15240-666115 Loktionova Svetlana Vladimirovna,
certified teacher level 1
history and social science,
secondary school №10 named after Chokan Valikhanov, TaldykorganDevelopment of students' cognitive interest in the study of history through the use of new approaches to teaching
The problem of activating the cognitive interest of teenage students is “as old as the world”, but still remains relevant. After all, no matter how high the teacher's intentions are, they all turn into dust if the children have no desire to learn. That is why “education or arousal of interest in the subject” (M.M. Potashnik) is the key to learning, cognition, in our opinion. If in elementary school children study, as a rule, with desire, then by about the 5th grade this light gradually fades away. Adolescence is considered by practical teachers to be the most difficult in terms of education and upbringing. The well-known publicist Soloveichik S. expressed his attitude towards him very clearly: “In the 6th-7th grades, the teacher must be patient and wait until time will pass". Is it really all that hopeless?
While studying in advanced training courses, I got acquainted with the program of courses at the University of Cambridge, which is based on the study of the idea of ​​7 modules. I received theoretical and practical knowledge on the implementation of seven modules in the learning process. The main task is to understand the essence of this program aimed at improving education, which does not stand still, is constantly being improved. Currently being replaced traditional methods come innovative technologies, where the main role in the educational process is already assigned to the student, and the teacher only directs his actions for independent successful learning. It is the main role that is given to cooperation between teacher and student, student - student. It cannot be assumed that the cognitive interest of students will be high, it is only necessary to conduct “on occasion” interesting lesson. Here, as in everything else, an integrated approach is needed. Group work promotes team building. I took a lot of interesting things for myself: greetings, trainings, which positively influenced my attitude and rethinking my pedagogical activity. This work helped me understand that “a collaborative environment that is a philosophy of collaboration” (Teacher's Guide, p. 228) produces results.
Cognitive interest is one of the components learning motivation, and it, in turn, in our understanding is provided through an activity approach, active forms of learning, organization of the educational process through a system of educational tasks, implementation of the principles of developmental education Elkonina D.B., Davydov V.V. within the framework of historical education. In the process of pedagogical activity, the following factors are taken into account in order to increase cognitive interest, create conditions for the formation of educational motivation:
active teaching methods: a necessary condition for creating interest among students in the content of training and in the learning activities- the opportunity to show mental independence and initiative in teaching. The more active the teaching methods, the easier it is to interest students in them. The main means of fostering a sustainable interest in learning is the use of such questions and tasks, the solution of which requires active search activity from students;
creation problem situation, a combination of difficulty educational material and the learning task with feasibility: a large role in shaping interest in learning is played by the creation of a problem situation, the collision of students with a difficulty that they cannot resolve with the help of existing knowledge; faced with difficulty, they are convinced of the need to acquire new knowledge or apply old knowledge in a new situation. Only the work that requires constant tension is interesting. Light material is not interesting. The difficulty of the educational material and the learning task leads to an increase in interest only when this difficulty is feasible, surmountable, otherwise interest quickly falls;
emotional coloring, the living word of the teacher.
We will talk about some forms of organization of training (education), including different types cognitive activity students who have been successfully tested. In their preparation and conduct, a variety of means and methods were used to organize the active cognitive activity of students, for example: role-playing, staging, playing scenes “Relive the picture”, etc .; group work on the creation of the project; production of crafts, business cards, their protection; performance of creative works (historical composition, essay-reasoning, historical portrait); work in a creative group to perform various tasks; discussion of problematic issues; solving crosswords; answers to questions in the competitive mode; work with additional literature; definition and presentation of one's own position on any issue.
