Note-taking can be attributed to those skills that are highly valued in educational institutions. This skill is especially important in the educational process, as students constantly need lectures to prepare for classes, tests and exams. Therefore, there is nothing strange in the appearance of the question of how to write an abstract.
What goals should be pursued?
Why might note-taking skills be needed? You should list the main points that will answer this question.
What is the meaning of such a concept?
Before you understand how to write a summary, you need to understand what it is. The term includes two roots. One of them is the word "con", meaning the beginning, the narrowing of the scope of action, the limit. In such a narrowing, reduction and folding of incoming data, the main meaning of note-taking is hidden.
By abstract it is necessary to understand the secondary creation of sources in a completely different form - folded and compressed. The whole process may resemble such a procedure as the separation of milk, from which cream is separated. In this case, the information acts as milk, and the summary - in the form of cream. In all dictionaries, note-taking is defined from the position summary, short note.
Basic requirements to consider
If you want to figure out how to write an abstract, you should understand that not all types of short notes can be considered notes. The term refers to the combination of a specific plan, extracts and important theses. The main requirement, which at all times was presented to abstracts, is that the record should be characterized by systematic, logical, coherent. Based on this, we can say that those extracts with several points of the plan that do not reflect the entire logic of a particular work, do not have a semantic connection, cannot be considered an abstract. This should be understood. Especially if you want to figure out how to write an abstract correctly.
Text can be used by other people
Brief, concise, logically presented information written by one person can be used by other people. This is due to the universality of the data. In this regard, we can say that the abstract can be accessed even after a certain number of years after it was written, since it has the most accessible form, unlike other entries. While working with him, it is very difficult to get lost in someone's thoughts.
It should be noted that if the student wants to subsequently provide someone with his notes, then he must keep them in a more accurate way. In addition, this will allow him to refer to his notes himself after a number of years.
What features need to be taken into account?
Do you want to know how to write an abstract? Then you need to familiarize yourself with some of the features of its compilation.
- A cursory glance should suffice to determine the completeness of the disclosure of the topic. At the same time, the person reading the abstract must understand the nature of the text, identify its complexity by the presence of specific terms. Such an acquaintance with the data provided in a brief form will help to consciously make a choice in favor of a particular abstract.
- When taking notes, it is necessary to carefully process the information provided. In this case, repeated reading and analysis will help, in which you can divide the text into several parts, separating everything unnecessary.
- The summary should highlight the main ideas - theses. Concepts, categories, definitions, laws and their formulations, facts and events, evidence and much more. All this can act as a thesis.
The main characteristics of the abstract
Do you want to understand how to write a summary of literature? To do this, all information provided must be recounted in a coherent manner. However, one should not forget about such important qualities as clarity and brevity. In addition, one of the connecting elements should be the internal logic, which cannot be replaced by extensive transitions.
As already mentioned, the abstract should be obligatory brevity. And at the same time, he must be based not only on the main provisions and conclusions, but also on facts. You have to provide evidence and examples. If the statement is not supported by all this, then it will not be able to convince. Accordingly, it will be very difficult to remember.
Therefore, if you want to figure out how to write a lesson summary, then you need to understand that not only the main provisions must be written down. Don't try to avoid repetition. Especially if they lead to the issue from the other side, or cover it more expressively. This is such a kind of “flavor of style”, with the help of which you can understand the material provided in more detail and, accordingly, remember it.
Note-taking is conditionally divided into several types. We should talk about them in more detail.
How to write a plan?
The abstract, which is called planned, can be easily obtained. Especially if you first draw up a plan for a certain work. However, it can be formed again, from the very beginning. Or you can use a previously designed plan for a new summary writing.
For each question of such a schedule, a certain part of the written text should be answered. However, there are also cases when a paragraph of the plan should not be accompanied by any additions and explanations. This can be called one of the features of the planned outline.
Having acquired a special skill, you can answer, for example, the question of how to write a summary of history. The written text will have simplicity, brevity and clarity in its basic form. Such an advantage can also help in writing a report and in preparing speeches. It should also be understood that note-taking will be better if the plan is the same.
You also need to be able to write quotes
Do you want to answer the question of how to write a summary of literature? Textual note-taking will help you with this. It is based mainly on quotations and passages. Statements can be linked to each other via logical jumps. You can also make a plan and include individual abstracts in the abstract.
A textual summary can become an excellent source of almost verbatim statements of the author, as well as those facts that were given to him. Such note-taking is most popular in the study of literary criticism.
A summary of this kind is not difficult to compose. Even though writing it requires certain skills with which you can quickly write out basic quotes.
If you want to answer the question of how to write an abstract of an article or literary work, then you should be aware of the main drawback of this type of note taking. It will not contribute to the activation of attention and memory. Automatic census of quotations does not contribute to the assimilation of the text, its content.
The main meaning of free note-taking
You do not know how to write correctly. Compiling a free type text will help you with this. Such an abstract contains extracts, quotations and abstracts. Part of it can also be drawn up according to a specific plan.
A free abstract can be written correctly if the author is able to independently, clearly and concisely record the main provisions. Accordingly, a deeper understanding of the material provided is required. This type of abstract is considered the most complete. He is in the highest degree can contribute to the quality of learning. The main concern of the student in this situation is to correctly comprehend, and then clearly and logically write down everything necessary.
What is the meaning of thematic notes?
With the help of a thematic summary, you can get a complete answer to the formulated question-topic. In this regard, they received such a name. Its main meaning is hidden in the need to develop a specific topic. For this, a variety of sources can be used. At the same time, the thematic abstract may not reflect the content of those works that were used to write it.
Note-taking of this kind contributes to the study of the topic, a comprehensive analysis. It can greatly simplify the work on a particular topic. However, some sources should be used for this.
If you do not know how to write a summary of a paragraph, article, historical text, literary work etc., then you need to read some recommendations.
Note-taking should be accompanied not only by a logical presentation, but also by excellent organization of the text. This may affect the content of the recording and its usability.
