The problem of the typology of lessons in teaching. Lesson, its typology and structure. Modern lesson requirements Typology and structure of standard lessons

09.12.2021Heading: Solution

1) learning new material,
2) consolidation of the past,
3) monitoring and evaluation of students' knowledge,
4) homework,
5) generalization and systematization of knowledge.

Others - the purpose of the lesson, the content of the educational material, teaching methods and techniques, ways of organizing educational activities.

The lesson includes the content of the material, methods and forms of teaching, methods of managing and monitoring educational activities, technical means, teaching aids, didactic materials for independent work, forms of organization of educational activities of students, the personality of the teacher, but are they components of the lesson? Of course not! Since it is not a component of the lesson and the purpose of the lesson. We cannot agree with the statement that there is no objectively constant structure of the lesson.

At the same time, scientists and teachers are unanimous in that the structure of the lesson cannot be amorphous, faceless, random, that it should reflect: the regularities of the learning PROCESS as a phenomenon of reality, the logic of the learning process; regularities of the process of ASSEMBLY, the logic of the assimilation of new knowledge as an internal psychological phenomenon; patterns of independent mental activity of a student as ways of his individual cognition, reflecting the logic of human cognitive activity, the logic of teaching; activities of the teacher and students as external forms of manifestation of the essence of the pedagogical process. The elements of the lesson, which, in their interconnected functioning, reflect these patterns, are actualization, the formation of new concepts and methods of action, and the application of what has been learned. In the real pedagogical process, they act both as stages of the learning process, and as the main, unchanging, generalized didactic tasks that are necessarily present at each lesson, and as components of the didactic structure of the lesson. It is these components that provide the necessary and sufficient conditions for students to understand.

The program material, the formation of their knowledge, skills, abilities, the activation of the mental activity of students when performing independent work, the development of their intellectual abilities - everything that the school should provide for the full-blooded preparation of students for life and work.

The methodological substructure of the lesson, developed by the teacher on the basis of the didactic structure, is characterized by great variability. So in one lesson, it can include a teacher's story, posing questions for students to reproduce the knowledge they have communicated, performing exercises according to the model, solving problems, etc.; on the other - showing the methods of activity, its reproduction by students, solving problems using the same method in new, non-standard situations, etc .; the third is the solution of search problems, with the help of which new knowledge is acquired, the teacher's generalizations, the reproduction of knowledge, etc. All this testifies to the fact that it is practically impossible to give a single scheme for all lessons in all academic subjects studied at school.

Much has been devoted to the typology of lessons scientific works. To date, this problem remains controversial in modern didactics. There are several approaches to the classification of lessons, each of which has a defining characteristic. Lessons are classified based on the didactic purpose, the purpose of organizing classes, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, ways of organizing students' learning activities.

Classification of lessons according to the purpose of the organization, determined by the general didactic goal, the nature of the content of the material being studied and the level of students' learning. In accordance with this approach, the following five types of lessons are distinguished:

lessons of studying new educational material (1st type);

lessons for improving knowledge, skills and abilities (this includes lessons in the formation of skills and abilities, targeted application of what has been learned, etc.) (2nd type of lesson);

generalization and systematization lessons (3rd type),

combined lessons (type 4);

lessons of control and correction of knowledge, skills and abilities (5th type).

This classification is very promising, although not recognized by all didactic theorists.

A lesson in learning new material. The purpose of this type of lesson is to master new material for students. To do this, schoolchildren should be involved in solving such didactic tasks as the assimilation of new concepts and methods of action, independent search activity, and the formation of a system of value orientations.

Such lessons are most applicable in working with middle-aged and older schoolchildren, since it is in the middle and upper grades that rather voluminous material is studied, and the large-block method of studying it is used. The forms of such study can be very different: a lecture, an explanation by a teacher with the involvement of students in the discussion of certain issues, provisions, a heuristic conversation, independent work with a textbook, other sources, setting up and conducting experiments, experiments, etc.

A lesson in improving knowledge, skills and abilities. The main didactic tasks that are solved in these lessons are mainly reduced to the following:

a) systematization and generalization of new knowledge;
b) repetition and consolidation of previously acquired knowledge;
c) application of knowledge in practice to deepen and expand previously acquired knowledge;
d) formation of skills and abilities;
e) control over the course of studying the educational material and improving knowledge, skills and abilities.

In most classifications, this type of lesson is divided into several types:

lessons for consolidating the studied material;

repetition lessons;

lessons of complex application of knowledge,

skills and abilities;

lessons in the formation of skills and abilities, etc.

Types of this type of lessons are:

a) lessons of independent work (reproductive type - oral or written exercises);
b) lesson - laboratory work;
c) a lesson of practical work;
d) lesson - excursion;
e) lesson - seminar.

Lesson of generalization and systematization. A lesson of this type is aimed at solving two main didactic tasks - establishing the level of students' mastery of theoretical knowledge and methods of cognitive activity on the key issues of the program, which are of decisive importance for mastering the subject as a whole, and testing and assessing the knowledge, skills and abilities of students throughout the program material studied over long periods - quarters, six months and for the entire year of study.

Psychologically, such lessons stimulate students to systematically repeat large sections, large blocks of educational material, allow them to realize its systemic nature, discover ways to solve typical problems and gradually master the experience of transferring them to non-standard situations when solving new unusual problems that arise before them.

The lessons of generalization and systematization provide for all the main types of lessons that are used within all five types of lessons

Combined lesson. This is the most common type of lesson in the current practice of the school. It solves the didactic tasks of all the previous three types of lessons described above. From here it also received the name - combined.

The main elements of this lesson, which make up its methodological substructure, are:

a) organizing students for classes;
b) repetition and testing of students' knowledge, revealing the depth of understanding and the degree of strength of everything studied in previous lessons and updating the necessary knowledge and methods of activity for subsequent work on understanding the newly studied material in the current lesson;
c) the introduction by the teacher of new material and the organization of the work of students to comprehend and assimilate it;

d) the primary consolidation of new material and the organization of work to develop students' skills and abilities to apply knowledge in practice;

e) assignment of homework and instruction on its implementation;
f) Summing up the lesson with the assignment of a lesson score, evaluation for the work of individual students throughout the lesson.

Control lessons and correction of knowledge, skills and abilities. Lessons of this type are intended to assess the results of learning, the level of assimilation of theoretical material by students, the system of scientific concepts of the course being studied, the formation of skills and abilities, the experience of educational and cognitive activity of schoolchildren, establishing the diagnosis of the level of learning of students and introducing certain changes into the technology of teaching, correction in learning process in accordance with the diagnosis of the state of learning of children.

Types of control and correction lesson can be:

oral survey (frontal, individual, group);

written survey, dictations, presentations, problem solving and examples, etc.;

offset; credit practical (laboratory) work;

workshops; control independent work; exams, etc.

All these and other types of lessons are conducted after studying entire sections, major topics of the subject being studied. The highest form of the final test and assessment of students' knowledge, their level of learning is the exam for the course as a whole. At the lessons of control, the degree of readiness of students to apply their knowledge, skills and abilities in cognitive and practical activities in various learning situations is most clearly manifested.

After the control lessons, a special lesson is held to analyze and identify typical mistakes, shortcomings in the knowledge, skills and abilities of students, in the organization of their educational and cognitive activities, which must be overcome in subsequent lessons, the necessary correction is made both in the activities of students and in the activities of the teacher .

Lessons can be classified according to goals, methods, teaching aids, etc. The classification of I.N. Kazantsev and B.P. Esipov in terms of goals and place in the general system of lessons. According to this classification, there are six lesson types:

1) lessons of familiarization with new material;

2) lessons for consolidating what has been learned;

3) lessons of generalization and systematization;

4) lessons in the formation of skills and abilities;

5) control lessons (testing knowledge, skills and abilities);

6) combined lessons (including elements of the previous types).

Lesson structure- this is a certain sequence of its stages, each of which differs in the nature of the tasks to be solved, the characteristics of the activities of the teacher and students, and the emotional mood.

Some stages may be present in all lessons (the stages of reporting the topic and tasks of the lesson, motivating the lesson, explaining homework, summing up), other stages reflect the specifics of a particular type of lesson (stages for completing control tasks, generalizing and systematizing knowledge, etc.).

