Topics for seminars on physics at school. April physical shift

TOPIC of the seminar: “Models of modern lessons that meet the requirements of a system-activity approach in the light of the requirements of the Federal State Educational Standard” (or: “Lesson today and lesson modeling in the light of new educational standards”)

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

And in the field outside the outskirts, -

While you are following someone,

The road will not be remembered.

But wherever you go

And what a mess

The road that he was looking for

Forever will not be forgotten.

The main methodological goal of the lesson in system-activity learning is to create conditions for the manifestation of cognitive activity of students.

The main methodological goal is achieved in the following ways.

The course of knowledge is “from the disciples”. The teacher draws up and discusses the lesson plan together with the students, uses didactic material during the lesson, allowing the student to choose the most significant type and form of educational content for him.

The transformative nature of the activity of students: observe, compare, group, classify, draw conclusions, find out patterns. That is, to awaken to mental activity, and their planning.

Intensive independent activity of students associated with emotional experiences, which is accompanied by the effect of surprise. Tasks with the inclusion of the mechanism of creativity, assistance to encouragement from the teacher. The teacher creates problem situations-collisions.

Collective search directed by the teacher (questions awakening independent thought of students, preliminary homework). The teacher creates an atmosphere of interest for each student in the work of the class.

Creation of pedagogical situations of communication in the classroom, allowing each student to show initiative, independence, selectivity in ways of working.

Flexible structure. The teacher uses a variety of forms and methods of organizing educational activities, allowing to reveal the subjective experience of students.

Characteristic features of the lesson based on the system-activity approach:

The teacher creates not only meaningful purpose of the lesson, but activity goal.

The teacher plans and organizes updating of basic knowledge students.

The teacher thinks through the system motivation students to learning activities; creates conditions for students to fix boundaries between knowledge and ignorance.

The purpose of the lesson formulated by students on one's own as a learning task.

At the stage of primary consolidation, the teacher chooses the form of communicative interaction of students for pronunciation every student of new knowledge.

Availability independent work with a standard check.

Forms of organization of students' cognitive activity and teaching methods ensure the implementation of the teacher's motto "do not give ready-made knowledge."

Final express diagnostics student results.

The teacher plans the forms and methods of organizing the stage reflections students of their own activities in the classroom.

Homework wears differentiated character depending on the results of the teacher's express diagnostics and students' reflection on their own activities.

The lessons of the system-activity orientation can be divided into four groups:

Lessons of "discovery" of new knowledge

Skills and reflection lessons

Lessons of a general methodological orientation

Lessons in developmental control

Let's formulate the main goals and ways to achieve them for each type of lesson

1 type of lesson-discovery of new knowledge (ONZ).

Activity goal: the formation of students' skills to implement new ways of action. Content Purpose: expansion of the conceptual base by including new elements in it. Algorithm for constructing a lesson for discovering new knowledge:

1. Select and formulate new knowledge.

2. Simulate a way to discover new knowledge.

3. Isolate the mental operations used in the discovery of new knowledge.

4. Determine the necessary ZUN and ways to repeat it.

5. Select exercises for the actualization stage, based on the list of necessary mental operations and ZUNs.

6. Simulate the difficulty and the method of fixing it.

7. Simulate a problem situation and dialogue.

8. Compose an independent work and an objectively justified standard.

9. Determine the methods of organizing and conducting primary consolidation.

10. Select tasks for the repetition stage by levels.

11. Analyze the lesson according to the abstract.

12. If necessary, make adjustments to the plan of the abstract.

The structure of the lesson of discovering new knowledge: 1) The stage of motivation (self-determination) for learning activities. 2) The stage of updating and fixing an individual difficulty in a trial action. 3) The stage of identifying the place and cause of the difficulty. 4) The stage of constructing a project to overcome the difficulty. The stage of primary consolidation with pronunciation in external speech. 7) The stage of independent work with self-examination according to the standard. 8) The stage of inclusion in the system of knowledge and repetition. 9) The stage of reflection of educational activities in the lesson.

Consider the approaches to the structure of the lesson of discovering new knowledge and the micro-goals of the stages:

1. Motivation (self-determination) for learning activities. Purpose: The main purpose of the stage motivation (self-determination) for learning activities is the development at a personally significant level of internal readiness to fulfill the regulatory requirements of educational activities. To achieve this goal, it is necessary: - to create conditions for the emergence of an internal need for inclusion in activities (“I want”); - to update the requirements for the student from the side of educational activity (“I have to”);

2. Actualization and fixation of an individual difficulty in a trial action. Purpose: the stage of actualization and trial educational action is to prepare the thinking of students and organize their awareness of the internal need for the construction of educational actions and organize the fixation by each of them of an individual difficulty in the trial action. For this, it is necessary that students: - reproduce and fix knowledge, skills and abilities sufficient to build a new way of action; - activate the appropriate mental operations (analysis, synthesis, comparison, generalization, classification, analogy, etc.) and cognitive processes (attention, memory, etc.); -actualized the norm of a trial educational action ("I need" - "I want" -"I can"); -tried to independently perform an individual task for the application of new knowledge planned for study in this lesson;- fixed the difficulty in performing a trial action or justifying it.

3. Identification of the place and cause of difficulties. The main goal of the stage is to organize an analysis by students of the situation that has arisen and, on this basis, to identify the places and causes of the difficulty is the realization of what exactly is the lack of their knowledge, skills or abilities. To achieve this goal, it is necessary that students: - analyze step by step based on a sign record and speak aloud what and how they did; - fix the operation, the step at which the difficulty arose (place of difficulty);-correlated their actions at this step with the studied methods and recorded what knowledge or skill is lacking to solve the initial problem and problems of this class or type in general (cause of difficulty).

4. Construction of a project for getting out of a difficulty (goal, topic, plan, timing, method, means). The main goal of the stage of constructing a project to get out of a difficulty is to set goals for learning activities and, on this basis, to choose the method and means of their implementation. For this, it is necessary that students: - in a communicative form, formulate the specific goal of their future educational actions that eliminate the cause of the difficulty that has arisen (that is, they formulate what knowledge they need to build and what to learn); topic lesson that the teacher can clarify; - chose way building new knowledge (as?) - method clarifications(if a new course of action can be constructed from previously learned ones) or a method additions(if there are no studied analogues and the introduction of a fundamentally new sign or method of action is required); - chose facilities to build new knowledge (using what?) - studied concepts, algorithms, models, formulas, ways of writing, etc.

5. Realization of the constructed project. The main goal of the stage of implementation of the constructed project is the construction by students of a new method of action and the formation of skills to apply it both in solving the problem that caused difficulty, and in solving problems of this class or type in general. To achieve this goal, students must: - based on the chosen method, put forward and substantiate hypotheses; - when building new knowledge, use subject actions with models, diagrams, etc.; - apply a new method of action to solve the problem that caused difficulty; - fix in in a generalized form, a new way of acting in speech and symbolically; - to fix the overcoming of the difficulty that arose earlier.

