C-12/21/2015-Methodological development - OOD according to the Federal State Educational Standard - in the table. Outline of a lesson on the surrounding world (junior group) on the topic

“Lesson schemes for the Federal State Educational Standard.”

Lesson of new knowledge

(lesson-research)

Lesson Objectives:

from the point of view of UUD -

to develop the ability to research: discovering the necessary educational skills for constructing a new concept (or deriving a rule), for formalizing new knowledge;

in terms of subject skills

– to develop the ability to identify the essential features of a linguistic concept, generalize them and formulate a definition of the concept.

A lesson in applying a new concept

Goals:

from the point of view of UUD -

to form the ability to apply acquired knowledge and the ability to use it: to realize the need to train the acquired skills to highlight the essential features of a concept;

in terms of subject skills

– to develop the ability to use the definition of a concept as a tool, the ability to use an algorithm of educational actions with a new concept
.

Lesson on incorporating a new concept into a system of mastered concepts

(lesson-communication)

Goals:

from the point of view of UUD -

to develop the ability to generalize and apply research methods;
be aware of your communicative role in the lesson ( author
,
addressee
,
critic
,
organizer of communication
).

in terms of subject skills

– to develop the ability to systematize acquired knowledge and skills on a topic, to develop the ability to establish the place of a concept (or rule) in the system of studied language concepts

Lesson-lecture

This type of lesson is justified only in high school, when it is necessary to convey a large amount of information at a high theoretical level on a specific language topic.

Goals:

from the point of view of UUD -

to develop the ability to listen, take notes by ear, i.e. independently highlight the main thing and structure the material;

in terms of subject skills

– to develop the ability to identify language concepts that correspond to the topic of the lesson, and to systematize new material.

Lesson-seminar

The teacher prepares for such a lesson in advance together with the students: the class is divided into subgroups, each of which is given a separate task. Preparation takes at least two weeks. Children must independently find additional material (besides what is given in the textbook) and compile a bibliography. The teacher helps prepare the material. The seminar lesson provides the skill of co-organizing educational activities, subordinating one’s own interests and actions to group ones, and introduces elements of educational and research work. The subgroup is given a single rating.

Goals:

from the point of view of UUD -

to form the ability of educational and research activities: a) to highlight the main thing in the information flow for the relevant purposes; b) develop self-control skills; c) create an algorithm for preparing for team work to solve assigned problems; d) train oral speech skills.

in terms of subject skills

– to form readiness to: a) select material on a language topic; b) bring into the system the studied material on the topic; c) draw up a report (oral and written versions) to report on group work; d) give an oral presentation

Lesson - workshop

(training lesson)

Goals:

from the point of view of UUD -

develop the ability to identify the type of task, select (create) an appropriate algorithm for its implementation;

from the point of view of subject knowledge

– develop writing skills: improve spelling, punctuation, linguistic, speech skills.

Dictation lesson

Goals:

from the point of view of UUD -

to develop listening ability: learn to listen, comprehend the text from the position of a “scribe” (writing after the dictator);

from the point of view of subject knowledge

– to develop the ability to highlight syntagms, identify error-prone places, write a dictation for self-testing of mastery of spelling and punctuation rules on specific topics.

This type of lesson is aimed at children mastering all the necessary educational actions when writing control dictations. To teach a child to translate spoken speech into written speech, it is necessary to understand that this activity consists of a number of skills that are formed gradually and separately from each other. For example, when the consciousness is in the mood to write, i.e. To depict graphically those words that it holds in the “mind”, it is not able to hear anything. Such skills include

- the ability to keep in mind the boundaries of a whole text, individual sentences and small syntagmas,

- the ability to hear “traps”, i.e. dangerous places for errors - spelling and punctuation,

- the ability to identify and check these error-prone places - spelling patterns and punctograms (remember the necessary rule),

- remember the graphic representation of the necessary letters (capitals, small letters, design of sentences and paragraphs),

- exercise self-control over writing.

The clarity of the teacher’s actions during the educational dictation

– the key to student success. When preparing at home for this type of lesson, the teacher should divide the sentences into syntagms that are convenient for dictation (the number of words included in a syntagm for one-time reading is determined by the age and individual characteristics of the students in a particular class). From lesson to lesson, syntagmas, as well as the saturation of their error-prone places, should be increased gradually. For the rules you have just learned, it is allowed to use “cheat sheets”: dictionaries, tables, reference materials made by students independently.

An educational dictation is usually accompanied by completing grammatical tasks on the topic.

Test lessons

(lesson of self-control)

Goals:

from the point of view of UUD -

to form the ability of reflection: to train the ability to self-organize, to use algorithms for educational actions of self-control;

from the point of view of subject knowledge

– to develop the ability to control oneself, independently test acquired knowledge and skills on the studied topics of a specific linguistic section of the Russian language course.

