The role and place of new effective forms and methods of training organization in ensuring its effectiveness.

 

      _cc781905- 5cde-3194-bb3b-136bad5cf58d_  The effectiveness of students' assimilation of knowledge, the formation of their abilities and skills depends not only on the successful selection of teaching methods and techniques, but also on the forms of organization of educational work.

The form of organization of education is an external expression of the coordinated activity of the teacher and students, which is carried out in an established and orderly manner.

The forms of organization of education in a secondary school are determined by the age characteristics of the students, the tasks that the school is designed to solve.  The type of educational institution produces for itself the general principles of educational activity,  which make it possible to ensure continuity, consistency of the educational process in different links (degrees) of the educational system.

Modern national schools use a class-based teaching system. Its essence is that educational work is conducted with a group of students of a permanent composition, of the same age and level of training in the form of a lesson. According to the Law of Ukraine "On General Secondary Education", the class size of general educational institutions should not exceed 30 students. The duration of lessons, breaks, weekly workload, etc. is also determined.

The organizational forms of learning used in secondary schools of any type include a lesson, a seminar, a practicum, an elective, an excursion, a subject circle, consultation, homework, etc. More and more often   messages, essays, scientific research, search forms of education are added to them.

Lesson.

The main organizational form of learning in a modern school is a lesson. The purpose and content of education are changing, new means and technologies of learning appear, but the lesson remains the main form of learning. For many years and centuries, this uniform defined the face of the school, was its "business card". Undoubtedly, the modern school is based on the lesson, which determines its social and pedagogical status, role and place in the formation and development of both teachers and schoolchildren. Only in class, as hundreds of years ago, the main participants of the educational process meet: the teacher and the student. Between them there is always an unexplored world of knowledge, a contradiction between what is known and what has not yet been mastered, between the feeling of satisfaction from success and the hard work of mastering the new, knowledge of the surrounding world.

And no matter what they say about such necessary and correct ideas as self-education, distance learning, he - the teacher - will always be the main actor in any lesson. Because he is always older, he has knowledge, experience in understanding and applying this knowledge. At the same time, we all understand that the lesson cannot but change. This is an objective process that is influenced by a number of factors.

A lesson is a form of educational organization in which a teacher conducts classes with a group of students of the same age and level of training for a certain time and in accordance with the schedule.

Despite the large number of different lessons held at school in all academic subjects, they all have the same elements (stages). Yes, each lesson begins with the mobilization of students for educational work. It is called an organizational moment. Most often, after the organizational moment, the teacher starts surveying the students, during which he checks the homework. The central place in the vast majority of lessons is occupied by the teacher's explanation of new material. Consolidation of educational material, which is often separated into a separate stage, is also mandatory. Checking knowledge, explaining new material and consolidation is the main part of the lesson. In many lessons, an important element is the independent work of students. Notifying students of their homework is also a significant stage. These structural elements play a different role in different lessons - depending on the construction of the lesson in general, its structure.

There are several classifications of lessons in didactics. The most successful of them is the classification based on the didactic purpose and its place in the general system of lessons. According to this classification, the following types of lessons are distinguished:

• a lesson in learning new knowledge;

• a lesson on the formation of skills and abilities;

• a lesson in the application of knowledge, skills, and abilities;

•  lesson of generalization and systematization of knowledge;

• a lesson on checking and correcting knowledge, skills and abilities;

•  combined lesson.

The totality, sequence and relationship of elements for each type of lesson are different.

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- checking homework, updating and correcting basic knowledge;

- informing students of the topic, purpose and tasks of the lesson;

- motivation of schoolchildren's learning;

- students' perception and awareness of actual material, understanding of connections and dependencies between the elements of what is being studied;

- generalization and systematization of knowledge;

- summary of the lesson;

- homework notification.

The lesson on the formation of skills and abilities has the following elements:

- checking homework, updating and correcting basic knowledge, abilities and skills;

- informing students of the topic, purpose and tasks of the lesson, motivation of schoolchildren's learning;

- study of new material (introductory, motivational and cognitive exercises);

- initial application of new knowledge (trial exercises);

- students' independent application of knowledge in standard situations (training exercises according to a sample, instruction, task);

- creative transfer of knowledge and skills to new situations (creative exercises);

- summary of the lesson;

homework notice.

