The teacher chooses the types of lessons based on the content of the discipline, the used teaching methods and educational technologies, the distinctive characteristics of the classroom team. There are several options for classifying training sessions that differ by type of activity.
Classification
Types of lessons at school are determined by some distinguishing features. Authors choose for the unit:
- method of conducting and content;
- option for organizing educational activities;
- teaching methods;
- didactic goal.
Unit for the purpose of the lesson
Goal setting is a prerequisite for each individual lesson. The following types of lessons at school are distinguished by purpose:
- study of new material;
- deepening knowledge;
- development of skills and abilities;
- generalization of material;
- ZUN control;
- analysis of the level of assimilation by students of the studied material.
Depending on the nature of the content of the material in question, the level of training of students, there is also a certain gradation of classes.
The following types of lessons are distinguished:
- study of new material (1 type);
- improving skills, knowledge (type 2);
- systematization (type 3);
- combined (4 type);
- control of knowledge and skills (type 5);
- correction of skills.
Division by methods of teaching methods
M. I. Makhmutov identifies different types of lessons by the nature of the activities of students and teachers:
- learning new knowledge;
- formation of skills;
- systematization and generalization of the studied material;
- control and correction of skills, knowledge;
- practical work;
- combined (mixed) classes.
Among them, the latter type is most widely used. Practitioners and theorists involved in organizing the pedagogical process note that it is the combined lessons that account for more than half of all training sessions.
These types of lessons combine in their structure the basic elements of learning:
- educational process organization;
- testing and repetition of knowledge of students;
- study of new educational material;
- the formation of skills;
- consolidation of acquired knowledge;
- clarification of homework;
- summarizing;
- assessment of the success of students;
- correction of skills.
These types of lessons on GEF are aimed at achieving several main goals. With a smooth transition of one stage to another, the mobility and flexibility of the structure of the lesson, the solution of numerous educational and educational tasks are ensured.
Among the shortcomings of the combined lesson, let us single out a small amount of time (15-20 minutes) to study new material, as well as a forced reduction in practical activities aimed at developing cognitive interest in the subject being studied.
An experienced teacher knows how to use these types of lessons on the GEF, minimizes all the disadvantages.
Lesson for gaining new knowledge
Most of the time in such classes is devoted to the transfer and assimilation of certain skills, knowledge, and younger generations. In this case, the main types of work in the lesson are associated with the formation of ideas about a specific material, phenomenon, process.
Such exercises are used to transfer to schoolchildren a large amount of educational material, or to demonstrate certain technological processes to them.
For this type, the following activities in the lesson are suitable: teacher’s explanation, lecture, heuristic conversation, setting up and conducting experiments and experiments, independent activity.
In a similar lesson, various methods of activating activities are appropriate:
- consideration of the material using problematic issues;
- inclusion in the content of the lecture of vivid facts, examples, evidence;
- involving schoolchildren in the discussion of the material in question using theory and facts;
- use of visibility and TCO.
These types of forms of lessons involve activation of attention and mental activity, systematization of skills acquired by students.
Lesson structure
Similar types of Russian language lessons have a certain sequence:
- organizational moment, preparing students for the assimilation of new material, updating the knowledge that was obtained earlier;
- highlighting the goals and objectives of the lesson;
- explanation of new material, active involvement of schoolchildren in independent activity: with a book, computer equipment, reference materials, devices;
- conducting practical work to consolidate new knowledge;
- analysis of homework;
- lesson results, class performance assessment.
Fixing ZUN
Such types of Russian language lessons are necessary for the generalization and systematization of knowledge, their detailed understanding and assimilation. Their main task is the development and formation of skills in the course of practical and educational activities, as well as their correction.
Types of lesson plans suggest a certain structure:
- organized start;
- setting goals and objectives;
- exercises of various types and difficulty levels based on the material passed, laboratory and practical work, involving students in independent activities under the supervision of a teacher;
- summarizing, demonstrating the results achieved, their collective discussion, clarification of some points, marking students;
- generalization of the main provisions, conclusions, hypotheses, ideas, identifying trends in the development of the topic in science, establishing its connection with other sections of the subject course;
- explanations of homework;
- correction of the activities and knowledge of students.
These types of lessons in the correctional school do not imply an explanation of the new material by the teacher. The guys are looking for all the information related to the topic under consideration when performing independent work, experimental experiments.
It is not supposed that the material studied will be highlighted in a separate repetition stage; its teacher logically fits into the main content, offering different exercises to the students.
For example, these types of math lessons can be conducted as competition between columns. The teacher offers each group the fulfillment of certain tasks, then the results of the work are summarized, the results of the activity are analyzed.