Each type of lesson has its own structure, contributing to the achievement of the set goal and corresponding to the place that this lesson occupies in the system of lessons (for example, a consolidation lesson is possible only if new material has already been studied in the previous lesson, and generalization and systematization lessons are usually planned as preparatory before lessons control).

The lesson of familiarization with new material necessarily includes the following steps: 1) repetition of previously studied material, which is the basis for learning new material; 2) explanations of new material and work with a textbook, teaching aids; 3) verification of understanding (of how students understood the new material) and primary consolidation of what was learned.

The structural features of the consolidation lesson are manifested in the following stages: 1) checking homework; 2) performing exercises (oral and written); 3) checking the performance of exercises.

Mandatory stages for any lesson are the organizational beginning of the lesson (other names: organizational stage, organizational moment) and summing up at the end of the lesson.

Along with traditional lessons in the learning process, additional forms of organizing learning are used: students' homework, as well as excursions, additional classes, consultations, educational conferences, school lectures, seminars, workshops. TO additional forms learning can also be attributed to non-standard lessons that are quite common in school practice.

Non-standard lesson- this is a training session with an unconventional structure (I.P. Podlasy). Dozens of types of non-standard lessons are considered in the pedagogical literature. However, their classification is difficult for a number of reasons (a large number of non-standard lessons and variants of the same type of lessons, different names for similar types of lessons, the constant emergence of new types and names of non-standard lessons, etc.). The question of how often the teacher should deviate from the established traditions in the organization of the lesson has not been resolved. However, today it can be confidently stated that the possession of non-traditional teaching methods is necessary for every teacher. Let's name only some types of non-standard lessons.

The lesson-game is based on the technology of didactic games.

Competition lesson. According to the purpose and place in the system of lessons, this is most often a lesson of generalization and systematization, the essence of the lesson is that students compete in the knowledge, skills and abilities acquired while studying the topic, section.

Auction lesson. This form is usually used when repeating, the lesson is built as a kind of quiz; "sold" can be questions, assessments or items that have a symbolic value (for example, a reproduction of a painting goes to the student who paid the highest price for it - the one who answered the most questions about the painting and the artist who created it).

An integrated lesson is an interdisciplinary lesson that combines several academic subjects, for example: 1) drawing, geography and geometry; 2) fine arts, history, literature, music.

A binary lesson is a lesson taught by two teachers teaching different subjects. This is usually an introductory or overview lesson. For example, art and history teachers teach a lesson about an era.

Rice. 4.10. Typology of lessons

The structure of the lesson and the forms of organization of educational work on it are of fundamental importance in the theory and practice of the modern lesson, since they largely determine the effectiveness of training, its effectiveness. What elements and parts of the lesson are considered structural, and which are not? Today there is no consensus on this issue in pedagogical science. Some tend to single out as elements of the lesson those that are most often found in practice, namely: 1) learning new material, 2) consolidating what has been learned, 3) monitoring and assessing students' knowledge, 4) homework, 5) generalization and systematization of knowledge. Others - the purpose of the lesson, the content of the educational material, teaching methods and techniques, ways of organizing educational activities. The lesson includes the content of the material, methods and forms of teaching, methods of managing and monitoring educational activities, technical means, teaching aids, didactic materials for independent work, forms of organization of educational activities of students, the personality of the teacher, but are they components of the lesson? Of course not! Since it is not a component of the lesson and the purpose of the lesson. We cannot agree with the statement that there is no objectively constant structure of the lesson. At the same time, scientists and teachers are unanimous in the fact that the structure of the lesson cannot be amorphous, faceless, random, which it should reflect: laws of the PROCESS of learning as a phenomenon of reality, the logic of the learning process; regularities of the process of ASSEMBLY, the logic of the assimilation of new knowledge as an internal psychological phenomenon; patterns of independent mental activity of a student as ways of his individual cognition, reflecting the logic of human cognitive activity, the logic of teaching; activities of the teacher and students as external forms of manifestation of the essence of the pedagogical process. The elements of the lesson, which, in their interrelated functioning, reflect these patterns, are actualization, the formation of new concepts and methods of action, and the application of what has been learned. In the real pedagogical process, they act both as stages of the learning process, and as the main, unchanging, generalized didactic tasks that are necessarily present in each lesson, and as components of the didactic structure of the lesson. It is these components that provide in the lesson the necessary and sufficient conditions for students to assimilate the program material, to form their knowledge, skills, abilities, to activate the mental activity of students when performing independent work, to develop their intellectual abilities - all that the school should provide for the full-blooded training of students to life and work. The interaction of the structural components of the lesson is objective. However, the learning process is effective only when the teacher correctly understands the unity of the functions of each component separately and its structural interactions with other components of the lesson, when he realizes that each of the components of the didactic structure of the lesson is connected with the previous ones. The formation of new knowledge can be successful only based on existing knowledge, and the development of skills and abilities is successfully carried out after mastering the new. The methodological substructure of the lesson, developed by the teacher on the basis of the didactic structure, is characterized by great variability. So in one lesson it may include a teacher's story, posing questions for students to reproduce the knowledge they have communicated, performing exercises according to the model, solving problems, etc.; on another - showing methods of activity, its reproduction by students, solving problems using the same method in new, non-standard situations, etc .; third - solving search problems, with the help of which new knowledge is acquired, generalizations of the teacher, reproduction of knowledge, etc. All this testifies to the fact that it is practically impossible to give a single scheme for all lessons in all academic subjects studied at school.

Lesson typologies devoted to many scientific works. To date, this problem remains controversial in modern didactics. There are several approaches to the classification of lessons, each of which has a defining characteristic. Lessons are classified based on the didactic purpose, the purpose of organizing classes, the content and methods of conducting the lesson, the main stages of the educational process, didactic tasks that are solved in the lesson, teaching methods, ways of organizing students' learning activities. Classification lessons according to the purpose of the organization, determined by the general didactic goal, the nature of the content of the material being studied and the level of students' learning. In accordance with this approach, the following five types of lessons are distinguished: lessons for studying new educational material (type 1); lessons for improving knowledge, skills and abilities (this includes lessons in the formation of skills and abilities, targeted application of what has been learned, etc.) (2nd type of lesson); generalization and systematization lessons (3rd type), combined lessons (4th type); lessons of control and correction of knowledge, skills and abilities (5th type). This classification is very promising, although not recognized by all didactic theorists.

A lesson in learning new material. The purpose of this type of lesson is to master new material for students. To do this, schoolchildren should be involved in solving such didactic tasks as the assimilation of new concepts and methods of action, independent search activity, and the formation of a system of value orientations. rather voluminous material, a large-block method of studying it is used. The forms of such study can be very different: a lecture, an explanation by a teacher with the involvement of students in the discussion of certain issues, provisions, a heuristic conversation, independent work with a textbook, other sources, setting up and conducting experiments, experiments, etc.

A lesson in improving knowledge, skills and abilities. The main didactic tasks that are solved in these lessons basically boil down to the following: a) systematization and generalization of new knowledge; b) repetition and consolidation of previously acquired knowledge; c) application of knowledge in practice to deepen and expand previously acquired knowledge; d) formation of skills and abilities; e) control over the course of studying the educational material and improving knowledge, skills and abilities. In most classifications, this type of lesson is divided into several types: lessons for consolidating the material being studied; repetition lessons; lessons of complex application of knowledge, skills and abilities; lessons in the formation of skills and abilities, etc. The types of this type of lessons are: a) lessons of independent work (reproductive type - oral or written exercises); b) lesson - laboratory work; c) a lesson of practical work; d) lesson - excursion; e) lesson - seminar.

