of knowledge of my students has become higher? Do I use the most effective forms and learning methods? Will it lead to improving the quality of knowledge of my students?

Each of us has repeatedly faced problems in the organization and holding of a modern lesson:

in the receptions intensifying the cognitive activity of students,

in the organization of the reflection phase (feedback receptions) in the lesson,

in the choice of learning methods.

Planning a modern lesson we need to know: What to teach; for what to teach; how to learn

at the modern lesson there is no place for boredom, fear and anger from powerlessness

at the modern lesson, the atmosphere of interest, trust and cooperation reigns

at the modern lesson there is a place for each student, because the modern lesson is the pledge of his success in the future!

Three postulates are laid on the basis of the new technology of the modern lesson.
First: "The lesson is the opening of truth, the search and understanding of it in the joint activity of the teacher and the student."
Second: "The lesson is part of the life of the child."
The third: "A person in the lesson always remains the highest value, acting as a goal and never acting in the form of means."

The idea of \u200b\u200bmodern lessonit is the creation of a teacher of conditions for the maximum influence of the educational process on the development of the individuality of the child.

Source ideamodern lesson is an idea of \u200b\u200bthe unity of training, education and development. In accordance with this idea should be designed and Each exercise lesson

So what is a modern lesson for us?

Requirements for the modern lesson

the lesson should be a logical unit of the topic, have its own strict, unified internal logic, determined by the didactic objectives and content.

it is built on the basis of accounting of program requirements and requirements of training standards; diagnostics of the needs and opportunities of students; self-assessment of the possibilities of the teacher

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

aims to concrete results

must have a rational structure and pace.

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

must provide tasks involving the application of new knowledge in practice in a modified situation compared to the topic studied.

most of the knowledge must be obtained in the process of self-searching by solving search tasks.

the essential side of the lesson is the individualization of learning. It is necessary as a condition that ensures the work of each student in the pace affordable to him, to encourage the transition of one level of development to another.

The main components of the modern lesson

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

2. Target - setting the goals of teaching to students, both for the whole lesson and on its separate stages.

3. Motivational - determination of the significance of the material being studied both in this topic and in the whole course.

4. Communicative - the level of communion of the teacher with the group.

5. Subtative - selection of material for studying, consolidation, repetition, independent work.

6. Technological - the choice of forms, methods and methods of learning, optimal for this type of lesson, for this topic, for this group.

7. Assessment - the use of an appreciation of the student's activities in the lesson to stimulate its activity and the development of cognitive interest.

8. Analytical - summing up the lesson, analysis of students' activity at a lesson, analysis of the results of its own activity on the organization of the lesson.

How to prepare a modern lesson?

How to make a lesson not only to argue students with knowledge and skills, the significance of which cannot be challenged, but so that everything happens in the lesson causes sincere interest in children, genuine passionism, formed their creative consciousness? The recommendations below can help the teacher in the preparation of such a lesson. Let's state them in the sequence in which the lesson is preparing. So:

1. Forward, where to start preparation for the lesson:clearly define and formulate it for yourself;

determine the place of the topic in the training course;

determine the leading concepts that this lesson relies

or, on the contrary, designate the part of the educational material for itself, which will be used in the future, in other words, look at the lesson through the prism of the prospects for its activities.

2. Condemnate and clearly formulate for yourself And separately for students, the target setting of the lesson - why is it generally needed? In this regard, it is necessary to identify training, developing and raising lesson functions., Wood- in printouts.

3. Enclosing the educational material.To do this, it is necessary:pick up literature on the topic. At the same time, if we are talking about a new theoretical material, you should try to list the textbook, encyclopedic edition, monograph (original source), a popular science publication. It is necessary to select from the available material only one that serves as solving the tasks set in the simplest way.

Pick up learning tasks whose goal is: recognition of a new material; reproduction; the use of knowledge in the new situation; Application of knowledge in an unfamiliar situation; Creative approach to knowledge, streamline learning tasks in accordance with the principle of "from simple to complex".

Create three sets of tasks: tasks applying a student to reproduction of material; tasks contributing to the comprehension of the material by the student; Jobs contributing to the consolidation of the material by the student.

4. Approach the "highlight" lesson.Each lesson should contain something that will cause surprise, amazement, delighted with students, in a word, the fact that they will remember when everyone is forgining. It may be an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to the already known.

5.Clouping selected training material.To do this, think in which sequence work with selected material will be organized, how the types of students' activity will be changed. We group the material - the ability to find such a form of organization of the lesson, which will cause increased activity of students, and not the passive perception of the new one.

6. Enchant control over the activities of students in the lessonFor what to think: what to control; how to control; How to use control results. At the same time, do not forget that the more often the work of all, the easier it is to see typical mistakes and difficulties, as well as show the authentic interest of the teacher to their work.

7. Prepare the equipment for the lesson. Create a list of necessary educational and visual aids, devices, etc. Thought up the type of blackboard so that the entire new material remains on the board in the form of a reference abstract.

8. Drug tasks for the house: its meaningful part, as well as recommendations for its execution.

Well, finally, what is the modern lesson without using information and communication technologies?

1. Using ready-made electronic productsmultimedia presentations, Internet resources and interactive boards.The advantages in the use of these information tools for the teacher are quite clear, and the advantages of students are as follows:

makes classes as interesting and develops motivation.

provides more opportunities to participate in collective work.

allows you to use various learning styles, teachers can contact all sorts of resources, adapting to certain needs.

students begin to understand the complex material as a result of a clearer, efficient and dynamic supply of material.

students begin to work more creatively and become confident.

Finally, develops independence of students. Students with interest and actively work independently at school and at home. This makes it easier for us to work in the sense that even a weakly self-satisfying student can work with interest and get an assessment for this.

