Exercise as a psychological, didactic and methodological concept. Methodological development on the topic: Workshop "The use of didactic games and exercises in the development of figurative speech of children" Exercise definition types of didactic rules

authentic speech

Language exercises include:

a) grammatical(“Put the verbs in the appropriate person”, “Insert the necessary adjective / noun endings”, “Open the brackets and put the verb / predicate in the correct tense form”, etc.);

b) lexical(“Replace the highlighted words with synonyms”, “Insert suitable words”, “Group words by topic”, etc.),

in) phonetic(“Group the words according to the way they are pronounced”, “Read the next row of words”, etc.).

Many methodologists claim that these exercises form the "foundation of oral speech." They see their dignity in the fact that it is possible to artificially isolate phenomena for their detailed study, language exercises supposedly consolidate the knowledge of the “meaning, form and use” of a phenomenon (E.I. Passov).

Methodological characteristics of language exercises:

1. Language exercises are based on the principle of application of knowledge, i.e. they involve constant recourse to a rule that students have previously memorized. When they are performed, all attention is focused on the method of performing the action, and the purpose of the action, the content of the statement are lost, which just contradicts the conditions for the formation of skills (E.I. Passov).

2. Language exercises are almost always unsuitable for oral performance. When, however, this is possible, they are still not “exercises in oral speech”, but simple pronunciation, more precisely, reading the material.

3. Language exercises are uneconomical in time. You can usually do 3-4 of these exercises per lesson. The need for automation is greater, at least twice.

4. Language exercises are of no interest to most students: few are interested in linguistic manipulation. V. G. Kostomarov wittily remarked that for the most part, students are not linguists by nature and cannot enjoy studying paradigms, admiring endings, reading a dictionary instead of an adventure novel.

5. Language exercises are absolutely devoid of situational relevance. The speaker faces not a verbal, but a linguistic, formal task.

E.I. Passov, on the basis of the identified characteristics, concludes that language exercises are unsuitable for the formation of speaking skills. Language exercises can help the understanding of the form, and therefore E.I. Passov considers it expedient to use them when teaching writing, pronunciation skills of speaking, skills of anticipating complex syntactic structures (for reading). E.I. Passov identifies the following most used types of language exercises: an exercise in translation; transformation exercises. (“Make the following sentences interrogative”, “Turn the active form into a passive one”); substitution exercises (G. Palmer was the first to use these exercises); question-answer exercises.

Example of a wildcard exercise

My girlfriend

read

wrote

sent

The principle of their operation is that the student substitutes the proposed lexical units into the finished structure. Question-answer exercises are the most beloved and most common type of exercise, which is well deserved. To their merits E.I. Passov refers, First of all, an imitation of communication, because in life we ​​often either ask or answer. This means that during their implementation there is a speech task; Secondly, they are not only speech in nature, but at the same time they can be grammatically, lexically or phonetically directed, i.e. can serve as the assimilation of specific material in speech conditions; third, they are psychologically simple in terms of the way they are performed: asking and answering is habitual; fourthly, they allow you to work at a fast pace, i.e. very economical, which is important for creating the quality of automation.

To conditional speech exercises E.I. Passov relates retelling, description, expression of attitude, evaluation. When performing conditional speech exercises, it is necessary to formulate attitudes so that they express any one of the many stimuli that prompt a person to speak out in the process of real communication. Instead of the usual “Put it in the past tense,” you can say: “I will talk about what I usually do, and you ask if I have done it before.”

In conditional speech exercises, the speaker's replica is given, conditioned, supports take place, but they are situational, they have a speech task. This creates conditions that are adequate to speech, which makes it possible to formulate a skill capable of transfer.

E.I. Passov identifies 4 most important typological features true speech exercises (RU):

1. RU always provides for the strategy and tactics of the speaker (writer, reader, listener). Exercise 1: I know that you read a lot. Which of the last books you read would you recommend me to read and why? The strategic task - to advise - is set, but not imposed by the interlocutor: the request makes the task natural. Exercise 2: “In your opinion, what subject is the most necessary to study in our time?”. In this case, the strategic task will be to convince.

2. RU always updates the relationship between the participants in communication.

Exercise 3: “If a delegation from ... came to our city, what would you show our friends?” This exercise is designed for a sense of pride in your city, country, for the manifestation of friendly feelings for foreign friends.

3. RU is always a new situation, which ensures the productivity of the utterance. Exercise 4: “Tell your classmates about the work of your sports section”; Ex. 5: "Convince N. to become a member of your section"; Ex. 6: "Convince me that the work in your section is interesting."

In exercise 5, the task was changed; in exercise 6 - the addressee. By updating the components of the situation through the installation, the teacher maintains its novelty.

4. RU develops speech activity and independence.

Speech activity is ensured by taking into account the personal properties of students and challenging the attitude to the perceived, and independence - by a special strategy for using decreasing supports. Thus, RU is a form of communication, specially organized in such a way that it provides a controlled choice of the speaker's strategy, actualizes the relationship between the participants in communication, causes their activity and natural motivation for speech activity, cultivates independence and productivity of speech skills.

The installation is decisive for speech exercises. Along with supports and time, it is one of the most important factors in organizing these exercises. Installation as a speech task is always formulated on the basis of speech functions. E.I. Passov identifies five generalized types of speech tasks.

1. Message - notify, report, inform;

2. Explanation - to characterize, show, concretize, clarify, focus;

4. Condemnation - to criticize, refute, object, deny, shame, accuse, challenge;

5. Persuasion - prove, substantiate, assure, induce, inspire, persuade, inspire, insist.

Many attempts have been made to classify exercises. Some methodologists propose to base any one criterion: the degree of information transformation (N.I. Gez), the ability to ensure the use of specific elements of the language (B.A. Lapidus), the preparedness of the statement (N.S. Obnosov), etc. E.I. Passov believes that on the basis of one criterion it is impossible to create the desired typology of exercises due to the variety of exercises and particular learning goals. He proposes a hierarchy of criteria for the classification of exercises, which should apply to teaching each of the types of RD, since. each of them is specific and requires its own means of development. He highlights the initial criterion, consistent with the process of becoming a speech skill - the goal of the exercise in terms of the stages of the process of becoming a speech skill.

Table No. 1

Types of exercises and their main features (E.I. Passov)

At the stage of skill formation, exercises with conditional situationality can be used. For example, a substitution exercise: “Imagine that you need to ask someone about something. How will you do it?" E.I. Passov classifies such exercises as conditionally speech exercises of the first type - URU / 1. Then the real conditional speech exercises, where there is both a speech task and real situationality, he refers to the second type - URU / 2. Exercises performed with supports, related to the conditionality of speech activity and material, he refers to speech exercises of the first type, or RU / 1; exercises free from these factors - to speech exercises of the second type, or RU / 2.

USE OF DIDACTIC

GAMES AND EXERCISES IN DEVELOPMENT

FIGURATIVE SPEECH OF CHILDREN

The game occupies a special place in the life of children of preschool and primary school age. It is a natural state, the need of the child's body, a means of communication and joint activities of children. The game creates that positive emotional background against which all mental processes proceed most actively. It reveals the individual abilities of the child, allows you to determine the level of his knowledge and ideas.

Didactic games and exercises are an effective means of solving the problems of figurative speech development.

Let us recall some essential provisions regarding the construction of the methodology for conducting didactic games.

The structure of the didactic game

The structure of the didactic game includes:

1. didactic task;
2. content;
3. game actions;
4. game rules.

Didactic task

The game used for learning should contain, first of all, a teaching, didactic task. While playing, children solve this problem in an entertaining way, with the help of certain game actions.

The educational content in didactic games covers different aspects of introducing children to the environment and includes: strengthening children's ideas about household items, toys, objects and natural phenomena. For example, plants, animals, seasonal changes; about the work of adults, their professions, about means of transportation; exercises in recognizing, distinguishing, naming objects by appearance, by individual qualities; clarification of concepts, methods of generalization, classification of objects, phenomena, etc.

The content of the didactic game will be the means of figurative expressiveness of the language. Provided that the teacher has knowledge about the structure of the didactic game, the nature of the game rules and actions, he can independently come up with a significant number of games aimed at developing figurative speech in preschoolers. Them content could be as follows:

■ selection of definitions, comparisons, epithets, etc.;

■ clarification of ideas about the genre features of proverbs and sayings;

■ strengthening the ability to form words in various ways, etc.

Game actions

Avanesova V.N. emphasizes that by game action one should understand not any action performed in the game, but mainly one that has a truly game character, creates a game situation, game relationships.

The nature of game actionscould be next;

1. folding,
2. depiction of plot-role relations,
3. motion,
4. hiding, searching,

■ acting out roles and plots based on literary works,

1. selection of examples
2. guessing and guessing
3. competition,
4. playing forfeits, etc.