Lesson of generalization and systematization. A lesson of this type is aimed at solving two main didactic tasks - establishing the level of students' mastery of theoretical knowledge and methods of cognitive activity on the key issues of the program, which are crucial for mastering the subject as a whole, and testing and assessing the knowledge, skills and abilities of students throughout the program material studied over long periods - quarters, semesters and for the entire year of study. Psychologically, such lessons stimulate students to systematically repeat large sections, large blocks of educational material, allow them to realize its systemic nature, discover ways to solve typical problems and gradually master the experience of transferring them to non-standard situations when solving new unusual problems that arise before them. The lessons of generalization and systematization provide for all the main types of lessons that are applied within the framework of all five types of lessons

Combined lesson. This is the most common type of lesson in the current practice of the school. It solves the didactic tasks of all the previous three types of lessons described above. From here it also received the name - combined. The main elements of this lesson, which make up its methodological substructure, are: a) organizing students for classes; b) repetition and testing of students' knowledge, revealing the depth of understanding and the degree of strength of everything studied in previous lessons and updating the necessary knowledge and methods of activity for subsequent work on understanding the newly studied material in the current lesson; c) the introduction by the teacher of new material and the organization of the work of students to comprehend and assimilate it; d) the primary consolidation of new material and the organization of work to develop students' skills and abilities to apply knowledge in practice; e) assignment of homework and instruction on its implementation; f) Summing up the lesson with the assignment of a lesson score, evaluation for the work of individual students throughout the lesson.

Control lessons and correction of knowledge, skills and abilities. Lessons of this type are intended to assess the results of learning, the level of assimilation of theoretical material by students, the system of scientific concepts of the course being studied, the formation of skills and abilities, the experience of educational and cognitive activity of schoolchildren, establishing the diagnosis of the level of learning of students and introducing certain changes into the technology of teaching, correction in learning process in accordance with the diagnosis of the state of learning of children. Types of control and correction lessons can be: oral survey (frontal, individual, group); written survey, dictations, presentations, problem solving and examples, etc.; offset; credit practical (laboratory) work; workshops; control independent work; exams, etc. All these and other types of lessons are conducted after studying entire sections, major topics of the subject being studied. The highest form of the final test and assessment of students' knowledge, their level of learning is the exam for the course as a whole. At the lessons of control, the degree of readiness of students to apply their knowledge, skills and abilities in cognitive and practical activities in various learning situations is most clearly manifested. After the control lessons, a special lesson is held to analyze and identify typical mistakes, shortcomings in the knowledge, skills and abilities of students, in the organization of their educational and cognitive activities, which must be overcome in subsequent lessons, the necessary correction is made both in the activities of students and in the activities of the teacher .

What elements and parts of the lesson are considered structural, and which are not? Today there is no consensus on this issue in pedagogical science. Some tend to single out as elements of the lesson those that are most often found in practice, namely: 1) learning new material, 2) consolidating what has been passed, 3) monitoring and assessing students' knowledge, 4) homework, 5) generalization and systematization of knowledge ( See Zotov Yu.B. Organization of the modern lesson. M., 1984). Others - the purpose of the lesson, the content of the educational material, teaching methods and techniques, ways of organizing educational activities (See Kirillova G.D. Theory and practice of the lesson in conditions of developmental education. M., 1980). There are other positions on this issue, up to the statement according to which "... in the real educational process, the number of combinations of lesson elements is so large that an attempt to single out any permanent, unambiguous structure of the lesson is fruitless. It is impossible to limit the educational process and the teacher one constant lesson scheme, as this will damage the educational process as a whole.This damage will be caused by the neglect of originality different types content, appropriate methods of their assimilation, teaching methods, changeable alternation of the nature of the educational material. (Didactics of secondary school. 2nd ed. M., 1982. S. 230).

Yes, the lesson includes the content of the material, methods and forms of teaching, methods of managing and monitoring educational activities, technical means, teaching aids, didactic materials for independent work, forms of organization of students' educational activities, the personality of the teacher, but are they components of the lesson? Of course not! Since it is not a component of the lesson and the purpose of the lesson. We cannot agree with the statement that there is no objectively constant structure of the level

ka. Here there is a mixture of the structure of the lesson with the scheme of the lesson, which for a long time was a frozen permanent scheme of the combined lesson, holding back any creative undertaking of the teacher in the practice of the school.

At the same time, scientists and teachers are unanimous in the fact that the structure of the lesson cannot be amorphous, faceless, random, which it should reflect: laws of the LEARNING PROCESS as a phenomenon of reality, the logic of the learning process; regularities of the process of ASSEMBLY, the logic of the assimilation of new knowledge as an internal psychological phenomenon; patterns of independent mental activity of a student as ways of his individual cognition, reflecting the logic of human cognitive activity, the logic of teaching; activities of the teacher and students as external forms of manifestation of the essence of the pedagogical process.(Makhmutov M.I. Modern lesson. M., 1985. S. 92). The elements of the lesson, which, in their interconnected functioning, reflect these patterns, are updating, the formation of new concepts and methods of action and the application of what has been learned. V in the real pedagogical process, they act both as stages of the learning process, and as the main, unchanging, generalized didactic tasks that are necessarily present at each lesson, and as components of the didactic structure of the lesson. It is these components that provide the necessary and sufficient conditions in the classroom for students to assimilate the program material, form their knowledge, skills, abilities, activate the mental activity of students when performing independent work, develop their intellectual abilities - all that the school should provide for the full-blooded preparation of students for life and work. The nature of the connections and interaction of these components is predetermined by the logic of the learning process, the gradual movement of the student from ignorance to knowledge, which boils down to the fact that any formation of new knowledge and methods of activity is carried out directly on the basis of updating previous knowledge and experience of activity and the systematic application of acquired knowledge and experience in theoretical and practical educational activities of the student. The purpose and result of the application as an integral component of di-

The dactic structure of the lesson is the formation of students' skills and abilities.

The interaction of the structural components of the lesson is objective. However, the learning process is effective only when the teacher correctly understands the unity of the functions of each component separately and its structural interactions with other components of the lesson, when he realizes that each of the components of the didactic structure of the lesson is connected with the previous ones. The formation of new knowledge can be successful only based on existing knowledge, and the development of skills and abilities is successfully carried out after mastering the new. At the same time, their sequence in one or another lesson may be different: in one case, as described in detail in the works of M.I. Makhmutov, the lesson may not begin with actualization, but with the introduction of a new concept by explaining the teacher or creating a problem situation or making assumptions (hypotheses) about how to solve a previously posed problem. Along the way, updating may be required in the course of proving the hypothesis put forward, at the beginning of the lesson there may be a test to apply the knowledge learned in the previous lesson, etc. (Makhmutov M.I. Modern lesson. M., 1985. P. 94). This is the didactic structure of the lesson.

The specified approach to the structure of the lesson eliminates the stereotype in the conduct of lessons, prescription in the activities of the teacher, expands the scope of the creative skill of the teacher in the development of the methodological substructure of each individual lesson, the elements of which will be different kinds the activities of the teacher and students, their step-by-step movements to achieve, realize the goal of the lesson. But this is no longer a traditional organizational moment, checking homework, interviewing students on previously covered material, learning new things, consolidating it and giving homework, which are characteristic of the standard scheme of a combined lesson.

The methodological substructure of the lesson, developed by the teacher on the basis of the didactic structure, is characterized by great variability. So in one lesson it may include a teacher's story, posing questions for students to reproduce the knowledge they have communicated, performing exercises according to the model, solving problems, etc.; on another - showing ways of doing things,

reproduction by students, solving problems using the same method in new, non-standard situations, etc .; on the third - solving search problems, with the help of which new knowledge is acquired, generalizations of the teacher, reproduction of knowledge, etc. All this indicates that it is practically impossible to give a single scheme for all lessons in all subjects studied at school. The methodological substructure of the lesson, in contrast to the didactic one, is a variable value. The number of elements in it, their nomenclature and sequence are determined by the teacher, based on the general didactic structure of the lesson and the goals of education, development and upbringing of students. The methodological substructure of the lesson reflects the main stages of learning and the nature of the organization of the lesson.

In this way, if the didactic structure of the lesson is constant and in the teacher's activity acts as a general instruction, a general algorithm for organizing the lesson, then the methodological substructure obliges him to plan specific activities: performing exercises, solving problems, students' answers; explanation of the material using adequate methods and means: solving practical and educational problems under the guidance of a teacher and independently. When creating a methodological project for a lesson, the teacher proceeds from the principle of optimal achievement of goals, where an important role in ensuring the success of the educational and cognitive process - the process of reproducing old and mastering new knowledge is played by: creating motivation, psychological comfort, taking into account the age and individual characteristics of children. M.I. Makhmutov even singles out the so-called internal logical-psychological substructure of the lesson, which, in his opinion, acts as a link between the didactic structure and the methodological substructure of the Lesson (See Makhmutov M.I. Modern lesson. M., 1985, ch. III). However, here it is legitimate to speak not so much about the logical and psychological substructure of the lesson, but about the structure of the assimilation process in the learning process as an integral didactic system, where the assimilation process consists of perception and awareness, understanding and comprehension, generalization and systematization. But these processes do not constitute any structure of the lesson as an organizational form of learning and are expressed in the components of the methodological substructure as a result of reasonable

organized activities of teaching and activities of learning.