But, speaking of the modern lesson, we should not forget that one of the indicators of the final result of any educational process is the state of the health of students, while the state of full mental and physical well-being is understood.

Improper posture at the lesson, eye fatigue can lead to disorders of the musculoskeletal system, reduce vision. If we are in the lesson to give only knowledge, and not pay attention to the healthy-saving technologies, then in the end we will release an excellent card or a good one, but with lost vision, spinal curvature and other similar diseases. What can every teacher make for health care on their lessons?

First, it is all famous physical attacks.

Secondly, the main thing is that it allows to preserve mental health - this is a moral atmosphere, which is determined by the teacher.

Thirdly, to associate the topic of the lesson with the problems of preserving health with situations related to the wrong attitude towards their health - bent the back, smoked at the change, did not have breakfast at home, etc.

I try to pay attention to how the student sits at the letter: he tilts the head or slouch.

If mentally moved to the near future to make a preliminary forecast, it can be assumed that the lesson technique and technology will receive their further development on the requirements that will be determined by the development of society, on the one hand, and on the other, - the development of promising directions and achievements in learning.

The lesson will be aimed at the implementation of all increasing demands for a school graduate and to the learning process as a whole, the motto of which is, a modern person is formed, first of all, on the creative lesson, in a creative atmosphere. You can argue about how modern lesson should be. An indisputable one: he must be an animated teacher's personality.

So what the terms of the success of the modern lesson are concluded

Describing a modern lesson, we will take into account two axioms:

- a lesson - a fragment of a holistic educational process that retains all its signs;

Lesson - a holistic system where no component can change Regardless of others.

What changes in a modern lesson in contrasttraditional?

1. In accordance with the first mentioned trend of developmentshowingin a modern lesson increasesorientation for achievement Specifically formulated expected result.

Thus risestechnological lesson,what is possible in The strength of the systemic lesson. In accordance with the expected result, you canpick up adequate content, structure, methods, forms of organization of educational activities of children.

Consequently, the teacher needs to clearly define the expected The result of the lesson as a whole; The result of each stage, determining the OSa new stage, the role and place of the remaining stages of the lesson; Think up whenwhat techniques will be monitored by the planned result.

However, in accordance with the second trend in the development of education, the result today is not only knowledge, skills, skills, and the targetpersonality, and this determines the following approach to the modernization of the lesson.

2. Enhargedattention to developing and educationalcham (results) lesson.

They should also be predicted, achieve, measure in accordance withvius with a tendency to increase the technological lesson.

Does this indicate that knowledge as a result becomes secondary? No, the fullness, depth, strength are of great importance Knowledge, but also - and this is important - the personal significance of knowledge.

3. For a modern lesson, the orientation is characterized bylive, personallysnowless knowledge of students.

In modern education, much attention is paid to knowledge of scientific, theoretical "grew" from personal subjectivethe student experience was experienced and in the future are in demand, applicable in life, would not be "strangers", abstract. This question is considered in more detail in the technology of personally oriented learning.

4. The modern lesson involves the provision of systemic, generalized knowledge of ways of activity.

Knowledge must help a person, see the essence of things, Pattern, not a single, perhaps a random fact. Therefore, in the contentsubject course teacher is important to allocate these system knowledge (leading ideas) and help Studentsaware of the general approach (theory), clarifying all special cases (as is done according to the technology of educational training).

Trying to combine the last two approaches to the modernization of the lesson, the teacher may feel a contradiction: knowledge of students, remaining personal (subjective), should be generalized at the same time, systemic (theoretical, objective). Allow this protvorkiya allows the next approach.

5. Modern lesson relies oncreativecognitiveactveliabilitypupils.

If learning is not focused on memorizing ready-made ("strangers") knowledge, and is a joint search with the teacher of the truth (throughdifficulty, contradiction, error and search for the cause of the error), then the studentbecomes a subject of cognitive activity, builds itsan important theory for him.

Knowledge and skills (in their modern perception) - the most important rethe result of the training, but not the price of the health of the child. Solution of this passworns predetermines the following direction of the modernization of the lesson

6. At the modern modernized lesson, as much as possibletakeindividual features of students.

Therefore, at the moment it is not enough to allocate conditional groups"Strong", "medium" and "weak" students, relying on the complete development As a curriculum, and plan for the assignments for eachgroups. The preservation of mental and physical health contribute to the participation of the characteristics of the student's perception (audio, visual, kineetetic), features of thinking (analyst, synthetic), etc.

Mentioned aspects pays great attention to technologyneuro-linguistic programming that can lead tothe manipulation of the child's consciousness, therefore, incompatible with the chosen by the humanistic paradigm. At the same time exist optionyou are the permission of the emerging contradiction.

Personal manipulation is excluded if the teacher, having studied the individual features of children, offers students a task to choose from, plans with them the upcoming learning activities, discusses the most convenient ways of obtaining the methods of obtaining, memorizing, presenting information to the student. In this case, the lesson is enriched with acceptances characteristic already for personal-oriented learning.

7. A modern lesson is a dialogue that implies interactive forms of training, dynamism.

It ceases to be unambiguous and the role of the teacher in the learning process. Today the teacher is not so much a "source of knowledge" and "warder", how much "assistant", "organizer", "Defender", "Expert".

A modern modernized lesson is an unequal and controversial, since changes can occur by the improvement of various elements of the pedagogical system, depending on the subjective preferences of the teacher. We have considered approaches can contribute to a more systemic, meaningful modernization of the lesson.

Today, the teacher is not enough only to be a good subject, he needs to own the latest information technologies, teach children to make independent decisions and be responsible for them. This teacher, embodies the best human qualities, invariably awakens in the hearts of students sincerely aspirations for knowledge. Education of a decent generationXXI century - a huge responsibility and difficult work that deserves great respect.