The more diverse the game actions, the longer you can keep the child's attention on solving didactic problems. The incentive for solving the learning task in the game is not the direct instruction of the educator, but the natural desire for the preschooler to play.

Game rules

The main purpose of the rules of the game is to organize the actions and behavior of children.The implementation of the rules ensures the implementation of the game content. The rules in the game can be different: some determine the nature of the game actions, and their sequence, others regulate the relations of the players. There are rules that restrict or prohibit certain acts and activities, or provide for "punishment" for breaking the rules and committing prohibited acts. Rules can prohibit, allow, prescribe something to children in the game, make the game entertaining, tense. Through the rules of the didactic game, the educator directs it along a given channel.

Game rules may be, for example, the following:

■ whoever makes a mistake pays a forfeit;

■ whoever notices a fable in a story or a poem must put a chip in front of him, and at the end of the game name all the fables noticed;

■ you can only select cards for printed board games
at the signal of the driver.

Between there is a close relationship between the game concept, game actions and rules. Game design determines the nature of game actions. The presence of rules helps to carry out game actions and solve the game problem. Thus, the child in the game learns unintentionally.

Didactic games and exercises

Didactic exercises differ from didactic games in that they do not have game rules and game actions.

"Paired Pictures"

Target. Exercise children in composing phrases with wordsas, as if, as if.Encourage the use of comparisons in speech describing autumn nature.

Move. On the board are pictures depicting an autumn maple, leaf fall, an autumn cloud, a red mountain ash, red apples, an autumn forest covered with leaves of the earth.

Children have pictures depicting a red fire, fluttering butterflies, a gray cat, red beads, red balls, a fairy-tale palace, a colorful carpet.

Children are invited to pick up paired pictures and make a phrase. For example, the autumn forest is like a fairy-tale palace; leaves fly, as if multi-colored butterflies flutter, etc.

"What does it look like"

Target. Teach children to select comparisons; make sentences using wordsas, as if, as if.

move, On the board are pictures depicting the sun, snow, clouds.

Children have cards with a picture of a white lace scarf, a white sheet, white sugar, feathers, an orange orange, a red ball, a sunflower, etc.

Children are invited to find objects similar to the sun, cloud, snow. For example, the sun is like a red apple; clouds, like cotton wool, etc.

"Choose a proverb"

Target. To intensify the use of proverbs and sayings in children's speech.

Move. Children are given pictures, and it is proposed to choose a suitable proverb or saying for them.

"Winter"

Target. To intensify the use of figurative vocabulary in children's speech.

Move. The teacher offers the children such questions;

1. What snow in winter?Sparkling, White, sparkling, cold, icy, fluffy, burning etc.
2. What makes snow? Whitens, sparkles, cools, crunches, fluffs etc.
3. What does snow look like when it covers everything around?On the bedspread, on a warm, snow-white blanket, the snow dressed the trees in warm snow coats, the snow falls in flakes, the snow lies as if bewitched and dreams of a beautiful spring; when the trees are frosted and you touch a branch, diamond dust will fly from it.

"Spring"

Target. Activate the use of figurative vocabulary in speech

children.

Move. The teacher asks the children the following questions:

1. What is the sun in spring?Radiant, golden, bright, orange, hot, spring etc.
2. What is the wind in spring?Warm, fresh, pleasant, refreshing, uplifting, gentle, cheerful, etc.
3. What is the grass in spring?Young, thick, juicy, green, fluffy, emerald, etc.

Imagine a birch grove in spring, what is it like?Green, lush, curly, white-trunked, her braids loosened, beautiful girls whisper. in white sundresses, extended branches-arms to each other, stood in a round dance, etc.

"Guess by Action"

Target. To teach children to select verbs for nouns, to cultivate the ability to respond quickly.

Game rules.For each correct answer, the child receives a chip; the one who collects the most chips wins.

Move. Guys, all objects, phenomena, animals, birds, fairy-tale characters perform some actions. For example, the sun, what does it do?It shines, warms, caresses, dazzles, amuses, etc.Now we will play the game "Guess by actions". I will think of a word, and you must guess this word by actions. For example, snow. It goes, flutters, spins, lies down, melts, shimmers, sparkles, etc.

Then the role of the leader is offered to the child.

"Choose a picture"

Target . Continue to acquaint children with phraseological units to the figurative meaning of words and phrases.

Equipment . Pictures illustrating phraseological units (hang your nose, get exhausted, freeze to the bone, keep your mouth shut, lift your braids, roll with laughter, etc.).

Move. The sorceress has bewitched all the pictures. To disenchant them, you need to name and explain what these expressions mean. Select only those pictures that are suitable for the heroes of the fairy tale "Little Red Riding Hood", "Snow Queen", "Flower-seven-flower", "Scarlet Flower", etc.

"Black Raven"

Target. Exercise children in word formation.

Equipment. Flannelgraph with raven outline, split picture with raven outline.

Move. The teacher asks the children to name the body parts of the crow. They are black. If you add up the words denoting the parts of the body of a raven, and the word black, then you get a new word. For example, a raven has a black head, so what is it? Blackhead.

Take any part of the raven's body from the cut pictures and come up with a word with it.

A raven has a black beak... A raven has a black wing... A raven has a black chest... A raven has a black neck... A raven has a black tail... A raven has a black belly... A raven has black paws...

"Dwarfs and Giants"

Target. Teaching children to form nouns with suffixes - ik, - search; develop logical thinking, attention.

Equipment. Cut pictures depicting plots of various literary works.

Move. Children are invited in small groups (2-3 people) or individually to collect a picture and find out: “What fairy tale are these heroes from? What are their names?" Then the children are invited to dream up and imagine the heroes from this fairy tale, and then turn them first into “dwarfs”, and then into “giants”.

For example, according to the fairy tale "The Adventures of Pinocchio":

Artemon - Artemonchik - Artemonishche;

Duremar - Duremarchik - Duremarishche;

1. Karabas Barabas - Karabasik - Barabasik - Karabasishe Barabasishche;
2. Cat - Cat - Cat.

“This is very good, but this is bad”

Target. Teach children to reason, grammatically build statements.

Move. An adult suggests thinking and answering the question: “What is good about winter?” Children express their opinionin winter it is very beautiful, in winter there is a lot of snow, you can ride down the mountain, etc.Then he asks, "What's wrong with winter?" Children's answers:very cold, you have to wear a lot of clothes, it gets dark very early etc.

You can connect the content of this game with the lexical topic that is being studied. For example, what is good and bad in transport, in glassware, in every season, in some fairy-tale hero, etc.

"Live Barometers"

Target. To consolidate children's knowledge about living organisms that predict the weather with their behavior; improve the ability to use complex sentences in speech; learn to compose stories of different types (description, narration, reasoning), using a variety of means of communication between parts of the statement.

Equipment. Two large pictures with the same landscape on one of them the sun is shining, and on the other it is cloudy; small pictures of insects, birds, plants, and their characteristic state or behavior in different weather.

Move.

1 option

First, the children are invited to place small pictures of "living barometers" on one of the two large pictures in accordance with their behavior depending on the weather.

Then preschoolers are invited to compose a story based on one or two pictures. Pay attention to the children that the beginning of the statements should be different.

For example:

1. “If you are observant, you will notice that the spider spins a web only in sunny weather, and sits under the foliage before the rain, because it feels the approach of rain by the humidity of the air and does not want the rain to break the web.”
2. “Pay attention to the ants. If you see them at work, it will be sunny, and if you see that they are all in an anthill, then it will soon rain, because they feel the humid air and are in a hurry to close their entrances from the water.
3. "Listen tonight. If you hear the chirping of grasshoppers, then it will be sunny tomorrow, and if you don’t hear them, then most likely it will rain, ”etc.

Option 2

Children themselves draw “live barometers” on large pictures, and then compose various monologues in the same way as inthe first version of the game.

"Sorceress-Water"

Target. To consolidate the idea of ​​​​children about the property of water when the temperature changes, to move from one state to another: activate figurative speech; learn to understand figurative expressions b riddles and. in a poetic text, independently select epithets, comparisons to describe water indifferent states. Equipment. Pictures with a schematic representation of water in three states or pictures with landscapes where water is present in all states; cards with riddles and poems; chips.

Move. The teacher or child makes a riddle or reads an excerpt from a poem with interesting comparisons. Children should find comparisons in the text and pick up their own. The child who completes the task receives a token. An additional chip is given to the one who picks up at least 3-4 definitions for water (in any state).

For example, a teacher reads a poem by A. S. Pushkin.

Here the north is catching up with clouds: He died, howled, and now the winter sorceress herself is coming. Came. crumbled, shreds Hung on the branches of oaks, lay downwavy carpets

Among the fields, around the hills. Brega with The immovable river Leveled it with a puffy veil. Frost flashed. And we are glad for the leprosy of mother winter!