A lot of scientific works are devoted to the typology of lessons. Nevertheless, even today this problem remains controversial in modern didactics. There are several approaches to the classification of lessons, each of which has a defining characteristic. For example, lessons are classified based on the didactic goal (I.T. Ogorodnikov, I.N. Kazantsev), the purpose of organizing classes, the content and methods of conducting the lesson (M.I. Makhmutov), the main stages of the educational process (SV. Ivanov), didactic tasks that are solved in the lesson (N.M. Yakovlev, A.M. Sokhor), teaching methods (IN Borisov), ways of organizing the learning activities of students (F.M. Kiryushkin). The structure of the lesson, quite thoroughly developed by M.I. Makhmutov, to some extent removes the ongoing disputes in didactics on this issue. He in his work (Modern lesson. M., 1981. S. 77) offers classify the lessons according to the purpose of the organization, determined by the general didactic goal, the nature of the content of the material being studied and the level of students' learning. In accordance with this approach, the following five types of lessons are distinguished: lessons for studying new educational material (type 1); lessons for improving knowledge, skills and abilities (this includes lessons in the formation of skills and abilities, targeted application of what has been learned, etc.) (2nd type of lesson); generalization and systematization lessons (3rd type), combined lessons (4th type); lessons of control and correction of knowledge, skills and abilities (5th type). This classification is very promising, although not recognized by all didactic theorists. Let us briefly dwell on the characteristics of each individual type of lessons.

Such lessons are most applicable in working with middle-aged and older schoolchildren, since it is in the middle and upper grades that rather voluminous material is studied, a large-block method of studying it is used.

teachings. The forms of such study can be very diverse: a lecture, an explanation by a teacher with the involvement of students in the discussion of certain issues, provisions, a heuristic conversation, independent work with a textbook, other sources, setting up and conducting experiments, experiments, etc. Hence, the types of lessons used within this type of lesson are very diverse: lesson-lecture, lesson-seminar, film lesson, lesson of theoretical and practical independent work (research type), mixed lesson (a combination of different types of lesson in one lesson). Common to all these types of lessons is that the time of the lesson is devoted to the work of students with new material, during which all kinds of methods are used to enhance the cognitive activity of schoolchildren: giving the presentation of new material a problematic character, the teacher using vivid examples, facts, involving students in discussing them. , reinforcement of certain theoretical provisions with their own examples and facts, the use of visual material and technical teaching aids. All this is aimed at a meaningful and deep explanation of the new material by the teacher and the ability to maintain the attention and mental activity of students when working with it. In addition, it is also common that in the lesson, in the course of studying new material, work is also underway to streamline and consolidate previously learned material. It is impossible to study new material without remembering, without analyzing, without relying on the material already covered, without applying it when deducing some new provisions.

It is extremely important for the teacher, understanding the objective diversity of the processes in the lesson, not to be content with their spontaneous course, but to constantly look for and find the best options for the interaction of the elements of the lesson with each other.

A lesson in improving knowledge, skills and abilities. The main didactic tasks that are solved in these lessons basically boil down to the following: a) systematization and generalization of new knowledge; b) repetition and consolidation of previously acquired knowledge; c) application of knowledge in practice to deepen and expand previously acquired knowledge; d) formation of skills and abilities;

e) control over the course of studying the educational material and improving knowledge, skills and abilities.

In most classifications, this type of lesson is divided into several types: lessons for consolidating the material being studied; repetition lessons; lessons of complex application of knowledge, skills and abilities; lessons in the formation of skills, etc. However, we note that the lessons of "pure", say, repetition or the formation of skills and habits, as evidenced by real school practice, are less effective and therefore they, like lessons, for example, targeted application of what has been learned and other similar them, are part of the lessons of improving knowledge, skills and abilities. The types of this type of lessons are: a) lessons of independent work (reproductive type - oral or written exercises); b) lesson - laboratory work; c) a lesson of practical work; d) lesson - excursion; e) lesson - seminar.

The above list of types of lessons for improving knowledge, skills and abilities indicates that the organization of learning activities of students in a lesson involves, along with repetition, the application of knowledge in a slightly changed situation, and the systematization of knowledge, and consolidation, strengthening of skills and abilities, their improvement not only in within the topic under study, but also at the inter-thematic and inter-subject level. When planning a lesson, along with repetition, you can organize both control and systematization of knowledge. It is not excluded, of course, the possibility of such a construction of the lesson, when the teacher plans only the current repetition within the topic, for example, before the test. He can consolidate any skills throughout the lesson, which will be the main didactic goal. But, as Yu.B. Zotov, repeating a lesson of this type on four different types for ten minutes gives an incomparably greater effect than repeating a lesson of any type for 40 minutes throughout the entire lesson. However, this issue cannot be approached mechanically. The main thing is that in these lessons the frontal and individual questioning of students is correctly combined with written, oral and practical exercises, as well as with the organization of independent study work. Different learning situations require different methodological approaches to building a lesson. It depends on the

whether the lesson, the didactic tasks that are solved in the lesson and, of course, on the specifics of the subject and the material of the topic, the section being studied at the moment.

Lesson generalizations and systematizations. A lesson of this type is aimed at solving two main didactic tasks - establishing the level of students' mastery of theoretical knowledge and methods of cognitive activity on the key issues of the program, which are crucial for mastering the subject as a whole, and checking and evaluating the knowledge, skills and abilities of students for all program material studied over long periods - a quarter, half a year and for the entire year of study.

The lessons of generalization and systematization provide for all the main types of lessons that are used within all five types of lessons. Their specificity is that each time during the lesson, the teacher designates questions in advance - problems for repetition, indicates in advance the sources that students need to use, conducts overview lectures if necessary, sets tasks for students to complete them collectively outside the lesson, and conducts consultations. both group and individual interviews in the course of preparing students for the upcoming lesson, gives recommendations for independent work. In high school, the most common type of generalization and systematization lessons are lessons in which problematic discussions are held, or seminar lessons, in which certain content of the studied section of the program or program material as a whole is deepened or systematized, as well as lessons in which students purposefully (separately or groups) solve creative problems of a theoretical or practical nature.

Combined lesson. This is the most common type of lesson in the current practice of the school. It solves the didactic tasks of all the previous three types of lessons described above. Hence he got

its name is combined. The main elements of this lesson, which make up its methodological substructure, are: a) organizing students for classes; b) repetition and testing of students' knowledge, revealing the depth of understanding and the degree of strength of the entire study. learned in previous lessons and updating the necessary knowledge and methods of activity for subsequent work on understanding the newly studied material in the current lesson; c) the introduction by the teacher of new material and the organization of the work of students to comprehend and assimilate it; d) the primary consolidation of new material and the organization of work to develop students' skills and abilities to apply knowledge in practice; e) assignment of homework and instruction on its implementation; f) Summing up the lesson with the assignment of a lesson score, evaluation for the work of individual students throughout the lesson.

The listed components of the methodological substructure of the combined lesson, depending on the nature of the learning situation and the pedagogical skill of the teacher, interact with each other and often go into each other, change their sequence depending on the organization of the cognitive process. In such cases, the structure of the combined lesson becomes flexible and mobile. This allows the teacher to avoid a template, formalism in his work. So, in the experience of advanced teachers, in the experience of our innovators, for example, in the practice of S.N. Lysenkova, I.P. Volkova, V.F. Shatalova and others, the assimilation of new knowledge occurs in the process of independent work, and knowledge testing is woven into the organization of classes and acts as an indicator of the activity of schoolchildren in commenting on the progress of their work, their learning.