Abbreviations can help with writing a summary, analyzing a collapsing text. These are abbreviated words and phrases, as well as signs that can be used instead of words.
Conclusion
If you comprehend a special technique for processing information, then you can easily and simply create a new document that will be logical, coherent. Accordingly, you will be able to figure out how to take notes correctly.
Subject: take the name of the topic from the collection of curricula, from the typical or lesson planning developed by you.
Lesson #: you write out the serial number of the lesson and its name from your lesson planning.
Lesson type: determine yourself, based on the goals and objectives of the lesson. There can be: a combined lesson, a lesson in consolidating new material, a repetitive-generalizing lesson, etc.
Lesson objectives: Briefly list the content of educational, developmental and educational tasks.
Lesson objectives include the following:
1. Educational task:
Knowledge(concepts, phenomena, quantities, formulas, laws, theories, etc., smaller in terms of presentation plans)
Skills:
special (problem solving, carrying out measurements, etc.)
general educational (written and oral speech monologue and dialogic, various methods of working with educational and additional literature, highlighting the main thing in the form of a simple and complex plan, memos and algorithms, abstracts, abstracts, diagrams .; possession of the main types of answers (retelling, thematic answer, Comparative characteristics, message, report), build a definition of concepts, comparison, evidence, determine the purpose of the work, choose rational ways of doing work, possession of methods of control and mutual control, self and mutual assessment, the ability to work collectively, manage the work of the team, etc.
Skill- this is a skill brought to automatism; when teaching physics, the formation of skills is not provided.
2. Educational:
moral and aesthetic ideas, a system of views on the world, the ability to follow the norms of behavior, to comply with laws.
The needs of the individual, the motives of the social. behavior, activities, values and value orientation, outlook. (the structure of matter, substance - a type of matter, dynamic and statistical patterns, the influence of conditions on the nature of the course of physical processes, etc.)
3. Developing: development of speech, thinking, sensory (perception outside world through the senses) spheres of the personality, emotional-volitional (feelings, experiences, from perception, will) and the needs of the motivational area.
Mental activity: analysis, synthesis, classification, ability to observe, draw conclusions, highlight essential features objects, the ability to identify goals and methods of activity, check its results, put forward hypotheses, and plan an experiment.
Equipment for the lesson: here you list equipment and devices for demonstrations, laboratory work and workshops (beakers, rulers, scales, dynamometers, etc.). This also includes a list of technical teaching aids (TUT) that you plan to use in the lesson (overhead projector, overhead projector, video recorder, computer, television camera, etc.). It is allowed to include in this section didactic material and visual aids (cards, tests, posters, filmstrips, tables, audio cassettes, videos, etc.).
The blackboard is included in the lesson equipment.
Lesson plan: Written in a summary form of the main stages of the lesson, often presented in the notes in the form of tables of the following content:
1. Organizational part - 2–3 min.
2. Communication of new knowledge - 8–10 min.
3. Practical work of students - 20–26 min.
4. Message homework - 3-5 min.
5. Completion of the lesson - 1–2 min.
The homework that students will receive for the next lesson is indicated.
During the classes- the main part of your outline plan. Here, in expanded form, outline the sequence of your actions for conducting the lesson. This section in the abstract can be presented in the form of a table.
Here the course of the lesson is outlined, where the teacher gives the necessary formulations of individual terms and concepts, reveals the sequence of presentations of educational material, methods of using visual aids. One must be especially careful when presenting the methodological methods of constructing an image. What is elementary for the teacher often turns out to be extremely difficult for the students. Therefore, in the summary of the lesson, it is necessary to state the methodology of working with the class in as much detail as possible. If the teacher wants to use the statements of prominent artists, then in the abstract they must be enclosed in quotation marks and indicate which book the quote is taken from, indicate the place and year of publication, publisher, page.
Think over the plan of several lessons at once. Formulate the purpose of each lesson and its place in the system of lessons. This makes it possible to establish a relationship between lessons and achieve rational use of time. The more closely this lesson is connected with other lessons in this section of the program, the more completed the lesson itself, the deeper the knowledge of students will be.
Unacceptable use of work plans from previous years is UNACCEPTABLE.
Achieve a match between the purpose of the lesson, the content of the educational material, teaching methods and forms of organization cognitive activity students. The higher this correspondence will be at each stage, in each educational moment, the more effective the final result of the lesson will be.
Preparing for a lesson is preparing to guide the thinking of students. It is extremely important for the teacher to formulate questions in advance in such a way that they awaken the thought of the students. It is important to find in the material being studied questions that students may have in order to facilitate the process of assimilation.
Based on educational Internet resources.
Planning is an essential part of human life. The ability to competently plan the process of one's activities allows one to achieve the greatest results as quickly as possible and without being distracted by secondary things. In business, planning contributes to the achievement of strategic goals - to fulfill plans, move up the career ladder and, in personal life- self-realization, and achieve a new standard of living. Planning is equally important in training, especially if you are.
Briefly about planning in training
Keep in mind that learning planning is not just a to-do list. To make a plan and follow it means to take charge and allocate time in the best possible way. If there is no plan, everything goes on its own. it is easy to get confused in affairs and tasks, and something extraneous can, like the wind, break into the process of activity, bring confusion and confusion in it, and even discourage all desire to engage in training. If there is a plan, we can do important and secondary matters, rest and communicate with loved ones, purposeful development and a pleasant pastime.
Based on these considerations, the following benefits of developing a learning plan can be identified:
- You build the process of your activity yourself, cutting off confusion and outside interference
- You save time and effort by not being sprayed on doing several things at the same time
- You know exactly when and what you need to do
- You have the opportunity to evaluate and characterize the overall picture of the learning process, which is why you can make adjustments if necessary
However, at the initial stages of any planning, people often face some difficulties, which are also worth mentioning.