The solution of any problems related to the development, education and upbringing of a child cannot be successful without a careful analysis of them from the point of view of the content and conditions of a particular age stage. The outstanding scientist of the first half of the 20th century Vygotsky L.S. dealt with the problems of developmental and educational psychology. He owns the fundamental theory of human mental development, which is still of serious practical importance. Vygotsky is the creator of the cultural-historical theory of mental development. According to this concept, at each stage of a person's life, among many other types of activity performed by him, there is some main activity that determines the emergence and formation of the main psychological neoplasms of this stage. Elkonin D.B. completed Vygotsky's work on the periodization of needs. According to this theory, in adolescence (10/12 - 15 years old), the leading activity is “socially useful”, intimate personal communication with peers. A person begins to focus in behavior not on adults (parents, teachers), but on people like him (friends, classmates). During this period, a “personality” is formed. The main thing for teenagers is self-identification, self-expression, self-realization, successful socialization. How to find a way out of this situation? How to organize the activities of adolescents in such a way that, while realizing themselves in meaningful communication with peers, at the same time they do not lose interest in educational work? The search for answers to the questions posed formed the basis of our pedagogical activity, aimed at increasing the cognitive interest of students of the second stage.
Average school age(10 - 15 years old) the tasks of generalizing and systematizing the material, eliminating gaps in the knowledge of students can be successfully solved by competitive methods, game activities (quizzes, various games, contests). The playful nature of such classes creates creative looseness and allows students with different individual abilities to show themselves. During such activities, active cognitive activity of students develops. Competitiveness contributes to the formation of cognitive interests, the development of positive emotions. Often much more important is not the result, the event itself, but the process of preparing for it, when students unite, agree, distribute roles, responsibilities, show independence, initiative and creativity.
In preparation for the intellectual and cognitive game, students repeat dates, concepts, basic information about events, phenomena, historical figures era. There is a division into interest groups: some are preparing a performance, a coat of arms with a motto, others, having turned into “participants of a medieval workshop”, produce a masterpiece (product), and others are preparing for the competition “Relive the picture”. Of course, it is very important for the teacher to interest the children, give clear instructions, and help in the preparation process. And the main result of such work will not be long in coming - it is satisfaction and joy in the eyes of children, as well as the question: “When else will we have such a game?”
Adolescence is characterized by the desire to participate in discussions and disputes. It is well known that in history to this day, there remains a certain range of questions, the “correct” answers to which do not exist. All this can be very successfully used when conducting a dispute. Such a debate was held among students of the 8th grade as part of the study new history XIX century “Who is he - a genius or a villain? (about Napoleon Bonaparte). When preparing for a similar debate “In politics, who is a genius, that is a villain” (about Peter I), a detailed plan was offered to students in advance. In the process of preparation, they studied the recommended literature on the topic, wrote creative works, got acquainted with various points of view on the personality and activities of Peter I. During the discussion of questions, students demonstrated knowledge historical era, the ability to argue and generalize, to speak and listen to each other, to respect other opinions. It is very important that in the process of preparing and participating in the debate, the guys get an objective idea of ​​the essence of the scientific dispute about the personality of Peter I, and they are determined in their attitude towards this outstanding ruler. Based on the results of the preparation and conduct of the dispute, a booklet was created, which included: fragments of works by famous historians about Peter I; excerpts from fiction dedicated to the personality and activities of Peter; a comparative table of historians' views on the personality and activities of Peter I; the best creative works (essay-reasoning) of students about Peter the Great and his reforms; diagrams, tables, diagrams. One of the means of enhancing the cognitive activity of students, the development of creativity and at the same time the formation of certain personal qualities is a design method that has been successfully tested by us. Based on this experience, it can be noted that the introduction of elements research activities of students allows the teacher not only and not so much to teach, but to help the student learn, to direct his cognitive activity. Three "pillars" on which this technology rests: independence, activity, effectiveness. When completing a project, students find themselves in an environment of uncertainty, but this is precisely what activates their cognitive activity. The task of the teacher is to implement the logical chain in the process of project implementation: interest choice - success (failure) - reflection - adequate assessment (self-assessment) - reflection (according to I. Chechel).
Of course, one cannot say that only the presented approach allows achieving high results, since it is not a reflection of the entire system of work. But, in my opinion, its use, of course, can contribute to the activation of the cognitive interest of students of the second stage in the study of history.
List of used literature:
Andreev V.I. Pedagogy of creative self-development. Book 1. Ed. Kazan University, 1996. P. 152–197.
Vygotsky L.S. Questions of child psychology. S-P., 1997.
Goldenberg M.L. Technology of the project method in teaching history // Teaching history at school. 2001. No. 4. pp.71–72.
Goncharova A.I. Debate in history class. // Teaching history at school. 1998. No. 5. S. 36–38
Zimnyaya I.A. Pedagogical psychology. M., 1999. S. 217–233.
Kochetov N.S. Non-standard lessons at school. History (grades 8–11). Volgograd, 2002, pp. 3–6.