6. Primary fastening. The main goal of the primary consolidation stage is the assimilation by students of a new mode of action when solving typical problems. To achieve this goal, it is necessary that students: - solve (frontally, in groups, in pairs) several typical tasks for a new mode of action; - while speaking aloud the steps taken and their justification - definitions, algorithms, properties, etc.

7. Independent work with self-test according to the standard. The main goal of the stage of independent work with self-examination according to the standard is the internalization of a new mode of action and performing reflection (collective and individual) to achieve the goal of a trial educational action, the application of new knowledge in standard tasks. To do this, it is necessary: - to organize students' independent performance of typical tasks for a new mode of action; - to organize self-examination by students of their decisions according to the standard; - to create (if possible) a situation of success for each child; - for students who have made mistakes, provide an opportunity to identify the causes of errors and their fixes.

8.Inclusion in the knowledge system and repetition. The main purpose of the stage of inclusion in the knowledge system and repetition is to repeat and consolidate what was previously studied and prepare for the study of the following sections of the course, identify the limits of applicability of new knowledge and teach how to use it in the system of previously studied knowledge, repeat the educational content necessary to ensure meaningful continuity, include new methods of action in the knowledge system. To do this, you need to: - identify and fix the boundaries of applicability of new knowledge and teach how to use it in the system of previously studied knowledge; - bringing it to the level of an automated skill; - if necessary, organize preparation for studying the following sections of the course; - repeat the educational content necessary to provide meaningful continuity.

9. Reflection of educational activity in the lesson. The main goal of the stage of reflection of educational activity in the lesson is self-assessment by students of the results of their educational activity, awareness of the construction method and the limits of applying a new mode of action. To achieve this goal: - reflection and self-assessment by students of their own learning activities in the lesson are organized; - students relate the goal and results of their learning activities and fix the degree of their compliance; - goals for further activities are outlined and tasks for self-study are determined (homework with elements of choice, creativity ).

The method of emotional-color analogy. Choose a color that suits your mood.

Red - active, enthusiastic mood

Orange - joyful, warm

Yellow - light, pleasant

Green - calm, even

Blue - sad, sad

Purple - anxious, sad

Black - a state of extreme dissatisfaction

The structure of the meta-subject lesson According to A. V. Khutorsky

Lesson stages

Meta-subject knowledge (knowledge that allows you to form a complete picture of the world)

Meta-subject skills (universal learning skills, methods of knowing oneself and the world)

Evaluation criteria (novelty, depth, degree of development, creativity, literacy of presentation, etc.)

Evaluation Form

-quantitative (points, scales, marks)

-qualitative (teacher's review, self-assessment, classmates' review, defense)

Goal setting stage

Understanding by the student that goal setting is an integral element of independent knowledge of the world

The ability to correctly set goals: for a lesson, (on a topic, for a year).

The goal set by the student

achievable, verifiable, specific

Qualitative assessment by the teacher, self-assessment by the student of his goal

The stage of creating educational tension (problem posing)

Question is the driving force of knowledge. A good question is half the answer.

The ability to ask questions, isolate contradictions, highlight cause-and-effect relationships, be surprised by the facts

The number and quality of questions asked by the child

Can be assessed by assessment, or qualitatively by the teacher

Stage of work on an open task, creating your own product

Man is the Creator by design. A person has the right to realize his creativity in any field. A person has the right to his own view of the world, if he does not infringe on the rights of other people.

Gaining experience in creative activities of various kinds (writing, research, art, etc.)

The product is evaluated in terms of the novelty of the idea, the depth of knowledge, the degree of mastery of the subject area, creativity

An assessment in points is possible, for example, from 1 to 10, but a qualitative assessment of the teacher, a review is preferable.

The stage of comparison with the cultural and historical analogue

Understanding that people come to the truth in different ways, there may be different points of view on one issue, familiarity with different positions

Comparison, analysis, systematization, forecasting

Proximity of own created product to already created ones, or vice versa – originality, originality

Self-esteem

The stage of reflective comprehension of the results of the lesson

Understanding that self-analysis of results is an integral element of independent knowledge of the world

The ability to competently analyze one's increment, realize one's achievements and mistakes, their causes

Full detailed, personal reflection

Qualitative assessment of reflection by the teacher or classmates

To build a lesson within the framework of the Federal State Educational Standard, it is important to understand what the criteria for the effectiveness of a lesson should be.

The division of the educational process into lessons of different types in accordance with the leading goals should not destroy its continuity, which means that it is necessary to ensure the invariance of the teaching technology. Therefore, when building a technology for organizing lessons of different types, theactivity method of teaching as a basis for building the structure and conditions of interaction between the teacher and the student.

Lesson objectives are set with a tendency to transfer function from teacher to student.

The teacher systematically teaches children to carry out a reflexive action (to assess their readiness, to detect ignorance, to find the causes of difficulties, etc.)

A variety of forms, methods and techniques of teaching are used, which increase the degree of activity of students in the educational process.

The teacher owns the technology of dialogue, teaches students to put and address questions.

The teacher effectively (appropriate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.

At the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).

The teacher achieves understanding of the educational material by all students, using special techniques for this.

The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress.

The teacher specifically plans the communicative tasks of the lesson.

The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression.

The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.

At the lesson, a deep personal influence "teacher - student" is carried out (through relationships, joint activities, etc.)

New approaches to lesson design require the teacher to constantly introspect and adjust their activities, this can be helped by the lesson analysis sheet presented in Table 2. When scoring, a tiered approach is used 3 points - the optimal level, 2 points - acceptable, 1 point - insufficient . If necessary, an educational institution can add a description of the levels for each criterion to the proposed form. Lesson analysis (evaluation analysis of a modern lesson)

Criteria

Points

Determining the topic of the lesson, its place in the section being studied and its role in the general logic of studying the subject.

Identification of subject concepts and the general method of action mastered by students in this lesson.

Determining the type of lesson (a lesson in setting and solving a learning problem, a lesson in solving particular problems using an open method, a lesson in monitoring and evaluation).

Accounting for personal, meta-subject and subject planned results in determining the objectives of the lesson.

Analysis of lessons of various types

5.1.

Lesson of setting and solving a learning problem

5.1.1.

Definition of basic subject concepts and general methods of action, on the basis of which the study of the new is carried out.

5.1.2.

Ways of setting a learning task.

5.1.3.

Acceptance of the learning task by students.

5.1.4.

Influence of the stage of setting a learning problem on the course of its solution.

5.1.5.

Identification and use of a common method of action in the course of solving a learning problem.

5.1.6.

5.2

A lesson in solving particular problems using an open method of action

5.2.1.

A variety of forms used by the teacher to solve particular problems.

5.2.2.

The level of tasks in terms of subject content.

5.2.3.

5.2.4.

Creation of conditions for modeling and transformation of the model.

5.3.

Lesson of control and evaluation

5.3.1.

Creation of conditions for mastering the actions of monitoring and evaluation (retrospective and predictive).

5.3.2.