Then he invites the children to choose their own definitions for words,

highlighted in the text: “like cotton wool”, “spread”, “tablecloth”, “wedding outfit”, etc.

Snowflake what? Fragile, fluffy, shinyetc. What is he doing?Falling, spinning, laying down etc.

What ice? Strong, shiny, slipperyetc. What is he doing?Shines, crunches, crackles etc.

Riddle: As across the sky from the north

A gray swan swam

Down threw, poured

On the lake fields

White fluff and feathers.(Cloud)

What cloud? Heavy, gray, gloomyetc. What is he doing?Blackens, creeps, hangs etc.

What snow? White, fluffy, wet, sparkling, sparkling, shinyetc. What is he doing?Goes, falls, covers, falls, lays down, covers, sparkles etc.

Riddle: Look! Look!

Threads hang from the gray clouds!

Who surprised us all

Clouds sewn to the ground?

What rain? Mushroom, torrential, lingering, annoying, autumnal etc. What is he doing? It pours, whips, drizzles, drips, knocks etc.

Other riddles:

There's a commotion in the yard

Peas are falling from the sky.

(grad)

Not prickly, light blue Hanging in the bushes...

(Frost)

Pisces live warmly in winter: The roof is thick glass.(Ice)

The children sat on the ledge

And grow all the time down.

(Icicles)

Fluffy cotton wool Floats somewhere. The lower the cotton wool, the closer the rain.

(Cloud)

"Forecasters"

Target. Clarify ideas about changes in inanimate nature depending on the season; learn to describe the state of the weather; to consolidate the ability to compose stories of various types (description, narration), using a variety of means of communication between parts of the statement; select definitions, synonyms and antonyms for objects and phenomena of inanimate nature; use verbs.

Equipment. 4 cards, divided into large cells. In the center of the cards are pictures of different seasons (1 card - winter, 2 - spring, etc.), small pictures with images of clouds, clouds, various precipitation, wind.

Move. Children are invited to arrange small pictures in empty cells around pictures of the seasons and make up a story about the weather at that time of the year. The state of the weather may be different, in accordance with this, small pictures may change. For images in small pictures, children select definitions, comparisons.

For example: “In summer, the sky is high, clear, blue. Fluffy, cirrus, light clouds can float (fly) across the sky. They are driven (driven) by a fresh wind. But in summer the sky can be dark, low. The sky was overcast (veiled) with heavy, bluish clouds. blowing wet, clean wind, etc.”

(Rain)

"Encrypted Wisdom"

Target. To consolidate the ability to recognize proverb plots in drawings; continue to teach to comprehend the figurative meaning of figurative words and phrases, proverbs and phraseological units.

Equipment. Pictures, each of which depicts the characters of several proverbs, sayings, phraseological units.

For example: a bird in a cage - “Not sweet for a bird in a golden cage”; fish with an umbrella - “Like an umbrella for a fish”, etc. Sayings, proverbs and phraseological units in one picture should be at least 10.

Move. Invite children to learn proverbs, phraseological units, sayings from the images in the picture. The game is played in the form of a competition. With one picture - "Who will name more?" With two pictures (command) “Name all the proverbs and phraseological units depicted. Who quickly?"

"Choose a proverb for a fairy tale"

Target. Clarify children's ideas about the genre features of proverbs; to teach to comprehend the figurative meaning of figurative words and phrases; to consolidate the ability to select a proverb to the main idea of ​​a fairy tale.

Equipment, Illustrations for various fairy tales, cards with proverbs printed on them.

Move. Children are invited to read the proverb; explain its meaning and choose a fairy tale to which it fits. Find definitions for the characters in the story.

Didactic games and exercises based on

works of art

and Russian folk tales

In didactic games based on works of art

didactic task can be aimed at consolidating children's ideas:

1. about the content of works of art;
2. about the heroes of familiar works;
3. about the structure of the work;

about the characteristic features of the vocabulary of works, etc.

Here are some examplesdidactic games and exercises to consolidate children's ideas about Russian folk tales.

Target . To consolidate children's ideas about Russian folk tales.

1. "My Favorite Fairy Tale"The teacher says:“All children love fairy tales and adults too. My favorite fairy tale ... ”Then the children name their favorite fairy tales, while simultaneously passing the ball to each other.
2. "Mysteries about fairy tales" The teacher asks the children riddles about fairy tales such as:

- In what fairy tale do they live; old grandmother, laughter granddaughter,
chicken - kvohtushka, mouse-norushka?"Fear has big eyes".

- In what fairy tale do they live: a mouse-louse, a frog-frog, a bunny-runaway, a fox-sister, a wolf-teeth click? Teremok.

- In which fairy tale did the fox outsmart the goat?"The Fox and the Goat".

1. In which fairy tale did the fox outsmart the wolf?"The Fox and the Wolf".
2. Name the fairy tales in which the fox is found (wolf, bear, etc.).
3. In which fairy tale is the number three found?
4. In which fairy tale does the fox sing a song:

Cockerel, cockerel, golden scallop,

Look out the window.

I'll give you peas.("Cat, rooster, fox")

« Riddle about your favorite fairy tale.Children themselves make riddles about their favorite fairy tales. riddles about your favorite fairy tales.

"Guess the tale from the passage."The teacher reads to the children excerpts from familiar fairy tales, the children must name the fairy tale.

"A Visual Mystery"The teacher puts objects from a particular fairy tale in front of the children, the children must name the fairy tale.

1. "Fix the confusion."The teacher says: “In the magical land of fairy tales, the names are mixed up. And now the fabulous inhabitants cannot find their fairy tale. They need help. And he suggests the wrong names for fairy tales. For example, “Frog Geese” (“Geese Swans”, “Frog Princess”, etc.).

1. "Fabulous edible-inedible".There may be different versions of this game.

■ The teacher throws the ball to the child and at the same time names the hero (several heroes) from a fairy tale, the child must name the fairy tale.

■ The teacher throws a ball to the child and calls a fairy tale, and the child - a hero from this fairy tale (several heroes).

1. "Book store".This game involves a seller and buyers. To buy a book, you need to talk about it without naming it. The seller will sell the book if the buyer has correctly told the content of the tale (similar to the game "Toy Store").
2. "Journey through fairy tales». The teacher selects illustrations from different fairy tales in advance and lays them out on tables in different places in the group. Children are divided into subgroups, each of which is given the name of a fairy tale. Whoever collects illustrations for his fairy tale faster, he will win.

The use of didactic games and exercises in working with children makes it possible to make the pedagogical process interesting, to achieve a high level of development of the speech of preschoolers.

Independent work No. 1

Subject: System of didactic principles.

The concept of didactic principle. Characteristics of didactic principles.

The principle of consciousness and activity.

The principle of visualization of teaching.

The principle of systematic and consistent.

The principle of strength.

The principle of accessibility.

The principle of science.

The principle of connection between theory and practice.

3. The concept of a system of didactic principles.

To reveal the concept of didactic principles, their meaning.

Describe each of the didactic principles (the rules proposed in the source must be grouped).

To reveal the concept of the system of didactic principles, its meaning.

The activity approach in didactics makes it possible to identify the main components of the educational process - tasks, content, methods of stimulation, organization of educational activities and control, means, forms and results of training. For each of these components of learning, as well as for the process as a whole, certain fundamental requirements must be presented, which are the principles of learning. With this approach, a certain sequence of principles becomes clear, their importance for everyday use in the activities of teachers increases.

Didactic principles(principles of learning) are the main provisions that determine the content, organizational forms and methods of the educational process in accordance with its general goals and patterns. The principles of teaching in their origin are a theoretical generalization of pedagogical practice. They are objective in nature, arise from the experience of practical activities, therefore they are guidelines.

Didactic rules- this is a description of pedagogical activity based on general principles in certain conditions to achieve a certain goal.

("1") The principles of teaching act in an organic unity, forming a certain concept of the didactic process, which can be represented as a system of which they are components. These components are interconnected, none of them is universal and its isolated application does not give the necessary results.

The need to improve the system of didactic principles in this period is explained by the progress in studying the patterns of learning.

Used Books:

Weindorf-, Krivshenko: A short course of lectures. - M.: Yurait-Izdat., 2004. - 254 p.

Pedagogy: Textbook for students / Ed. . – M.: Enlightenment, 1983. – 608 p.

("2") Independent work No. 2 Topic: Basic didactic systems.

Used Books:

Pedagogy. New course: textbook for ped students. universities: in 2 books. - M .: Humanitarian ed. center VLADOS, 2005. - Book. 1. General basics. Learning process. - 574s.

Independent work No. 3

Subject: Teaching and learning as components of a didactic system.

The concept of teaching as a component of the didactic system. ("3") The concept of teaching as a component of the didactic system. The activities of the teacher and the student in different types of learning.