Lesson on analyzing written work

(reflection lesson)

Goals:

from the point of view of UUD -

to develop the ability for self-control: the ability to determine a goal, select appropriate rules, find examples for them, use reflection to restore action algorithms;

from the point of view of subject knowledge

– develop the ability to find and correct grammatical, spelling and punctuation errors (in connection with a specific language topic).

11

The structure of writing GCD taking into account the Federal State Educational Standard

Sinarik Mkrtchyan

The structure of writing GCD taking into account the Federal State Educational Standard

The structure of writing GCD taking into account the Federal State Educational Standard

To properly organize GCD, you need to have a good understanding of some issues and identify the difference between “occupation” and “GCD”.

The distinctive features of GCD are primarily

-forms of its organization

- in changing the position of the teacher in relation to children

-updating the structure of the GCD.

Initially, you need to think about the motivation with which GCD begins.

Motivation can be different - practical, playful, educational. It should contain something that will cause interest, surprise, amazement, delight in children, in a word, then after which the children will want to do “this.”

And so the structure of GCD

Introductory part.

1) Creation of a game situation (problem situation, target setting, any motivation that stimulates children’s activity in finding a solution to it.

MAIN PART

2) designing solutions to a problem situation, performing actions. Children are given new knowledge necessary to solve a problematic issue based on the content of different sections of the program based on visualization, or children themselves obtain knowledge through research, search, and discovery.

FINAL PART,

3)Analysis of performance results, reflection. Summarizing.

Introductory part of GCD

, features of work on creating play motivation at different age stages.

Younger age

- you tell the children that something happened to some game characters, you turn to the children with a question, you agree

If they provide the required assistance, you gradually offer your children your

options for getting out of this situation...

Middle group

– you can bring a character because at this age children have already mastered roles or children take on a role and act in it. To do this, the teacher invites the children to play. Then, together with the children acting in the role, first a game task is set (we need to do something, and then a learning task (we will learn how to do it).

The older group - the main thing is not the characters, but the plots, plot structures (there is no character himself, but there is a letter, an SMS, a call). Plots can be long (travel in a time machine). During the GCD may

Use small paraphernalia, established roles, changing

Roles.

In the preparatory group

— the need to create gaming motivation remains, but problematic situations can already be added here.

A problematic situation is a planned, specially conceived means by the teacher aimed at awakening children’s interest in the topic under discussion. In other words, a problematic situation is a situation in which a child wants to solve difficult problems, but he lacks data and must look for it himself.

You can also use games with rules as motivation; children make sure the rules are followed. The game used is a competition with the goal of winning. Give every child the opportunity to visit the world

situations of winning and losing.

MAIN PART

Having outlined a task for joint implementation (children choose a goal or several goals for themselves, the adult, as an equal participant, offers all possible ways to implement it. In the process of activity itself, he gradually “sets” the developmental content, offers his idea or his result for children’s criticism; shows interest as a result of others; is included in the mutual assessment and interpretation of the actions of the participants; increases the child’s interest in the work of a peer, encourages meaningful communication, provokes mutual assessments, and discussion of emerging problems.

Do not evaluate children's answers - accept any. During the activity, V-l always asks the children “Why, why are you doing this, so that the child comprehends every step. If a child does something wrong, give him the opportunity to understand for himself: “What exactly is wrong, you can send a smarter child to help.

FINAL PART

Results and reflection, up to 5 minutes.

First of all, this part is characterized by an “open end”; Each child works at his own pace and decides for himself whether he has completed the research or work or not. An adult's assessment of children's actions can only be given indirectly, as a comparison of the result with the child's goal: that is, what he wanted to do - what happened.

Don’t ask your children: did you like it or not? We need to ask “why did you do this? To understand whether the child has realized the goal. Or “Why did you need this? “Could you ever need this?”

Find someone to praise for something, not only for the result, but also for the activity in the process of work. The assessment must be differentiated.

When organizing educational activities, the professional position of the teacher is to respect any statement of the child regarding the content of the topic under discussion. We need to think in advance about how to discuss children’s versions, not in a harsh, evaluative form

Differences between a technological map and a synopsis

The new Federal State Educational Standards impose special requirements on the modern lesson aimed at increasing its effectiveness.
The lesson should be problematic and developmental in nature, contribute to the formation of personal and subject competencies, learning skills. Also, in the process of introducing the Federal State Educational Standard, the teacher needs to focus on the achievement by schoolchildren of three groups of planned educational results, which should be formulated not in the form of a list of traditional knowledge, skills and abilities, but in the form of formed methods of activity. These requirements should be reflected in the description of the lesson.

The technological map of a lesson according to the Federal State Educational Standard is in the form of a table. However, this is not the only difference from the traditional outline. There are many more of them and they relate to the information content of each of these forms.

Let us give their comparative characteristics (see below).

Thus, recording the progress of a lesson in the form of a technological map gives the teacher the opportunity, even at the stage of preparation for it, to maximally detail its content and effectively reflect the main points of the work program that correspond to the topic of the lesson. Allows you to evaluate the rationality and potential effectiveness of the selected content, forms, methods, means and types of educational activities at each stage of the lesson.