The lesson on the application of knowledge, skills and abilities covers:

- checking homework, updating and correcting basic knowledge, abilities and skills;

- announcement of the topic, purpose and tasks of the lesson, motivation of schoolchildren's learning;

- understanding the content and sequence of application of methods of performing actions;

- independent performance of tasks by students under the control and with the help of the teacher;

- students' report on the work and theoretical substantiation of the obtained results;

- lesson results;

- homework notification.

The elements of the generalization and systematization of knowledge lesson are:

- announcement of the topic, purpose and tasks of the lesson and motivation of schoolchildren's learning;

- reproduction and generalization of concepts and assimilation of the knowledge system corresponding to them;

- generalization and systematization of the main theoretical statements and scientific ideas;

- lesson results;

- homework notification.

The structure of the lesson of checking, correcting knowledge, skills and abilities is formed by:

- announcement of the topic, purpose and tasks of the lesson, motivation of schoolchildren's learning;

- checking students' knowledge of actual material and basic concepts;

- verification of the depth of understanding of knowledge by students and the degree of their generalization;

- students' application of knowledge in standard and modified conditions;

- collection of completed works, their verification;

- analysis and assessment;

- summary of the lesson;

- homework notification.

The combined lesson includes:

- verification of students' performance of homework of a practical nature;

- verification of previously acquired knowledge;

- notification of the topic, purpose, tasks of the lesson and the motivation of schoolchildren's learning;

- pupils' perception and awareness of new material;

- comprehension, generalization and systematization of knowledge;

- summary of the lesson;

- homework notification.

The effectiveness of each type of lesson largely depends on the teacher's preparation for it. Such preparation requires deep consideration of all structural elements and consists of eight stages:

• Formulation of the purpose and tasks of the lesson. Taking into account the functions of the learning process, the teacher formulates an educational, developmental and educational goal for each lesson.

• Determination of the scope and content of the educational material. In accordance with the requirements of the curriculum, the amount of theoretical and practical material is determined, intra- and inter-subject connections are outlined, new facts and examples are sought to fill the topic with new content.

• Choice of forms, methods and methods of learning. Having selected the type of lesson, determine its rational structure, as well as the methods and techniques that can be most effective at each stage of the lesson.

• Visual and technical equipment of the lesson. The teacher determines which visualization or technical teaching aids and how they will be used in the lesson.

• Determination of the content and methods of homework. The amount of homework is selected so that it does not overload students. They are thinking about the content of the instruction regarding its implementation.

• Drawing up a lesson plan-summary. It specifies the topic, purpose and tasks of the lesson, its type and structure, the time for each element of the lesson, the equipment and teaching aids necessary for conducting the lesson.

• Checking the teacher's readiness for the lesson. The teacher mentally determines the level of mastery of the content of the educational material, methods and techniques of its disclosure.

• Checking students' readiness for the lesson. It is carried out at the organizational stage and when checking the students' homework.

Seminar.  As an effective form of education, it was practiced even in ancient Greek gymnasiums and ancient Roman schools. In the 17th century he took root in the senior courses of universities, in the 20th century. the seminar began to be introduced in secondary schools as well.

A seminar (lat. seminarium — a nursery) is an organizational form of education that involves discussion of problems related to the given lecture or course section.

There are several types of actual seminar classes: extended conversation, report (message) — discussion of reports and creative works, commented reading, problem solving, debate.

Practicum cc781905-5cde-3194-bb3b-136bad5cf58d Its main purpose is to apply previously formed skills and abilities in practice, to generalize and systematize theoretical knowledge, to learn elementary methods of research work, etc.

Optional.  It is an educational subject, a course studied by high school students at will in order to deepen their knowledge. At school, this form of educational organization is used as a connecting link between lessons and extracurricular activities (grades 7-9) and a stepping stone from mastering a subject to studying science, a way to familiarize students with scientific research methods (grades 10-11).

Enrollment in electives is on a voluntary basis, according to wishes, inclinations, and interests. According to the educational objectives, electives are:

— from in-depth study of educational subjects;

— from the study of additional disciplines;

— from the study of an additional discipline with the acquisition of a specialty;

— interdisciplinary.

Excursion.  As a form of educational organization, it arose in the 18th and early 19th centuries. Unlike a lesson, an excursion cannot be strictly limited in time. Its main content is the perception of objects and phenomena in a natural environment. Depending on the place in the educational process, excursions are divided into:

— in relation to the curriculum: programmatic and extracurricular;

— by content: thematic and combined;

— according to the time of the study material: introductory, current and final;

— regarding the educational subject: botanical, zoological, chemical, physical, etc.