Thus, the school of today should give not only information, but also ways to work with it.

Schoolchildren must learn to discard old ideas, know when and how to replace them. In short, they must learn to learn, reappear and reregly.

Sections: Geography

Purpose of the report:

Awareness of the main criteria of the modern lesson
Increasing the interest of teachers to modern technologies
Awareness of the need to increase self-education

"A lesson is a mirror of the general and pedagogical culture of the teacher, measured his intellectual wealth, an indicator of his horizons of erudition" V.A. Sukhomlinsky.

BUT! "To survive, you need to quickly change" (Black Queen rule) L. Carral.

Whatever innovations are not introduced, only in the lesson, as hundreds and thousands of years ago, there are participants in the educational process: teacher and student. Between them (always) - the ocean of knowledge and reef contradictions. And it is normal. Any ocean contradicts, prevents, but overcoming it - it gives up the ever-changing landscapes, the reluctance of the horizon, the secretive life of its depths, long-awaited and unexpectedly growing bank.

Whatever told about computerization and remote education, the teacher will always be a captain in this swimming and the main navigator conductors through all reefs. No matter how hard the teacher's headache with students, he was, and remains the main acting person in any lesson. Because he is always older, behind him - knowledge, experience of understanding and applying these knowledge. But all this - does not make it easier, but complicates his life. In front of the teacher - alive, ever changing, unpredictable students, from which you do not always know what to expect.

Any lesson - has a huge potential for solving new tasks. But these tasks are solved with often those means that cannot lead to an expected positive result.

As for students and for the teacher, the lesson is interesting when he is modern in the widest understanding of this word. Modern, it is completely new, and not losing touch with the past, in one word - the current one. Actual [from Lat. Actualis is active] means an important, significant for the present. And also - an effective, modern, who is directly related to the interests of today the living person, an urgent, existing, manifested in reality. In addition, if the lesson is modern, it necessarily lays the foundation for the future.

The specificity of geography as an object is that it contains a large amount of material. And naturally, that all it will not be outlined in one or two books. No matter how complete the encyclopedia, it cannot accommodate all the knowledge of geography. At the same time, the amount of information continues to increase every year. In order to prepare the most complete, interesting and modern geography lesson, the teacher needs to recycle a large number of different sources, ranging from encyclopedia and ending with newspapers and magazines.

The globalization of modern society introduces certain adjustments in the process of preparing for a lesson, which are to use the media, which is dictated by the speed of information transfer, in modern society, i.e. If in the last century between the event that the event and the moment of its consecration passed at least 12 hours, then at the moment it was reduced to half an hour.

Therefore, an integral part of the preparation for the lesson, as a teacher and the student is to view the news, in order for the outlined information to be relevant at the moment.

Students are enjoyable, in the process of viewing and studying information programs and is not dependent, on the topic of lesson 2-3 minutes we dedicate the discussion of the most important and interesting events.

Computer technologies are used as one of the sources of information in modern society (in particular Internet)

Teachers agree with the opinion that with the use of the Internet in the lessons you can expand the horizons of students and increase their interest in any object of school program, including geography. The school should prepare a student for swimming in our information world.

The use of a computer allows you to reduce the amount of literature used to prepare and reduce the search for the desired information. The more often the computer is using in the educational process, the deeper aware of the almost unlimited range of its use.

At the end of a quarter, at the final lesson, it is possible to note the positive assessment of students who reported the most interesting information, more fully covered the events.

A teacher who owns the computer should consider priority to use in the process of learning information technology. Computer technology develops programmed learning ideas, opens up completely new, not yet studied technological training options related to the unique capabilities of modern computers.

The student at such lessons work more active: they independently analyze, compare, describe, perform practical work on the computer in the form of a presentation. For this you have to study a large amount of material, work with the Internet. Their assistant comes to the aid to the rescue, who will always help choose the material, will explain how best to group it.

Using a computer in class teacher must not be introduced instead, but along with other modern technologies and techniques.

The use of computer technology in geography lessons has several advantages:

First, it saves time.
Secondly, makes it possible a multilateral and comprehensive test of students' knowledge.
Thirdly, an increase in learning motivation, strengthening students' interest in lessons.
Fourth, working on the computer, each student chooses its pace of work; Some students understand us from a half-clow, and others need to repeat the same few times. The dialogue of the student with the machine occurs individually.

An integral part of the successful development of a modern lesson is the ability to analyze its activities and students.

Psychological and pedagogical theory developed numerous lesson analysis schemes built on different bases. Modern lesson, including with the use of information and communication technologies, is far from monotonous and a single structural-meaning scheme. To select a scheme for analyzing such a lesson, it is necessary to take into account the modern criteria for the quality of students 'education, to own the skills of the selection and restructuring of the content of the knowledge studied, modeling and designing conditions and means supporting and developing personal structures of students' consciousness as the basis of their personal self-organization. The most important thing is the lesson is considered today not only as a teacher's activities, i.e. as a form of learning, but also as a student's activity, i.e. as a form of exercise.

Analysis of any lesson is an integrated approach in which psychological, pedagogical, meaningful, methodical and subject aspects are closely interrelated. Analysis of the lesson as a process of awareness and self-knowledge forms analytical abilities from the teacher, develops interest and determines the need to study learning and education problems. The ability to conduct observations of complex pedagogical phenomena, analyze them, summarize and make scientifically substantiated conclusions, serves as an effective means of improving professional-pedagogical skills.