Expand the concept of "teaching", identify:

Conditions for the implementation of teaching.

Tasks of management of educational and cognitive activity.

Expand the concept of "teaching", identify:

Qualities of activity of the doctrine.

Teaching products.

The structure of the teaching.

Teaching is one of the meaningful components of the learning process. teaching- the ordered activity of the teacher to achieve the goal of learning, providing information, education, awareness and practical application of knowledge.

Stages of the teacher's activity: explaining to students the goals and objectives of training, introducing students to new knowledge, managing the process of understanding and acquiring knowledge, skills, managing the process of learning scientific laws and laws, managing the process of transition from theory to practice, organizing creative and research activities, checking, assessment of changes in learning and development of students.

In the structure of teaching, teaching is the process of the teacher's activity, which can function only as a result of close interaction with the student, both in direct and indirect form, and an active learning process is also required.

The subject of pedagogical work- the formation of the personality of a person who, unlike a teacher, is at an earlier stage of his development and does not have the knowledge, skills, skills, and experience necessary for an adult.

Management of educational and cognitive activity of students as a subject of teaching activity in the structure of education is characterized primarily by the fact that the initial task for momentary fulfillment confronts the student with the goal that he needs to achieve at the end of studying the topic of the lesson and the system of lessons on the topic as a whole. In order to achieve this level of management, the teacher, organizing training, each time determines in which activities of students it is necessary to include the knowledge to be mastered. To do this, it is necessary: ​​to set reasonable learning objectives; create favorable conditions for the acceptance of these tasks by students; give clear instructions to them about the methods of the forthcoming activities; provide students with timely necessary and sufficient assistance; encourage their curiosity, curiosity, sense of duty and responsibility.

Doctrine- this is the ability of a person to creatively apply knowledge, skills and abilities and achieve the desired result in the continuously changing conditions of practical activity, achieved in the learning process.

The main qualities of the student's activity are independence, which is expressed in self-criticism and criticality, cognitive activity, manifested in interests, aspirations and needs; willingness to overcome difficulties associated with perseverance and will; efficiency, which implies a correct understanding of the tasks facing students, the choice of the desired action and the pace of their resolution.

The most important components of teaching as an activity are its content and form. The content of the activity of the teaching, and first of all its objectivity, both sensory-objective and material practice, has an objective-subjective nature. The activity of the student reflects the objective material world and the active transforming role of the student as the subject of this activity. Stages of learning activities: creating a positive motivation for learning, the perception of new knowledge, skills; analysis, synthesis, comparison, systematization; knowledge of patterns and laws, understanding of cause-and-effect relationships; acquisition of skills and abilities, their systematization; practical activities to independently solve emerging problems; self-control, self-diagnosis of achievements.

The final effect of any activity is a transformed reality associated with the satisfaction of the cognitive and practical needs of schoolchildren and anticipated in their minds by the purpose, image and motive of the activity. The products of educational activity - knowledge, experience of activity - reflect not only their objectivity, but also spirituality, social and personal relations, assessments, methods of application.

Describe teaching and learning in different types of learning. Fill in the table.

("4") Literature used:

In the structure of the curriculum, there are invariant part, ensuring the familiarization of students with general cultural and nationally significant values ​​and the formation of personal qualities of students, and variable part which ensures the individual character of the development of students. The curriculum contains the following components:

Federal component ensures the unity of school education in the country and includes that part of the content of education in which training courses of general cultural and national significance are distinguished.

National-regional component provides for special needs and includes that part of education that reflects the national and regional identity of culture.

school component reflects the specifics of a particular educational institution and thus allows it to independently develop and implement educational programs and curricula, which, in accordance with the Law of the Russian Federation "On Education", is the exclusive prerogative of an educational institution.

Basic Curriculum educational institutions is the main state normative document, which is an integral part of the state standard in this area of ​​education. It is approved by the State Duma of the Russian Federation as part of the standard for basic schools. The basic curriculum serves as the basis for the development of standard and working curricula.

Used Books:

Pedagogical Encyclopedic Dictionary / Ch. ed. -Bad; Editorial:, etc. - M .: Great Russian Encyclopedia, 2003. - 528 pp.: ill.

("7") Pedagogy: a textbook for students of pedagogical universities and pedagogical colleges / Ed. . - M .: Pedagogical Society of Russia, 2006. - 608s.

Pedagogy: textbook for students of higher educational institutions /,; Ed. . - 4th ed., stereotype. - M .: Publishing Center "Academy", 2005. - 576 p.

Pedagogy. New course: a textbook for students of pedagogical universities: in 2 books. - M .: Humanitarian publishing center VLADOS, 2005. - Book. 1. General basics. Learning process. - 574s.

Independent work No. 5

Subject: Methods and means of teaching.

Give an understanding of the teaching method (story and conversation, demonstration and illustration, laboratory and practical methods, methods of working with a book, exercise, methods of programmed learning).

Describe each teaching method, enter the data in the table.

Approaches to the classification of teaching methods.

To identify factors and ways of choosing teaching methods.

Give definitions to the concepts "Teaching aids", "Ideal teaching aids", "Material teaching aids". Classification of teaching aids, find out their role in the pedagogical process.

Method(from the Greek Metodos - the path to something) means a way to achieve a goal, a certain way of ordered activity.

The teaching method is a method of ordered interconnected activities of the teacher and students, activities aimed at solving the problems of education, upbringing and development in the learning process.

The most reasonable classification of teaching methods:

traditional classification. The source of knowledge is taken as a common feature of the methods identified in it. The following methods are distinguished: practical (experience, exercise), visual (illustration), verbal (conversation, lecture), work with a book (reading, presentation), video method (viewing, learning).

Classification of methods by purpose. As a general feature of the classification are the successive stages through which the learning process goes through in the lesson. Methods are distinguished: the acquisition of knowledge, the formation of skills and abilities, the application of knowledge, creative activity, consolidation, testing of knowledge, skills and abilities.

Classification of methods according to the type of cognitive activity (,). A common feature: the type of cognitive activity is the level of independence, intensity of cognitive activity that students achieve by working according to the training scheme proposed by the teacher. The following methods are distinguished: explanatory and illustrative, reproductive, problem presentation, partial search, research.

Classification of teaching methods according to didactic purposes. Two groups of methods: methods that contribute to the primary assimilation of educational material; methods that contribute to the consolidation and improvement of acquired knowledge.

Classification proposed by the academician. There are three groups of teaching methods: methods of organization and implementation of educational and cognitive activities; methods of stimulation and motivation of educational and cognitive activity; methods of control and self-control over the effectiveness of educational and cognitive activity.

The task of each teacher is to choose the best combination of methods, as well as teaching aids. Didactics has established a natural dependence of methods on the tasks and content of education. The tasks themselves and the content of training take into account the age characteristics of students. If the choice of methods and means of teaching corresponds to the tasks set, takes into account the content of education and the capabilities of students, then the effectiveness of training will be as high as possible in the appropriate conditions. When the choice of methods and means turns out to be standard in any conditions, regardless of the specifics of the tasks being solved, then the effectiveness of training is lower than expected.

("8") Characteristics of teaching methods.

("11") Independent work No. 7

Subject: Methods and forms of monitoring learning outcomes.

To reveal the concepts of methods for monitoring learning outcomes, to study the functions, principles and types of control.

Make a description of the methods:

Oral control

written control

practical control

Didactic tests

Observations

The management of any process involves the implementation of control, that is, a certain system for checking the effectiveness of its functioning. Control is aimed at obtaining information, analyzing which, the teacher makes the necessary adjustments to the implementation of the learning process. This may involve changing the content, revising the approach to choosing the forms and methods of teaching, or fundamentally restructuring the entire system of educational work.

Control performs interrelated functions: educational-developing, teaching and educational. Educational and developmental function knowledge testing is expressed in the fact that students not only benefit from listening to the answers of their comrades, but also actively participate in the survey themselves, asking questions, answering them, repeating the material to themselves, preparing for what they themselves can be asked at any moment. Teaching function is that students listen to additional explanations or comments from the teacher about the student's answer or learned previously learned material. educational function control is reduced to accustoming students to systematic work, in their discipline and development of will. Regular monitoring increases the responsibility for the work performed not only by students, but also by teachers, teaches them to be careful, forms positive moral qualities and collectivistic relations. In addition, control helps the student himself to understand his knowledge and abilities, i.e., promotes self-esteem. The teacher does not just register the knowledge of students, but on the basis of an analysis of the achievements of each student has the opportunity to adjust the entire educational process, inform parents and the public about the successes or shortcomings of education.

The individual nature of control, which requires the verification of the work of each student, his personal educational work, which does not allow the substitution of the results of the study.

Systematic, regular control at all stages of the learning process, its combination with other aspects of students' learning activities.