For starters, this is an internal discomfort, which is associated with the loss of the usual freedom of action, because. if a man sticks to a plan, he cannot afford to leave what he started undone just because he is tired or fed up. But here it is important to be able to distinguish real freedom of action from an illusory one, behind which hides only the habit of satisfying one’s bad habits, for example, leaving important things for later, and doing easier and more pleasant things first. If you realize this, it will be much easier to cope with internal discomfort.
And some people generally avoid planning, guided by the fact that they supposedly do not have time for it and they are very busy. But the fact is that perception plays a role here: any changes are perceived with difficulty, and it is much easier to behave in accordance with the old models. In reality, it takes about 10-15 minutes to make a simple but good plan, which ultimately saves a lot of energy and time.
So, we figured out why planning is important and what it gives (you can also read about the benefits of planning). But to decide is only part of the matter, and not the most important one. The main difficulty lies in how the plan is drawn up, because this process has its own characteristics. Let's consider this question in detail.
Creating a training plan: steps and tasks
Most likely, you are familiar with the everyday truth that happiness cannot be planned. In most cases, this is how it is, because. no one knows what lies in wait for him around the “next turn”. However, when it comes to independent learning, the lion's share of success depends on the ability to plan. The clearer your plan is, the more control you will be able to keep educational process, and you will also see how close the intended result is - how much information is learned, and how it is learned.
Creating a self-study plan involves several steps:
goal setting
The task of the first stage is to make a list of what knowledge you intend to acquire and what skills to learn. To do this, you need to understand the ultimate goal and divide its achievement into several components - for example, classes. This is called strategic planning - you think through each session in detail and determine what result will be achieved at the end of each session.
Now move on to tactical planning. Its essence lies in the fact that you most carefully think through the actions that you will perform during each lesson. This should include the search and processing of information, which we talked about in the previous lesson, its study, the performance of test tasks and practical exercises, if any.
Definition of time
The task of the second stage is the distribution of the time that you plan to allocate for self-study. Initially, you need to determine the total amount of time that will be spent on all training, for example, six months. Then follow the points of the plan that you outlined in the previous step.
For example, if you are sure that you will master the necessary material in 360 hours, then it will turn out that you need to study for 3 hours a day, 5 days a week: 3 hours * 5 days 15 hours * 4 weeks 60 hours * 6 months 360 hours. You can do the reverse calculations in the same way, but here you need to know exactly how long it will take you to master the material and how much time you generally have. For example, if you know that you have six months, and you will master the material 100% in 360 hours, then you get: 360 hours / 6 months 60 hours per month / 4 weeks 15 hours per week / 5 days (after all, you need to rest for 2 days ) 3 hours a day you need to practice.
In addition, it is very important to take into account that the amount of information received will depend on the amount of time that you devote to studying the material.
Defining Methods
The third stage is no less important than the previous two. Its task is to determine the ways and methods that you will use in training, as well as to establish what sources of information will be used for this (Internet, books, textbooks, manuals, training video or audio materials), devices and tools (PC, laptop, smartphone, notebooks, pens, markers, pencils). But if everything is simple with sources of information and tools, then it is worth saying more about the methods.
Traditionally, teaching methods are divided into three groups:
Organizational Methods. They, in turn, may differ:
- By sources of knowledge: practical, visual and verbal (in the case of self-study, practical and visual are used)
- By the nature of obtaining knowledge: problematic, research, search, explanatory-illustrative and reproductive (in the case of self-study, search, research, problematic and reproductive are used)
- By the nature of the presentation and perception of the material: deductive and inductive (in the case of self-study, deductive ones are used)
Control methods. This refers to the form in which you will exercise control over your learning. When self-learning, it is recommended to arrange self-examinations.
Incentive methods. Assume the use of a set of measures for self-motivation to learning. You can use various kinds of incentives, for example, after a productive week of classes, you can afford two full days off, meeting with friends, going to the cinema or a holiday park, etc.
In addition to these methods, which are considered fundamental, there are auxiliary ones. These include:
- Passive Method. As a rule, it implies a passive perception of information, when, for example, the teacher explains the material to students, manages the lesson process and checks the degree of assimilation of information by students. But in our case, this method is not suitable, because. It's about self-study. The only way to use this method is to use audio and video materials when you are a passive listener or spectator.
- active method. Usually, the active method of teaching refers to the active interaction of students with the teacher. In a situation with self-study, the active method finds its expression in independent and independent search and processing of data, compiling notes, using , flowcharts, etc. This also includes self-examination and control of adherence to the planned plan. Simply put, this is just our case.
- interactive method. It is based on the interaction of the student with other people, as well as on the performance of various kinds of interactive tasks and exercises. These include those aimed at self-testing their knowledge.
Having decided on the methods, we proceed to the next stage of drawing up a plan.
Create a plan
After making sure that you have successfully completed the three previous stages, you can begin to draw up the plan itself.
To draw up a plan, you can use special techniques (the process of drawing up a plan is described in full detail on) or you can make a simple plan, which does not require special knowledge.
An excellent example of a simple plan is a table in which all the necessary data is entered: dates, class names and their a brief description of, a list of tasks to be completed, a checkpoint, and a result. This table might look like this:
TRAINING PLAN FOR SEPTEMBER 2015
|
PERIOD OF EXECUTION |
START DATE |
TITLE (CHARACTERISTIC) |
TASKS |
DATE OF VERIFICATION |
RESULT |
|
01.09.2015-07.09.2015 (1 Week) |
Material preparation (explore material) |
|
|||
|
08.09.2015 - 15.09.2015 (2 weeks) |
First lesson (learn the planning process) |
|
Keep in mind that this is just an example. You can make a table or just a list of tasks, add any items and sub-items. The most important thing is that when you turn to your plan, even if you take a break from training for a few days, you can immediately see and understand at what stage of work you are and what should be done next.
The study plan is best drawn up for the entire period of study of the required subject. In the event that the training will be long-term (lasting several years), you need to draw up a general training plan, and then break it down into each academic year. In addition, if you have a desire to build the process of your self-study as close as possible to state standards or to the standard of instruction of some educational institution, you can study the Federal State Educational Standards or find curriculum you are interested in educational institution and make your plan based on these documents.