When analyzing the lesson, it is necessary, first of all, to decide whether the use of computer equipment in this lesson is appropriate. It is largely depends on the selected teacher of the technique, so it is necessary, first of all, to evaluate the validity and correctness of the selection of methods, techniques, learning tools, their compliance with the content of the educational material, the objectives of the lesson, classroom classroom, compliance with the lesson's methodological apparatus Tasks to activate students. The computer should not be applied in the lesson for the sake of form.

The work and behavior of students in the lesson are also important components of an integrated analysis of the lesson using ICT. When evaluating, it is necessary to determine how the use of computer equipment is reflected on the activity of students, their performance at various stages of the lesson, as independent activities are being implemented, whether the possibility of implementing a personal-oriented approach in learning arises.

Special attention in the lesson with the use of computer equipment should be given to the health of saving technologies. When analyzing, it is necessary to take into account the observance of both technical, sanitary and hygienic and ergonomic requirements for the lesson. Conducting physical attacks, charging for eyes on such lessons is required.

The impact of the use of ICT on the performance of training is directly related to the evaluation of the learning extent (which and to what extent learned), educational (which and to what extent contributed to the upbringing of students during the lesson), developing (which and to what extent contributed to their development) the impact of the class . It is necessary to analyze both the use of technology contributed to the effective consolidation of the material and the operational control of students' knowledge and, as a result, improving the quality of learning.

Based on the foregoing, I want to offer for analysis and assessment of the lesson using information and communication technologies the following scheme.

Which can be useful not only to a young specialist, but also to the teacher implementing ICT into its work.

Firstly, The methods of activity of the teacher and the student at all stages of the lesson on which ICTs are used for the following criteria are analyzed:

1. Methods of using ICT at the lesson stages (an adapted method of using ICT tools is used, the author's method of using ICT tools is used, electronic educational resources are used as a source of additional information on the subject).

2. Methods of using ICT tools (the selected methods of using ICT tools are activated by the cognitive activity of students, selected methods of using ICT tools contribute to the solution of the didactic tasks of the lesson, ICTs are used not as a goal, but as another pedagogical tool contributing to the objective of the lesson).

3. The organization of students when working using ICT (the use of ICT funds increases the effectiveness of students' training activities, ICTs are used as a method of self-organization of labor and self-education of students, as a way to expand the area of \u200b\u200bindividual activity of students, ICT is allowed to implement a personal-oriented approach in training).

4. Compliance with sanitary and hygienic requirements (technical requirements are complied with a computer using a computer, the ergonomic requirements for conducting a lesson in the computer class are observed).

5. The impact of using ICT for learning (the use of ICT tools contributes to the achievement of all lesson purposes, the use of ICT funds contributes to the effective consolidation of the material, the use of ICT funds contributes to operational control of students' knowledge and improve the quality of education).

Secondly, based on the analysis, recommendations and review of the lesson are given:

performance of the lesson plan
achievement of the lesson goals
how to use ICT facilitates the efficiency and quality of learning
what changes it is advisable to make a lesson on the same topic
general conclusion about the lesson

It should be noted that a systematic analysis of training sessions conducted with the use of ICT and the design of the material in the form of guidelines, it allows to develop a general methodology for using information technologies in the educational process.

Modern children own a computer better than us. A teacher in his work should try to find this application. My students perform scientific and practical and creative work not only in the form of abstracts and projects, but also on the computer in the form of presentations. For example, I want to offer one of the most vibrant and interesting presentations. In conclusion it should be said that modern information technologies require the formation of intelligent skills, training for methods and receptions of rational mental activity that allows you to effectively use extensive information that is increasingly accessible. Undoubtedly, a graduate must have the skills to receive information from various sources, process it using logical operations and apply in real situations. Thus, a modern lesson while maintaining traditional signs inherent in it, at the same time should be considered not only as a variable, but also as a constantly developing form.

Pedsovets "The modern lesson as the basis of an effective and high-quality education" "Lesson is a mirror of the general and pedagogical culture of the teacher, measured his intellectual wealth, an indicator of its horizons. Erudes "V.A. Sukhomlinsky

Preface plan "A lesson remains!" (Fairnova S.F.) Speech by the psychologist "Lesson and Health of the Child" (Kononova G.V.) Educational side of the lesson (Valitova R.Kh.) Traditional lesson. His structure. Traditional lesson. Pluses and cons (the game "Attach-defending) Questionnaire" Teaching Style "Criteria for the effectiveness of a modern lesson Summing up the Pedsovet Solution Pedsovet

Purpose: awareness of the main criteria for the modern lesson Increasing the interest of teachers to modern technologies Awareness of the need to increase the level of self-education Modern is a completely new, and not losing touch with the past (current), active, effective, urgent, manifested in reality, laid the foundation for the future.

Where did the word go - a lesson? It hears something from the fate (rock), and from the dense forest (tract), and from the hiring of the beast. Associations are not pleasant. And in fact? The most understandable and habitual meaning (according to V.I. Gal) is the study at the appointed hour, urgent task, edification, forward science. But the origin of the word makes thinking: "Lesson" leads its beginning from the Old Russian "Upkat", "Study" - spoil, harm, disfigure, to restore the evil eye.

Pros and cons of the traditional lesson

the traditional lesson is the basis for subsequent types of lessons, this is a whole story on which not one generation was studied and brought up. Traditional lesson is well-known scientists and less well-known teachers.

· Traditional lesson is the realization of today: more than 60% of teachers, still prefer to give lessons in traditional form. So maybe you should not change anything?

Famous wisdom: A very smart person is studying on the mistakes of others, just intelligent - on his own, and the fool does not learn anyone.