Creation of conditions for mastering the initial forms of cognitive and personal reflection, the formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in a situation of failure.

The level of organization of collectively distributed activity.

The general preparedness of the class for the implementation of collectively distributed activities:

the ability of children to work in pairs;

children's ability to work in groups;

the ability to listen to each other and interact frontally.

General characteristics of communication.

Using various methods of searching, collecting, processing, analyzing, organizing, transmitting and interpreting information.

10.

Using various methods of searching, collecting, processing, analyzing, organizing, transmitting and interpreting information using ICT.

11.

Creation of conditions for the formation of personal UUD.

Total score

The technological map includes:

topic name;

the number of hours allotted for its study;

the purpose of mastering the educational content;

planned results (personal, subject, meta-subject);

basic concepts of the topic;

interdisciplinary connections and organization of space (forms of work and resources);

technology for studying the specified topic;

a system of diagnostic tasks that determine the level of assimilation of the material at each stage of its study;

control tasks on the topic, which determine the achievement of the planned results in the framework of the study of the stated topic

EXPLANATORY NOTE

To the presentation "Methodological Seminar" Mongush S.V.

physics teacher of the 1st category MBOU Sukpak secondary school

Chuldum Suzana Vladimirovna teacher of physics, teaching experience 8 years. In 2008 she graduated from Tyva State University with a degree in physics and computer science.

Topic of the methodical seminar:Achieving meta-subject results through the use of ICT technologies in classroom and extracurricular activities.

Relevance of the topic:The use of ICT in physics lessons is an effective factor for achieving meta-subject results.

In the process of teaching physics, the leading role is played bycognitive activityand related learning activities, includingICT competence that contributes to the effective search and selection of the necessary information to explain physical phenomena

The use of ICT in physics lessons makes it possible to make the subject being studied more accessible and understandable: to diversify the styles, communication and learning in the lesson and speeds up the pace of its implementation, increases interest in the study of physics.

In 2009, I came to work at the school and noticed that students were not very interested in studying physics, so I decided to conduct a survey of students, the results of which are shown in the diagram:

“The most important task of the modern education system is the formation of universal educational activities that provide students with the ability to learn, the ability for self-development and self-improvement…”. For this it is necessary to provide:

High motivation
The strength of knowledge
Creativity and fantasy
Sociability
Active life position
The value of individuality
Freedom of expression
Focus on activities
mutual respect

My teaching experience is based on:

the study of various pedagogical concepts, especially within the framework of a system-activity approach (the works of A., N. Vygotsky, D. B. Leontiev, P. Ya. Elkonin, and others);
the introduction of the Federal State Educational Standard and the need to form meta-subject results and ICT competencies;
participating in Intel's Learning for the Future program events.

During my teaching career, I have identified the following contradictions:

The limited educational environment of the school for the organization of educational and cognitive activities;
The contradiction between the content of the program of the subject "physics" and the latest achievements and discoveries of science and technology;
Lack of formation of the student's competencies in significant areas of vocational education and life;
The ever-increasing needs of society and the state in citizens capable of continuous education on the basis of the formed UUD.

The second generation GEF takes into account the reality and trends of modern education: ICT technologies permeate literally all spheres and structures of the school of the future. Therefore, it is no coincidence that for the first time in the new standards, among the main meta-subject results of mastering the main educational program, the formation and development of competence in the use of information and communication technologies (ICT competence) is noted as one of the most important competencies that a new school should give to its future graduates. Program is aimed at the formation and development of ICT competencies of students at the general level, including knowledge of information and communication technologies, search, construction and transmission of information, presentation of work performed, the basics of information security, the ability to safely use information and communication technologies and the Internet.

To date, expanding the capabilities of the educational environment to achieve meta-subject results using ICT technologies is possible in the following areas:

1. building a lesson using software multimedia tools:training programs and presentations, electronic textbooks, videos.

2. implementation of automatic control:using ready-made tests, creating your own tests using test shells.

3. organizing and conducting laboratory workshops with virtual models. MMany phenomena that are inaccessible to study in classes due to lack of equipment, limited time, or not subject to direct observation can be studied in sufficient detail in a computer experiment.

4. processing of experimental results.

5. development of methodological software.

6. use of Internet resources.

7. communication technologies:distance olympiads, distance learning, network methodical association.

Purpose of pedagogical activity:Development of meta-subject competencies of students by means of ICT technology in classroom and extracurricular activities.

Tasks:

Use ICT technologies to organize the educational and cognitive activities of students, ensuring the development of meta-subject UUD in teaching physics;
Create conditions for increasing students' interest in physics, involving students in active creative, design and research activities;
Evaluate the effectiveness of the use of ICT technologies to achieve the meta-subject results of students.

Leading pedagogical ideaconsists in the formation of students' meta-subject competencies through the widespread use of ICT technologies in the educational process: the Internet, a computer, training programs in physics, virtual laboratory work, electronic textbooks, presentations, EERs and DERs.

I carry out work in all areas in the organization of lessons, control, organization of extracurricular and extracurricular activities.

Used technologies:

Name of technology used	Usage level	Rationale for the application.	Existing or predicted result
Information and communication	At the level of the whole system	increasing student motivation; a new level of perception of educational material; achieving differentiation in student learning; development of information competence	development of independent skills and abilities of students; Increasing interest in the subject being studied; competence development; increasing the level of computer knowledge
Health saving	At the level of the whole system	Increasing the effectiveness of the lesson	Improving the quality of knowledge
Project based learning		Use of additional literature; Conducting an experiment	Deep understanding of the topic; increased interest in the subject
Gaming technologies	At the level of individual system components	instilling interest in the subject	Ability to work in a team; increased interest in the subject

Range of experience and degree of its novelty:

The range of personal contribution is a single system "lesson - extracurricular activities".

While studying new material, I use both ready-made lessons and graphs, diagrams, models of phenomena, presentations.

I offer students research and problem tasks. During the assignment, students plan and conduct a computer experiment that allows you to identify a dependence or establish a fact. Such tasks are the most effective, as students gain knowledge in the process of independent creative work, activating their cognitive activity.

To demonstrate complex and dangerous experiments, process the results, display the results of the experiment (Brownian motion, Rutherford's experiment).

When solving problems. I use ready-made tasks with solutions, tasks with hints.

When conducting laboratory work, I use ready-made models.

To control and evaluate the knowledge and skills of students, I use tests (My Test program).

When conducting extra-curricular activities and elective classes.

The effectiveness of professional pedagogical activity and the achieved effects

Throughout my entire teaching career, the level of learning, including for the period from 2013 to 2015 academic years, was 100%. The quality of knowledge has a positive trend.