Once your curriculum has been drawn up and you feel ready to start learning, the main stage will begin - the implementation of the plan. You just need to step by step follow all its points. But in the process you will receive a lot of new information and something to vary. You may have interesting thoughts about your training and the plan that you are guided by. One way or another, you may encounter a small difficulty, namely: is it worth it to follow your plan perfectly or can you change something in it?
Follow the training plan: yes or no?
Let's think a little about following a plan.
Studying at school or institute, you could not help but notice that as you study any subject, more and more of its facets open up, about which you initially had no idea. First, the subject is considered in general terms, then some new topics appear, into which all the material regarding this subject is divided. New topics also have separate points and sub-points that you definitely need to know about, etc. etc.
But that is what makes learning different. educational institution from self-study, that in the first case there is a clear program worked out over the years, tested by experience and mastered huge amount students, and in the second case there is no such program, which means that a person studying on his own may face a lot of "pitfalls".
Given this feature, you should keep in mind that the training plan you have developed can always be adjusted. But here, too, you need to think correctly, and understand when you should not deviate from the plan, and when you can go a little to the side. In this regard, let us consider two points.
How not to get out of the plan?
The question of how to get away from the plan can be divided into two parts.
The first component concerns the new information you receive. Often, in the process of studying a subject, attention can “catch” on something that may seem more interesting. It can be some scientific facts, information about a related direction, etc. For example, planning goes hand in hand with achieving goals, and learning the intricacies of planning can unwittingly switch to a new topic that seems to be related to the main subject, but does not directly relate to it.
As a result, you can delve into the “wilds” of other knowledge, and lose sight of the main task. To avoid this, it is very important to always remember what exactly you are studying and why. As a "reminder" you can use notes or stickers - they can be hung around the house or attached to a computer. The main thing is that they be in front of your eyes and perform their function - they remind you of the main thing. You can also use the plan itself - always keep it close and look at it from time to time - so the focus will always remain on the main task.
The second component concerns, to a greater extent, self-discipline. It is clear that everyone needs to rest and from time to time switch their attention to other activities. But this can be fraught with the fact that you, only temporarily distracted from your plan, risk returning to it very soon. Following a plan is self-control. If, as they say, "let go of the reins", you can do something more pleasant all day long, postpone the start of work until "Monday", etc. This must be avoided at all costs.
In order not to fall into the trap of imaginary fatigue, "lack of time" or procrastination, you need to be able to motivate yourself to follow the plan. Motivators can be the goals you want to achieve, the results you want to achieve, the skills you want to master. You need to constantly remember what you are striving for. For this, both the tools that we have already mentioned (notes, stickers) and all kinds of tools that will remind you of your goals are suitable, for example, photographs of people who have the qualities, knowledge and skills that you want to have, thematic pictures, desktop backgrounds on a computer, an alarm clock on a phone, etc. But the most important motivator (and this is important to remember) is, of course, daily immersion in activity - following your plan.
When can you deviate from the plan?
You can only go a little sideways from the plan if, in the course of studying the material, you have questions, the answers to which you do not know, but without answers to which you will not be able to continue effective learning. Just think: if you study oratory, you will certainly face the issue of behavior on stage, which is directly related to acting. And this means that in order to become a professional speaker, you will definitely need to master the skill of stage movement. Based on this, from your plan, which originally did not involve studying acting, you can deviate a little, devoting, for example, one week to learning the basics of movement on stage.
And there can be any number of such situations. The main thing here is to understand the essence: you can deviate from the planned plan only when you need to study additional material necessary for the full assimilation of the basic and does not reduce the effectiveness of self-study. It is also important to note that the departure from the plan involves a one-time action that will not be repeated systematically. If in practice you are faced with the fact that your plan is incomplete or the development of the material is impossible without something that you did not take into account before, the plan should be adapted to new needs. In fact, this is not difficult, but it will not be superfluous to say about it.
Flexibility in learning: making changes to the plan and being creative
The process of learning, especially independent, should not be understood as something permanent and not allowing changes. It should always be carried out intuitively, because no one can know its subtleties and details better than you. Accordingly, if you are faced with the fact that the initial version of the plan is somehow incomplete, and single attempts to improve it do not bring the desired result, the plan can and should be adapted.
Adapting the curriculum, in fact, is the application of a flexible approach to learning. To adapt the plan means to make such changes to it, through which it will become most effective and allow you to master the material being studied to the fullest. If, for example, you decide to study time management, most likely, when drawing up a plan, you might not have taken into account that this technology of organizing and managing time, in addition to the fact that it consists of specific systems and requires the use of special tools, also includes such processes as goal-setting and planning, and without studying them, it will not be possible to fully master time management. There is only one way out - to adapt the plan - to expand it, include additional items and allocate time to study goal setting and planning. So, you will have new sources of information, new activities, new tasks and new stages of self-examination, in other words, your plan will be adapted to the specifics of the subject being studied.
But there is another nuance to adapting the plan. It consists not only in a flexible, but also a creative approach to learning. This means that if at the stage of drawing up the plan you did not see, so to speak, the big picture, then as you study, you will begin to notice that for a more complete and faster mastering of the material, you may need some tools that you did not think about before. .
For example, the most important information can be depicted as a diagram on a magnetic whiteboard so that it is always in front of your eyes. If you want to verify something in practice, you can gather friends at home and conduct your own experiment. Not quite understanding how this or that principle works in practice, you can go to the school where you studied, find a teacher you know and ask him to clarify incomprehensible points. If your family members interfere with your study, you can come up with an “official” lesson for yourself - go to the library reading room and spend the time allotted for class there, or even organize a study room for yourself, marking the space with hanging blankets or even sheets of drywall.
Creative approach is an application to the learning process out-of-the-box thinking and creativity: standing face to face with this or that problem, “turn on the brain” and figure out how to solve it if standard methods are not suitable.
And at the end of the lesson, it is worth touching on those knowledge, skills, i.e. competencies that can increase the effectiveness of self-study and assimilation of the material.