In the process of preparing for the excursion, first of all, they define its object, familiarize themselves with it, make a plan, instruct students (how to behave during the excursion, how to prepare for it, how to conduct independent observations and what work to do).

Subject circle.  Groups are created from various educational subjects (mathematics, physics, chemistry, literature, etc.). The task of the subject circles is to deepen the acquired knowledge, develop interests and abilities. In addition to systematic classes, circle participants are involved in mass educational events: thematic evenings, contests, Olympiads, weeks and months of knowledge, publication of bulletins, radio newspapers, and almanacs. This contributes to the deepening of knowledge and increases the interest in educational subjects not only of the participants of subject groups, but also of other schoolchildren.

 

Advice.  The essence of it is to explain to the students the problems that are difficult to understand and understand. First of all, there is a need for counseling when they encounter certain difficulties during independent study of educational material or homework. A properly organized consultation helps to overcome them. When consulting, the teacher does not give ready-made answers, but directs the cognitive activity so that the students independently understand the question, complete a difficult task, and understand the essence of the material they are studying.

Homework.  Her main task is expanding and deepening knowledge, getting used to regular independent educational work, learning self-control, nurturing independence, activity, a sense of duty and responsibility. Homework includes working with the text of the textbook, performing various exercises, written and graphic works, solving problems. You can recommend reading an article in a popular science publication, watching a movie, talking about an interesting topic with a certain person, observing a natural or everyday phenomenon, conducting an experiment, etc. The volume of students' homework should not lead to overload: it should not exceed a third of what was done in class in grades 1-7, and half in grades 8-11. On the eve of weekends and holidays, I recommend not to ask homework for students.

 

A modern lesson

"A modern lesson is a lesson in which the teacher teaches new material in a clear and accessible way."
"A modern lesson is a fun, informative, interesting, easy lesson in which the teacher and student communicate freely."
"A modern lesson is a lesson in which you don't have to do the same thing every time, it's a varied lesson."
"A modern lesson is a lesson where any of your thoughts are listened to, a lesson where a person learns to be a person."
"A modern lesson is a lesson in which you feel confident."
 "A modern lesson is a lesson without stress."

The lesson as a form of organization of educational work has existed since the seventeenth century, that is, more than 350 years. This pedagogical invention turned out to be so viable that even today the lesson remains the most common organizational form of the educational process at school. The main provisions characterizing the lesson were laid down in the 17th-19th centuries in the works of Ya. A. Komensky, I. F. Herbart, A. Disterweg, and K. D. Ushinsky. The classroom-lesson system was originally developed and described by Jan Amos Comenius (1592 - 1670, Czech humanist thinker, teacher) in his book "Great Didactics". Kostiantyn Dmytrovych Ushinsky (1824 - 1870) carried out the further development of Ya. He deeply scientifically substantiated all the advantages of the class-lesson system and created a coherent theory of the lesson, in particular, he justified its organizational structure and developed a typology of lessons.  
A modern lesson is a lesson characterized by the following features:
1. The main goal of the lesson is the development of each personality in the process of learning and education.
2. The lesson implements a person-oriented approach to learning.
3. Ideas of humanization and humanization of education are implemented in the lesson.
4. An activity approach to learning is implemented in the lesson.
5. The organization of the lesson is dynamic and variable.
6. Modern pedagogical technologies are used in the lesson.
The following functions of the lesson can be distinguished: an educational function that educates and develops functions.
The general function of the modern lesson is the integral formation and development of the student's personality on the basis of developmental and educational training.
Hence it is necessary that the main idea of a modern lesson is the unity of learning, upbringing and development.
The general purpose of the lesson (the triple purpose of the lesson) is specified in didactic purposes: educational, developmental and educational.
At this time, as a result of the development of the technological approach to education, there is a revision of the methods of setting goals. The method of setting goals offered by pedagogical technology is characterized by increased instrumentality. It consists in the fact that the purpose of learning (the purpose of the lesson) is formulated through the results of learning, expressed in the actions of students (what he will know, be able to do, etc.). The goal has the following requirements:
- the goal must be specific;
- clearly focuses on the assimilation of facts, concepts, etc.;
- the goal is specified in the tasks, all tasks are explained to the student.