2011	school stage municipal stage Regional Stage	Samyia Airat	1 place 2nd place
2011	Scientific and practical conference "Step into the future" school stage municipal stage Regional Stage	Aiyzhy Angyrak Saryglar Anatoly	1 place 3rd place
2012	Scientific and practical conference "Step into the future" school stage municipal stage Regional Stage	Samyia Airat	1 place 3rd place
2012	Scientific and practical conference "Step into the future" school stage municipal stage Regional Stage	Ondar Valeriya	1 place 1 place Participant
2013	Scientific and practical conference "Step into the future" school stage municipal stage Regional Stage	Duduy-ool Diana	1 place 1 place participant
2014	school stage municipal stage Regional Stage	Mongush Aigul	1 place 1 place Participation
2014	All-Russian Olympiad for schoolchildren school stage municipal stage Regional Stage	Dongak Tagir	1 place 2nd place
2014	All-Russian Olympiad for schoolchildren school stage municipal stage Regional Stage	Bicheldey Aiyzhy	1 place 3rd place
2014	Scientific and practical conference "Step into the future" school stage municipal stage Regional Stage	Duduy-ool Diana	1 place 1 place participant
2016	All-Russian Olympiad for schoolchildren school stage municipal stage Regional Stage	Bicheldey Aiyzhy	Prize-winner
2016	All-Russian Olympiad for schoolchildren school stage municipal stage Regional Stage	Tyulyush Eres	Prize-winner
2016	All-Russian Olympiad for schoolchildren school stage municipal stage Regional Stage	Sat Vladimir	Prize-winner
2016	All-Russian Olympiad for schoolchildren school stage municipal stage Regional Stage	Mongush Kara-Kat	Prize-winner

Summarizing the experience of using a computer and multimedia technologies in physics lessons and after school hours, we can make conclusion :

ICT technologies - expand the possibilities of the educational environment;

Accelerate the learning process;

Form meta-subject UUD;

Increase students' interest in the subject;

Improve the quality of assimilation of the material;

Allow to individualize the learning process;

They make it possible to avoid the subjectivity of the assessment.

In order to increase pedagogical competence and disseminate experience, I created a website, actively working with sites for teachers, for example,http://www.proshkolu.ru/user/Suzan/ , http://www.fizika.ru/. The topic of self-education "The use of information and communication technologies in the activities of a physics teacher" was also chosen and a work plan was developed.

Generalization and dissemination of experience

p/n	the date	Event	The form
	30.08.2013	Using the Internet and GEF LLC in physics lessons	Performance at the August teacher meeting
	22.01.2014	"Development of fundamental ICT competencies based on integration links between informatics and physics"	Field seminar on the exchange of experience on the basis of the Cherbinsk secondary school
		At professional retraining courses in the discipline "Information and Communication Technologies"	GAOU DPO Tuva Institute for the Development of Education and Advanced Training

Literature:

Belostotsky P. I., Maksimova G. Yu., Gomulina N. N. “Computer technologies: a modern lesson in physics and astronomy”. - The newspaper "Physics" No. 20, 1999. - from 3.
Federal state educational standard for basic general education, 2015.
Gomulina N. N., Mikhailov S. V. Methods of using interactive computer courses with elements of distance education. - The newspaper "Physics", 2000, No. 39.
A. F. Kavtrev «Computer programs in physics in secondary school». Journal "Computer Tools in Education", No. 1, p. 42-47, St. Petersburg, Informatization of education, 1998.
A. Kavtrev «Laboratory work for the computer course "Open Physics". Uniform movement. Simulation of inelastic collisions”. Newspaper "Physics", No. 20, p. 5–8, 2001.
Kavtrev A. F. Brochure “Methodological aspects of teaching physics using the computer course “Open Physics 1.0”. - OOO "Fizikon", Moscow, 2000.
Makarevich I.G. First steps on the Internet, IYaSh No. 6 p. 36
Polat E.S. "New pedagogical and information technologies in the education system". - M. Academy-2000

Internet resource http://revolution.allbest.ru/pedagogy/00281285_0.html

Internet resource

Criteria-based assessment

Information about the results of monitoring the state of teaching chemistry in NGO Bakhchisaray district

Information about the results of monitoring the state of teaching mathematics in OO Bakhchisarai region

Workshop in Chemistry

December 06, 2019 on the basis of MBOU "Bakhchisarai secondary school No. 2" was held with workshopchemistry teachers of the Bakhchisaray district on the topic: "A lesson in developmental control in accordance with the requirements of the Federal State Educational Standard."

An open lesson was held by a teacher of chemistry at MBOU "Bakhchisarai secondary school No. 2" Galkina O.I., a master class on the topic of the seminar was presented by Tomchak A.A. (MBOU "Kuibyshev secondary school named after N.T. Khrustalev".

Modern lesson - territory of success

On November 25, 2019, on the basis of the MBOU "Bakhchisarai secondary school No. 1", an exit seminar was held for mathematics teachers of the Bakhchisarai district on the topic: "Models of modern lessons. The modern lesson is the territory of success.

The participants of the seminar were greeted by the director of the school Bundina S.V.

Open lessons were held by the teacher of mathematics of the school Akhtemova G.A. (geometry grade 10 "Tetrahedron") and Vereshchenko T.V. (algebra 11 class "tangent equations").

Mathematics teachers of the district took part in the training "Pedagogical techniques for creating a situation of success", which was conducted by Vereshchenko T.V.

The seminar was held at a high methodological level.

Biology Seminar

On November 20, 2019, on the basis of the MBOU "Bakhchisarai secondary school No. 5 with Russian and Crimean Tatar languages of instruction", an exit seminar was held for biology teachers of the Bakhchisarai region on the topic: "Development of a strategy for semantic reading and working with text in biology classes."

The participants of the seminar were greeted by the director of the school Kurtametova D.F.

Open lesson in grade 10 “The structure of the cell. The general plan of the structure of eukaryotic and prokaryotic cells "was held by a biology teacher Seydametova Z.E.

Teachers Yampol N.V. (MBOU "Verkhorechenskaya secondary school") and Goncharenko E.A. (MBOU "Nauchnenskaya secondary school") conducted master classes with the participants of the seminar.

The seminar was held at a high methodological level.

Workshop for physics teachers

October 11, 2019 On the basis of the SBEI RK "Crimean Boarding Gymnasium for Gifted Children", an on-site workshop for physics teachers was held on the topic: "Application of developmental education technology in physics lessons to realize the creative potential of students." The students of the gymnasium warmly welcomed the participants of the seminar and conducted a tour of the gymnasium. The gymnasium was presented by director Yu.A. Tulaev. The teacher of physics O.M. Golovko spoke to the participants of the seminar. "Organization of multi-level research work during frontal laboratory work", showed a fragment of the lesson in the 8th - A class "Elements of developmental learning during an oral survey." Physics teacher MBOU "Nauchnenskaya secondary school" Kryzhko V.B. held a master class with students of the 10th grade. The subject game "Physical battle" (personal-team competition of high school students in the ability to solve complex research and scientific problems, convincingly present their solutions, defend them in scientific discussions) aroused keen interest and a desire to take part in it.

The seminar was held at a high methodological level.