Competencies required for self-study
Below we will present a small list of those competencies that it is desirable to master before (it is possible in the process) how to start self-study, and also indicate links to those pages of our intellectual club where you can find all the necessary information.
- Get things done without delay- a useful skill that will help you learn how to carry out your plans, regardless of the complexity, on time. We recommend that you find out what it is and get acquainted with. You can also study interesting material on the topic of.
- self-discipline- the ability of a person to manage himself and his behavior, to perform important work without any excuses and to follow what he has determined for himself as a way of life. We advise you to get acquainted with the material on.
- self-motivation- the ability to influence oneself in such a way as to perform even the most unpleasant things without internal resistance, as well as the ability to maintain in oneself the desire to constantly achieve goals. You can read about and take the time to study (for those who want to quickly move on to practice, we offer a whole course. Make the most of your time - study it.
- Memory - the ability of a person to accumulate, store and reproduce information. The better your memory is, the more you will be able to remember and apply in life. Set aside a few days for .
- Logical thinking- a special thought process during which a person operates with logical concepts and constructions, and becomes able to draw correct conclusions based on the data received. To develop logical thinking, you can go through.
- Creative thinking and creativity - the ability of a person to perform various kinds of tasks using non-standard methods, and the ability to find unusual ways out of any situation. To master these skills, an excellent training material on the topic has been specially compiled for you.
- Speed reading and oral counting - two more most useful competencies that help a person in life. Having developed the ability, you will learn how to perform complex mathematical operations without using paper and pen or calculator. And having learned, you will be able to study and process huge arrays of text data in record time.
- Goal setting and planning - two skills that we have already mentioned more than once in this lesson. The names speak for themselves: having mastered the skill, you will be able to achieve the highest results in life, whatever it may concern. And it will be a great help for you, both in achieving goals and in any other activity.
Plus, you can use a few more.
We sincerely hope that the information that you have learned from the third lesson will serve you well in your zeal to learn new things on your own and learn the intricacies of any knowledge.
In the next lesson, we will talk in more detail about what motivation is in learning, how and what goals should be set in order for learning to be effective, as well as touch on time management issues and talk about the importance of developing perseverance and being open to new information.
Test your knowledge
If you want to test your knowledge on the topic of this lesson, you can take a short test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.
The lesson is the main component of the educational process. The educational activity of the teacher and students is largely focused on the lesson. The quality of student preparation for a particular academic discipline largely determined
✓ the level of the lesson;
✓ content;
✓ methodological fullness;
✓ atmosphere.
In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of pedagogical work with its own meaning, plot and denouement, like any work of art.
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How to make a lesson plan?
Lesson - the main component of the educational process. The educational activity of the teacher and students is largely focused on the lesson. The quality of training students in a particular academic discipline is largely determined by
✓ the level of the lesson;
✓ methodological fullness;
✓ atmosphere.
In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of pedagogical work with its own meaning, plot and denouement, like any work of art.
1. The first thing to start preparing for the lesson:
✓ Clearly define and formulate its topic;
✓ Determine the place of the topic in training course;
✓ Identify the leading concepts on which this lesson is based;
✓ Designate for yourself that part of the educational material that will be used in the future.
2. Define and clearly articulate for students the goal setting of the lesson - why is it needed at all?
In this regard, it is necessary to identify the teaching, developing and educating functions of the lesson. Lesson objectives should be as specific as possible.
THE PURPOSE OF LEARNING involves the formation of new concepts and methods of action in students, a system of scientific knowledge, etc.
✓ Ensure that students learn the laws, signs, properties, features;
✓ Generalize and systematize knowledge about ... (or on a specific topic);
✓ Develop skills (what?);
✓ Achieve students' assimilation of some concepts (questions).
THE PURPOSE OF EDUCATION involves the formation of certain personality traits and character traits in students.
✓ education of patriotism;
✓ education of internationalism;
✓ education of humanity;
✓ education of labor motives, conscientious attitude to work;
✓ education of motives for learning, positive attitude to knowledge;
✓ education of discipline;
✓ education of aesthetic views.
THE PURPOSE OF DEVELOPMENT mainly involves the development in the lesson of the mental qualities of students: intelligence (thinking, cognitive, political skills), will and independence.
DEVELOPMENT OF THINKING - the ability to identify essential features and properties, establish common, common features and properties of the whole, draw up a plan of the material being studied, the ability to qualify facts, draw generalizing conclusions, highlight common and essential features, distinguish non-essential features and abstract from them, develop skills to apply knowledge on practice.
DEVELOPMENT OF COGNITIVE SKILLS - highlight the main thing, draw up a plan, theses, take notes, observe, make experiments.
DEVELOPMENT OF THE SKILL OF STUDY WORK - the development of the ability to work at a proper pace, to read, write, calculate, draw, take notes.
DEVELOPMENT OF WILL AND INDEPENDENCE - development of initiative, self-confidence, development of perseverance, the ability to overcome difficulties to achieve the goal.
3. Clarification of the type of lesson.
Lesson types | Types of lessons |
1. Lesson learning new material | 1 - lesson-lecture; 2 - lesson-conversation; 3- lesson using educational film; 4 – lesson theoretical or practical independent work(research type); 5 – mixed lesson (a combination of different types of lessons in one lesson) |
2. Lesson in the formation of skills and abilities | 1 – lesson of independent work (reproductive type - oral or written exercises); 2 – lesson-laboratory work; 3 – lesson practical work; 4 - lesson-excursion; 5 - seminar |
3. Generalization and systematization lesson | This includes the main types of all five types of lessons |
4. Lessons for assessing knowledge, skills and abilities | 1 – oral form of verification (frontal, individual and group survey); 2 – written check; 3 - offset; 4 – credit practical and laboratory work; 5 – control (independent) work; 6 – mixed lesson (a combination of the first three types) |
5. Combined Lessons | They solve several didactic tasks. |
4. Structure of the lesson
Lesson structure for learning new material:
- Organizing time: preparing students for the perception of new knowledge, reporting the topic and objectives of the lesson.