In the process of learning new material, you can immediately organize its consolidation and application, and when consolidating, control knowledge, skills and abilities and develop skills for applying this knowledge in various, including non-standard, situations. Such a complex interaction between the structural elements of a combined lesson makes the lesson multi-purpose and forces the teacher to correctly regulate the time of the lesson for its individual stages when conducting the lesson. It is unacceptable when testing students' knowledge takes

20-23, or even all 30 minutes, and 15-20 minutes remain to work on a new topic. Naturally, from such a lesson, students take the whole burden of learning new material to homework. "Having sat uselessly for six broken hours in the classroom, missing, in all likelihood, half the explanations, he must prepare the lesson himself during the hours free from classes. How much time wasted, how much hard effort, and for what insignificant result. All the little benefit which the student acquires in such teaching, far from rewarding the mere habit of inactivity for whole hours and the most slavish pretense, a necessary consequence of such a pastime in the classrooms. (Ushinsky K.D. Collected works. T. 2. M.; L. 1948. S. 216).

The effectiveness and efficiency of a combined lesson does not depend on the absolutization of its structure, but on a clear definition of the objectives of the lesson, on the teacher's answer to the question of what he should teach students, how to use classes for the reasonable organization of their activities. A good lesson is the one where a business-like creative atmosphere reigns, where the desire of schoolchildren to think is in full swing, where they willingly enter into a dialogue with the teacher, with each other, the authors of certain theoretical concepts and wishes, without fear of getting into trouble.

Concluding the description of the combined lesson, we note that the individual components of its methodological substructure in various combinations are also characteristic of the methodological substructures of the first three types of lessons described above. That is why they are characterized in the substructure of this lesson. A detailed description of this substructure is given by I.F. Kharlamov. (Pedagogy. 2nd ed. M., 1990. S. 245-266).

Lessons of control and correction knowledge, skills and skills. Lessons of this type are intended to assess the results of learning, the level of assimilation of theoretical material by students, the system of scientific concepts of the course being studied, the formation of skills and abilities, the experience of educational and cognitive activity of schoolchildren, establishing the diagnosis of the level of learning of students and introducing certain changes into the technology of teaching, corrections in the learning process in accordance with the diagnosis of the state of learning of children. Types of lesson control and

corrections can be: oral survey (frontal, individual, group); written survey, dictations, presentations, problem solving and examples, etc.; offset; credit practical (laboratory) work; workshops; control independent work; exams, etc. All these and other types of lessons are conducted after studying entire sections, major topics of the subject being studied. The highest form of the final test and assessment of students' knowledge, their level of learning is the exam for the course as a whole. At the lessons of control, the degree of readiness of students to apply their knowledge, skills and abilities in cognitive and practical activities in various learning situations is most clearly manifested.

The methodological substructure of control and correction lessons usually looks like this: an introductory explanatory part (instructing the teacher and psychological preparation of students for the upcoming work - solving problems, writing an essay, dictation, creative work, etc.); the main part - independent work of students, operational control, teacher's consultations to keep students calm and confident in their abilities and in what they are doing; the final part is the orientation of students in the upcoming study of a new section, the topic of the course.

Sometimes lessons of this type include the following elements: organizational part; explanation of the task by the teacher; answers to students' questions; performance by students of the task; delivery of the completed task (or verification of its implementation); homework; end of lesson. All this once again confirms the position that the methodological substructure should be flexible, mobile, and variable.

Of course, in the practice of the school, other types and structural combinations of lessons are also possible. In connection with the increased attention to the issues of enhancing the cognitive activity of students, involving them in solving

research and research tasks, a problematic lesson is put forward as an independent type of lesson. It includes the following elements: organizing students, their psychological preparation for active involvement in the upcoming work - creating a problem situation: formulating a problem, putting forward a hypothesis (an assumption about what the result might be) and solutions; search for a practical solution to the problem; the discussion of the results; comments and generalizations of the teacher; homework; the end of the lesson - summarizing the work. All this depends on the particular methodological tasks and creativity of the teacher. However, any methodological substructure of any type of lesson should always embody the actualization of previously acquired knowledge and methods of activity, the formation of new concepts and methods of activity and the application of knowledge, skills and abilities. In addition, it should be borne in mind that the listed types of lessons in their "pure" form are rarely found in the practice of a teacher. One way or another, the functions of one type of lesson are often woven into the structure of another type of lesson. The only difference is that each of the listed types of lessons differs in the dominance of a certain function, for example, familiarization and study of new material or control and evaluation, and the rest of the functions of other types of lessons are auxiliary. Therefore, the classification of lessons continues to be one of the urgent problems of didactics.

123. Organization of educational activities of students

at the lesson

In the search for ways to more effectively use the structure of lessons of different types, the form of organizing the learning activities of students in the lesson is of particular importance. In pedagogical literature and school practice, three such forms are generally accepted - frontal, individual and group. The first involves the joint actions of all students in the class under the guidance of a teacher, the second - the independent work of each student individually; group - students work in groups of 3-6 people or in pairs. Tasks for groups can be the same or different.

These forms of organization of educational activity of students are most fully presented in the works of I.M. Che-

redova, Yu.B. Zotova, H.I. Liimets, M.D. Vinogradova, I.B. Pervina, V.K. Dyachenko, V.V. Kotova, I.E. Unt, M.N. Skatkina and others. The authors of these works are unanimous in the fact that it is in organizational forms that the main didactic relationship is carried out - the connection between the interaction of teaching and learning.

What is each of the listed forms of organization of educational work of students in the lesson? What are the advantages and disadvantages of each of them? How to combine these forms of work of students in the specific pedagogical activity of the teacher?

The frontal form of organization of educational activity of students is this type of activity of the teacher and students in the lesson, when all students simultaneously perform the same work common to all, discuss, compare and generalize the results of it with the whole class. The teacher works with the whole class at the same time, communicates with students directly in the course of his story, explanation, demonstration, involvement of students in the discussion of the issues under consideration, etc. This contributes to the establishment of especially trusting relationships and communication between the teacher and students, as well as students among themselves, instills a sense of collectivism in children, allows students to be taught to reason and find errors in the reasoning of their classmates, form stable cognitive interests, and intensify their activity.

From the teacher, of course, a great ability is required to find a feasible work of thought for all students, to design in advance, and then create learning situations that meet the objectives of the lesson; the ability and patience to listen to everyone who wants to speak out, tactfully support and at the same time make the necessary corrections during the discussion. Due to their real capabilities, students, of course, can at the same time make generalizations and conclusions, reason during the lesson at different levels of depth. This teacher should take into account and question them according to their abilities. This approach of the teacher during the frontal work in the lesson allows students to actively listen and share their opinions, knowledge with others, listen with attention to other people's opinions, compare them with their own, find errors in someone else's opinion, reveal its incompleteness. In this case, the lesson reigns

spirit of collective thinking. Students do not just work side by side, when everyone alone solves a learning problem, but it is required to actively participate in a collective discussion together. As for the teacher, he, using the frontal form of organizing the work of students in the classroom, gets the opportunity to freely influence the entire class team, present educational material to the whole class, achieve a certain rhythm in the activities of schoolchildren based on taking into account their individual characteristics. All these are the undoubted advantages of the frontal form of organizing the educational work of students in the classroom. That is why, in the conditions of mass education, this form of organization of students' educational work is indispensable and the most common in the work of a modern school.

The frontal form of organizing training can be implemented in the form of a problematic, informational and explanatory-illustrative presentation and be accompanied by reproductive and creative tasks. At the same time, the creative task can be divided into a number of relatively simple scale-type tasks, which will allow all students to be involved in active work. This gives the teacher the opportunity to correlate the complexity of tasks with the real learning abilities of each student, take into account the individual abilities of students, create an atmosphere of friendly relations between the teacher and students in the lesson, and arouse in them a sense of ownership in the overall achievements of the class.