Master Class

Topic: "Interactive learning technologies in geography lessons as a means of forming students' cognitive interest"

Target: demonstrate the practical use of interactive teaching methods in the teaching of geography.

A task : show the possibilities of using various interactive techniques in geography lessons.

V.A. Sukhomlinsky wrote: “This is a terrible danger - idleness at a desk, idleness for months, years. It corrupts morally, cripples a person, and ... nothing can compensate for what is missing in the most important area where a person should be a worker - in the sphere of thought.

Preparing for the lessons, I select such methods, techniques and forms of work that help to captivate each child in the learning process, regardless of his abilities. Therefore, at the head of my pedagogical work I put the problem “The introduction of interactive technologies to develop the cognitive interest of students in the learning process ».

Without innovative forms of work, it is impossible to develop a child's cognitive interest. Cognitive interest in students appears when the material is clear to him, accessible. Among the innovations, I especially single out and use interactive learning.

Interactive teaching methods are built on the constant interaction of participants in the educational process with each other or with technical teaching aids.

Main tasks:

1. Education is not “erudite”, but development is non-standard thinking person- "creator"

2. Changing the teacher's position is not a source of knowledge and information, but a "teacher-consultant"

In the process of teaching geography, I use various interactive methods and techniques.

The purpose of these pedagogical techniques:

give students the opportunity to think;

do, choose and learn on your own.

Interactive learning solves three problems at the same time:

1. Specific cognitive task which is related to the immediate learning situation;

2. Communication and development during which basic communication skills are developed within and outside the group;

3. social orientation educating civil qualities necessary for adequate socialization of the individual in the community.

Adhering to the advice of A.A. Gin, taking into account the psycho-age characteristics of schoolchildren, I apply the proposed methods of interactive technologies at different stages of the lesson.

How to generate interest in the lesson? Interest in a specific topic? The most reliable way is cognitive interest, which can be formed using interactive techniques.

For your attention, I want to provide several methods of interactive learning and perform several tasks.

At the stage of updating educational knowledge, I suggest that you play"Geographic Lotto "(Grade 7. Theme "Oceans"). So, you are united in groups, each of which receives a set of cards: basic and additional. The task is to correctly and quickly close the cells of the main card.

Another technique that I use to test students' knowledge is"Don't break the chain." Your task now is to quickly and correctly sign the conventional signs in turn (grade 6 "Conventional signs").

Learning activity can be motivatedthrough conversation. The introductory speech highlights the range of issues that will be considered in the lesson, while giving interesting examples, using paradoxical information, etc. At this stage of the lesson, I use techniques such as, for example,"Stitched Riddle", "Fantastic Supplement". At the beginning of the lesson, I ask a riddle (or little known fact), the answer to which can be found in the lesson while working on new material.

Theme "Climate" Grade 8

Christianity came to Kievan Rus from Byzantium, so almost all external attributes (ceremonies, temple architecture) repeated Byzantine patterns. But the only element of the dissimilarity of the temple structures were the roofs. In Byzantium, the roof of churches had the shape of a hemisphere, and in Kievan Rus- bulb shape. How to explain such a departure from architectural canons? (The hemispherical roofs could not withstand the pressure of a thick layer of snow in winter, and on the roofs of the "bulbs" the snow slipped off without stopping.

