Disadvantages of traditional lessons. Innovative lessons. Lesson on the topic "Methodology for conducting paired lessons Combined lessons

The idea of \u200b\u200bcombining the lessons of industrial training and special technology was born in the practice of teaching. In educational institutions where there are qualified professional and pedagogical personnel and appropriate material and technical equipment of training workshops, combined training is used by masters of industrial training and teachers of special disciplines. In educational institutions where combined lessons were held at least several times, students become the master's allies in improving the teaching method of the lesson.

However, the combination in planning the study of related topics of theoretical and industrial training is only one of the features of the methodology for lessons of this type. The second is to plan the combined lessons of special technology and industrial training on a specific topic.

The essence of such planning lies in the fact that the teacher of technological disciplines selects the content of theoretical material, which is advisable to study simultaneously with the formation of practical skills. As a rule, such content of educational material includes a description of the technology of work. In academic disciplines dedicated to the technology of work, 30–40% of the content of the educational material on the topic should be combined with industrial training. So, the theoretical training material has been selected, the combined lessons of special technology and industrial training are planned.

The third feature of blended learning concerns the structure of the lesson. The structure of a combined lesson lesson does not coincide with the structure of a lesson in theoretical or industrial training, since during a combined lesson, a combination, alternation, splicing of the processes of assimilating theoretical knowledge and the formation of professional skills occur. The content of the new theoretical material is given in portions, doses; each portion is followed by the practical activity of the students, that is, the exercise.

The structure of a combined lesson can be represented as a sequential alternation of phases. In turn, each phase consists of two steps. The first step is the assimilation of a portion of theoretical material, the second is the practical formation of skills (Fig. 30).

Phase		1st step - knowledge formation
		2nd step - formation of skills and abilities

When planning a lesson in time, it is necessary to keep in mind that a theory step usually takes 10-15 minutes of a practice step, an exercise on a studied portion of theoretical material takes students from 20 to 30 minutes.

You should dwell separately at the beginning of the lesson, or phase zero. Mobilizing students for the upcoming work, forming an interest in the study of new theoretical material, the teacher must reveal to them all the studied technology of work on the topic under consideration as a whole. Students at the very beginning of the lesson are given an indicative basis for activities. Then the teacher proceeds to the formation of theoretical knowledge and practical skills in separate parts (blocks) of the technological process. The combined lesson ends with a final briefing with a summary of the work of each student.

Thus, the generalized structure of the combined lesson can be represented by the following formula

Y \u003d Ф 0 + Ф 1 + Ф 2 + ... + Ф p + Ф s,

where Ф 0 - initial phase (1st step - organization and target setting, 2nd step - orientation of students in the upcoming activities, a brief explanation of the technology of the forthcoming work);

Ф 1, Ф 2, ..., Ф n - intermediate phases (1st step - brief theoretical information on the block of knowledge, 2nd step - the content of practical exercises);

Ф з - the final phase (collection and analysis of student papers, grading in theory and practice).

Educators may have the following questions.

1. Does blended learning lead to less time spent learning technology subjects? Leads. The study of theoretical material is carried out during a six-hour industrial training lesson on this topic. There is no traditional special technology lesson. The reduced time is advisable to use to improve the professional knowledge and skills of students.

2. Who conducts the blended apprenticeship lessons? Is it possible to conduct them without the participation of a master of industrial training? As a rule, a combined lesson is conducted by a teacher of special technology in conjunction with a master of industrial training. The teacher forms the theoretical knowledge of students, shows the technology of carrying out work, exercises, etc. The master is connected to show individual operations, a brief briefing before performing the exercises, conducting the current briefing during the formation of practical skills. However, already today masters with professional pedagogical education conduct lessons using a special technology, and conducting combined lessons does not cause methodological difficulties for them.