Criteria for the effectiveness of a modern lesson training through the opening of the self-determination of the trained to fulfill a particular educational activity. The presence of discussions characterized by various points of view on the issues under study, comparing them, searching by discussing the true point of view. Personality Development Ability to design upcoming activities, to be its subject Democraticity, openness awareness of a student of activity: how which way the result was obtained, which difficulties were obtained, as they were eliminated, and what a student felt at the same time. Simulation of vital professional difficulties in educational space and search for ways to solve them. Allows students in a collective search to come to the discovery of the student experiencing the joy of overcome the difficulty of teaching, whether: the task, an example, rule, law, theorem or - the concept of independently, is the concept. The teacher conducts a student along the path of the subjective discovery, he manages the problematic search or student research activities.

So what is a modern lesson for us? This is a lesson-knowledge, discovery, activity, contradiction, development, growth, step to knowledge, self-knowledge, self-realization, motivation., Interest. Professionalism, choice, initiative, confidence, need

What is the main thing in the lesson? Each teacher has its own, completely solid opinion. For some success is ensured by spectacular start, literally exciting students immediately with the advent of the teacher. For others, on the contrary, it is much more important to summarize the discussion achieved. For the third - an explanation, for the fourth - a survey, etc. Times, when Teachers were forced to adhere to tough and unequivocal requirements for the organization of the lesson were minimized.

The novelty of modern Russian education requires the personal beginning of the teacher, which allows him to either reinstall, filling the students with knowledge skills and skills, or give a lesson, developing an understanding of these knowledge, skills, skills, creating conditions for the generation of their values \u200b\u200band meanings. One is indisputable: he must be an animated teacher's personality.

At least come out, you are not white light, but in the field behind the Occolic, - while you go for someone following, the road will not remember. But where would you hit anyone and for what Rhalitz, the way that I was looking for, I won't be overwhelmed. (N. Yelenkov)

Pedsovet

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

deputy Director for OIA

MOU "Larinskaya School"

Pedsovet plan

Preface "And the lesson remains!" Speech of the psychologist "Lesson and Health of the Child" Traditional lesson. Pros and cons (play "attack-defending) Master class and self-analysis Master Class Discussion of lessons (analysis according to the scheme) Business game "Association" Questionnaire "Teaching Style"

9. Speech of the psychologist with the results of the questionnaire spent among students "Teacher and I"

10.

9. Summing up the pedsovet

10. Solution of pedsovet

Purpose:

· Awareness of the main criteria of the modern lesson

· increasing the interest of teachers to modern technologies

· awareness of the need to increase self-education

"Lesson is a mirror of general and

teacher's pedagogical culture,

merilo his intellectual wealth,

the indicator of its horizons. erudition "

start about the methodological work of the school

because there is no bigger.

Time because innovation for us

Became a sharp need

And at the same time, pain.

Are we spread with a tear prayer?

Personally - oriented training now

Our power, knowledge and weapons.

Teacher is a boat, albeit on land

Will live yours yet

Many of all forever techniques

puts to him on the sides.

And then analyzing the work carried out

Sums up to sunlight

And decides technology

It would be better to apply everyone.

We asked a question for this,

But how to be?

TECHNOLOGY TYNE,

And what to choose without false?

Before teachers, the task was set

And, of course, did not forget that

Regular seminars conduct

And summarize the "Modern Lesson" on the pedsway

Our team is a single hurricane

Enemy strengthening burst from it

As in the canonade from the meal of the membrane.

Who will hear her?

Is the director?

Yes, and that if not at the meeting, but close.

Bad man when he is one

Mount one one, one is not

Every dozen him lord

And even weak, if two.

Our team is dozens of shoulders.

To each other pressed tight.

With innovation, performance in the sky by posting,

Holding and shaking each other.

Innovation - the spinal ridge of our school

Immortality of our case

The only thing we cannot change

School brain,

School case

School power

Glory to school

That's what is innovation for us.

1. Theurok remains!
(Preface)

A lot of books, articles, dissertations are written about the lesson. The goals and content of education are changing, new funds and learning technologies appear, but whatever reforms, the lesson remains the eternal and main form of training. It was kept traditional and a modern school.
Whatever innovations are not introduced, only in the lesson, as hundreds and thousands of years ago, there are participants in the educational process: teacher and student. Between them (always) - the ocean of knowledge and reef contradictions. And it is normal. Any ocean contradicts, prevents, but overcoming it - it gives up the ever-changing landscapes, the reluctance of the horizon, the secretive life of its depths, long-awaited and unexpectedly growing bank.
Whatever told about computerization and remote education, the teacher will always be a captain in this swimming and the main navigator of wiring through all reefs. No matter how hard the teacher's headache with students, he was, and remains the main acting person in any lesson. Because he is always older, behind him - knowledge, experience of understanding and applying these knowledge. But all this - does not make it easier, but complicates his life. In front of the teacher - alive, ever changing, unpredictable students, from which you do not always know what to expect.
Any lesson is a great potential for solving new tasks. But these tasks are solved with often those means that cannot lead to an expected positive result.
As for students and for the teacher, the lesson is interesting when he is modern in the widest understanding of this word. Modern, it is completely new, and not losing touch with the past, in one word - the current one. Actual [from lat. Actualis is active] means an important, significant for the present. And also - an effective, modern, who is directly related to the interests of today the living person, an urgent, existing, manifested in reality. In addition, if lesson - modern, it necessarily lays the foundation for the future.

2. The presence of a psychologist "Lesson and Health of the Child"

Where did the word go - a lesson?

It hears something from the fate (rock), and from the dense forest (tract), and from the hiring of the beast. Associations are not pleasant. And in fact? The most understandable and familiar meaning (software) is the study at the appointed hour, urgent task, edification, forward science. But the origin of the word makes thinking: "Lesson" leads its beginning from the Old Russian "Upkat", "Study" - spoil, harm, disfigure, to restore the evil eye.