The frontal form of educational work, as noted by scientists-teachers - Cheredov I.M., Zotov Yu.B. and others, has a number of significant drawbacks. By its nature, it is aimed at a certain abstract student, which is why in the practice of school work there are very often tendencies to level students, to encourage them to a single pace of work, which students do due to their multi-level performance, preparedness, real fund of knowledge, skills and abilities. not ready. Students with low learning abilities work slowly, learn the material worse, they need more attention from the teacher, more time to complete assignments, more different exercises than students with high learning abilities. Strong students, on the other hand, do not need to increase the number of tasks, but to complicate their content, tasks of search, creativity.

academic type, work on which contributes to the development of schoolchildren and the assimilation of knowledge at a higher level. Therefore, in order to maximize the effectiveness of students' educational activities, it is necessary to use, along with this form of organization of educational work in the classroom, other forms of educational work. So, when studying new material and consolidating it, writes Yu.B. Zotov, the most effective is the frontal form of organizing a lesson, but the application of the acquired knowledge in changed situations is best organized by making the most of individual work. Laboratory work is organized frontally, however, even here it is necessary to look for opportunities for the maximum development of each student. You can, for example, finish the work by answering questions and tasks of varying degrees of complexity. Thus, it is possible to optimally combine the best aspects of different forms of education in one lesson.

An individual form of organizing the work of students in a lesson This form of organization assumes that each student receives a task for independent completion, specially selected for him in accordance with his training and learning opportunities. Such tasks can be work with a textbook, other educational and scientific literature, various sources (reference books, dictionaries, encyclopedias, anthologies, etc.); solving problems, examples, writing summaries, essays, abstracts, reports; conducting all kinds of observations, etc. Individual work is widely used in programmed learning.

In the pedagogical literature, two types of individual forms of organization of tasks are distinguished: individual and individualized. The first one is characterized by the fact that the student's activity in fulfilling tasks common to the whole class is carried out without contact with other students, but at the same pace for all, the second involves the educational and cognitive activity of students on the performance of specific tasks. It is she who allows you to regulate the pace of progress in the teaching of each student in accordance with his training capabilities.

Thus, one of the most effective ways to implement the individual form of organization of educational activities of schoolchildren in the classroom is differential

cited individual tasks, especially tasks with a printed basis, which free students from mechanical work and allow, with less time, to significantly increase the amount of effective independent work. However, this is not enough. Equally important is the teacher's control over the progress of assignments, his timely assistance in resolving the difficulties that students have. Moreover, for poorly performing students, differentiation should be manifested not so much in the differentiation of tasks, but in the extent to which the teacher provides assistance. He observes their work, makes sure that they work in the right ways, gives advice, leading questions, and if it is found that many students do not cope with the task, the teacher can interrupt individual work and give the whole class additional clarification.

It is advisable to carry out individual work at all stages of the lesson, when solving various didactic problems; for the assimilation of new knowledge and their consolidation, for the formation and consolidation of skills and abilities, for generalization and repetition of the past, for control, for mastering the research method, etc. Of course, it is easiest to use this form of organizing the educational work of schoolchildren when consolidating, repeating, and organizing various exercises. However, it is no less effective in self-studying new material, especially with its preliminary study at home. For example, when studying a literary work, individual tasks can be given in advance to each or a group of students. Common to all is the reading of a work of art. During this reading, students prepare an answer to "their" question or "their" questions. Two circumstances are important here: 1) everyone works at the limit of his abilities and 2) everyone performs the necessary part of the analysis of a literary work. In the lesson, students explain their part of the new material.

The degree of independence of individual work of students in these cases is different. "Initially, students perform tasks with a preliminary and frontal analysis, imitating a model, or using detailed instruction cards. As they master educational skills, the degree of independence increases: students can work on more general, non-detailed tasks, without the direct intervention of a teacher.

For example, in the upper grades, having received a specific task, each student himself draws up a work plan, selects materials, devices, tools, performs the necessary actions in the intended sequence, and records the results of the work. Gradually, research work acquires an increasing share. "(Didvktikv secondary school. 2nd ed. M., 1982. P. 238).

For poorly performing students, it is necessary to draw up such a system of tasks that would contain: sample solutions and tasks to be solved based on the study of the sample; various algorithmic prescriptions that allow the student to solve a certain problem step by step - various theoretical information that explains the theory, phenomenon, process, mechanism of processes, etc., allowing you to answer a number of questions, as well as all kinds of requirements to compare, compare, classify, generalize and etc. Such an organization of the educational work of students in the classroom enables each student, by virtue of his abilities, abilities, composure, to gradually but steadily deepen and consolidate the acquired and acquired knowledge, develop the necessary skills, skills, experience of cognitive activity, form his own needs for self-education. This is the advantage of the individual form of organization of educational work of students, this is its strengths. But this form of organization also contains a serious drawback. Contributing to the education of students' independence, organization, perseverance in achieving the goal, the individualized form of educational work somewhat limits their communication with each other, the desire to transfer their knowledge to others, to participate in collective achievements. These shortcomings can be compensated in the teacher's practical work by combining the individual form of organization of students' educational work with such forms of collective work as frontal and group work.

Group (link) form of organization of educational work of students. The main features of group work of students in the lesson are:

The class in this lesson is divided into groups to solve specific learning problems;

Each group receives a specific task (either the same or differentiated) and performs it together under the direct supervision of the group leader or uchigel;

Tasks in the group are carried out in such a way that allows you to take into account and evaluate the individual contribution of each member of the group;

The composition of the group is not permanent, it is selected taking into account that the learning opportunities of each member of the group can be realized with maximum efficiency for the team.

The size of the groups is different. It ranges from 3-6 people. The composition of the group is not permanent. It varies depending on the content and nature of the work to be done. At the same time, at least half of it should be students who are able to successfully engage in independent work.

Group leaders and their composition can be different in different subjects and they are selected on the principle of uniting schoolchildren of different levels of education, extracurricular awareness in this subject, student compatibility, which allows them to complement and compensate for each other's advantages and disadvantages. There should not be students in the group who are negatively disposed towards each other.

Homogeneous group work involves the implementation of small t groups of students of the same task for all, and differential

tsirovannaya - performance of various tasks by different groups. In the course of work, group members are allowed to discuss the progress and results of the work together, and seek advice from each other.

Only under such conditions "... working as part of a group, a link," wrote the famous Russian didacticist MADanilov, "schoolchildren, on their own, are convinced of the benefits of joint planning, distribution

responsibilities, communication. Students rally among themselves, learn to act in a coordinated and coordinated manner, experiencing a sense of collective responsibility for the results of joint activities. The group form of work organization, in addition, makes clear the efforts and abilities of everyone, which is a natural stimulus for healthy creative competition. the work of students in groups, as a rule, is always much higher than the performance of the same task by each student individually.And this is because group members help each other, bear collective responsibility for the results of individual group members, and also because the work of each student in a group, it is especially individualized when regulating the pace of advancement in the study of any issue.

With the group form of work of students in the lesson, individual assistance to each student who needs it, both from the teacher and student consultants, also increases to a large extent. This is explained by the fact that with a frontal and individual form of a lesson, it is more difficult for a teacher to help all students. While he works with one or two schoolchildren, the rest,

11-241 321

those who need help have to wait their turn. The position of such students in the group is quite different. Along with the help of teachers who need it, they also receive from strong student-advisers in their group, as well as from other groups. Moreover, a helping student receives no less help than a weak student, since his knowledge is updated, concretized, acquires flexibility, and is fixed precisely when explaining to his classmate. The consultant leads the work of the group on a particular subject. In another way, he is an ordinary member of the group, working under the guidance of his more prepared, knowledgeable, informed classmate-consultant. The turnover of counselors prevents the danger of arrogance among individual students.

The group form of work of students in the lesson is most applicable and expedient in carrying out practical work, laboratory and practical work in natural science subjects; when practicing speaking skills in foreign language lessons (work in pairs), in labor training lessons when solving constructive and technical problems, when studying texts, copies of historical documents, etc. In the course of such work, collective discussions of the results, mutual consultations when performing complex measurements or calculations, when studying historical documents, etc. are used to the maximum. And all this is accompanied by intensive independent work.