Reception "Surprise" (Theme. Internal processes Earth. Volcanism. 6th grade)

Vulcan is a god. His element is fire. He was the patron of fire and blacksmithing. Once on Olympus, a serious dispute took place between the gods, and Vulcan defended his point of view, threw different sides burning objects, red-hot stones and fire. And as punishment for such behavior, the gods sent him to Earth to keep the fire. This phenomenon conquers any imagination, and I want a small poem by A. S. Pushkin to be the epigraph for today's lesson

Vesuvius zev opened - smoke gushed in a ball - flame
Widely developed like a battle banner.
The earth is worried - from the staggering columns
Idols are falling! A people driven by fear
Crowds, old and young, under inflamed ashes,
Under the stone rain runs out of the hail.

When studying new material in the lesson, I use the following techniques:

1. "Assemble the puzzle." So, a lesson in grade 6 on the topic "Earth Relief". For the formation of concepts and their better memorization, I propose to assemble a puzzle for you and after that you can read the concepts that we must form and learn today in the lesson.

2. "Make a couple." The purpose of this technique is to form students' knowledge of the annual change in the angle of incidence of the sun's rays. Throughout the year, we observe a change in the angle of incidence of the sun's rays. In this task, you are asked to determine the zenithal position of the Sun on certain days of the year. To do this, you need to find in the text of the textbook when and where the angle of incidence of the sun's rays is greatest. After choosing an answer, you must also say the name of this day and explain your answer.

To consolidate and generalize educational knowledge, I offer you a technique called"Where is? ". Lesson in the 8th grade on the topic "Relief of Ukraine". You get the names of the landforms and have to attach them to the places (on contour map) where they are located.

Thus, a variety of activities makes it possible to use various interactive techniques at all stages of the lesson and in the lessons. different types, which favors a better assimilation of knowledge and the development of personal qualities of students and their cognitive interests.

“It says on the doors of abilities - push” (John Mason). This impetus requires the teacher, above all, to be creative. In order to captivate a child with a subject and reveal his abilities, it is necessary to create conditions for the constant, active interaction of all students for equal, equivalent interactions between the student and the teacher. The teaching profession is special. No matter how much you work, the well of pedagogical wisdom cannot be exhausted. The personality of each student is unique. And if the teacher does not want to become an artisan, he will definitely join the search, each time he will apply his knowledge and skills in a new way.