A variety of forms of control, ensuring the performance of its functions, increasing the interest of students in its implementation and results.

Comprehensiveness, which means that the control should cover all sections of the curriculum, provide a test of theoretical knowledge, intellectual and practical skills and abilities of students.

Objectivity, excluding deliberate, subjective and erroneous value judgments and conclusions of the teacher.

A differentiated approach that takes into account the specific features of each academic subject, the individual qualities of students, requiring a teacher's pedagogical tact, an adequate method of control.

The unity of the requirements of teachers who control the educational work of students in a given class.

("12") At different stages of training, different types of control. Preliminary control is aimed at identifying students' knowledge of the subject or section that will be studied. To plan his work, the teacher must find out who knows what and how. This will help him determine what should focus on the attention of students, which issues require more time, and what should only be stopped, will help to individually approach each student. current control is carried out in everyday work in order to check the assimilation of the previous material and identify gaps in the knowledge of students. It is carried out primarily with the help of the teacher's systematic observation of the work of the class as a whole and of each student individually at all stages of education. Usually the current control is carried out by oral questioning. After completion of the work, the mistakes made by the students are necessarily analyzed. Exemplary tests with correct answers are used to speed up the analysis, it is very important to achieve an understanding of the cause of the errors. If the current control is carried out with the help of automated devices (computers, simulators, punched cards), then it is necessary to pay attention to preventing students from remembering incorrect answers. Thematic control carried out periodically as the passage of a new topic, is carried out in order to systematize knowledge. This type of control takes place in repetitive-generalizing lessons and prepares for control activities - oral and written tests. Final control is held at the end of a quarter, half a year, the entire academic year, as well as at the end of education in primary, secondary school.

Control methods- these are the ways by which the effectiveness of the educational and cognitive activity of students and the pedagogical activity of the teacher is determined.

Depending on the specifics of organizational forms, there are:

Frontal control, in which many students in the class give short answers to the teacher's questions on a small amount of material, usually from the spot. This allows you to successfully combine verification with the tasks of repetition and consolidation of the material covered.

Group control, when it becomes necessary to check the results of educational work or the progress of its implementation by a part of the students in the class who received a certain collective task in the lesson or in the process of extracurricular activities.

Individual control, which is widely used to thoroughly familiarize teachers with the knowledge, skills and abilities of individual students. The teacher draws attention to the thoroughness and conscious nature of the student's answer, the consistency of his judgments, the evidence of the provisions put forward by him, the ability to apply the acquired knowledge.

Combined control (compacted survey), when a successful combination of individual control with frontal group control is achieved. This form of control provides an opportunity to use software tools to test knowledge.

Self-control of students ensures the functioning of internal feedback in the learning process. With the help of self-examination, the student is really convinced of how he has mastered knowledge, evaluates the practical significance of the results of the tasks performed.

Used Books:

Pedagogy. Textbook for university students/ , ; Ed. . - 4th ed., stereotype. - M .: Publishing Center "Academy", 200p.

Pedagogy. New course: textbook for ped students. universities: in 2 books. - M .: Humanitarian publishing center VLADOS, 2005. - Book 1. General basics. The learning process.– 574 p.

Psychology and pedagogy in schemes and comments. - St. Petersburg: Peter, 200s.

Pedagogy. Textbook for students ped. universities. / Ed. .- M.: Pedagogical Society of Russia, 2006. - 608 p.

Pedagogy. Textbook for students ped. universities. / Ed. .- M.: Enlightenment, 1983. - 608 p.

Control methods

("13") Independent work No. 8

Subject: The main ideas of innovative pedagogy in Russia (1980 - 2000)

Define the concepts: "Organization of the educational process", "Humanization of education", "Personification of education"

Optimization(from lat. Optimum - the best) - the process of choosing from a variety of possible. Optimization can also be understood as the degree of compliance of the pedagogical system with the goals for which it was created. The solution of optimization problems begins with the choice of a criterion. The optimality criterion is a sign on the basis of which the evaluation of possible options for the development of the process and the choice of the best of them is made.

The concept of "innovation" means innovation, novelty, change; innovation as a means and process involves the introduction of something new. In relation to the pedagogical process innovation means the introduction of something new in the goals, content, methods and forms of education and upbringing, the organization of joint activities of the teacher and the student. ()

Ways of optimization: according to the methodology : the goal is to include each student in active work in all lessons, to bring ideas on the topic under study to the formation of concepts, sustainable skills. Principles: to teach children to think aloud from the very first day of learning (commented management); stay ahead of the program, i.e. organize training accordingly; use reference diagrams; apply prospective learning (graduation and training); to encourage students to experience success, since this is a paramount condition for the formation of a person's personality. An active response is a prerequisite for high feedback, good business contact in the lesson. Reference schemes are conclusions that are born before the eyes of students at the time of explanation and are drawn up in the form of tables, cards, drawings, drawings. Perspective learning is the inclusion of the difficult and most important issues of the course in the lessons by bringing them closer to the material being studied at the moment. Work on solving problems is interesting, clear, diverse, and prompt. According to the methodology : this experimental technique proceeds from the fact that all children, without exception, are able to successfully master the school curriculum. Work on new material: the first stage is a detailed, figurative and emotional explanation by the teacher of the topic of the lesson; the second stage is a concise presentation of the educational material using reference diagrams; the third stage is the study of reference signals by each of the students; the fourth stage - work with a textbook and a sheet with reference signals at home; the fifth stage is the written reproduction of the reference signals in the next lesson; the sixth stage - responses to reference signals; the seventh stage is the constant repetition and deepening of previously studied material. A deep understanding of theoretical issues gives rise to a desire to try one's hand in business, and the time saved due to the concentrated study of theory allows, by increasing the number of tasks to be solved, to analyze (in detail, comprehensively) their types, possible solutions. The first commandment of a teacher-mentor is to create an atmosphere of universal mutual respect, moral peace and psychological control in the classroom.

Humanism(from Latin Humanus - human, humane) - a holistic concept of man as the highest value in the world. The main provision of this concept is the protection of the dignity of the individual, the recognition of his rights to freedom, happiness, the development and manifestation of his abilities, the creation of appropriate favorable conditions for this. Humanistic Pedagogy- a system of scientific theories that affirms the pupil as an active, conscious, equal participant in the educational process, developing according to his abilities. Humanization of education should be understood as a rejection of authoritarian pedagogy with its pedagogical pressure on the individual, which denies the possibility of establishing normal human relations between a teacher and a student, as a transition to a student-oriented pedagogy, which attaches absolute importance to the personal freedom and activity of students. Humanizing this process means creating conditions in which the student cannot but study, cannot study below his or her abilities. Ways of humanization: differentiation of teaching and educational activities; individualization of the processes of education and training; creation of favorable conditions for the development of inclinations and abilities of each student; formation of homogeneous classes and parallels; comfort of teaching and educational activities; psychological safety, student protection; faith in the student, his strength and capabilities; accepting the student for who they are; ensuring the success of training and education; changing the target setting of the school; validity of the level of development of each student; reorientation of the teacher's internal personal attitudes. ()

: Necessary personal qualities of teachers: teachers should be "people of a kind soul and love children as they are"; must understand children; they need to be optimistic; teachers "are obliged to personify the man of the future, the man of a new warehouse." “A humane teacher, introducing children to knowledge, at the same time conveys his character to them, appears before them as a model of humanity. Methods, techniques, methods, forms of education and upbringing, having passed through the soul of a teacher, warmed by love for children and filled with a sense of humanity, become refined, flexible, purposeful and therefore effective.

The most general and significant ideas and approaches of modern didactics.

Personal approach involves the desire to identify and form a personality, develop an individual style of activity, develop the best features and neutralize the negative individual manifestations of each student. Activity approach implies the focus of all pedagogical measures on the organization of intensive, constantly becoming more complex activities, because only through one's own activity does a person learn science and culture, ways of knowing and transforming the world, forms and improves personal qualities. Social orientation and collectivist approach mean the focus of the pedagogical process on the formation of socially valuable relations. Holistic approach to the organization of the educational process is associated with a single integrated planning, overcoming the "event" nature of the activity, the formalization of communication. It is also necessary to search for effective forms of integrating the content of academic subjects, humanitarian and natural education, as well as education, science, production, art, and life experience. Optimization approach involves achieving the maximum possible results for specific conditions on the basis of economical time and effort of students and teachers. Technological approach allows you to work out schemes and algorithms for teaching and learning activities that guarantee the achievement of the planned results. Creative, innovative approaches require constant diagnostics, research of the level of education and upbringing achieved by students, search for the most effective content, methods and forms of activity, cooperation in discovering the truth, tireless pedagogical experimentation. ()

Used Books:

Learning Theory: Modern Interpretation: Textbook for ped students. universities. - 2nd ed., Rev. - M.: Publishing Center "Academy", 2004. - 192 p.