An integrative lesson - This is a special type of lesson that combines training in several disciplines simultaneously while studying one concept, topic or phenomenon. In such a lesson, the following are always distinguished: the leading discipline, acting as an integrator, and auxiliary disciplines, contributing to the deepening, expansion, clarification of the material of the leading discipline. Integrative lessons can combine a variety of disciplines as in their entirety, giving rise to integrative subjects such as "Fundamentals of Life Safety" or "World Art Culture", and can include only individual components - content, methods. For example, it is possible to integrate the content of disciplines while preserving the teaching methods of the leading discipline. So, lessons in physics, literature and music are well integrated. In the case of integration, a physics lesson becomes the leading one and retains its inherent methods. In the course of the disclosure of the topic, verses and music are inserted into it, describing or imitating in an artistic form the studied physical phenomena. It is also possible to integrate teaching methods in different disciplines while maintaining the content of only one subject. In a history lesson, you can conduct an experiment on a computer to systematically predict the development of a particular historical event based on a change in the factors of its course. In a chemistry lesson, it is quite possible to do, for example, search and study archival materials about the life and work of domestic chemists, etc.

Ticket number 20 The concept of the content of education. Factors determining the content of education. Basic concepts of educational content + see slides

The content of education is a system of knowledge that includes facts and generalizations, skills (B.P. Esipov, N.K. Goncharov), basic knowledge, skills of the relevant field of scientific knowledge (T.A. Ilyina), a system of scientific knowledge , practical abilities and skills, as well as ideological and moral-ethical ideas that students need to master in the learning process; a system of scientific knowledge, abilities and skills, worldview, moral and aesthetic ideas, elements of social, cognitive and creative experience.

Education content Is a system of scientific knowledge, skills and abilities, the mastering of which ensures the comprehensive development of the mental and physical abilities of schoolchildren, the formation of their worldview, morality and behavior, preparation for social life and work. This definition contains all elements of the social experience accumulated by humanity, and the content of education is considered as one of the components of the learning process.

General requirements for the content of education: “The content of education is one of the factors of economic and social progress of society and should be focused on: ensuring self-determination of the individual, creating conditions for his self-realization; development of society; strengthening and improving the rule of law. The content of education should ensure: an adequate world level of general and professional culture of society; the formation of a student's picture of the world that is adequate to the modern level of knowledge and the level of the educational program (stage of study); integration of the individual into national and world culture; the formation of a person and a citizen, integrated into his contemporary society and aimed at improving this society; reproduction and development of human resources in society ”.

V.S. Lednev identified factorsthat have a significant impact on the selection of structural components of the content of education. These include:

- factors of the global level, on the basis of which education is divided into main branches and sequential stages;

- determining the structure of the content of general, polytechnical and special education, taking into account their division into theoretical and practical parts;

- factors underlying the content of individual accounts. courses, practice and teaching. projects.

Modern concepts of new types of educational content

Options
	Activity (V.V.Davydov)	Thought-activity and metasubject (Yu.V. Gromyko)	Personally oriented tied and metasubject (A.V. Khutorskoy)
Essence, values	Development and self-development, the formation of thinking and reflective consciousness	The unity of the processes of thinking, communication and action based on reflection	Personal creativity, self-modification of personal experience
	Theoretical, developing, growing the subject of activity	Generation of knowledge and yourself	Actualization of the subjective image, search for meaning
			Personal experience
Structure	System of educational tasks, act of thought	Unity of thinking, communication and action	Procedures and steps for constructing an ideal knowledge system
Education model	School of Developing and Developing Education	Mind-activity school, met-school	School of creativity

2. Concepts about groups. Types and classification of groups. Characteristics of the study group.

Group -a community of people limited in size, separated from the social whole on the basis of certain characteristics (the nature of the activity performed, the structure, the level of development.

Types of groups: large group, small group.

Small group psychology and intergroup interaction

Small group is a small-sized community of people who are directly interacting. Its lower and upper boundaries are determined by qualitative features, the main of which are contact and integrity. Contactis the opportunity for each member of the group to regularly communicate with each other, perceive and evaluate each other, exchange information, mutual assessments and influences. Integrityis defined as the social and psychological community of individuals in a group, allowing them to be perceived as a whole.