Hence the lessons - these are diseases, especially children's. This semantic turn and today is unlikely to be amazed.
Over the years of study at school, the number of students with myopia, disorders of the musculoskeletal system increases 5 times, with psychoneurological deviations - by 1.5 - 2 times. In the special literature, they became the norm such as the School of Terms as "School Stress", "Didactogenia", "schoolophobia".
In schools, up to 80% of children already "broke" their normal physiological functions - a heart, breathing, digestion - including due to endless loads and overloads that accumulate, and will accumulate further.

In one of the last speeches on central television, the Minister of Health led the depressing digit: over the past year, the number of patients in schools suffering from chronic diseases increased by 24%. (Here is the analysis of the health status of school students).
Each new day of modern life teaches such lessons, after which the sky becomes with sheepskin. According to sociological research, the number of teachers who are aware of themselves by victims of social circumstances has significantly exceeded the critical limit. The same can be said about the disciples. They are increasingly atrophy feelings of independence, responsibility, aspirations for creativity, reflections, critical and motivated attitude to reality. In the last decade, a special term appeared, denoting this phenomenon: victimization, i.e., the transformation of a person sacrificing objective living conditions.
It is time to think about what we, and the teachers, and students, were not allowed on those school lessons where we were to teach everything. But for some reason did not teach, but blurted. Or incomplete. Do I need to learn everything? Is it easy to lay the foundations of knowledge for independent decision-making in extraordinary situations, guided not only by the logic of reasonable, but also the values \u200b\u200bof the mind

Victiminess, as a feeling of the victim of circumstances, improving, implicitly developing in the lesson. To see for this, it is enough to look at its usual structure carefully: an orinal, survey, new material, fixing, assessment, conclusions. These are the very circumstances that are being created by the teacher and turn a sacrifice student. The contradictions between the knowledge of the teacher and the ignorance of the student are removed here simply: it is necessary to make the disciple to teach, that is, all efforts to send to the transformation of the student in the slave of knowledge.
Is it always happening? No not always. From whom depends? From the teacher. It would be naive to place all the guilt for the transformation of a person sacrificing the circumstances to the school and the teacher. Nevertheless, each schoolboy during the years of his apprenticeship visits almost 10,000 lessons. The lesson remains not only the main, but also the only form of modern education. He is given at least 98% of academic time.

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

Currently, most teachers are still becoming a traditional lesson. This is explained by many reasons: habit to traditional forms of training and fear of new; Not understanding the huge number of innovation.

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

pros and cons of the traditional lesson (two teams)

Attacks - Defenders

(Sample performances)

	minuses
Changing times can not change the best in the lesson. What accumulated centuries remains valuable. It is impossible to do without solid, systematic, deep knowledge. It is impossible to do without the habit of discipline and order in the head, without the traditional lesson.	Very high teacher's fatigue, especially in the latter lessons, since the teacher himself holds most of the lesson
our youth, work, interesting to measured confidence in its need and benefits, an interesting life. All their lives were spent traditional lessons and raised normal students.	Anniversary of the same, infinite "repetition passed"; Sorry for "strong" students, whose less less and less ("low" tighten up to "medium", and there is no time with "strong" to work with "strong").
At the traditional lesson, it is easy to work: his organization is simple, habitual, well known and worked out to the smallest detail.	An increasing number of students wishes to study in the class of "alignment".
	The constant sense of dissatisfaction due to the lack of interest, reluctance to learn, due to the increase in misunderstanding from students and parents to the requirements for the teacher.
All the rules are clearly painted, it is easy to execute, anyone needs to be proved, everything is clear to everyone: everything is correct from the point of view of inspectors, and if correctly - it cannot be bad.	Dissatisfaction of the administration interested in the new, inconsistency of programs, textbooks, benefits to regulatory documents.
	The main reference points of the traditional lesson are collective alignment, the average success (performance) of training, the average student as a whole. Most teachers noted a sharp decline in the intellectual level of students on the example of specific classes, an increase in students, at best, with "middle" and low levels of development.
	With traditional learning, students who successfully completed school, it is much more difficult to find yourself in the surrounding reality. Among them are much more than those who have taken place. Not by chance in recent years, a joke was born among teachers. To the question: "Who lives well in Russia: an excellent student or a triple", always the same answer - the trielery, since he adapted to life, he knows how to adapt, choose a non-standard decision, take responsibility, risk, etc. . That is why among them there are much less unsettled, unhappy than, unfortunately, among excellent students who always clearly performed the instructions of the teacher.

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 a response to a specific practice teacher: why is it so important to learn the student, continue to get away from the classic ways to know? Why it is important not only for the student, but also for the teacher himself, for each separately taken Russian. Why, if everything is so good in new approaches, we have what we have?
There is no unambiguous answer, since

The traditional lesson is famous scientists and less well-known teachers - practitioners.

· Traditional lesson is the realization of today: more than 60% of teachers, still prefer to give lessons in traditional form.
And it is realistic that most of the teachers are not going to change anything in their activities: there is no time and forces to comprehend anything new, and they do not see meaning in this. The traditional lesson is like a native person, everything is close and clear: let the deadly fatigue, let them not always satisfy the disciples, in the lesson - everything is familiar, is familiar, it is understandable, it is traditionally.
So maybe you should not change anything?

So that this question remains rhetorical, remember one famous wisdom:

a very smart person learns on the mistakes of others

just smart - on your own

and the fool does not learn anyone.

Humanity develops due to the fact that smart people are becoming more and more.

But better, humanity is only when the quality of mind is estimated not to increase the number of knowledge of knowledge, but in terms of their relationship.

The ability to learn, i.e., constantly take new knowledge, even if they are found no today, this is the correct indicator of the openness of the human person.