("fourteen") , . Pedagogical dictionary: For students ped. universities. - M.: Publishing Center "Academy", 2000. - 176 p.

Psychology and pedagogy in schemes and comments. - St. Petersburg: Peter, 2006. - 320p.

Pedagogical search / Comp. . - M .: Pedagogy, 1987. - 544 p.

Pedagogy: textbook for students ped. universities / , ; Ed. . - 4th ed., stereotype. - M .: Publishing Center "Academy", 2005. - 576 p.

Pedagogy. New course: textbook for ped students. universities: in 2 books. - M .: Humanitarian publishing center VLADOS, 2005. - Book 1. General basics. Learning process. - 574s.

GBOU SPO "TTT"

Didactic basics

conducting physical education lessons

Compiled by:

Semibolomut N.Yu.,

trainer-teacher

Topki

1. Teacher preparation for the lesson

Successful conduct of physical education lessons is possible only if the teacher is seriously prepared for them. Even highly qualified teachers cannot neglect this condition.

To ensure sufficient readiness for the upcoming educational work, it is necessary: ​​a) to determine its content, relevant organizational measures, as well as the structure of the lesson; b) make a summary; c) bring yourself into a state of readiness for work (meaning motor, speech and other preliminary preparation); d) prepare for the upcoming actions of their assistants; e) prepare places for classes; f) check the condition of equipment, training equipment, etc.

Determining the content of the lesson is a decisive part of the preparation of the teacher for its conduct. The actual educational content of the lesson is determined by developing clear pedagogical tasks. These tasks should be extremely specific, accurately defining the impact of the lesson on the body, the acquired knowledge, skills and abilities (or their elements), the desired changes in the behavior of those involved, etc. As a rule, these tasks are relatively narrow, particular, since they should provide only what can actually be achieved within a particular lesson.

Each such task is solved with the help of certain physical exercises, the totality of which constitutes the subject content of the lesson and determines the forms of motor activity of those involved. The selection of these exercises should be carried out very thoughtfully, since it is necessary to choose the most effective, quite accessible to those involved and applicable in given working conditions. The selection of the material of the exercises must be supplemented with a well-thought-out orienting system of one's own actions of an organizational, methodological and methodological nature, aimed at guiding the activities of those involved in the lesson. Particularly important in this part of the preparatory work is the choice of methods and methodological techniques for training and education, as well as the definition of loads.

After determining the content of the lesson, it is necessary to develop its structure, i.e., determine the sequence and relationship of both the exercises and the actions of the trainees and their own actions. In this case, it may be necessary to make some changes in the content of the lesson.

Such preparation for the lesson is carried out on the basis of the plan of educational work planned for the given period, but taking into account the degree of its implementation, the specific condition of the students and the conditions for conducting the next lesson. At the same time, it is advisable to first develop the main part of the lesson, and then, based on the characteristics of its content and intended loads, the introductory and final parts.

The results of the development of the content and structure of the lesson must be formalized in the form of a lesson summary, which more or less fully sets out the particular tasks of the work, a list of the exercises corresponding to them and indicative loads, and organizational and methodological instructions.

In the title part of the abstract, the number of the lesson, the date of its holding, the name of the group of students, the leading or 2-3 main tasks are indicated. Next, the place of the lesson and the necessary educational and technical support for it are indicated. Particular tasks (in the second column) are listed in the order in which they will be solved, moreover, on the same level as the name of the corresponding exercises in the third column. The dosage of exercises (in the fourth column) should be indicated so that both the volume (number of repetitions, total duration, distance) and the intensity of efforts (tempo, speed, weights, size of obstacles, etc.), as well as the size of the intervals, are visible. rest, if they are scheduled between individual exercises or series of exercises. The fifth column indicates the planned place and methods for placing and moving students, methods for distributing small educational equipment between them, the procedure and methods for installing shells; the organization of the work of those involved is determined, the methods and methodological techniques of training and education are listed; it is fixed who and how should be checked to assess knowledge, skills, quantitative achievements; the names and nature of homework are noted, etc. The last, sixth, column is not filled in when developing the abstract, as it is intended to record comments on the implementation of what was planned after the lesson.

The development of such a detailed synopsis is very laborious, but it is mandatory for students of physical education institutions undergoing pedagogical practice, for every novice teacher; it is also useful for a highly qualified teacher in those cases when he has to prepare for lessons that are in some respect new to him or conducted for demonstration purposes, sometimes in connection with failures in work.

In wide pedagogical practice, it is convenient to use less detailed outline plans, in which only tasks are formulated (or planned exercises are listed), and the organizational and methodological aspects of the work are determined only partially, in relation to the most crucial moments. Experienced teachers may limit themselves to brief work plans that list only tasks (or exercises) with an approximate definition of the load. To reduce the notes and make the notes more clear, schematic drawings of exercises, diagrams of the location and interaction of students, symbols and other abbreviations can be used.

You should never mechanically use old notes when working with a new group of students, since there can be no coincidence of the characteristics and condition of students, the conditions for conducting classes and the capabilities of the teacher himself. Old notes (as well as notes of other teachers) can only serve as material for the development of new ones, otherwise the work will inevitably become formal and not be effective enough.

An important place in the preparation for the next lesson is occupied by the actual speech and motor training of the teacher, since the successful management of the students' work largely depends on it. In this regard, it is necessary to test yourself in the pronunciation of commands, in calculating the pace of movements; formulate and memorize in advance the definitions that should be learned by those involved; think over the statement of the rules for performing movements; determine the content and form of the proposed conversation, the story of the game, the coverage of a sporting event, etc. At the same time, attention should be paid to the figurativeness of the presentation, intonation of the voice and other speech techniques.

The motor preparation of the teacher for the lesson is reduced to the trial performance of those movements, actions that are planned to be demonstrated to the students, as well as support and insurance techniques. In case of insufficiently correct or uncertain execution of them, it is necessary to work on them specially, since an uncertain and even more inaccurate display will play a negative role in training and education. In addition, the opportunity to feel your movements is very useful in a methodological sense.

Equally important in the preparation of the teacher for classes is his appearance. The suit and footwear must comply with the conditions for conducting classes and the exercises performed, meet all hygienic requirements and testify to the good aesthetic taste of the teacher. It is necessary to work out the manner of holding on to those involved, use gestures, etc.

Preparation for the upcoming classes of assistants (group leaders, judges, duty officers, etc.) most often comes down to transferring or testing those knowledge and skills of an organizational and methodological nature that they will have to be guided by in the performance of their duties. This, for example, is knowledge of the purpose of exercises and the ability to perform them correctly, knowledge of the mistakes specific to these exercises and the ability to correct them, the ability to insure and provide physical assistance to those involved, knowledge of the rules of the game, requirements for the installation of projectiles, etc. Such training is the nature of brief instruction and is usually carried out immediately before the lesson.

When preparing places for classes, equipment and training equipment, it is necessary to keep in mind the requirements for the logistics!) of classes. A particularly responsible task is to ensure the safety of classes. Every time it is necessary to check the technical serviceability of projectiles, small sports equipment, the condition of mats, landing sites in jumping sectors, running tracks, fencing places for throwing, learning to swim in open water, etc.

Lesson methods refer to the ways in which students are organized in the classroom to complete the exercises in accordance with the teacher's plan. The main methods used in the primary grades of the school are: frontal, in-line, shift, group and individual.

With two and three streams, the density of the lesson increases, and, consequently, the load. The flow method is convenient when performing acrobatic exercises, exercises with a long rope, climbing on benches and a gymnastic wall, climbing, balancing, vaulting and long and high jumps, as well as skiing down and up.

The division into groups is most often carried out by calculating in twos, in threes, or by rebuilding from a column of one into a column of two, three in successive turns. It is possible to divide into groups, which will be based on pioneer links.

In the process of methodically correct training of primary school students in physical exercises, not only their mastery of the necessary motor skills and abilities is ensured, but also the development of physical qualities to the level required for their age. Therefore, there is no need to use the circuit training method when conducting classes with younger students.

1.1 Ways of organizing the educational and motor activity of students in the lesson

Lesson methods refer to the ways in which students are organized in the classroom to complete the exercises in accordance with the teacher's plan. The main methods used in schools are: frontal, flow, shift, group and individual.

Frontal method - exercises are performed simultaneously by all students. Its advantage is a large coverage of children, the achievement of a high lesson density and a large load. The frontal method is the best for the collective execution of exercises, when all children simultaneously follow the teacher's order or command. This method can be used when teaching most of the exercises of the school curriculum (gymnastic constructions and rebuildings, walking, running, some types of jumps, throwing, posture exercises, with balls, sticks, short ropes, games, skiing and elements of the ski system).

This method is widely used in working with students of all primary grades of the school, especially when familiarizing themselves with educational material.