August 27, 2019 on the basis of MBOU "Gymnasium" instructive and methodological meetings of teachers of mathematics, physics, astronomy, chemistry, biology were held. At the meetings, a report was heard on the work done by the RMO of teachers of subjects of the natural and mathematical cycle, an analysis of the work for the 2018/2019 academic year, the results of the academic year, the results of the GIA in grades 9 and 11 were reviewed and analyzed. The goals and objectives of the work of the RMO have been determined, the work plan (separately for subjects) for the 2019/2020 academic year has been approved. The features of teaching subjects in the 2019/2020 academic year were studied with teachers.

May 04, 2019 on the basis of MBOU "Gymnasium" passedIIImunicipal intellectual tournament for the Small Cup of the natural history magazine "Kolosok" among students of grades 7-8 of educational institutions of the Bakhchisaray district of the Republic of Crimea.

The game was attended by 8 teams from 7 schools of the district (MBOU "Bakhchisarai secondary school No. 2", MBOU "Gymnasium", MBOU UVK "School Academy", MBOU "Plodovskaya secondary school", MBOU "Krasnomakskaya secondary school", MBOU "Bakhchisarai secondary school No. 1" , MBOU "Vilinskaya secondary school No. 2 with Russian and Crimean Tatar languages of instruction").

The third place was taken by the team "Tornado" (MBOU UVK "School Academy", team leader T.S. Bagirova, biology teacher), the second place - the team "Academics" (MBOU UVK "School Academy", team leader T.S. Bagirova, biology teacher). The winner of the game was the team "Pochemuchki" (MBOU "Bakhchisarai Secondary School No. 2", team leader O.A.Shapetko, geography teacher).

"Play with us together, explore the world of nature!"

April 13, 2019 on the basis of MBOU "Gymnasium" was heldVIImunicipal intellectual tournament for the Small Cup of the natural history magazine "Kolosok" among students of grades 5-6 of educational institutions of the Bakhchisaray district of the Republic of Crimea.

The game was attended by 7 teams from 6 schools of the district (MBOU "Bakhchisarai secondary school No. 2", MBOU "Gymnasium", MBOU UVK "School Academy", MBOU "Plodovskaya secondary school", MBOU "Krasnomakskaya secondary school", MBOU "Golubinskaya secondary school").

The third place was taken by the team "Kometa" (MBOU "Gymnasium", team leader E.Ya. Ganina, teacher of biology), the second place - the team "Lions" (MBOU UVK "School Academy", team leader T.S. Bagirova, teacher of biology ). The winner of the game was the team "Integral" (MBOU "Bakhchisarai secondary school No. 2", team leader O.A.Shapetko, geography teacher).

Congratulations to the winner and runners up! We wish you continued success!

BIG CUP "Spike"

On March 29, 2019, at the MBOU "Secondary School No. 30" of the Simferopol Ministry of Civil Defense of the Republic of Crimea, the SECOND Republican intellectual game for the BIG CUP "KOLOSOK" was held among students of grades 3-4 of educational institutions of the Republic of Crimea. The game was attended by 21 teams from 7 regions of the Republic of Crimea: the cities of Dzhankoy, Evpatoria, Simferopol and Yalta, as well as Bakhchisaray, Dzhankoy and Simferopol regions. The game was dedicated to the 5th anniversary of the Crimean Spring and the 150th anniversary of the discovery of the Periodic Law by DIMendeleev.

From the Bakhchisaray district, the winner of the Small Cup "Spikelet" and gold medals, the team "Pochemuchki" (MBOU "Bakhchisarai secondary school No. 2", team leader Turyanskaya S.E., primary school teacher), the owner of silver medals, the team "Kometa" (MBOU “Gymnasium”, team leader Zaitseva T.S. primary school teacher), bronze medal winner team “Constellation” (MBOU “Plodovskaya secondary school”, team leader Kustova Yu.V. primary school teacher).

According to the results of the SECOND Republican intellectual game for the Big Cup "KOLOSOK" among students of grades 3-4 of educational institutions of the Republic of Crimea, the Big Cup and a set of Gold medals were won by the team "PRIMARY FLOWERS" from the municipal educational institution of the city of Dzhankoy of the Republic of Crimea "School-gymnasium No. 6" (team leader Ruchko A.A. primary school teacher).
Silver medals were won by the team "SMART AND SMART" from the municipal educational institution of the city of Dzhankoy of the Republic of Crimea "School-gymnasium No. 6" (team leader Budz S.P. primary school teacher). Bronze medals were won by the CACTUS team from the Prostornenskaya School, Dzhankoy district of the Republic of Crimea (team leader Tarata N.M., primary school teacher).

The game was interesting, instructive, at a high emotional, cognitive and organizational level.

District Methodological Association of Teachers of Mathematics

On March 28, 2019, on the basis of the MBOU "Bakhchisarai secondary school No. 2", a meeting of the district methodological association of mathematics teachers of the Bakhchisarai district was held. At the meeting, the reports of certified teachers were heard: Asanova D.Kh. (MBOU "Dolinnenskaya secondary school"), Dzhemilova Kh.N., Gafarova M.Z. (MBOU "Vilinskaya secondary school No. 2 with Russian and Crimean Tatar languages of instruction"). Head of RMO Zhuravel E.V. commented on the analysis criteria of the lesson. Methodist RMK Golovtsova M.F. read out a certificate on the results of monitoring the state of teaching mathematics in the public educational institutions of the Bakhchisaray district, analyzed the statistical indicators of the studies conducted as part of the monitoring. We exchanged experience in preparing students for the GIA.

"Play with us together, explore the world of nature!"

On March 09, 2019, on the basis of the MBOU "Gymnasium", the second municipal intellectual game was held for the Small Cup of the natural history magazine "Kolosok" among students of grades 3-4 of educational organizations of the Bakhchisaray district.

The game was attended by 10 teams from 9 schools in the district (MBOU "Bakhchisarai secondary school No. 2", MBOU "Gymnasium", MBOU UVK "School Academy", MBOU "Bakhchisarai secondary school No. 5 with Russian and Crimean Tatar languages of instruction", MBOU "Vilinskaya secondary school No. 1", MBOU "Plodovskaya secondary school", MBOU "Tabachnovskaya secondary school", MBOU "Krasnomakskaya secondary school", MBOU "Nauchnenskaya secondary school").

The third place was taken by the team “Constellation” (MBOU “Plodovskaya secondary school”, team leader Yu.V. classes). The winner of the game was the team "Pochemuchki" (MBOU "Bakhchisaray Secondary School No. 2", team leader Turyanskaya S.E., primary school teacher).

Congratulations to the winner and runners up! We wish you continued success!

Seminar for physics teachers

March 01, 2019 on the basis of MBOU "Skalistovskaya secondary school" an exit seminar was held for physics teachers of the Bakhchisaray district on the topic "Technology of the activity method of teaching as a tool for improving the educational result and developing the personality of the student in the context of the transition to the Federal State Educational Standard".