What are the tasks of the lesson? ? In the most general sense, it is given and sought, a set of successive actions (operations) on which leads to the transformation of the object. The task can be considered as a means of achieving the goal, and a set of actions with the task as a way of achieving the goal. The task (means) may be the same, but the methods of solving it may be different. Depending on this, a greater or lesser coincidence of the intended goal and the actual result is possible.
M. I. Makhmutov believes that it is worth distinguishing didactic and educational tasks.
The structure of a modern lesson is a sequence of individual stages of the lesson, their logical mutual arrangement, as well as the relationship between the stages of the lesson and options for their interaction with each other that arise in the learning process.
The main stages of the lesson:
1. - organizational stage;
2. - stage of checking homework;
3. - the stage of updating the subjective experience of students;
4. - the stage of studying new knowledge and methods of activity;
5. - the stage of primary verification of the student's understanding;
6. - the stage of consolidation of the learned;
7. - the stage of application of what has been learned;
8. - the stage of generalization and systematization;
9. - stage of control and self-control;
10. - stage of correction;
11. - homework information stage;
12. - the stage of summarizing the results of the educational session;
13. - reflection.
The introduction of reflection is due to its importance precisely from the point of view of building a personal-oriented lesson, since it is one of the most important mechanisms of self-development of an individual.
Constant activation of students' reflection during the lesson allows the child to rethink his subjective experience: personal changes, value relationships, actions, knowledge.
Summary is a very important stage, the most important part of an interactive lesson. It is during it that the content of the performed work is highlighted; a risk is drawn under the knowledge that should be learned, and a connection is established between what has already been learned and what the students may need in the future.
How do I organize this work? I ask the students: "How would you rate your achievements in the lesson?"
I suggest you pick up cards with a picture that mean the following.
  - "I understand everything, I do everything right"
- "I understood most of the material, but I still make mistakes sometimes"
 - "I hardly understand anything, the new rule is difficult for me"