- Checking homework:
- checking the completion of a written task by walking in rows;
- reading by students of solved examples, tasks;
- reconciliation of the answers of the solved problems, made calculations;
- selective check of abstracts;
- verification of the fulfillment of the task of drawing up various schemes, making posters, models, layouts;
- frontal conversation to check the progress of solving the problem.
- Repetition of the material covered.
- Presentation of new material according to the plan.
- Independent assimilation of new knowledge:
- work with the textbook;
- watching a movie;
- TV viewing;
- performing laboratory work;
- work with visual aids;
- work on reference notes, signals, diagrams.
- Fixing new material:
- repetition by the teacher of the most difficult, important questions;
- repetition by students of the main provisions of the topic;
- answers on questions;
- performing oral and written exercises;
- problem solving (qualitative, quantitative, cognitive, training, developing);
- conducting experiments.
- Independent work of students:
- work with a textbook, reference books, writing theses, taking notes;
- drawing diagrams, sketches, graphs;
- written frontal work;
- individual independent work (on cards);
- test tasks;
- dictations;
- solving examples and problems;
- derivation of formulas;
- writing essays, creative works;
- resolution of problem situations.
- Summing up the lesson:
- systematization and generalization of knowledge;
- analysis of students' assimilation of program material;
- setting and correcting grades;
- analysis of the work done in the lesson;
- behavior in the classroom.
- highlighting the main thing in homework;
- studying material on a new topic;
- doing exercises on a new topic.
- Individual tasks for students:
- preparation of abstracts on various topics;
- collection of material, documentation and so on;
- implementation of visibility (graphic, three-dimensional, natural);
- experimental work (experiment, observation, making models).
The structure of lessons for the formation of skills and abilities:
1 – goal setting for the lesson
2 – repetition of the formed skills and abilities,being the backbone
3 - holding test exercises,
4 – familiarization with new skills, showing a sample of formation,
5 – exercises based on
6 – strengthening exercise,
7 – training exercises according to the model and likeness, algorithm, instructions,
8 – exercises to transfer to a similar situation,
9 – creative exercises,
10 - the result of the lesson,
11 - homework.
The structure of the lesson to consolidate and develop knowledge, skills and abilities:
1 – communication by students of the purpose of the upcoming work;
2 – reproduction by students of the knowledge, skills and abilities that will be required to complete the proposed tasks;
3 – performance by students of various tasks, tasks, exercises;
4 – verification of work performed;
5 – discussion of the mistakes made and their correction;
6 – homework (if necessary).
The structure of the lesson of control and correction of knowledge, skills and abilities:
2 – showing the use of acquired knowledge, skills, abilities in life situations;
3 – verification of knowledge of factual material, frontal conversation, individual survey;
4 – checking knowledge of basic concepts, laws and skills to explain their essence, written work;
5 – checking the depth of understanding of knowledge and the degree of their generalization, independent comparison of generalized tables, written survey;
6 – application of knowledge by students, practical tasks;
7 – performance of complex creative works;
8 - the results of the lesson;
9 – homework.
The structure of the knowledge test lesson:
1 – organization of the beginning of the lesson. Here you need to create a calm, businesslike environment. Children should not be afraid of testing and control works silt to worry too much, as the teacher checks the readiness of children for further study of the material;
2 – assignment of lesson objectives. The teacher tells the students what material he will check or control. Asks the children to remember the relevant rules and use them in their work. Reminds students to check their own work;
3 – presentation of the content of the control or verification work(tasks, examples, dictation, composition or answers to questions, etc.). Tasks in terms of volume or degree of difficulty must correspond to the program and must be feasible for each student;
4 – summarizing the lesson. The teacher chooses good work students, analyzes mistakes made in other works and organizes work on mistakes (sometimes it takes the next lesson);
5 – identification of typical mistakes and gaps in knowledge and skills, as well as ways to eliminate them. Improving knowledge and skills.
The structure of the lesson of generalization and systematization of knowledge:
1 – message of the topic, purpose and objectives of the lesson;
2 – repetition and generalization individual facts, events, phenomena;
3 – repetition and generalization of concepts and assimilation of the corresponding system of knowledge;
4 – repetition and systematization of the main theoretical positions and leading ideas of science.
The structure of a combined lesson, which, as a rule, has two or more didactic purposes:
1 – organization of the beginning of the lesson;
2 - check homework, setting the goal of the lesson;
3 – preparing students for perceptionnew learning material, i.e. updating knowledge and practical and mental skills;
4 – learning new material, including explanation;
5 – consolidation of the studied material in this lessonand previously passed, related with new;
6 – generalization and systematization of knowledge and skills, connection of new ones with previously obtained and formed ones;
7 – summing up the results and results of the lesson;
8 - homework;
9 – preparation (preliminary work) necessary for students to study new topic(not always).
SCHOOL METHODS
verbal methodsare divided into the following types:story, explanation, conversation, discussion, lecture, work with a book.
Visual teaching methodscan be conditionally divided into two large groups:illustration method and demo method.
illustration methodinvolves showing students illustrative aids, posters, tables, pictures, maps, sketches on the board, flat models, etc.
Demo Methodusually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc.
The method is illustrative and demonstrative throughthe use of a visual aid such aspersonal computer
Practical Methodsbased on the practical activities of students. These include:
Exercises - repeated (multiple) performance of a mental or practical action in order to master it or improve its quality. Exercises are used in the study of all subjects and at various stages of the educational process.
Laboratory works- this is the conduct by students, on the instructions of the teacher, of experiments using instruments, the use of tools and other technical devices, i.e. This is the study by students of any phenomena with the help of special equipment.
Practical workare carried out after studying large sections, topics and are of a generalizing nature. They can be carried out not only in the classroom, but also outside the school (field measurements, work on the school site).