The business card of the school was presented by the director of the school Kupriyanova N.V., the president of the BOSS Manaenkova Milena and a student of the 11th grade Rumyantseva Tatyana. Master class “Using the Active Inspire program in physics lessons” and an open lesson in grade 10 “Fundamentals of electrodynamics. Electric charge. The law of conservation of electric charge "was conducted by the teacher of physics Dzhemilev R.N. Students of the 7th grade “Court on inertia” spoke to the participants of the seminar.

Chemistry is me, chemistry is my life, chemistry is our future, there is no life without you!”

On February 28, 2019, on the basis of the MBOU "Krasnomakskaya secondary school", an exit seminar was held for chemistry teachers of the Bakhchisaray district on the topic "Effective methods of goal-setting and reflection in chemistry lessons in the context of the implementation of the Federal State Educational Standards LLC".

The visiting card of the school was presented by the director of the school Book L.A. An open lesson in the 9th grade "Finding metals in nature and their methods of obtaining" was held by a chemistry teacher Shuraeva M.S.

Chemistry teachers Osmanova A.A. shared their experience. (MBOU "Bakhchisarai secondary school No. 5 with Russian and Crimean Tatar languages of instruction") and Ziyadinova Kh.E. (MBOU "Kashtanovskaya secondary school"). Gerasimov S.A. conducted a wonderful tour of the school museum. The seminar was held at a high level.

Seminar for biology teachers

On February 20, 2019, on the basis of the MBOU "Vilinskaya secondary school No. 1", an exit seminar was held for biology teachers of the Bakhchisaray district on the topic "System-activity approach in the context of organizing a modern biology lesson".

The business card of the school was presented by the deputy director for water resources management E.A. Nadeina. An open biology lesson in grade 6 on the topic “The structure of a flower. Laboratory work No. 7 "The structure of a flower" was conducted by a biology teacher Z.E. Islyamova.

Within the framework of the seminar, master classes were held: "Pedagogical technologies in biology lessons" Zusko L.N. (MBOU "Vilinskaya secondary school No. 1"), "Laboratory work as a way of learning new" Chernikova S.L. (MBOU "Gymnasium"), "Group work within the modern lesson" Ametova Z.R. (MBOU "Bakhchisaray secondary school No. 5 with Russian and Crimean Tatar languages of instruction"). The seminar was held at a high methodological level.

Workshop for Chemistry Teachers

December 06, 2018 On the basis of the MBOU "Kuibyshev secondary school named after N.T. Khrustalev" a workshop was held for teachers of chemistry in the Bakhchisaray district.

The theme of the seminar is "Activation of mental activity in chemistry lessons in the light of the requirements of the second generation of the Federal State Educational Standards."

The participants of the seminar were met by the director of the school, S.N. Pasha, who presented a business card. Students of the school, under the guidance of A.A. Tomchak (chemistry teacher), G.L. Kocherzhenko (biology teacher), O.V. Inyushina (technology teacher), presented a fragment of the extra-curricular activity "Drinking tea - being healthy."

An open chemistry lesson in the 8th grade on the topic "Composition of the air" was conducted by A.A. Tomchak.

Chemistry teacher of MBOU "Pochtovskaya secondary school" A.P. Golikova held a master class "Differentiation of tasks in the classroom in order to increase the effectiveness of educational activities."

V.B. Kryzhko, a chemistry teacher at the Nauchnenskaya secondary school, presented her experience on the topic “Activation of mental activity in chemistry lessons”.

"Whoever comprehends the new, cherishing the old, he can be a teacher"

Confucius

November 26, 2018 on the basis of MBOU "Kashtanovskaya secondary school" an exit seminar-workshop for teachers of mathematics of the Bakhchisaray district was held. The theme of the seminar is "Increasing motivation to study mathematics through the use of new information technologies."

The participants of the seminar were met and presented the business card of the school by acting. director of the school A.F. Topala. Mathematics teachers of MBOU "Kashtanovskaya secondary school" showed open lessons: in the 8th grade "Square root" - T.V. Krivosheina and in the 9th grade "Solving inequalities by the method of intervals" - A.R. Barasheva. Within the framework of the seminar, mathematics teachers of the district presented master classes: “Using a document camera in mathematics lessons and in extracurricular activities” - T.S. Ovchinnikova, MBOU “Bakhchisarai secondary school No. G. Chavkina, MBOU "Krasnomakskaya secondary school".

The seminar ended with a musical gift from the children's creative teams of the school, prepared by the music teacher A.Yu.Dorosh.

The seminar was held at a high methodological level.

Workshop for Biology Teachers

November 21, 2018 on the basis of MBOU "Secondary School No. 1" in Bakhchisarai, an on-site workshop for biology teachers of the Bakhchisaray district was held

"Formation of key competencies in teaching physics in classroom and extracurricular activities"

“If we teach today like this,

as we taught yesterday, we will steal from children tomorrow.”

John Dewey

November 11, 2015On the basis of the secondary school No. 7 of the village of Starodubsky, a seminar was held for physics teachers of general educational organizations of the Budyonnovsky district on the topic “Formation of key competencies in teaching physics in classroom and extracurricular activities”, in which 19 people from 19 institutions of the district took part.

Seminar goals: to systematize the knowledge of students about the federal state educational standard, the modern lesson in the light of the introduction of the second generation of the Federal State Educational Standards;

to organize the exchange of experience of teachers on the problem of the seminar;

to form the motivational readiness of participants for pedagogical activities to implement the standard.

Seminar objectives:

to form the motivational readiness of students for pedagogical activity in the situation of changed approaches to the formation of a new content of education of students, modern requirements for educational results in the context of the implementation of the system-activity paradigm of education.

The lesson is the main component of the educational process. The educational activity of the teacher and the student is largely focused on the lesson. In order for the level of the modern lesson to be high enough, it is necessary that the teacher, in the course of preparing the lesson, try to make it a kind of work with its own idea, plot and denouement, like any work of art. How to construct such a lesson? How to make sure that the lesson not only equips students with knowledge and skills, the importance of which cannot be disputed, but that everything that happens in the lesson arouses sincere interest in children, genuine enthusiasm, and forms their creative consciousness? Kopylova E.G., a teacher of physics at secondary school No. 7 of the village of Starodubsky, tried to answer all these questions, which, as part of the seminar, gave a physics lesson in grade 10 on the topic “Jet propulsion. Successes in space exploration”.

The school becomes not so much a source of information as it teaches how to learn; the teacher is not a conductor of knowledge, but a person who teaches in the way of creative activity aimed at the independent acquisition and assimilation of new knowledge.

The project method in school education is considered as an alternative to the classroom system. A modern student project is a didactic means of activating cognitive activity, developing creativity and at the same time forming certain personal qualities.

The theme of the master class of the teacher of physics MOU secondary school No. 8 p. Katason Kudryavtseva T.V. "Improving the cognitive activity of students through extracurricular activities." Tatyana Viktorovna emphasized in her speech that if the teacher does not know , rather freely research, problematic, search methods, the ability to keep statistics, process data, without knowing certain methods of various types of creative activity, it is difficult to talk about the possibility of successful organization of students' project activities. And, therefore, to activate the cognitive activity of students in the subject area "Physics". Subject teachers at this stage of the seminar acted as developers of a research project on the topic "Noise pollution".