Dialogue teaching in the lessons of geography and biology.
Sagitzhanova B.E., Pavlyuk E.V.
State Institution "Secondary School No. 26"
“School is a workshop where thought is formed
the younger generation, you must hold it firmly in your hands,
if you don't want to let go of the future."
Barbus A.
The main objective of the Cambridge Courses program is to help Kazakhstani teachers evaluate and improve our teaching practice. The basic material in the Teacher's Guide is divided into seven modules, all of which are interconnected, as well as individual strategies and approaches used in the classroom. To increase the effectiveness of learning, it is not enough to simply master the knowledge of skills and abilities, it is necessary that children understand “Why do they need it” and can take responsibility for their own learning. “If teachers can design a learning process so that students not only learn the content educational program but could also develop their ability to learn, this will make it possible to learn more effectively ”(Teacher’s Guide. p. 142.). Understanding learning is at the core of one of the seven modules of the New Approaches in Teaching and Learning Program, we will look at one of the new approaches, Learning Through Dialogue. “Dialogue-based learning and teaching involves an approach in which dialogue between students, between student and teacher, helps students to independently form and develop their own thinking” (Teacher's Guide. p. 11.). The word "learning" from a socioconstructivist perspective (Vygodsky 1978; Wood 1998) underlies "new approaches to teaching and learning". What is required is the concept of “learning to learn”, here we need to create an environment in which students become active and begin to take part in the learning process. The peculiarity lies in the fact that information is transmitted, and understanding is formed by the student independently. We only provide assistance in the learning process, we strive to “create an environment in which students have what Csikszentmihalyi (2008) calls “an end in itself” and what Ryan and Deckey (2009) call intrinsic motivation. In other words, students are self-motivated.” (Teacher's Manual, p. 140)
“A collaborative class is a class in which the teacher understands the measure of his responsibility, not limited only by the scope of the subject taught/learning content. The success of learning and teaching lies in creating an atmosphere that allows the individual to feel free and safe in the learning process ”(Assignments to be completed during the period of practice at school).
Dialogue is a special form of communication with students, because during the conversation we can establish contact with the class, identify class problems, and identify knowledge gaps. The Brazilian educator Frieri believes that the purpose of a teacher is to enter into a dialogue with students, communicate with them, which will contribute to the identification and development of knowledge not with a tendency to replenish, increase, but to deepen (2007 ed., p. 43). Frieri's beliefs suggest that in our lessons there was basically no dialogue with the students, but only the teacher's monologue. We have noticed that when the teacher talks a lot in class or explains a topic, the main part of the class is not always interesting. theoretical basis. We believe that if children do not participate in the dialogue, their development does not occur, low activity of mental activity. And our goal is to achieve in the process of dialogue the teacher and students, students in the group, express their opinions, honestly reveal themselves in these speech exchanges, mutually learn through the exchange of information, ask questions in the assessment process.
Mercer and Litlon have shown in their work that classroom dialogue can help intellectual development students and their learning outcomes (Teacher's Guide, p. 155). Vygotsky believes that dialogue is the main tool of learning. Students learn more easily when there is an opportunity for dialogue with others who are more knowledgeable, such as classmates or teachers. Therefore, in our lessons, using "dialogical learning", we try to form groups so that in each group there is a student who, with his ability to reason, maintains a dialogue in the group. The joint conversation of students in the classroom is of great benefit, as it allows students to express their understanding of the topic, helps them to realize that people can have different opinions, ideas, and helps students to argue their ideas; helps the teacher understand where their students are in their learning process. (Teacher's Manual, p. 155).
Dialogic learning technology prepares the student to find an independent solution. The main feature is that new knowledge is not given in finished form. Children in the process of independent research activities extract them on their own. It is better to assimilate the material that they found themselves and expressed in their own way. In such lessons, students think more, speak more often, form thinking and speech more actively. They learn to defend own position take risks, take initiative and develop character as a result.
In our practice, in the lessons of geography and biology, we organize independent cognitive activity of students, while remaining its manager (we set the goals of the activity, describe the means of activity and control the results), i.e. our leadership involves student activity. More developing is the dialogue in which the student, without fear of reaction, criticism from the teacher and from classmates, argue their position. We often use strategies that promote the development of dialogue in geography and biology lessons, such as: “six hats of thinking”, “working together ..”, “you to me - I to you”, “mosaic of problems”, etc.
According to Mercer's research, conversation is an essential part of student dialogic learning. He distinguishes three types of discourse in which subjects are involved: discourse-debate, cumulative discourse, and exploratory discourse (Teacher's Guide, p. 156). In the lessons of geography and biology, “dialogical learning” is realized through an exploratory conversation, a conversation - a debate that takes place in groups when working on creating posters.
Working in groups or pairs, the leader is always determined. In the class, leaders - speakers are more often chosen by the groups themselves, children single out students with good vocabulary who can convey the essence of their projects very well or students who study “excellently”, and sometimes strong children turn out to be leaders, because they can supervise the work of the groups. In the course of assignments, both weak and strong students create their own work with the help of conversation and communication. It should be noted that in the end, we increasingly began to hear the "quiet voices" of some students, who are usually passive in the classroom.
Analyzing the role of dialogue in the lessons of geography and biology, we agreed with the statement that “children learn more efficiently and their intellectual achievements are higher, provided they are actively involved in discussions, dialogue and argumentation” (Teacher's Guide, p. 167). With the help of an exploratory conversation, the method of refutation and evidence, we monitor performance better, because children work independently, discuss the task in a lively way, put forward their ideas, defend their opinion, become more active. Almost all students are involved in the process of learning, they have the opportunity to understand and reflect on what they know and think. The joint activity of students in the process of learning, mastering educational material means that everyone makes their own special individual contribution, there is an exchange of knowledge, ideas, ways of activity. And all this happens in an atmosphere of goodwill and mutual support. Dialogue communication leads to mutual understanding, interaction, to the joint solution of common, but significant tasks. "A bad teacher teaches the truth, a good teacher teaches to find it." Adolf Diesterweg
Literature:
Tasks to perform during the period of practice at school.
Guide for the teacher. Third base level.
www.wikipedia.ru