Beyond the lower bound the size of a small group, most specialists accept three people, since in a group of two people (dyad) group socio-psychological phenomena proceed in a special way. Small group upper limit is determined by its qualitative characteristics and usually does not exceed 20-30 people. The optimal size of a small group depends on the nature of the joint activity and is in the range of 5-12 people. In smaller groups, the phenomenon of social satiety arises more likely; larger groups are easier to break up into smaller ones, in which individuals are linked by closer contacts. In this regard, it is customary to distinguish primary groups that are small in size, that is, the smallest in size and then indivisible communities and secondary ones, formally representing single communities, but including several primary groups.

Formal groups - groups in which membership and relationships are predominantly formal, that is, they are determined by formal prescriptions and agreements. Formal small groups are, first of all, the primary collectives of subdivisions of social organizations and institutions. Organizational and Institutional Small Groups are elements of the social structure of society and are created to meet social needs. The leading sphere of activity and the main psychological mechanism for uniting individuals within the framework of organizational and institutional small groups is joint activity. Informal groups - associations of people, arising on the basis of internal, inherent in individuals needs for communication, belonging, understanding, sympathy and love.

Small group leadership

Small group leadership - This is the phenomenon of the influence or influence of an individual on the opinions, assessments, attitudes and behavior of the group as a whole or of its individual members. The main signs of leadership are:

Higher activity and initiative of the individual when solving joint tasks by a group;

Greater awareness of the task at hand, the members of the group and the situation in general;

More pronounced ability to influence other members of the group;

Greater compliance of behavior with social attitudes, values \u200b\u200band norms adopted in this group;

Greater expressiveness of personal qualities, reference for this group.

The main functions of a leader - organization of joint life activities in its various spheres, development and maintenance of group norms, external representation of the group in relations with other groups, taking responsibility for the results of group activities, establishing and maintaining favorable social and psychological relations in the group.

Leadership is the phenomenon of the influence or influence of an individual on the opinions, assessments, attitudes and behavior of a group as a whole or of its individual members.

Conformity and group pressure

Conformism (from Lat. conformis - like) is a change in the opinions, attitudes and behavior of individuals under the influence of others.

Group pressure is the process of influence of attitudes, norms, values \u200b\u200band behavior of group members on the opinions and behavior of an individual. Normative influence is characterized by the acceptance by the individual of the majority opinion as a group norm, the individual's dependence on the group and his desire to harmonize his behavior and his attitudes with the behavior and attitudes of the group. Informational influence is characterized by the influence of other members of the group as a source of information that is important for decision-making and taken into account by the individual.

Psychology of large social groups and mass phenomena

Each person is included in different social communities, or large groups. There are two types of communities of people that determine the specific socio-psychological characteristics of groups. The basis for the separation of these types of groups is the nature of the relationship. In the first case, these are the objective social ties of a given community. So, social class as a large group, characterizes the place that it occupies in the system of objective socio-economic relations and which is determined by the social division of labor. The basis for allocation the nation a certain system of objective social ties serves as a social group. For gender and age communities there are real socio-demographic characteristics. People's belonging to these groups does not depend on their will and consciousness. It is defined objectively. Another type of community includes groups, belonging to which is the result of a conscious desire of people to unite on the basis of common goals and values. Examples of such communities are professional associations, parties, social movements. Psychological phenomena form the basis of these associations. These are psychological communities.

Large social groups are classified according to other criteria.

By the duration of existencedistinguish more long-term (classes, nations) and less long-term (meetings, audiences, crowd) groups.

By the nature of the organization of the group divided into spontaneously emerging (crowd) and consciously organized (parties, associations).

You can also say about conditional and real groups... In this case, the sign of contact and interaction is considered essential. Age-sex and professional groups are not real, but conditional. Real large groups with short but close contacts include meetings and gatherings.