During the seminar, physics teachers became active participants in the round table "Creating conditions for the personal growth of the student", at which Kudrenko N.V., director of the secondary school No. 7 of the village of Starodubsky, spoke.

One of the conditions for the student's personal growth is the growth of the pedagogical skills of the teachers themselves. And this means that a modern physics teacher must own a new type of methodological product - a technological map of the lesson.

Learning using a technological map allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal learning activities), in accordance with the requirements of the second generation of the Federal State Educational Standards, significantly reduce the time to prepare a teacher for a lesson.

The result of the round table was the creation of a technological map for a lesson in physics on the topic "Explorer" (Grade 7).

Shtraukh G.I., Deputy Director for Water Resources, Secondary School No. 7 of Starodubsky village, conducted a practical lesson with teachers on the topic “Interactive posters as a structural element of teaching physics”.

Interactive poster - an electronic educational poster with interactive navigation that allows you to display the necessary information: graphics, text, sound. Compared to conventional printed posters, interactive electronic posters are a modern multifunctional learning tool and provide more opportunities for organizing the educational process.

Galina Ivanovna introduced the technology of creating multimedia interactive educational materials - Web 2.0 LearningApps.org. With the help of this multimedia application, physics teachers created an interactive poster that reflected the expectations and impressions of the participants from the past seminar in an original and colorful way.

27.11.2014

District seminar for teachers of physics

"Innovative activity of a teacher in the context of the introduction and implementation of the Federal State Educational Standard" or "The Federal State Educational Standard: How to teach in a new way"

On November 26, 2014, on the basis of secondary school No. 12 in the village of Terek, a scientific and practical seminar was held for physics teachers of general educational organizations of the Budyonnovsky district on the topic “Innovative activity of a teacher in the context of the introduction and implementation of the Federal State Educational Standard” or “FGOS: how to teach in a new way”, which was attended by 17 people from 16 institutions of the district.

Each participant of the seminar attended a physics lesson in the 7th grade on the topic “Strength” (Getmanova I.N., physics teacher, secondary school No. 12, Terek village), which made it possible to answer the question: how today the teachers involved in the work on the Federal State Educational Standard, properly organize the educational process in a new form.

During the seminar, physics teachers became active participants in the round table “From work experience”, at which Filipenko D.A., a teacher-psychologist of the secondary school No. 12, Terek, spoke, with the topic “Psychological and pedagogical support for a teacher in the context of the introduction of the Federal State Educational Standard”, the purpose of the psychological and pedagogical support of the teacher is to provide psychological support for innovative activities and the development of the psychological readiness of the teacher for innovative activities. An important task of the psychologist is to assist in creating conditions for teachers to want to change something in their work.

The topic of the speech of the teacher of physics MOU secondary school No. 8 p. Katason Kudryavtseva T.V. "New approaches to the professional competence of the teacher in the context of the introduction of the Federal State Educational Standard" made it possible to reveal such concepts as the professional competence of the teacher, the requirements that impose on the teacher not only the new educational standard, but also the time.

Physics teachers visited the interactive museum "Innovative activity in physics lessons", organized by Kopylova E.G., teacher of the secondary school No. 7 of the village of Starodubsky, where the forms and methods of using the interactive whiteboard and flash presentations in the lessons were considered.

Polunova I.I., teacher of secondary school No. 1 in the village of Pokoyny, introduced the features of the modern lesson in terms of the content of the Federal State Educational Standard. Quick-tuning, carried out by Getmanova I.N., allowed teachers to tune in to an optimistic working mood, psychologist D.A. Filipenko conducted a survey to identify strengths and weaknesses in the conduct and organization of the seminar.

The teachers noted the high scientific and methodological level of organization and holding of the seminar, its great importance in improving the professional level, advanced training, and dissemination of advanced pedagogical experience. On March 27, 2013, regular meetings of regional methodological associations were held, the priority areas in which were:

- the use of new digital technologies as part of the implementation of the Federal State Educational Standard;
- the use of interactive tools in the classroom in order to increase the motivation and efficiency of the educational process;
- development of creative abilities of pupils;
- the use of a system-activity approach with the introduction of resource and educational and laboratory equipment to increase the effectiveness and success of students.

The creative approach of the head of the district methodological association of physics teachers to their activities made it possible to conduct a training workshop "Workshop for the exchange of experience on the use of interactive teaching aids" on the basis of the MOU secondary school No. 2 in Budyonnovsk, director Pripadcheva T.I., head of the m / o Kupaeva G.V.

Seminar program

Department of Education and Science Administration

municipal district "Alekseevsky district and the city of Alekseevka"

methodical office

Municipal educational institution secondary school No. 4 of Alekseevka

District Workshop for Physics Teachers

"Designing a modern physics lesson

based on a system-activity approach"

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5) Principle psychological comfort - involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of pedagogy of cooperation, the development of dialogue forms of communication.

The structure of the lessons of maintaining new knowledge within the framework of the activity approach is as follows:

1. Motivation for learning activities.

This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom. To this end, at this stage, his motivation for educational activities is organized, namely:

1) the requirements for it from the side of educational activity are updated (“must”);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);

3) a thematic framework is established (“I can”).

In the developed version, there are processes of adequate self-determination in educational activity and self-assertion in it, which involve comparing the student of his real “I” with the image “I am an ideal student”, conscious subordination of himself to the system of normative requirements of educational activity and the development of internal readiness for their implementation.

2. Actualization and fixation of an individual difficulty in a trial learning activity.

At this stage, preparation and motivation of students for the proper independent implementation of a trial educational action, its implementation and fixation of individual difficulties are organized.

Accordingly, this stage involves:

1) actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;

2) actualization of the corresponding mental operations and cognitive processes;
3) motivation for a trial educational action (“I must” - “I can” - “I want”) and its independent implementation; 4) fixing individual difficulties in performing a trial educational action or justifying it.

3. Identification of the place and cause of the difficulty.

At this stage, the teacher organizes the students to identify the place and cause of the difficulty. To do this, students must:

1) restore the performed operations and fix (verbally and symbolically) the place - step, operation where the difficulty arose;

2) correlate their actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type in general.

4. Building a project to get out of the difficulty (goal and theme, method, plan, means).

At this stage, students in a communicative form consider a project for future learning activities: set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is guided by teacher: at first with the help of an introductory dialogue, then with an inciting one, and then with the help of research methods.

5. Implementation of the constructed project.

At this stage, the project is being implemented: the various options proposed by the students are discussed, and the best option is selected, which is fixed in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.

6. Primary consolidation with pronunciation in external speech.

At this stage, students in the form of communication (frontally, in groups, in pairs) solve typical tasks for a new method of action with pronouncing the solution algorithm aloud.

7. Independent work with self-test according to the standard.

During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized.

The emotional orientation of the stage consists in organizing, if possible, for each student a situation of success that motivates him to be included in further cognitive activity.