MOU « Average comprehensive school No. 3"
urban district of Saransk
geography teacher
Levina Tatyana Alekseevna
Topic: "Problem - dialogue teaching in geography lessons."
The task of the subject of geography is to form a worldview based on geographical thinking, a holistic picture of the world, the relationship of natural, social and economic factors, as well as the formation of a responsible attitude to their actions on nature management. Federal State Standards of the 2nd generation focus not on the formation of ZUN in the subject, as it was before, but on the development of the student's personality.
I work in high school No. 3. Our school is working on the problem "Implementation of a competency-based approach in the learning process." WE understand that the future of Russia today lies in today's school. The school should prepare a person who thinks and feels, who not only has knowledge, but also knows how to communicate and has an internal culture. The goal of the competency-based approach is not for the graduate to know as much as possible, but for him to be able to solve problems in any situation, both in educational, professional and everyday situations.
In this regard, the position of the teacher also changes. Today, the teacher must have a new understanding of his professional activity. If earlier we were required to give knowledge and skills in the subject, now we must develop the personality of the student by means of the subject. Competence-based approach to teaching is directly related to the problem-dialogue learning. I have been working on the School 2100 program for the second year, this is basically a program elementary school, but in our school she received a continuation in the middle and senior level.
The School 2100 program is an educational system that has developed not only educational kit, but also contains educational technologies, which allow you to work with these textbooks in a new way, i.e. the material of the textbook itself suggests that it will be presented through a problematic dialogue, which allows students to better assimilate knowledge and allows them to educate an active and proactive personality. It also keeps you interested and motivated.
In the lesson of studying new material, two stages of the problem-dialogue method should be worked out:
1. Statement of the educational problem
2. search for a solution
At stage 1, the formulation of the educational problem, either the topic of the lesson or the main question is formulated, the search for a solution will be a “discovery of new knowledge”, i.e. a new geographical concept for children.
The role of the teacher at these stages is the ability to organize the activities of students, the teacher acts as an organizer of activities during which the students themselves receive, extract, discover this knowledge, the student in the process of this activity finds solutions, i.e. is not a passive listener, but an active participant in the lesson. Having learned, the student will transfer it to life problems, that is, this problem-dialogical method allows you to learn to determine the goal of your activity, outline an action plan, correlate the result of your activity with the goal, evaluate the result of your activity.
What is the essence of the problematic dialogue method? The formulation of the educational problem and the search for its solution are carried out by students in the course of a dialogue specially organized by the teacher. We use 2 types of dialogue: inciting and leading.
The incentive looks like this. The teacher creates a problematic situation, i.e. in the course of a dialogue with the class, the teacher creates this situation.
For example: theme "Japan"
In the last lesson, we began to study Japan, determine the topic of today's lesson by comparing the following facts:
Who lost World War II?
Answer: Japan
Which country is rich in natural resources?
Answer: Russia
What form of government these countries.
Answer: Japan is a monarchy. Russia - federal Republic
And which country is the world economic leader?
Answer: Japan is the economic leader.
And what is the question we have with you?
Answer: How and why did Japan become a world economic leader?
This is the main question of the lesson, which determines the topic of the lesson, this is also a problematic situation in the course of solving this problem, and new knowledge is to be discovered.
5. In the world, even such a term exists. Remind me?