4. Master-classes of teachers using modular technologies, design techniques.

Samoenalysis lesson

Aspects of self-analysis	Questions for self-analysis
I. Objectives (tasks) lesson	What is the main idea of \u200b\u200bthe lesson I spent? How is it related to group and individual characteristics of students, the state and the results of the educational process in this class? What goals (tasks) planned (a) to achieve (solve) during the lesson?
	How well did I manage to choose the content of the educational material, the type and form of the lesson, the techniques and methods of organizing educational interaction? Do they correspond to the principles of a personal-oriented approach, goals (tasks) of the lesson?
III. Teaching technology	What technological techniques I used (a) in order to in the lesson: Update and enrich the subject experience of students; Stimulate the manifestation of their initiative and independence; Create a situation for students to choose training sessions and forms of their implementation; Build a learning interaction of dialogue and polylog; Consider the individual pace and the style of schoolchildren's learning activities?
IV. Performance of the lesson	Did I manage to implement the purpose of the lesson, to achieve (decide) the goals set by me (tasks)? How much the occupation was sent to: a) the formation and manifestation of individuality of students; b) the development of the creative abilities of schoolchildren; c) the formation of the positive I-concept of the personality of students; d) developing in children of individual style of knowledge and behavior? What are the advantages and disadvantages of my lesson? What could not be solved when holding it? How can I use the flaws of the lesson?

5. The manual analysis of a personal-oriented lesson.

Analysis diagram of a personal-oriented lesson:

Motivational-oriented aspect

1. Was you a teacher to provide motivational readiness and positive emotional attitudes of students for work in the lesson? What pedagogical techniques for this were used?

How accurate and intelligibly explained the targets of training sessions? Are they personally significant for students? Is the teacher's activities target the development of individuality of students, on the formation of their ability to self-knowledge and self-employment? Is the selected educational material with adequate requirements of the educational program, goals, objectives and leading ideas of the lesson? Was the teacher who was able to correctly identify group and individual cognitive opportunities for students, establish the relationship of educational material with the subject's subject's patient experience? How studied is interesting and significant for schoolchildren? Did the teacher tried to form a systematic representation of students about the student or process, to identify in it the most important and characteristic, detect and establish intreme and interprecotement? Is the practical orientation of the educational material obvious. What value does it have for the formation of an emotional-volitional sphere, value relations and creative abilities of a child?

Organizational aspect

1. What pedagogical techniques were used to actualize and enrich students' subjective experience?

Are dialogue and pollogging forms of communication in the course of training? Was the student teacher stimulated for the implementation of collective and individual selection of the type of occupation, forms and methods of its implementation? Is successful for each student at the lesson? Was the manifestation of tolerance and trust in educational interaction? Were there any condition for the manifestation of the independence of students? Is the teacher's help optimal? Did the individual pace and the style of student student activities taken into account? Does homework inherent differential in nature? Have the students possess the real right to choose a homework? How matched technological techniques and methods of the content of the educational material being studied in the lesson?

Evaluation-effective aspect

Were the subject of assessment judgments of the teacher, not only the correctness of the answer, but also its originality, as well as the rationality of paths and methods of fulfilling the study assignment? Did the assessment and analytical activities of the teacher contributed to the formation of the positive I-concept of the personality of students, developing the child's individual style of knowledge?

After discussing master classes.

Practical teachers are not only a lot and successfully work, but they want to change much in their activities, because everyone seeks all her shortcomings. Testing a tremendous need for knowledge, convulsively try to figure out what is happening, often changing the fact that the change does not need. The technique of a lesson is broken by the inclusion of a huge number of methods, techniques that someone heard someone somewhere.
Those teachers who manage to change the course of the lesson so that it likes not only to them, but also to students, they strive to improve their activities on, making it creative and exciting, involving their disciples in this process.

The very position of the teacher is changing. From the "theater of one actor" of traditional education, where the teacher takes 90% of the load, he gradually begins to divide it with students who actually move from "objects" in "subjects". The teacher, therefore, is not free of its main function - to learn. He begins to learn in a new way. And the lesson remains.

"Association" game

The main thing is that it should provide a lesson - this is the creation of a comfortable setting for students and a sense of comfort by the teacher.

"Comfort" - Translated from English - Support, Strengthening

"Comfort" is atmosphere,. Providing convenience, calm, comfort.

(Work in groups. Retained dictionaries, encyclopedia. Each group selects associations with the phrase "Modern Lesson". All words should begin with the letter existing in the word "Comfort")

The result of the work of groups.

Competence	Critical	Creativity	Culture
Organic, foundation	Return, optimal	Opening A responsibility	Educated, conscious
modeling	motivation	methodik
Fantasy	formation	functional	foundation
Rest, meaningful	Opening, organized	training	Support, insight
	development		Result, reflection
	Creation

Criteria for the effectiveness of the modern lesson

Training through the discovery of the self-determination of the trainee to fulfill a particular educational activity. The presence of discussions characterized by various points of view on the issues under study, comparing them, searching by discussing the true point of view. Personality Development Ability to design upcoming activities, to be its subject Democraticity, openness awareness of a student of activity: how which way the result was obtained, which difficulties were obtained, as they were eliminated, and what a student felt at the same time. Simulation of vital professional difficulties in educational space and search for ways to solve them. Allows students in a collective search to come to the discovery of the student experiencing the joy of overcome the difficulty of teaching, whether: the task, an example, rule, law, theorem or - the concept of independently, is the concept. The teacher conducts a student along the path of the subjective discovery, he manages the problematic search or student research activities.