8. Inclusion in the system of knowledge and repetition.

At this stage, the limits of applicability of new knowledge are identified and tasks are performed in which a new way of acting is provided as an intermediate step.

Organizing this stage, the teacher selects tasks in which the use of previously studied material is trained, which has methodological value for the introduction of new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the studied norms, and on the other hand, preparation for the introduction of new norms in the future.

9. Reflection of educational activity in the lesson (total).

At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.

Lesson Requirements	Traditional lesson	Modern type lesson
Lesson topic announcement	The teacher tells the students	Formed by students
Communication of goals and objectives	The teacher formulates and tells the students what they should learn	Students themselves formulate, defining the boundaries of knowledge and ignorance
Planning	The teacher tells the students what work they need to do to reach the goal	Students planning ways to achieve the intended goal
Practical activities of students	Under the guidance of a teacher, students perform a number of practical tasks (the frontal method of organizing activities is more often used)	Students carry out educational activities according to the planned plan (group, individual methods are used)
Exercising control	The teacher supervises the implementation of practical work by students	Students exercise control (forms of self-control, mutual control are used)
Implementation of the correction	The teacher, in the course of performing and following the results of the work performed by the students, corrects	Students formulate problems and correct them on their own.
Student Assessment	The teacher assesses the students for their work in the lesson	Students evaluate activities based on their results (self-assessment, assessment of the results of the activities of comrades)
Lesson summary	The teacher asks the students what they remember	Reflection is underway
Homework	The teacher announces and comments (more often - the task is the same for everyone)	Students can choose a task from the ones proposed by the teacher, taking into account individual abilities.

Scheme of lesson analysis within the framework of the activity approach

1. Did the teacher create a situation of success at the beginning of the lesson? What did she express? And by what means was it implemented?

2. What means did the teacher use to create the learning situation that led to the setting of the learning task:

Use of known knowledge, ways of children's work;

Forms of organization of educational work of students;

Creating conditions for the active (passive) position of the student;

The position of the teacher and his role at this stage;

The use of educational activities (reflexive control and evaluation) to create a situation of lack of abilities in children (level of mastery).

3. Did the necessary task arise for the children as a result of the reversal of the teacher's logic or not? Can children fix this task in the form of a question (in any form: graphic, symbolic, verbal).

4. The level of children's ability to conduct an educational discussion both at the group level and at the class level: the ability of children to speak reasonedly, raise questions for understanding, put forward hypotheses indicating arguments and counterarguments.

5. Did the forms of organization of collectively distributed activities correspond to the goals of the lesson? What is the level of proficiency in the methodology of organizing the collective work of students in the lesson with the teacher? Have the necessary conditions been created for working in pairs, in groups?

Diagnostic map of the lesson according to the criteria and indicators of the SDP (system-activity approach)

Criteria and indicators for evaluating the activities of a teacher in a lesson	Grade in points	Level work teachers
1. Goal setting
The teacher forms the content goal of the lesson (the formation of a value system in this subject)
Formulates the content and development goals of the lesson
Clearly formulates what the student should learn to do in this lesson and how he does it himself		Above average
Formulates both the content, development, and activity goal of the lesson (the formation of skills of new ways of action)
Formulates both the content and the activity goal of the lesson (the formation of skills of new ways of action). If necessary, changes the scenario of the lesson, achieving the planned result)
2.Motivation
Plans and organizes work on updating the basic knowledge of students as a preparatory stage, allowing you to quickly and efficiently include students in the development of new knowledge.
Throughout the lesson, he uses forms, methods, techniques that allow to intensify the cognitive activity of students
Thinks over the system of motivation of students for learning activities; creates a “point of surprise” in the lesson, conditions (“traps”) for fixing the student’s border between knowledge and ignorance		Above average
Ensures that students independently formulate the goal of the lesson as their own learning task, and creates a situation of cooperation in the lesson
Encourages students to independently formulate the goal of the lesson as their own learning task, and creates a situation of cooperation and a “success situation” for each student in the lesson. Students independently design ways and means to achieve their goals

Selects the SUM adequately to the topic and content goal of the lesson
Selects the SUM adequately to the topic, meaningful and developing the objectives of the lesson. SUM in terms of volume is necessary and sufficient. The material is selected taking into account work for motivation.
Distinguishes between the concepts of SUM and CO. The unit of the content of education (method, algorithm, scheme, distinction) is presented to students visually		middle
The built-in structure of the lesson and the logic of the presentation of educational material allowed students to successfully master the planned SMS and CO during the lesson.

4. Forms of organization of cognitive activity of students
Works with the class frontally at all stages of the lesson
Uses pair or group work of students for mutual verification or mutual assistance. Chooses forms of communicative interaction between students in pairs or groups for each student to pronounce new knowledge, an algorithm of actions in external speech
Organizes educational cooperation of children jointly - distributed activities in solving educational problems, teaches children to work in a group		middle
Creates conditions for the child to build an individual trajectory of studying the subject
It proceeds from the fact that each student is individual, and organizes the work of each student in the lesson according to an individual plan. The teacher works alternately with different groups of students, differentiating them according to the level of knowledge
5. Teaching methods
The lesson is dominated by verbal (teacher's monologue) and visual teaching methods
Uses modern and visual teaching aids, ICT, test technologies; teaches to make reference signals, diagrams, algorithms and block diagrams; extract information from a textbook, reference books, the Internet; teaches how to translate information from one type to another (text - into a table, table - into a graph, diagram)
Organizes independent work of students, which is checked by them according to standards		Above average
Applies interactive teaching methods, search, research, heuristic conversations, problem-based learning, intra-subject and inter-subject integration
Uses non-traditional forms of the lesson: ODI, lesson-game, debate, lesson-dispute, lesson-project, lesson in the format of technology for the formation of critical thinking
6. Reflection
Evaluates the work of the student, commenting on the grades. Summarizes the lesson itself, without involving students
Organizes summing up the lesson, involving students in the reflection of their activities. (What was the topic of the lesson? What was your goal? What did you learn to do? What is still to be worked on?)
Organizes express diagnostics of the results in the lesson so that it is obvious to the teacher and each student what they have learned in the lesson and what remains to be worked on		middle
Teaches children to exercise control and self-assessment of their activities in accordance with the developed criteria (invites students to evaluate their work in the lesson according to criteria specially thought out for this lesson).
It creates conditions for building an individual trajectory for the study of the subject by the child. Homework is differentiated depending on the results obtained in the course of teacher-organized reflection of students on their activities in the lesson

Used sources

1., Kudryashova to draw up a lesson plan on the didactic system of the activity method. – Moscow, 2006

2.Shubin's method at school http://*****/articles/527236

3. Materials of Internet resources. Access mode: http://wiki. *****/index. php

4. Materials on the results of advanced training courses for teachers on the basis of OGAOU DPO BelIPKPS on the problem "Content and methods of teaching the subject in the context of the introduction of the Federal State Educational Standard"