In preparation for the lesson, the teacher selects material, types, forms, thinks out the duration of independent work.
To achieve the didactic goals of the lesson, a connection is used with the organization of the evaluation and control function.
The variety of types and tasks involves the maximum combination of frontal and individual interviews based on problem situations and "uncomfortable" questions with oral and written exercises.
Different types of open lessons suggest:
- application of work on writing small essays, dictations, drawing up charts, graphs, diagrams;
- familiarity with the principle of operation of individual devices, mechanisms, devices.
Lessons systematization and generalization of the studied material
Among the main didactic tasks that the teacher puts in such classes, we highlight:
- the formation of a system of theoretical knowledge among schoolchildren in the central sections and topics of the taught discipline;
- the allocation of nodal sentences that were disassembled in previous classes, the consideration of the relationship of the events, facts, the formation of concepts, the systematization of knowledge;
- verification and accounting of skills, knowledge, skills in the sections, topics and all the material covered for the quarter, half year, year.
For example, these types of technology lessons may have the following structure:
- organized start, setting goals and objectives;
- repetition of the learned material through oral, frontal, survey , interview, discussion;
- summing up with a full analysis of the completeness of knowledge, the choice of methods of independent activity, the identification of guidelines for working on new educational content.
Such lessons form the need for students to systematically repeat educational material. They not only highlight the main theoretical principles, generalize knowledge on various topics, establish intersubject communications.
Pupils learn to use the acquired skills in new situations and conditions. If necessary, the teacher gives general lectures, conducts additional consultations, creates handouts and visual aids.
Effective classes in the form of problematic discussions, seminars, business games, allow students to solve problems of a practical and theoretical nature.
For the effective influence of such lessons on the development of abilities, intelligence, thinking in the younger generation, it is necessary to use a psychologically motivated spatial placement of visual materials in the office.
Lessons correction and control of skills, knowledge
Such classes are needed to identify the level of training, assess the quality of knowledge received by students. How can I make such a lesson? Types of reading: individual, frontal help the teacher of literature to control each child, to analyze their involvement in the lesson.
Such lessons are a great opportunity to identify moral, spiritual, worldview values, lifestyle, worldviews, types of creative activity. They help the teacher to identify the preparedness of students for independent creative activity, to evaluate the attitude to educational activities.
How to compile a lesson? Types of reading, options for exercises, tasks for independent work - all this the teacher chooses, taking into account the individual characteristics of students.
Of particular importance is the selection of forms and methods when the teacher takes 1st grade. Types of lessons in elementary school are determined by the new federal educational standards. They do not involve grades, therefore, when conducting lessons in correction and control of knowledge, the teacher should use a reward system.
It is in the course of such classes that the system of attitudes toward learning, various aspects of educational activity, is identified, which contributes to the use of a personality-oriented approach, to the introduction of adjustments to the content of the material.
The structure of this lesson:
- the beginning of the lesson, psychological attunement to work, preparation for activity;
- setting goals and objectives, revealing the purpose of the lesson, determining the range of actions of students, updating the role of control;
- the main part involves instructions on how to do independent work, brief commenting, maintaining the intellectual and emotional background of the activity;
- at the final stage, the results of the work are summarized, typical errors are considered, their causes, rational solutions are selected, failure is prevented.
For example, after writing, you can analyze the main types of sentences. The lesson the teacher can build on the consideration of the best works, explaining their main advantages.
Lesson example
We offer a variant of the game between students and teachers related to the natural sciences.
The main goals of this game:
- the formation of cognitive interest among students in subjects of the natural cycle,
- help students in self-development through communication with teachers,
- formation of cooperation and respect between children and teachers.
The game is held according to the scenario of the television game "One Hundred to One" between the team of students in the class and the team of teachers. Two weeks before the start of the game, a survey of students and teachers who are not involved in the game is proposed.
Respondents are asked ten different questions:
- What is nature like?
- Why do people need proteins?
- What are the mountains?
- From whom did man come from?
- What is chemistry studying?
- What are environmentalists characterized by?
- How to identify the location of our city?
- What do students do in chemistry classes?
- What does a geography teacher bring to a lesson?
- What science of nature do you know?
After analyzing the questionnaires received, the five most repeated answers are selected, indicating the number of respondents. The processed data is recorded on a special board (whatman sheet, board) and they are kept secret until the beginning of the game. Teams of students and teachers choose a captain, come up with a team name, motto, pick up a logo. Each team gives players an idea (about each member of their team). The jury attracts senior students of the parallel eleventh grade and teachers of a different profile, for example, philologists. Students in parallel classes are given the task: some must come up with a collective image of a student in the eleventh grade, while others must come up with a collective image of a school teacher. With the help of students, two electrical circuits are assembled for the game, which consist of elements connected in series: a key, a bell, a current source (or two bells are used).