Flow method - students perform the same exercise in turn, one after the other, in a continuous stream. There can be two or three such streams, depending on specific conditions. For example, when teaching an exercise in balance, two or three flows can be in the presence of two or three logs or gymnastic benches, etc.

The advantage of a single stream is a greater opportunity to observe individual exercise performance.

With two and three streams, the density of the lesson increases, and, consequently, the load. The flow method is convenient when performing acrobatic exercises, exercises with a long rope, climbing on benches and a gymnastic wall, climbing, balancing, vaulting and long and high jumps, as well as skiing down and up.

A variation of the in-line method will be to alternately perform several different exercises. For example, at first, the students walk along the bench, and then climb over the log, then jump over the bar. Such a production line does not allow the teacher to observe the performance of all the exercises by the students, so he will be where his presence is most needed.

The flow method is most often used when conducting exercises in order to improve skills and abilities, as well as to increase the load.

The shift method consists in the fact that all students in the lesson are divided into shifts, in line to perform exercises. In each of the shifts, there are as many students as they can do the exercise at the same time. During one shift, the rest watch their comrades. For example, if there are 10 spans of the gymnastic wall in the hall, and there are thirty students in the class, then three shifts are formed to perform exercises in climbing or posture, etc.

The shift method is usually used when jumping from a height, climbing, hanging, throwing at a distance and at a target, and acrobatic exercises. With the shift method, the teacher has the opportunity to better observe the work of students.

The group method consists in the fact that students are divided into groups, each group, on the instructions of the teacher, studies independently. This method is used in the main part of the lesson in cases where there is not enough equipment and inventory for practicing one type of exercise. Therefore, in order to make better use of time, two or three types of exercises are studied simultaneously. Groups change places after a certain period of time so that during the time allotted for the main part of the lesson, everyone has time to complete the task of the teacher.

In each group, a leader is assigned to supervise the children during classes.

The division into groups is most often carried out by calculating in twos, in threes, or by rebuilding from a column of one into a column of two, three in successive turns. It is possible to divide into groups, which will be based on pioneer links.

In the lesson, the groups are arranged so that one group does not interfere with the other.

The group method can be used only after the children are sufficiently prepared for independent studies.

The individual way is that each student performs the exercise, and the rest observe. This method is used in accounting lessons. It allows the teacher, after completing each exercise, to summarize, draw the attention of children to the best performance of the exercise, to shortcomings and mistakes, which is very important in terms of education and upbringing.

In educational work with high school students, in addition to the methods indicated above, the method of circular training is used. The essence of this method lies in the fact that students at a certain point in the lesson are divided into several groups, 4-8 people in each, take places at the teacher's direction at certain different equipment or places of study, and at the teacher's signal begin to perform exercises independently. After a certain time (30-40 s), the teacher gives a new signal, according to which the students move in an organized manner to another projectile or place of employment. This continues until all students have completed all the activities in the lesson plan. This method is called circular because the students, moving from one projectile to another and having completed all the exercises, seem to complete the circle of exercises. Often, the shells or places of employment are located in the hall or on the site in a circle. And this method is called training because the main purpose of this method is to increase the level of development of physical qualities and improve the functional capabilities of the organism of those involved, which can be achieved by repeatedly repeating exercises, in a certain sequence, at an arbitrary and given pace, for a certain time or a certain number of times.

Therefore, there is no need to use the circuit training method when conducting classes with younger students.

The methods of conducting a lesson depend on the tasks set, specific conditions, the contingent of students and their preparedness. In addition, the use of various methods diversifies the lesson, and this is always positively perceived by children.

1.2 Rationing of loads in the lesson depending on the tasks of physical education

In preparation for the lesson, the teacher solves issues related to physical activity. Physical activity is understood as a certain effect on the body of those involved, caused by the entire process of the lesson and physical exercises.

Physical activity is largely determined by the dosage of physical exercises, i.e. the number of exercises, their repetition, the time allotted for the exercise, as well as the conditions for their implementation.

All physical exercises have an impact on the body involved - more days, others less strong. A lesson consisting of a large number of exercises also gives a lot of physical activity. Consequently, the load in the lessons can be different, and the teacher is obliged to regulate it. Students should not be overloaded. This can cause fatigue and affect their performance. At the same time, one should not limit oneself to a very weak load, since then the effect of physical exercises on the body will be insufficient.

The teacher at each lesson should achieve sufficient physical activity on the body of students, which, in parallel with the solution of educational problems, will provide the necessary improvements in the functional activity of the body. To do this, you need to skillfully use physical exercises and know what effect they have on the body of those involved. There are many ways to determine the effect of exercise on the body. These include: measuring blood pressure, body temperature, pulse, blood composition studies, etc. Of these methods, the teacher can most often use pulse measurements.

An example of a simple way to determine the effect of physical activity can be the following.

Before running, walking in alternation with running, overcoming an obstacle course or other exercises, the student's pulse is measured. Then exercises are carried out, after which the pulse is measured again (two or three times for 2-3 minutes). The heart rate before and after the exercise is compared. If the pulse is usually rapid, within 3 minutes. does not come to the indicators that were before the exercises, or become more rare, then this is considered as an unfavorable signal, indicating a large load or deviations in the activity of the cardiovascular system of this student. Both should attract the serious attention of the teacher.

The teacher constantly monitors the well-being of students.

There are many external signs that determine the state of students: trembling of hands and feet, tired facial expression, deterioration in posture, decreased activity, blanching of the face, lethargy, deterioration in the quality of exercise, students' complaints about feeling tired, etc. All of these symptoms are indicators of excessive exercise and oblige the teacher to immediately limit the amount and intensity of exercise or stop it completely.

The teacher determines the physical load in advance, when drawing up the lesson plan, and in the course of the lesson, in accordance with the observations, makes some corrections. At the same time, it is necessary to strive to ensure that the increase in load is as gradual as possible. The greatest load, as a rule, should be given in the middle of the main part of the lesson.

There can be no practically absolute gradualness in increasing the load, since there will necessarily be short breaks between individual exercises, and the exercises themselves cannot be the same in their effect on those involved. Therefore, when composing a lesson and determining physical activity, it must be taken into account that new and difficult exercises, games with high mobility, exercises that require determination and courage, as well as exercises such as tasks and with elements of competitions are always associated with an increased load. In order to prevent overloading students, it is necessary to alternate difficult exercises with less difficult ones, and familiar ones with unfamiliar ones.

The difficulty in regulating the load is a significant number of simultaneously engaged children with different physical training. In practical work, it is necessary to focus on children with average physical fitness.

Stronger students should be given individual lessons, offering them additional exercises, and weakened children should be carefully protected from overload, limiting their exercise.

a) changing the number of exercises and games;

b) different number of repetitions of exercises;

c) increase or decrease in the time allotted for the exercise;

d) using a different pace of execution;

e) increase or decrease in the amplitude of movements;

f) complication or simplification of the exercises;

g) the use of various objects in exercises.

1.3 Activation of the educational and motor activity of students in the lesson of physical culture

Activation of educational and motor activity of students at the lesson of physical culture is achieved by competitive - game method.

Ample opportunity to use more diverse means and methods that allow most physically difficult exercises to be performed easily, as if playing and competing, thereby overcoming the monotony of classes, the presence of which makes the process of physical education boring and monotonous. Therefore, in the lessons and extracurricular activities - sports sections, the most effective method in physical education is used - competitive gaming. Together, it is multifaceted and is a proven means of activating motor activity both in a physical education lesson and in physical training classes (training sessions) by connecting students' emotions. An important advantage of this method is also the possibility of introducing it into all types of the curriculum and applying it with equal success in non-game types of physical training.

The use of the competitive-game method in the educational process in physical education allows to achieve higher rates in the physical development and training of students compared to conventional methods at the same cost and time, and make the classes themselves more interesting.

The use of the competitive-game method in the educational process in physical education allows you to achieve higher rates in the physical development and training of students, and make the classes themselves more interesting. It helps to revive the lessons, and most importantly: to solve the main problem of motor activity (activity) of students of any age and gender difference.

In the process of methodically correct training of primary school students in physical exercises, not only their mastery of the necessary motor skills and abilities is ensured, but also the development of physical qualities to the level required for their age.

The competitive game method is a method that excludes coercion to study, where learning takes place through play and competition. It causes joy in children, promotes movement in learning forward; ensures the gradual development of volitional qualities, personal responsibility, faith in the ability to overcome difficulties. For notorious children, the task is given easier, which allows the student to consistently advance in learning, work with an increase in the amount of material to be learned. The form of control of this method is a new approach to academic performance (assess the motor activity of the child in the lesson).