Classification of teaching methods depending on
on the nature of the cognitive activity of students
Summary method | The activity of the teacher | Student activity |
1. Explanatory-illustrative method (information-receptive).The main purpose of the method is to organize the assimilation of information by trainees by informing them of educational material and ensuring its successful perception. | 1. Message educational information using various didactic means: words, various manuals, including films and filmstrips, etc. The teacher makes extensive use of conversation, demonstration of experiences, etc. | 1. The activity of the trainees consists in the perception, comprehension and memorization of the reported information |
2. Reproductive method.The main purpose of the method is the formation of skills and abilities to use and apply the acquired knowledge | 2. Development and application of various exercises and tasks, use of various instructions (algorithms) and programmed learning | 2. The activity of trainees consists in mastering the methods of performing individual exercises in solving various types of problems, mastering the algorithm of practical actions |
3. Problem method (problem presentation).The main purpose of the method is to reveal various problems in the studied educational material and show ways to solve them. | 3. Identification and classification of problems that can be posed to the student, formulation of hypotheses and showing ways to test them. Statement of problems in the process of conducting experiments, observations in nature, logical conclusions. | 3. The activity of trainees is not only in the perception, comprehension and memorization of ready-made scientific findings, but also in following the logic of evidence, the movement of the trainee's thoughts (problem, hypothesis, proof of the reliability or falsity of the proposed proposals, etc.) |
4. Partial search method, or heuristic method.The main purpose of the method is the gradual preparation of students for independent formulation and problem solving. | 4. Leading trainees to formulate a problem, showing them how to find evidence, draw conclusions from the facts presented, build a fact-checking plan, etc. The teacher makes extensive use of heuristic conversation, during which he poses a system of interrelated questions, each of which is a step towards solving the problem. | 4. The student's activity consists in active participation in heuristic conversations, in mastering the methods of analyzing educational material in order to formulate a problem and find ways to solve it, etc. |
5. Research method.The main content of the method is to ensure the mastery of the trained methods of scientific knowledge, to develop and form the features of creative activity in them, to provide conditions for the successful formation of motives for creative activity, to promote the formation of conscious, quickly and flexibly used knowledge. The essence of the method is to provide organizations with the search creative activity of students to solve new problems for them | 5. Presenting new problems to students, setting and developing research tasks, etc. | 5. The activity of the trainees consists in mastering the methods of self-statement of problems, finding ways to solve them, etc. |
Informatics Lesson Analysis Scheme
1. General information.Date, class, school, last name, first name, patronymic of the teacher. Lesson topic.
2. Safety Complianceand sanitary and hygienic standards for working with a computer.
3. Structure of the lesson. The main stages of the lesson, purpose and duration. A combination of self-management and teacher management. Individual, pair, group and joint class work. Stages of repetition and consolidation of the material, methods.
4. The goals that the teacher planned for the lesson, their achievement.
5. Comparison of the content of the lesson with the material of the school textbook.
6. Evaluation of the content of the lesson in terms of general didactic principles:
- scientific – accounting the latest achievements in computer science in the classroom;
- visibility – use of computer presentations, graphic information, tables, etc.;
- subsequence- the logical harmony of the material presented, the absence of gaps in the presentation, the cyclical nature of the study of complex concepts;
- connection with practice– applied tasks, orientation of the content to the requirements of life in the information society.
7. Methods of the teacher's activity in the lesson.Problem-search, verbal-visual, practical. Engaging students to prepare resources for the lesson. Preparation of computer technology at the beginning of the lesson (or before it). The freedom of the teacher in the possession of the material. The moment of answering current questions (during the lesson or at the end). Individualization of learning - different levels of tasks, attracting strong students to help the weak, etc. Teacher's techniques for keeping attention, actions when an error is found on the board, in the program, in the report.
8. Methods of formation and consolidation of interest in the material being studied.Stimulation of mental activity of students. Source of tasks (from the textbook, additional literature). Other famous and non-standard methods learning used in the lesson.
9. The work of students in the lesson.The degree of interest in the material being studied. Activity and independence of trainees. Consciousness of assimilation of the studied material. Accessibility - standard terminology, taking into account the level of preparedness of the class, the allocation of levels of assimilation.
10. Learning effectiveness- the saturation of the study time, the absence of extraneous material.
11. Relationship between teacher and students:authoritarian, liberal, cooperation.
12. Organization and discipline of studentsin the classroom - attitude to computer science compliance with safety regulations when working with a computer. The ability of students to independently acquire knowledge through reference material, computer, textbook.
13. Feedback. Student's knowledge control system.Using a computer to test knowledge - control programs, self-control, mutual control with a friend. Objectivity of knowledge assessment. Possibility of automation of the control system.
14. Educational effect of the lesson.Character traits and personality traits of a teacher that can serve as a guide for students. Educational methods and techniques.
15. Conclusions:
- implementation of the lesson plan;
- achievement of the objectives of the lesson;
- especially interesting and instructive in the lesson;
- What made the biggest impression on the lesson?
- what changes should be made when re-conducting a lesson on the same topic;
- lesson evaluation.
HOW TO COMPLETE A LESSON SUMMARY? HOW TO PLAN A LESSON?
You will find answers to these questions and many others in this article.
Lesson- the main component of the educational process. The educational activity of the teacher and students is largely focused on the lesson. The quality of student training in a particular academic discipline is largely determined by
❧ the level of the lesson;
❧ methodical fullness;
❧ atmosphere.
In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of pedagogical work with its own meaning, plot and denouement, like any work of art.
1. The first thing to start preparing for the lesson:
✓ Clearly define and formulate its topic;
✓ Determine the place of the topic in the curriculum;
✓ Identify the leading concepts on which this lesson is based;
✓ Designate for yourself that part of the educational material that will be used in the future.
2. Define and clearly articulate for students the goal setting of the lesson - why is it needed at all?
In this regard, it is necessary to identify the teaching, developing and educating functions of the lesson.
Lesson objectives should be as specific as possible.
THE PURPOSE OF TRAINING involves the formation of new concepts and methods of action in students, a system of scientific knowledge, etc.