Answer: Japan's economic miracle.
6. So what is the topic of our today's lesson?
Answer: Causes of the Japanese economic miracle.
But the material does not always allow us to teach like this, so we use either an inciting dialogue or a leading dialogue.
The prompt dialog will look like this:
For example: What are your hypotheses? To do this, remember what we know about Japan from the course of geography, history.
Answer: Although Japan lost the war, she spent her finances on developing the economy, and not on armaments.
What other hypotheses would you put forward? (it is necessary to listen to all statements, even if they are incorrect).
Answer: The correct economic policy was chosen.
Answer: A unique system of education has been created.
Answer: Patents of other countries were bought up.
Answer: Japan's slogan is "Let electronics become the country's oil."
Naming the reasons, putting forward all the hypotheses. Let's sum up.
What are the reasons for Japan's economic miracle?
The students list the reasons, i.e. there is a discovery of new knowledge, by encouraging the expression of these hypotheses, thereby revealing the topic of the lesson, which was also indicated by them.
What do you think, in any class according to the level of preparation, we can use to solve the problem of encouraging dialogue? Of course not. This is how you can work in a class where there are students with solid knowledge of geography, but what if there are no such students? Then we use non-causative. Leading dialogue. What does it mean?
The teacher offers schoolchildren feasible (leading) questions and tasks that step by step formulate the topic of the lesson or lead to the question and, as a rule, the lead-in dialogue is built on the repetition of the material covered.
For example: a logical chain of prompt questions is built, such as: Do you remember how Japan distributed its finances after World War 2?
How do Japanese people view work?
What is education like in Japan? Etc.
The teacher suggests questions that students can answer or find answers in the text of the textbook. Ultimately, the teacher leads the children to a specific answer.
There is dialogue throughout the lesson.
The next stage of the lesson is the application of new knowledge, i.e. fixing the material. Tasks can be different, for example, completing tasks in a workbook, on a contour map, filling out a table, drawing up a diagram, etc.
So the essence of the problem-dialogue method in geography lessons is the implementation of two stages:
Statement of the educational problem
Finding a solution to this problem
The textbook itself and the structure of the lesson in this educational system"School 2100"
Lesson structure:
Stage 1 - Creating a problem situation, updating knowledge
Stage 2 - Discovery of new knowledge
Stage 3 - application of new knowledge
Stage 4 - summary, assessment, homework
As can be seen from this lesson scheme, most of the lesson is spoken by children, and the teacher acts as an organizer of activities and conducts a constant dialogue.
The structure of the textbook corresponds to the structure of the lesson.
Before the beginning of each paragraph, a problematic question is posed. Students are invited to put forward their own versions, hypotheses for solving the problem. With the help of questions, remember what concepts and facts learned will be useful in solving an educational problem? A plan for solving the problem is jointly determined.
According to the plan, new knowledge is discovered. After the discovery of new knowledge, students are offered to solve the problem individually and in groups, independently and with the help of a teacher, perform various tasks orally and in writing.
After the discovery of new knowledge, the authors of the textbook suggest repeating what has been learned and practicing self-application of knowledge.
At the end of the lesson, a general conclusion is determined for solving the problem and homework is to read the new paragraph and answer the questions.
Problem-dialogic technology allows you to shoot psychological stress in the lesson, which leads to the strengthening of the health of students, children reflect, speak out, offer, i.e. feel comfortable in the lesson, hence the result of the lesson.
The work is not completed, there is still a lot of work to be done, success does not come immediately. There is a desire to make your work as efficient as possible.