A reflective report is one of the most important factors in the self-development of a modern teacher. In pedagogical literature, the analysis of a training lesson is considered both in general and at individual stages.
A reflective lesson report is compiled based on observation. It is aimed at comparing the proposed educational, educational, developmental goals with the results achieved within the framework of the lesson.
The Purpose of Reflection
What is the purpose of such an action? The reflective report on the lesson consists in identifying methods and techniques for organizing the work of children and the teacher in the classroom, contributing to an increase in cognitive interest in the subject. There are several options for analyzing the lesson: aspectual, short, comprehensive, complete. Each of them involves the following types: psychological, didactic, methodological, educational, positive effect.
Full analysis
It is carried out to control the quality of the educational and educational process, as well as to analyze the technologies used by the teacher. This type of analysis includes all aspects of the lesson: informative, didactic, psychological. The reflexive report in this case gives a detailed picture of the lesson.
Brief analysis
It assumes a general assessment of the quality of the training session, an analysis of its scientific and theoretical level, reflects only the main didactic categories: are the objectives of the lesson achieved, are the tasks solved, or is the conceived lesson plan implemented .
In this case, a reflective report is compiled so that the colleagues present at the training session can assess compliance with the structure of the training session.
Comprehensive analysis
It involves a detailed examination of the interconnectedness and unity of goals, forms, content, methods of organizing a training session (extracurricular activities). In nature, it is similar to a complete analysis. A reflective report on a series of consecutive lessons contributes to the construction of a general picture of the teacher's work within the framework of one topic.
Aspect analysis
It is associated with the assessment of one side of the lesson (lesson). For example, only educational activities in the lesson are considered. In this case, the reflective report contains information on the application of a separate method (technique) to achieve the goal. For example, a teacher talks about using front - end survey material at the repetition stage .
Types of analysis
Reflective reports on a series of lessons are based on different types of analysis. The didactic option involves analysis of the key didactic categories:
- goal setting;
- application of the principles of didactics;
- logical construction of educational material.
The reflexive report on the Russian language is based on a psychological analysis, it involves examining the climate during the training session, as well as analyzing the relationship between students and the teacher. An educational analysis is carried out to study the degree of the educational effect of the lesson on schoolchildren.
Methodical analysis involves consideration of the activities of students and teachers in the main structural components of the training session.
An analysis of the organizational aspect of the lesson involves the study of methods for organizing classes, the use of teaching aids, the rationality of their use, documentation, a reasonable distribution of time.
Analysis scheme
The reflexive report of consecutive lessons can be presented in a generalized scheme for structural parts and didactic categories. The task of such an analysis is to find out if the lesson corresponds to the didactic principles and the basic requirements for the educational and educational process. In addition, its compliance with the program in a particular discipline, the completeness of the goal in the skills, abilities, knowledge of students are determined.
The teacher’s reflexive report suggests the identification of the level of cognitive activity of students. As well as the conformity of the application of the methods and independent activities of schoolchildren to the goals and objectives set. The whole structure as a whole, the unity of upbringing and training, the implementation of individualization and differentiation, intersubject relationships, the application of theoretical knowledge in practice are also evaluated. A reflexive report on the lesson of self-knowledge involves identifying the quality of actualization, the success of schoolchildren in independent work, the depth of updating the concept, and the activation of skills. As well as the repetition of the volume of initial skills, the activity of thinking and memory of students.
It is difficult to imagine a reflective report on a lesson in self-knowledge without using the acquired theoretical knowledge and skills in practice, as well as considering the actions of schoolchildren that were performed by children without the help of a teacher.
The teacher clarifies what shortcomings have arisen as part of the lesson, when setting a goal, as part of consolidating new knowledge, at the final stage. He draws didactic and methodological conclusions in front of colleagues.
Example
A reflective practice report must meet certain requirements:
- To form a scientific worldview.
- Promote the harmonious development of various areas of personality.
- To form skills to work and study.
- Apply problematic training.