✓ To ensure the assimilation of laws, signs, properties, features by students;
✓ Generalize and systematize knowledge about ... (or on a specific topic);
✓ Develop skills (what?);
✓ To achieve students' assimilation of some concepts (questions).
THE PURPOSE OF EDUCATION involves the formation of certain personality traits and character traits in students.
✓ education of patriotism;
✓ education of internationalism;
✓ education of humanity;
✓ education of labor motives, conscientious attitude to work;
✓ education of learning motives, positive attitude to knowledge;
✓ education of discipline;
✓ education of aesthetic views.
THE PURPOSE OF DEVELOPMENT mainly involves the development of the mental qualities of students in the lesson: intelligence (thinking, cognitive, general labor and political skills), will and independence.
DEVELOPMENT OF THINKING - the ability to identify essential features and properties, establish common, common features and properties of the whole, draw up a plan of the material being studied, the ability to qualify facts, draw generalizing conclusions, highlight common and essential features, distinguish non-essential features and abstract from them, develop skills to apply knowledge on practice.
DEVELOPMENT OF COGNITIVE SKILLS - highlight the main thing, draw up a plan, theses, take notes, observe, make experiments.
DEVELOPMENT OF GENERAL LABOR AND POLYTECHNICAL SKILLS - an unconventional, creative approach to solving a wide variety of problems, the ability to use devices and tools, the ability to plan, evaluate the results of actions performed.
DEVELOPMENT OF THE SKILL OF STUDY WORK - the development of the ability to work at a proper pace, to read, write, calculate, draw, take notes.
DEVELOPMENT OF WILL AND INDEPENDENCE - development of initiative, self-confidence, development of perseverance, the ability to overcome difficulties to achieve the goal.
3. Clarification of the type of lesson.
✓ Lesson learning new material;
✓ Lesson for consolidating and developing knowledge of skills and abilities;
✓ A lesson in the formation of skills and abilities;
✓ Lesson repetition;
✓ Knowledge test lesson;
✓ A lesson in the application of knowledge, skills and abilities;
✓ Repetitive-generalizing lesson;
✓ Combined lesson.
4. Clarification of the type of lesson.
✓ Lesson-lecture;
✓ Lesson-conversation;
✓ Movie lesson;
✓ Lesson of theoretical or practical independent work (research type);
✓ Lesson of independent work (reproductive type - oral or written exercises.);
✓ Lesson of laboratory work;
✓ Lesson of practical work;
✓ Lesson - excursion;
✓ Lesson - seminar;
✓ Analysis of situations;
✓ Oral survey;
✓ Written survey;
✓ Control work;
5. Choice of teaching methods and techniques.
These methods include:
1. Method of monologue presentation (monologic method);
2. The method of dialogic presentation (dialogical method);
3. Method of heuristic conversation (heuristic method);
4. Method of research tasks (research method);
5. Method of algorithmic prescriptions (algorithmic method);
6. Method of programmed tasks (programmed method).
6. Plan the learning material of the lesson.
For this you need:
A) Select literature on the topic. At the same time, if we are talking about new theoretical material, you should try to include a mandatory textbook, an encyclopedic publication, a monograph (original source), a popular science publication on the list. It is necessary to select from the available material only that which serves to solve the tasks set in the simplest way.
B) pick up study tasks, the purpose of which is:
✓ Learning new material;
✓ Playback;
✓ Application of knowledge in a familiar situation;
✓ Application of knowledge in an unfamiliar situation;
✓ Creative approach to knowledge.
C) Arrange learning tasks in accordance with the principle "from simple to complex".
Create three sets of tasks:
✓ tasks that lead students to reproduce the material;
✓ tasks that contribute to the understanding of the material by the student;
✓ assignments that contribute to the consolidation of the material by the student.
D) Prepare equipment for the lesson.
Make a list of necessary visual aids, instruments, technical training aids. Check the view of the chalkboard so that all new material remained on the board in the form of a reference summary.
D) Think about the zest of the lesson.
Each lesson should contain something that will cause surprise, amazement, delight of students - in a word, something that they will remember when they forget everything. It could be interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known, etc.
E) Plan control over the activities of students in the classroom, why think about:
✓ What to control;
✓ How to control;
✓ How to use the control results.
At the same time, do not forget that the more often the work of everyone is controlled, the easier it is to see typical mistakes and embarrassment, as well as to show students the teacher's genuine interest in their work.
You can include a table in the lesson summary, which records what, at what stage of the lesson, the students and the teacher do.
7. Make a summary taking into account the structure of the lesson.
The structure of the lesson should be understood as a stable order of internal connections between the elements of the lesson.
✓ Formation of new knowledge on the basis of updating previous knowledge;
✓ formation of new concepts and methods of action;
✓ formation of skills and abilities;
✓ homework.
It is necessary to think in what sequence the work will be organized with educational material how the change in the types of students' activities will be carried out so that the internal connections between the elements of the lesson are preserved.
The main stages of the modern lesson
1. Organizational moment, characterized by the external and internal (psychological) readiness of students for the lesson.
2. Checking homework.
3. Checking the knowledge and skills of students to prepare for a new topic.
4. Setting the goal of the lesson for students.
5. Organization of perception and comprehension of new information, i.e. assimilation of initial knowledge.
6. Initial check of understanding.
7. Organization of the assimilation of methods of activity by reproducing information and exercises in its application (including changing options) according to the model.
8. Creative application and acquisition of knowledge, development of methods of activity by solving problematic tasks built on the basis of previously acquired knowledge and skills.
9. Generalization of what was studied in the lesson and its introduction into the system of previously acquired knowledge and skills.
10. Monitoring results learning activities carried out by the teacher and students, assessment of knowledge.
11. Homework for the next lesson.
Homework can be given at any stage of the lesson, depending on the learning situation. This procedure, as a rule, takes a very short period of time, but has a very importance. Therefore, the homework assignment is included in the structure of the lesson as an independent element of the methodological substructure.
Lesson is the main form of organizing the interaction of schoolchildren