The group organization of the work of students in the preparation of thematic educational conferences, debates, reports on the topic, additional classes of the entire group that go beyond the curriculum, beyond the lesson is exceptionally effective. Under these conditions, as in the conditions of the lesson, the degree of effectiveness depends, of course, on the very organization of work within the group (link). Such an organization assumes that all members of the group actively participate in the work, the weak do not hide behind the backs of the stronger, and the strong do not suppress the initiative and independence of the weaker students. Properly organized group work is a type of collective activity; it can successfully proceed with a clear distribution of work between all members of the group, mutual verification of the results of each work,

constant support of the teacher, his prompt assistance. Without careful prompting, group teachers cannot work effectively. The content of this activity comes down primarily to teaching students the ability to work independently, consult with classmates without breaking the general silence in the lesson, to create a system of tasks for individual groups of students, teaching them the ability to distribute these tasks among group members so that the pace of work and opportunities are taken into account. everyone. As TA rightly writes. Ilyin, all this, of course, requires the teacher to pay the necessary and sufficient attention to each group, and, consequently, certain labor costs, but in the end this helps him solve such important tasks of education as educating students in independence, activity, and the ability to cooperate with others in the performance of a common cause, the formation of the social qualities of the individual.

Group activity of students in the lesson, as shown in the work of V.V. Kotova ("Organization of the collective activities of students in the classroom." Ryazan. 1977), consists of the following elements:

1. Preliminary preparation of students for the implementation of a group task, setting educational tasks, a brief briefing of the teacher.

2. Discussion and drawing up a plan for the implementation of a training task in a group, determining ways to solve it (orienting activity), distribution of responsibilities.

3. Work on the implementation of the educational task.

4. Supervision of the teacher and adjustment of the work of the group and individual students.

5. Mutual verification and control over the implementation of the task in the group.

6. Reporting by students on the teacher's call about the results obtained, general discussion in the class under the guidance of the teacher, addition and correction, additional information from the teacher and the formulation of final conclusions.

7. Individual assessment of the work of groups and the class as a whole.

The success of group work of students depends primarily on the skill of the teacher, on his ability to distribute his attention in such a way that each group and each of its participants individually feel the care of the teacher, his interest in their success, in normal fruitful interpersonal relationships. With all his behavior, the teacher is obliged to express interest in the success of both strong and weak students, inspire confidence in their success, and show respect for weak students.

Research by I.M. Cheredov showed that the group form of teaching students in the classroom places high demands on the teacher who manages the educational and cognitive activities of schoolchildren. He must have a good command of discipline, master the methodology for determining tasks for group work of students, direct their activities, highlighting key points, focusing on the most important thing in the material being studied, monitor the cooperation of students in different groups. By regulating the interaction of students, the teacher notes the features of their behavior in different learning situations. It is not uncommon to observe that some students are too bossy, others are removed from joint work, others resolve disputes in unlawful ways or are engaged in other matters. The teacher is the arbiter. He directs learning activities in the right direction. Keeps track of how each group is progressing in solving learning problems. Regulates the pace of work, draws attention to weak, passive students, helps them get involved in active work.

So, the advantages of the group organization of students' educational work in the classroom are obvious. The results of the joint work of students are very tangible both in accustoming them to collective methods of work, and in the formation sh positive moral qualities of a person. But it is not SCH says that this form of organization of educational work I is ideal. It cannot be universalized and opposed to other forms of the Self. Each of the considered forms of organization of training solves its own specific educational tasks. They complement each other.

The group form also has a number of disadvantages. Among them, the most significant are: difficulties in recruiting groups and organizing work in them; students in groups are not always able to % , understand the complex educational material and choose the most economical way to study it. As a result, weak || students hardly learn the material, and strong needs - 1; yatsya in more difficult, original assignments, tasks. || Only in combination with other forms of teaching students in the classroom - frontal and individual - the group form of organizing the work of students brings the expected positive results. The combination of these forms, the choice of the most optimal variants of this combination is determined by the teacher, depending on the educational tasks to be solved in the lesson, on the educational pre-*| meta, the specifics of the content, its volume and complexity, from 41 the specifics of the class and individual students, the level of their learning SCH opportunities and, of course, from the style of relationships, teach-324

for and students, the relationship of students among themselves, from the trusting atmosphere that has been established in the classroom, and the constant readiness to help each other.

TYPOLOGY OF LESSONS

The study of the essence and structure of the lesson leads to the conclusion that the lesson is a complex pedagogical object. Like any complex objects, lessons can be divided into types according to various criteria. This explains the existence of numerous classifications of lessons.

In the theory and practice of teaching, the following typologies of lessons play a leading role:

For the main didactic purpose;

According to the main method of their implementation;

On the main stages of the educational process.

According to the main didactic goal, the following types of lessons are distinguished:

introduction to new material;

lesson of generalization and systematization of knowledge;

a lesson in checking and correcting knowledge and skills;

combined lesson.

Typology according to the main method of conducting them is divided into lessons:

in the form of a conversation;

excursions;

film lessons;

independent work of students;

laboratory and practical work;

combination various forms classes.

If the main stages of the educational process are taken as the basis of the typology, then the lessons are distinguished:

initial acquaintance with the material;

formation of concepts, establishment of laws and rules;

application of the received rules in practice;

repetitions and generalizations;

control;

mixed or combined.

For a more complete coverage of the lessons that are diverse in their purpose, which are constructed in the practice of teaching, they are divided not only by type, but also by type. The division of lessons into types is most expedient to carry out according to the nature of the activities of the teacher and students. In this case, the division into types occurs for each type of lesson within the framework of the typology used. So, for example, CONTROL LESSONS, which are one of the elements of the typology for the main stages of the educational process, they are divided into the following types: lessons of oral questioning; written survey; offsets; laboratory and practical work; independent and control work; combination of different types. The division of lessons into types and types, however, does not complete the available typologies. The following types of lessons can be cited as examples of such typologies that subdivide lessons according to the form of their delivery:

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

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

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

4. Lessons resembling public forms of communication: a press conference, a briefing, an auction, a benefit performance, a regulated discussion, a panorama, a teleconference, a reportage, a dialogue, a live newspaper, an oral journal, etc.

5. Lessons based on imitation of the activities of institutions and organizations: investigation, patent office, academic council, etc.

6. Lessons based on imitation of activities during social and cultural events: extramural excursion, excursion into the past, travel, walks, etc.

7. Lessons based on fantasy: a fairy tale lesson, a surprise lesson, etc.

8. The use of traditional forms of extracurricular work in the classroom: “experts conduct the investigation”, performance, “brain ring”, debate, etc.

9. Integrated lessons.

10. Transformation of traditional ways of organizing a lesson: a paradox lecture, a paired survey, an express survey, an assessment defense lesson, a consultation lesson, a workshop lesson, a seminar lesson, etc.

As examples of a different approach to the typology of lessons in the form of their conduct, the following blocks of the same type of lessons can be given:

Creativity lessons: invention lesson, exhibition lesson, essay lesson, creative report lesson, etc.

Lessons consonant with social trends: a lesson - a public review of knowledge, a debate lesson, a dialogue lesson, etc.

Inter-subject and intra-course lessons: simultaneously in two subjects, simultaneously for students of different ages, etc.

Lessons with elements of historicism: a lesson about scientists, a benefit lesson, a historical review lesson, a portrait lesson, etc.

Theatrical lessons: lesson-performance, lesson of memories, lesson-court, lesson-auction, etc.

Game lessons: a lesson - a business game, a lesson - a role-playing game, a lesson with a didactic game, a lesson-competition, a lesson-travel, etc.

Auxiliary lessons: test lesson, lesson for parents, consultation lesson, etc.

Comparison of various typologies of lessons allows us to note a certain trend - the desire to more fully cover the modern forms of organizing a lesson. At the same time, the typologies created recently need regular replenishment, clarification and processing. And the teacher must constantly monitor all the information about this and understand it well. In addition, in the practice of teaching, the construction of lesson systems by the teacher, as a rule, does not fit into the framework of any one typology. At the same time, it is also necessary to solve problems associated with the choice or layout of a particular system of lessons. Knowledge of the specifics of the structure of a set of lessons, in which the most typical constructive elements of other lessons are accumulated, can be of significant help here.