- Have a variable part of the lesson.
- The methodology of the organization of the educational process should correspond to the specifics of the educational material.
Classification of lessons according to I. N. Kazantsev, M. I. Makhmutov
They offered their own classification of lessons. According to the main version of the activity, the authors distinguish a lecture, an excursion, independent work, a film lesson.
For the main didactic goal, the lessons are:
- gaining new knowledge;
- assimilation of skills;
- the use of skills.
A reflective report on self-knowledge is built according to a certain structure. The methodological part involves a survey, an oral account, conversation, problem solving. In addition, the explanation of new material, demonstration of experiments, and exercises can be attributed to this element.
A reflexive report on self-knowledge from a didactic point of view implies the updating of basic skills and knowledge, the formation of new methods of action and theoretical concepts, the use of acquired knowledge. In the framework of introspection, the teacher compares the tasks with the results obtained, makes a conclusion about the completeness of achieving the goal.
A reflective report on practice involves the consideration of a lesson from a logical and psychological point of view. The teacher analyzes the reproducibility of knowledge by students, their use in unusual situations, generalization, understanding, systematization. In addition, introspection involves assessing the quality of the hypothesis, its validity, checking the correctness of the problem statement.
The reflexive report of the initial class involves the analysis of the skills of setting and resolving the problem situation, the correctness of the consideration of the problem.
Historical essay
The developer of the classroom system was John Seal, the rector of the Zwoll School. In the second half of the fourteenth century, he organized instruction in an elementary school in his native language, he introduced a division into classrooms, and also developed a procedure for moving from one class to another.
Further, this system was developed by J. Sturm in the sixteenth century. He was the rector of the school in Strasbourg, tried to divide the students into ten classes. Each of them functioned with a specific program and pedagogical principles followed by teachers. It was from that time that the first reflective report began to be used. Reflection in practice helps to identify all the positive and negative elements of the lesson.
The most striking expression of the new social needs was the system that was developed by J. A. Komensky. He generalized the experience of the functioning of advanced schools, developed the concept of a class-lesson teaching system.
It was Comenius who proposed the breakdown of schoolchildren into classes that have a permanent composition. He allocated 4 hours for classes with a teacher and 4 hours for independent activity.
The training material was distributed according to specific lessons, each of them suggested setting a specific goal. During the lesson, the teacher explained the material so that it was perceived by the children. Gradually, the class-lesson system acquired a basic character in schools. Its use contributed to an increase in the number of students. But in a mass school, teachers explained the material briefly enough, and focused on an individual survey of students. The process of learning fell on the shoulders of students, carried out by them at home. Classes were arranged in such a way that mechanical memorization of scientific terms and hypotheses was carried out.
Innovative educators demanded significant changes in the construction of training sessions. For example, the German teacher F. A. Disterweg noted that during the lesson it is necessary to combine the leadership function of the teacher with the independence of schoolchildren, to stimulate their constant mental activity.
How did reflective analysis appear?
In Russian, the concept of a lesson did not arise as a pedagogical term. The didactic meaning of the lesson in the form of educational activity acquired only in the seventeenth century, when fraternal schools began to appear in Moscow. In the project of the Academic University Gymnasium in the 18th century in Russian pedagogy, a detailed idea of the lesson arose.
Since the 19th century, the term "lesson" began to be used in the pedagogical terminology of Russia. The project envisaged the division of classes by subject and age. Classes were called "Russian", "scientific", "Latin".
Each subject assumed its duration of study. The lesson lasted 2 hours, it was supposed to draw up an annual lesson schedule. They were divided into home and school, divided into private and general types. Early lessons stood out, where an older student (auditor) checked the preparation for the lesson in younger children, wrote down the results. Further, the teacher was connected to the work. He held a warm-up, setting up schoolchildren for subsequent activities, then proceeded to the lecture part of the lesson. The rules that teachers used in the 18-19th centuries are also relevant in modern pedagogy. It was at that time that the first options for introspection by teachers of lessons held began to appear.