The host of the game starts the game, gives the teams a word for mutual greeting. The guys present their logo, name, motto to those present. The captain introduces everyone to his team, then the guys talk about him.
"Warm up"
The host asks a certain question, then the game continues with the team whose captain will most likely close the electric circuit (or ring the bell). Next, the captains return to their teams. Players take turns answering the question. If the answer is present on an impromptu scoreboard, then the assistants open it, and the team earns points. If the players allow three incorrect answers, then the right to answer passes to another team. If the opponents answer correctly, they win in the warm-up and earn points. While the jury sums up the first results, fixes points, the leader talks about measures to protect nature.
The game is "vice versa"
The team that won the warm-up begins to answer the question. The facilitator asks a question, then the teams give answers in turn. The assistants open the scoreboard, and the team whose answer is located on the scoreboard below wins the game. The jury summarizes the round “vice versa”, and students in the eleventh grade advertise the image of the “student” of their educational institution.
"Big game"
Two players of the winning team take part in it. One of them is removed for several minutes, while the second remains in the classroom. The first player is asked five questions in 25 seconds. Then the host of the event comments on the answers given by the participant and the answers received during the survey of teachers and students. The assistants open all the answers that match, and the jury calculates points. Next, the second player is invited, he is asked the same questions, the player must answer them in thirty seconds. If the answer of the second player matches the answer of the first, a signal will sound, you must immediately give another answer. Then the assistants open on the scoreboard all matches with the answers of the respondents. The jury sums up the general results, while high school students at this time advertise the collective image of the school teacher.
The host of the game gives the floor to the jury. After the award ceremony, the teams thank each other for playing.
The game "Clever and clever"
This game is designed for eighth grade students. Its main task is to improve the cognitive interest of students in subjects of the natural, humanitarian, and mathematical cycles.
During the game, students reveal the relationship of objects, which is necessary for the formation of a scientific worldview. The game consists of three stages. First, a qualifying round is held. During the course, students can demonstrate their knowledge in various subject areas.
For example, knowledge of chemistry, biology, physics, history, literature. The questions are selected so that they do not directly resonate with school courses in these subjects. Questions are not divided by subject areas, are given in a mixed version. The game provides an opportunity to show students their comprehensive development, creativity. For each correct answer, the student is entitled to the order of the wise guy. After the qualifying rounds are completed, each class selects five people who scored the maximum number of points. 25 people go to the semifinals.
In the semifinals, the audience offers questions on various topics. For each correct answer they give out the order of the wise guy. Next, the results of the second qualifying round are summarized, according to the results of which three students go to the final of the game.
To select the color of the track, students are offered a task. The student who will be the first to answer the question correctly gets the right to choose one of several game tracks. The rest of the guys choose the tracks that remain.
There are only two questions on the red carpet, but it is necessary to give the correct answer to each of them. There are three questions waiting for the child on the yellow path; one incorrect answer is allowed. On the green (blue) track, the guys are asked four questions, it is allowed to receive two penalty points. Students are offered different themes for the finale; they focus on one of them.
The player who wins faster on the game track wins. He is recognized as the winner of the game "Clever and Clever", receives a prize and diploma. The audience also has the right to give answers to questions, earning "orders of wise men." The viewer who scored the maximum number of orders based on the results of all 3 rounds is declared the best theorist, receives a prize and diploma.
The game is played by students from eleventh grades, and the guys who won the previous games are experts.
According to the results of the semi-final, the jury selects 3 finalists. On the red carpet, the student is offered two questions. To win the final game, he must give the correct answer to each of them. Otherwise, the "wise guy" again turns into a theorist.
There are three questions waiting for the player on the yellow track; he has the right to only one error. On the green path, the student is asked 4 questions, two “misses” are allowed. The winner is the student who goes first his path.
Questions in the final are offered in the following areas: history, literature, mathematics.
Finally
Currently, in domestic educational institutions, teachers use various forms, methods, types of lessons. When selecting a training option, the individual characteristics of the class team, each individual member, age and physiological characteristics are taken into account.
For example, when working with children who have serious deviations in mental development, who are studying in the framework of corrective methods, it is optimal to use a combined type of activity.
This allows the teacher to maximally combine different forms of work with such students, giving them a chance for successful socialization after the completion of the educational and educational process.
For gifted and talented students, support from the teacher-mentor is important, therefore, in working with such students, the teacher pays maximum attention to the selection of individual educational paths for them .