Questionnaire for teachers: Questionnaire "Teaching Style"

Answer questionnaire questions

1. If the class is not put in order

1) My reaction depends on the situation 2) I do not pay attention to it

2) I can not start a lesson

2. I consider my duty to make a remark if the child violates the order in a public place

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

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

1) offers space for creativity

2) does not interfere in my work

3) gives clear instructions

4. The time of the lesson I adhere to the planned plan

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

5 When I see that the student behaves defiantly towards me

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

6. If the student expresses the point of view that I can not accept

1) I'm trying to take his point of view 2) I translate the conversation to another topic

3) I try to fix it, explain him his mistake

7. In my school, the school team is most important

1) work creatively 2) no conflict 3) labor discipline

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

9. Unforeseen situations in the lessons

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

10.Moe students relate to me with sympathy 1) no 2) When how 3) I do not know

Calculate how much you have 1.2 and 3.

· If you have more than 1, this indicates a democratic style of teacher's activities. The teacher provides the opportunity for students to independently make decisions, listens to their opinion, encourages the independence of judgments, takes into account not only the performance, but also the personal qualities of students. The main methods of exposure: prompting, advice, please. The teacher has satisfaction with his profession, flexibility, high degree of adoption of oneself and others, openness and naturalness in communication, a friendly attitude that promotes learning efficiency

· The predominance of the second answer is indicated by the features of the accommodation style of the teacher's activities. Such a teacher leaves decision-making, transferring to the initiative to students, colleagues, parents. The organization and control of students' activity carry out without a system, in complex pedagogical situations there is indecision and oscillations., Tesing a sense of a certain dependence on students. For many of these teachers, understated self-esteem, a sense of anxiety and insecurity in his professionalism, dissatisfaction with their work.

· The predominance of the 3 option indicates authoritarian tendencies in the teacher's activities. The teacher uses his rights, as a rule, not believing with the opinion of children and the specific situation. The main methods of influencing the order, the order. For such a teacher, dissatisfaction with the work of many students is characterized, although it may have a reputation as a strong teacher. But in his lessons, children feel uncomfortable., Significant part of them does not show activity and independence.

Now let's see how students appreciated our work.

Speech by a psychologist with the results of the questionnaire "Teacher and I", conducted among students of grades 10-11.

No. Question

1 I love this subject

2 This item is interesting

3 like the teacher teaches

4 He is needed for future work.

5 teacher often praises

6 He is entertaining

7 teacher interested explains

8 knowledge is necessary for admission

9 I have a good relationship with the teacher

And now compare the results of the questionnaire, which you filled out with the results of the survey of children. You see that there is something to think about. Whether we do to our lessons to children were wondering, comfortable.

Conclusion

So what is a modern lesson for us?

this is a lesson-knowledge, discovery, activity, contradiction, development, growth, step to knowledge, self-knowledge, self-realization, motivation., Interest. Professionalism, choice, initiative, confidence. need

What is the main thing in the lesson?

Each teacher has its own, completely solid opinion. For some success is ensured by spectacular start, literally exciting students immediately with the advent of the teacher. For others, on the contrary, it is much more important to summarize the discussion achieved. For the third - an explanation, for the fourth - a survey, etc. Times, when the teachers were forced to adhere to tough and unambiguous requirements for the organization of the lesson were minimized.

The time of "ready-made" lessons is gradually moving away.

You can argue for a long time how a lesson should be.

An indisputable one: he must be an animated teacher's personality.

At least come out you are not white,

And in the field behind the Occolina, -

While you go for someone after

The road will not remember.

But where would you hit

And for what Rasputice,

The road is looking for himself,

Write will not be bought.

(N. Rynynkov)

Reflection

on the sheet of paper, circle your palm.

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

Large -Fime it is important and interesting ... Index - I got specific recommendations ... Middle - it was difficult for me (I did not like it) ... Unnamed - I am an assessment of the psychological atmosphere ... Mysinetina - for me it was not enough ...

Decision pedsovet

Mark the positive experience of teachers ... for the effective application of modern technologies and promoting experience through the system of open lessons, seminars, pedsovets to systematize the experience of school teachers in order to create a bank of ideas and a single educational space based on the principles of personal-oriented learning. Specify the topic of the methodical work of the school "Application of personal-oriented technologies" by all methodological associations to choose the topic of work of MO for the next academic year, taking into account the methodological topic of the school. Teachers reconsider their topics of self-education and take the subject with regard to the methodical theme of the school. To create effective work in this direction, develop the exchange of experience of school teachers in the framework of the decade of methodological skills, methodical associations, pedsoves, seminars. Psychological and pedagogical service of the school based on psychological diagnostics to provide targeted assistance to students, parents, pedagogical team to orient them in the problems of personal and social development of students. Develop the theme of teachers' speeches for the next academic year and to hold a scientific and methodological conference of teachers in order to enhance learning activities, methodical, practical work on this topic in two stages:
I. Exchange of teachers' experience (round table).
II. Creativity of students: a concert, sports achievements, exhibitions of creativity of students in the Methodological Council to develop a model of a teacher's portfolio.

Literature

Modern lesson. Part III. Problem lessons : Scientific and practical manual for teachers, methodologists, heads of educational institutions, students and graduate students of a ped. studies. Establishments, IPC listeners. - Rostov-N / D: Publishing House "Teacher", 2006. - 288c.

2. Pacing teachers - Insurance from professional stagnation

I. Scherbo, director of school № 000 Moscow, Candidate of Pedagogical Sciences, Honored Teacher of the Russian Federation,

Journal "School Director", № 2, 2003

3. Materials of the Internet from the Sites "Network of Creative Teachers", "Festival of Pedagogical Ideas"

"A modern lesson is as a basis for effective and high-quality education." Presentation "Modern lesson - as the basis of effective and high-quality education" Modern lesson pluses and cons present

Aspects of

Questions

Organizational aspect

Evaluation-effective aspect