An important factor affecting the effectiveness of reflection in education is the variety of its forms and methods, their correspondence to the age and other characteristics of children. Reflection should not be only verbal - it can be drawings, diagrams, graphs, etc.
  It is important in the lesson to comply with the requirements of the state standard of basic and full secondary education in the lessons, in particular the following:
- creation of an atmosphere of mutual respect and mutual understanding between the participants of the educational process;
- systematic updating of students' knowledge;
- systematic adjustment of knowledge, skills and abilities;
- fostering in students the desire to work;
- students' awareness of the practical orientation of knowledge and the expediency of using it in life.
  Education can be considered effective if it is based on progressive pedagogical ideas and technologies, takes place in the direction of maximum implementation of educational tasks with optimally intense and synchronous activity of teachers and students. In addition, the successful organization of the educational process depends on the correspondence of the forms and methods of education to the psychological characteristics and functional capabilities of students of a certain age category.
  In the psychological and methodological literature, there is a significant number of effective methods and techniques that have a positive effect on the educational process. One of them is play, as the dominant and leading activity of children.
  According to some scientists, the game is the leading activity, thanks to which significant changes occur in the psyche of the child, qualities are formed that prepare the transition to a new, higher level of development. 
  It follows from the research of American scientists that interactive learning allows you to dramatically increase the percentage of learning the material, as it affects not only the student's consciousness, but also his feelings, will, and actions. The results of these studies were reflected in the so-called "Learning Pyramid"
  According to modern psychologists, a high school student can remember 10% of information by reading with his eyes, listening – 26%, considering – 50%, discussing – 70%, using personal experience – 80%, during joint activity, with discussion - 90%, during training of others - 95%.
  In modern lessons, the following technologies are often used: 1. Working in groups – a collective form of organizing educational activities involves grouping students into groups. The teacher manages the work of the groups. All students at each moment work together or individually on one task with subsequent monitoring of the results. This model is easily combined with traditional forms of education. 
2. Work in pairs - during work in pairs, children have time to think, exchange ideas with a partner, and only then voice their thoughts in front of the class. This includes checking homework (exchanging notebooks), discussing a short text, tasks, determining the partner's attitude to the read material, lectures, videos, summarizing the lesson, developing questions for the teacher or other students, testing and evaluating each other, comparing records.
3. Microphone - this technology gives everyone the opportunity to say something quickly, in turn, answering questions or expressing their opinion.
4. Express survey - the technology requires giving concise written answers (For example: "Continue the sentence", mathematical dictations)
5. Test - students must choose one of the proposed tasks. Taking tests by the students themselves is an important and interesting task. This can be done using the special program "Test". 
6. The project method is the activity of students under the guidance of teachers on some topic and the publication of the results of the work. (works of 11th grade students on Ukrainian literature and computer science).
There are traditional types of lessons and non-traditional ones. At this time, the classification of lessons according to the main educational goal (didactic goal) is most often found in theory and practice: combined lesson; a lesson on assimilation of new knowledge by students; a lesson on consolidation of the studied material; repetition lesson; lesson on systematization and generalization of new material; a lesson on checking and evaluating knowledge (typology of lessons by Yu. A. Konarzhevsky).
T. I. Shamova believes that the typology of lessons can be built based on the structure of the process of learning by students
0 type. Introductory lesson.
1 type. A lesson on learning and initial consolidation of new material.
2 type. A lesson on consolidating knowledge and methods of activity.
3 type. A lesson on the complex application of knowledge and methods of activity.
4 type. A lesson on generalization and systematization of knowledge and methods of activity.
5 type. A lesson on checking, evaluating and correcting knowledge and methods of activity.
Non-traditional lessons:
Cognitive type lessons:
Lesson-observation;
Lesson-experiment;
Object research lesson;
Search lesson;
Laboratory-practical lesson;
A lesson in posing problems and solving them;
A lesson in constructing concepts (rules, regularities, hypotheses);
Theory construction lesson;
Concept lesson, building pictures of the world or its parts;
A lesson on working with primary sources (cultural and historical analogues)
Metasubject lesson;
Interdisciplinary lesson;
A lesson in philosophical generalization.
Lessons of creative type:
A lesson on composing and solving tasks;
Lesson-dialogue (discussion, dispute, heuristic conversation);
A paradox lesson;
Fantasy lesson;
A lesson in invention;
A lesson in technical (scientific, applied, artistic, social, cultural-technical, pedagogical) creativity;
Modeling lesson;
Symbolism lesson;
A lesson in "changing" history (one's own solution to historical events);
Lesson-heuristic situation;
Lesson of discoveries;
Work (tasks-tales, calculators, chronicles, etc.)
Business game;
Role-playing game;
Lesson-journey;
Lesson on the contrary (student in the role of teacher);
A lesson in the school of the future;
Prognostic lesson;
A lesson on the protection of creative works;
Olympiad lesson;
a lesson in creative generalization.
Lessons of the organizational type:
The lesson is a whole lesson;
A lesson in rule-making;
A lesson in the development of individual educational programs;
A lesson on the protection of individual educational programs;
Lessons with group work;
Project lesson (using the project method);
Consultation lesson (mutual consultation);
Self-assessment lesson;
Credit lesson; (self calculation)
Reflection lesson.
Communicative type lessons:
Binary lesson (led by two teachers);
Review lesson;
A lesson in mutual control;
Opening lesson;
Lesson-exhibition;
Lesson-auction;
Lesson-conference;
Lesson-competition;
A lesson-cvk;
The lesson is the judgment of the phenomenon;
The lesson is a performance;
The lesson is a "round table";
The lesson is a panorama;
The lesson is a creative report.
The listed types of lessons make it possible to build a system of classes that form an integral learning technology.
 In modern society, the problem of humanization and humanization of education is urgent. Important conditions for the humanization of education are the strengthening of motivation and differentiation of education. The content of the humanization of education consists in involving the student in spiritual culture, creative activity, and the methodology of discovering new things.  
Each lesson is aimed at achieving a threefold goal: to teach, educate, develop. Based on this, we specify all kinds of requirements for the lesson into three groups: educational requirements, educational and developmental requirements.
Educational requirements.
1. Purposefulness of the lesson.
2. Rationalization and differentiation of the information content of the lesson:
 3. Reasonable selection of means, methods and techniques, oriented to training, which develops the personality:
4. Variety of forms of organization of students' educational activities:
 5. A variable approach to the formation of the lesson structure:
6. Implementation in the lesson in an optimal ratio of all didactic principles and rules arising from them.
 
"Forty-five minutes of a lesson is one of the strange pedagogical phenomena, when various influences merge into a single complex. And, merging, they will form such a powerful factor of a child's development, his formation as a personality... education at school must be built, starting from the lesson, of this most important factor of personality development in general and moral development in particular" 
 
Conclusion:
1. A modern lesson is one of the complex concepts of modern pedagogy. Its complexity lies in the fact that changes in society and some sciences (didactics, psychology, pedagogy) significantly affect the lesson, leading to a change in the paradigm of the lesson.  
2. The great importance of the modern lesson is not only in the formation, but also in the development and education of the personality.
3. There is a constant improvement of the mathematics lesson in the direction of modern requirements.
  The lesson is a multifaceted crystal that reflects the entire system of teacher training.