This method is focused on learning without coercion, which is considered important in the physical education of students. Its characteristic feature is the obligatory presence of competitive-playing activities of two opposing sides, which requires children to display maximum psychological and physical efforts. The desire of students to achieve victory while observing the agreed rules of the game or competition. Sometimes a child has to conquer himself, i.e. to show those best physical and mental qualities that he does not suspect or is embarrassed to show in front of outsiders. This method helps the child to fully open up.

Application of the method in the classroom. A certain scheme-model of the relationship between the teacher and students helps in this when improving the competitive-playing motor action. This scheme is used both for each part of the lesson, and for the lesson as a whole.

If there is no such relationship, then it is difficult to achieve any result.

And so, each lesson begins with a preparatory part, that is, in a physical education lesson, everything begins with the construction of students. They give the task of rebuilding in time, who is faster in the departments. Structural and ordinal exercises are given for the execution technique in groups (whose group will make the fewest mistakes).

Then there are general developmental exercises. Children compete to complete more exercises in a given amount of time. Execution occurs on command - independently, without counting the teacher. Children count themselves. When performing any complexes, the guys compete for the quality of performance. Here a teacher demonstration is required. Then a small number of repetitions are performed, mistakes are corrected, followed by a “best performance” competition. To do this, I use the following rearrangements: I put the weak opposite the strong, or I line up the girls opposite the boys. Children visually follow each other's exercises, learn from each other, which has a positive effect on the technique of performing general developmental exercises, especially with objects. Further in the preparatory part of the lesson, be sure to give exercises in motion. Those that will contribute to the implementation of a more complex task in the main part, i.e. leading. And here there is a competitive method. Students compete in the technique of mastering and performing this exercise and correcting mistakes. Everything is done unobtrusively. It is proposed: who will do it better, who will quickly find a common or individual mistake. For example, if in the main part of the lesson the children need to show speed qualities, the task is given as follows: to catch up, overtake who is faster, and special running, jumping exercises for the execution technique.

Main part of the lesson:

There is a solution of the main task - training in any motor action or its improvement. It is believed that a clear explanation of the technique for performing any exercise and the correct demonstration by the teacher is required (especially if the lesson is conducted in the primary and secondary levels). In the older grades, the teacher may rely on a well-prepared student who can correctly perform the demonstration of the exercise after the methodologically correct explanation of the teacher. It is necessary to present the task to the student in such a way that its correct comprehension occurs. Then comes the distribution of the sequence of the task by students, phased learning from simple to complex. Having mastered the necessary skills and abilities corresponding to this topic of the lesson, children can apply them in practice. We compete: who will complete the task faster and more technically (better quality). And if this is a game, then with the study of the rules and the correction of errors.

In the final part of the lesson, after the recovery exercises. Offer children a competition in theoretical knowledge. For example: in the ability to explain the technique of the main exercise studied in the lesson.

So, all students or most of them are evaluated in the lesson. If the guys complete the tasks correctly, then there is a transition to a new one according to the scheme - the model. If someone could not complete the task, there is a correction of errors with a demonstration and analysis of the teacher or student who has mastered the exercise to perfection.

The competitive-game method, which is present in all types of the curriculum, helps the children to achieve motor activity (activity). It is applicable with equal success in non-game types of physical education.

Gymnastics

You can play and compete in gymnastics just as successfully as in other types of physical training. The essence of the method is, first of all, the comparison of forces in the process of rivalry, struggle for superiority, victory, or perhaps a higher achievement, both for individual students and teams. So, in order to increase the interest of students in the quality performance of ordinal and drill exercises. They give a task for their implementation in a competitive game environment. Divide the class into separate teams and hold a competition for the best performance of these exercises, while students evaluate each other. Competitions are held in parallel columns or ranks with the elimination of participants who violated the system or made mistakes, and without elimination, but with penalty points, which will ultimately determine the winner of the game or competition.

In order to increase attention at the beginning of the lesson, a game is played where students must carry out the teacher’s drill commands when the words “class” or some kind of preliminary gesture are present at the beginning of the command. For example: raising your hand up.

When performing general developmental exercises, teams compete to perform more exercises in a certain period of time, both on the spot and in motion. For example, they give a task: who will complete 10 tilts, push-ups, squats earlier, which team will perform more tilts, push-ups, etc. in total. I include general developmental exercises in relay races. After moving on one or two legs, after a certain number of steps, students must perform any exercises without a running total and with a running total in arithmetic progression, after which they can move to their column, passing the baton to the next student.

When performing complexes, a competition is held. Both for the quality of execution and for synchronicity. The students themselves are involved in the judging. Performing exercises on the apparatus, students compete for the best performance of the exercises themselves, as well as evaluate the approach to the apparatus and the departure from it. In the final part of the lesson, in addition to outdoor games, it is effective to use dance elements with musical accompaniment.

Athletics

Athletics, as a means of physical education, contributes to the comprehensive physical development and health of students. Track and field exercises, along with gymnastic exercises, are leading in physical education.

However, athletics exercises are characterized by cyclic activity, consisting of monotonous movements, dulling students' interest in classes. This monotony can be broken by using a competitive game method, the purpose of which is to increase students' interest in performing monotonous exercises. The varied use of competitive exercises and various game tasks allows boring monotonous work in athletics to be made exciting and interesting. At the lesson, students are given the following task: running with the definition of a leader, changing the increase in the volume and intensity of physical activity in a competition or game; conduct competitions in conditions close to real, with a mandatory assessment of the level achieved; encourage students to use a variety of techniques, as well as ways to complete the task. Regularly encourage not only strong, but also weak students who have managed to achieve their personal results.

ski training

Ski training is an important applied type of physical education associated with the ability to ski on snow. The use of competitive gaming tasks is an effective tool in teaching and improving skiing technique, as well as developing physical qualities in ski training lessons. By playing and competing, students successfully acquire the necessary skills to move along the distance, which includes descents and ascents, as well as the ability to apply the technique of skiing, taking into account the terrain. Competitive exercises are given to students in the training circle, such as the technique of sliding, overtaking. At long distances, children are taught to tactfully confront an opponent, as well as develop endurance.

Sport games

At first glance, it may seem that the role of the competitive game method in the development of sports games is insignificant and its use is ineffective, since sports games are very emotional and contribute to the physical development of students by themselves. But this is not so, because in order to master the skills and abilities of games to perfection, the development of special, physical and psychological qualities is required. To do this, elements of the studied sports game are included in competitive exercises, outdoor games and relay races (fifteen balls, throws on equipment, hitting a target, stuffing, carrying balls, passing). Tasks complicate, change games: “don’t give the ball to the driver”, “fight for the ball”, etc. Also, studying each sports game separately, they select competitive gaming tasks that contribute to the development of certain skills and abilities.

Conclusion

1 The concept of "content of a physical education lesson" is diverse. It makes up a certain set of physical exercises, students' activities, the work of the teacher and the result that reflects this work. All elements of the content of the lesson must be designed by the teacher in the process of constructing the lesson. The basis for the construction of the lesson are the biological laws of the functioning of the body, which determines its performance, and the logic of the deployment of the educational process. The great diversity of the contingent of those involved, programs, conditions for conducting classes and many other factors corresponds to the huge variety of content and forms of physical exercise, in particular the lesson. In order to correctly navigate this diversity, plan lessons correctly and skillfully highlight the main thing when developing the content and structure of regular lessons, it is necessary to rely on a reasonable classification of the lesson.

In the system of physical education, all lesson classes are divided, first of all, in accordance with the general orientation of the process of physical education into five main types - lessons of general physical education (at school they are called physical education lessons), sports training, applied physical training, therapeutic and methodical.

Each physical education lesson must meet the following requirements:

have certain tasks;

be properly methodically constructed;

To be a consistent continuation of previous lessons, should largely provide for the tasks of the content of the next regular lesson;

be interesting for students, encourage them to be active;

correctly combined with other lessons in the schedule of the school day;

be educative.

2 The structure of a physical education lesson includes three parts:

Preparatory, main, final.

Each of them has its own justification and contributes to the solution of the tasks of the lesson. The purpose of the preparatory part is to organize students, activate their attention, prepare the body for physical activity.

The solution of the most difficult tasks of the lesson is carried out in its main part. Here, training is carried out for new motor actions, repetition of the consolidation of the passed educational material, education of physical qualities and development of abilities.

The final part of the lesson is aimed at restoring the functional activity of the body of schoolchildren and ensuring their transition from an excited state to a more calm and balanced one. Relatively calm, low-intensity exercises are used here. Then the teacher sums up the results, gives homework.

3 The use of the competitive-game method in the educational process in physical education allows you to achieve higher rates in the physical development and training of students, and make the classes themselves more interesting. It helps to revive the lessons, and most importantly: to solve the main problem of motor activity (activity) of students of any age and gender difference.

List of sources used

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3. Kachashkin V.M. Methods of physical education. – M.: Enlightenment, 1980.

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