STRUCTURE OF THE MAIN TYPES OF LESSONS

The implementation of the idea of using a set of lessons, including the most characteristic structural elements of the remaining lessons, made it possible to identify and confirm the expediency of distinguishing the following 19 types:

1) a lesson of acquaintance with new material;

2) a lesson in consolidating what has been learned;

3) a lesson in the application of knowledge and skills;

4) a lesson of generalization and systematization of knowledge;

5) a lesson in checking and correcting knowledge and skills;

6) combined lesson;

7) lesson-lecture;

8) lesson-seminar;

9) lesson-test;

10) practical lesson;

11) lesson-excursion;

12) lesson-discussion;

13) lesson-consultation;

14) integrated lesson;

15) theatrical lesson;

16) lesson-competition;

17) a lesson with a didactic game;

18) lesson - business game;

19) lesson - role-playing game;

These lessons are called lessons of basic types. It should be noted that the manifestation of this system of lessons is not at all connected with the creation of another typology of them, but is due to the need to solve problems posed directly by the teachers themselves. They are free to search and identify such a set of lessons, knowledge of the structural features of which would make it possible to navigate the variety of lessons currently being constructed in the practice of teaching and help in their creative development. This is precisely the main purpose of the system of lessons of the main types.

Lesson types:

1. A lesson in learning new material

This includes introductory and introductory parts, observations and collection of materials - as methodological options for lessons:

Lesson - lecture

Lesson - conversation

Lesson using educational movie

Lesson of theoretical or practical independent work (research type)

Mixed lesson (a combination of different types of lessons in one lesson)

2. Lessons for improving knowledge, skills and abilities

This includes lessons in the formation of skills, targeted application of what has been learned, etc.:

Lesson of independent work

Lesson - laboratory work

Lesson of practical work

Lesson - excursion

3. Lesson of generalization and systematization:

This includes the main types of all five types of lessons

4. Lessons of control accounting and assessment of knowledge, skills and abilities:

Oral form of verification (frontal, individual and group survey)

written verification

credit practical and laboratory work

control (independent) work

mixed lesson (a combination of the first three types)

5. Combined lessons:

They solve several didactic tasks.

Types and forms of integrated lessons:

Integrated learning also implies the conduct of binary lessons and lessons with a wide use of interdisciplinary connections.

Lesson type: a lesson in the formation of new knowledge

The lessons of the formation of new knowledge are constructed in forms:

lesson-lecture;

lesson-journey;

lesson-expedition;

lesson-research;

dramatization lesson;

educational conference;

lesson-excursion;

multimedia lesson;

problem lesson.

Lesson structure combines the stages: organizational, goal setting, updating knowledge, introducing knowledge, summarizing the primary consolidation and systematization of knowledge, summing up the learning outcomes, determining homework and instructing how to complete it.

The purpose of the lesson the formation of knowledge - the organization of work on the assimilation of concepts by them, scientific facts provided by the curriculum.

Tasks:

educational: introduce; give an idea; teach reading and analysis of maps, diagrams; activate cognitive activity; reveal typical features, etc.

educational: fostering a sense of love for the motherland; pride in one's land; formation of ecological culture; aesthetic education, etc.

developing: continue developing the ability to analyze, compare, compare, highlight the main thing, establish cause-and-effect relationships; give examples, develop skills in working with literature, maps, tables, diagrams, etc.

Lesson Type: Skills Lesson

The lesson of teaching skills and abilities provides forms:

practical lesson;

essay lesson;

dialogue lesson;

lesson - business or role-playing game;

combined lesson;

journey;

expedition, etc.

Lesson structure includes stages: organizational, goal setting, checking homework and updating knowledge, performing tasks of a standard type, then a reconstructive-variable type, creative type, monitoring the formation of skills and abilities, determining homework.

First, students engage in reproducing activities. Then they perform tasks that require the possession of generalized skills and elements of transferring knowledge and methods of activity to new situations. At this stage, a differentiated group form of education is used. Next - the implementation of creative tasks, and at the end of the lesson - creative activity.

Target this type of lesson - to develop in students certain skills and abilities provided for by the curriculum.

Tasks:

educational: introduce; give an idea; develop skill; teach mastery of techniques:; deepen knowledge about:

educational: show role:; engage in active practical activities; contribute to the education of environmental and cultural, ecological consciousness; create an objective basis for education and love for the native land; improve communication skills.

developing: to teach to work with additional literature and other sources of information; prepare reports; speak to an audience, the formation of critical thinking; the ability to analyze, highlight the main thing, generalize and draw conclusions.

At the lesson of the formation of skills and abilities, textbooks, collections of tasks, sets of handouts and didactic materials, multimedia, Internet technologies are used as the main sources of knowledge. Managing the learning activities of students, the teacher widely uses the methods of stimulation, operational control. Here, the corrective and control functions of the lesson are especially clearly implemented, which contribute to the organization of the educational activities of schoolchildren with the greatest productivity. This lesson allows for a wide differentiation of learning. Students complete assignments taking into account learning opportunities and, thanks to this, move towards the goal at an optimal pace.

The design of the lesson allows you to include students in various types of pair, group and individual work, which take up most of his time. It is possible to resort to individualized and individualized-group form of education.

This lesson has a great educational potential, which is realized not only through the effective use of the ideological content of the educational material, but also through the organization of rational communication and teamwork, during which conditions are created for students to take care of each other, provide assistance and support. Mutual control, carried out in this case, contributes to the development of self-control. This is how development problems are solved.

A lesson on improving knowledge, skills and abilities is constructed on a combination of links to consolidate knowledge, the formation of skills and abilities. In this lesson, students, relying on previous knowledge, develop it, learn to apply it in different situations. There is a process of comprehending knowledge, developing skills and abilities.

At such lessons, practical teaching methods dominate, and by the nature of cognitive activity, preference is given to partially search, reproductive methods.

The activity of the teacher is specific. Having planned the work of students in advance, he exercises operational control, provides assistance, support and makes adjustments to their activities.

Lesson type: application of knowledge in practice

Main forms lessons of this type:

role-playing and business games;

workshops;

project defense lessons;

journey;

expedition, etc.

The structure of the lesson implies the following stages: organizational, goal setting, checking homework and updating knowledge, operating knowledge, skills and abilities in solving practical problems, compiling a report on the performance of work, determining homework. In this lesson, students, based on previously acquired knowledge, are engaged in practical activities. First, homework is checked, then the theoretical material is analyzed in order to update knowledge. After that, students are included in the performance of constructive tasks that have a pronounced practical orientation.

For example, based on the materials obtained from the excursions, students draw up a scheme for the introduction of crop rotation in the school area. Studying the issues of a specific economy, they draw up action plans to increase the output of the plant, industrial enterprise, based on economic laws, draw up a scheme for the economic development of the BAM regions, etc. Here, ample opportunities are provided for implementing the principle of connecting learning with life, integrating various fields and subject areas.

The purpose of this type of lesson is the application of knowledge in practice.

educational: teach how to apply the acquired knowledge in practice; operate with the available potential in a particular situation; to consolidate the skills and abilities to work with:; learn to defend their point of view; strengthen the ability to isolate problems.

educational: involve in vigorous activity; to form a culture, including an ecological one, to form the humane qualities of the personality of students; improve communication skills.

developing: to improve the skills of working with sources of knowledge; improve the skills of analysis, generalization, etc.; the ability to speak and defend one's point of view; develop creative abilities; develop communication skills in group work; develop a cognitive interest in the surrounding life.

The lessons of applying knowledge in practice are based on a combination of pair, frontal, group and individual work. The inclusion of students in various types of teamwork has a positive effect on the formation of humane qualities of the individual. Learning activities, developing at the angle of solving problems of a creative nature, contributes to their effective development.

In these lessons, mobilizing theoretical knowledge, children are involved in experimental, research, search and partially search activities. This is their high developmental role. Children develop scientific views, a holistic worldview.

Type of lesson: lesson of repetition, systematization and generalization of knowledge, consolidation of skills

This lesson has the greatest opportunities for integration and implementation of intersubject communications.

Forms of this type of lesson:

iterative-generalizing lesson;

game (KVN, Happy event, Field of miracles, competition, quiz);
theatrical lesson (lesson-court);
lesson-improvement;
final conference;
final excursion;
lesson-consultation;
lesson-analysis of tests;
overview lecture;
review conference;
conversation lesson.

Lesson structure is based on a combination of stages: organizational, goal setting, operating knowledge and methods of activity in standard and non-standard situations, summing up and formulating conclusions, defining and explaining homework.

Target- deeper assimilation of knowledge, a high level of generalization, systematization.

Such lessons are held when studying major topics of the program or at the end of the academic quarter, year. These include final lessons.

Tasks:

educational: identify the quality and level of mastery of knowledge and skills acquired in previous lessons