There were classes that were devoted to independent reading of books by schoolchildren, as well as lessons during which the teacher told new material, conducted a frontal conversation, and used visual aids.
The work of K. D. Ushinsky was the next stage in the development and improvement of the educational process. The pedagogical community said that with a formal attitude to the lesson, it can become an option of "strangling children's curiosity."
A separate influence was exerted on the understanding of the significance of the lesson by German teachers. They created the first algorithms by which teachers analyzed their classes.
At the first time of Soviet power, the school was tasked with restructuring the lessons so that in the course of them the development of creative activity and independence of schoolchildren took place. A special place in the new system began to be given to laboratory and independent work.
Pedagogy of the 30s of the last century was characterized by specific requirements for each stage of the lesson. During introspection, teachers paid attention to each element, a special emphasis was placed on the independent work of schoolchildren, as well as the consolidation of acquired skills.
It was during this period that teachers combine the presentation of new material with the independent activity of schoolchildren, and apply various teaching methods in their work. They offer children individual, group, collective tasks.
In the mid-twentieth century, didactic methodologists began to pay special attention to establishing a fixed structure for the lesson. A similar approach was reflected in the development of the structure of combined classes as the basis of the educational process. During the introspection of the lesson, the teacher noted the time frame and the specifics of the survey. The teacher also highlighted the correspondence of the new material of scientific nature and the logic of the taught subject. In introspection there was a block that was characterized by the consolidation of new material, separately the teacher justified the rationality of choosing the volume and content of the homework.
The position of S.V. Ivanov
He highlighted the following elements in building a modern lesson:
- preparing students for the full perception of new information;
- first acquaintance with the material;
- substantiation in the consciousness of children of concepts, their gradual deepening, expansion, assimilation of rules and laws;
- use of knowledge in practice;
- skills development;
- consolidation of knowledge, skills, their systematization and generalization;
- control and self-control.
These elements are a pillar in the teacher’s self-analysis of the lesson (lesson).
Conclusion
For a long time, the structure of the combined lesson was the most common. She demanded that the teachers clearly follow the sequence of actions developed by the methodologists when organizing the lesson and drawing up introspection of the lesson. This led to a pattern, formalism in the work of educators. That is why pedagogical theory and practice needed to find a way out of this situation. Significant changes in the classroom system arose in the second half of the last century.
Two directions were created in the organization of educational activities, which were reflected in the structure of a regular school lesson. The first option involved element-wise mastering of educational material. It was divided into separate parts, then the assimilation of each of them was checked. In this case, the stages of the lesson were determined not by didactic tasks, but by the logical structure of the material considered in the framework of the lesson.
The second direction of the lesson development is connected with the activities of teachers in the Lipetsk region. They combined several elements within the framework of one lesson, creating a modern problem lesson.
Among the issues that are in the center of attention of teachers, they use when conducting introspection, it is worth highlighting the classification and typology of lessons.
Among the main criteria that were taken into account when assessing the quality of the teacher’s activities, special attention was paid to the independence of students, as well as the use of modern teaching aids as part of the training session, the selection of research elements, and the consideration of age and psychological characteristics of children.
A team of innovative teachers led by I. T. Ogorodnikov experimentally proved the possibility of using new forms of instruction at a senior level of instruction: lectures, seminars, discussions.
Teacher V.F. Shatalov introduced into practice a new form of the learning process - a lesson in open thoughts. For a certain period of time, children were offered problem tasks, questions that are important for students. A similar approach introduced difficulties in the teacher’s introspection, but this form of work contributed to the development of children, the formation of cognitive interest in the studied discipline in them.
After the introduction of state standards of the second generation into the domestic education system, reflexive analysis became an indispensable element of the activity not only of the teacher, but also of schoolchildren in each lesson. As part of the reflection, the guys evaluate those skills, abilities that were formed in them over the past lesson. Reflection is carried out at the final stage of the training session, for this the teacher uses a ready-made form with questions or displays them on a computer screen.