Large social groups can be open and closed. Membership in the latter is determined by the internal regulations of the groups.

3. Featurefederal state educational standards of general education- their activity-oriented nature, which makes the development of the student's personality the main task. Modern education is rejecting the traditional presentation of learning outcomes in the form of knowledge, skills and abilities; GEF language indicates real activities.

The task at hand requires a transition to a new systemic activity educational paradigm, which, in turn, is associated with fundamental changes in the activities of a teacher who implements the new standard. Teaching technologies are also changing, the introduction of information and communication technologies (ICT) opens up significant opportunities for expanding the educational framework in each subject in a general education institution, including mathematics.

Under these conditions, the traditional school, which implements the classical model of education, has become unproductive. Before me, as well as before my colleagues, a problem arose - to turn traditional education aimed at the accumulation of knowledge, abilities, skills, into the process of developing a child's personality.

Avoiding the traditional lesson through the use of new technologies in the learning process makes it possible to eliminate the monotony of the educational environment and the monotony of the educational process, create conditions for changing the types of students' activities, and implement the principles of health preservation. It is recommended to make the choice of technology depending on the subject content, the objectives of the lesson, the level of preparedness of students, the possibility of meeting their educational needs, the age category of students.

Pedagogical technology is often defined as:

The set of techniques is the field of pedagogical knowledge, reflecting the characteristics of the deep processes of pedagogical activity, the peculiarities of their interaction, the management of which ensures the necessary effectiveness of the educational process;

A set of forms, methods, techniques and means of transferring social experience, as well as the technical equipment of this process;

A set of methods for organizing the educational and cognitive process or a sequence of certain actions, operations related to the specific activity of the teacher and aimed at achieving the set goals (technological chain).

In the context of the implementation of the requirements of FGOS LLC, the most relevant become technologies:

v Information and communication technology

v Critical thinking development technology

v Design technology

v Developmental learning technology

v Health-saving technologies

v Problem-based learning technology

v Gaming technologies

v Modular technology

v Workshop technology

v Case - technology

v Integrated learning technology

v Pedagogy of cooperation.

v Technologies of level differentiation

v Group technologies.

v Traditional technologies (classroom system)

MINISTRY OF EDUCATION
Khabarovsk Territory

Heads of local self-government bodies,
managing education

The Ministry of Education of the Khabarovsk Territory sends for use in its work methodological recommendations on the organization of classes in the primary grades of small schools in the region.
We ask you to bring these recommendations to the teaching staff of subordinate small schools.

Appendix: for 8 liters. in 1 copy.

Deputy Minister - Head
general education department
A.M. King

Recommendations for the organization of training sessions in the primary grades of small schools in the region

Teaching in a small elementary school has a number of features. Due to the small number of students, children have to be combined into kits, one teacher works in the same room with students of different ages.
A kit class is a permanent group of children working according to a single annual curriculum and program, according to a constant schedule.
The formation of classes-sets is determined by specific conditions and depends on the number of students and teachers (clause 2.9.10. SanPiN 2.4.2.1178-02).
In accordance with the sanitary and epidemiological rules and norms (SanPiN 2.4.2.1178-02), it is allowed to combine students of the first stage into a class-set, while preference should be given to the formation of two combined class-sets. It is optimal to combine students in grades 1 and 3 (1 + 3), grades 2 and 3 (2 + 3), grades 2 and 4 (2 + 4) into one set. The occupancy of two-year sets should be no more than 25, and when three or four classes are combined into one set, no more than 15 children.
To prevent fatigue of students, the duration of combined (especially 4 and 5) lessons should be reduced by 5-10 minutes (except for a physical education lesson). The duration of the combined lessons is reduced to 40 minutes, the last lessons to 35 minutes. In grade 1, according to the basic curriculum of 2004, the duration of the lessons is 35 minutes - for the entire academic year.
Thus, the choice of the principle of combining classes into a set depends on an objective factor (the number of students in each class and the number of first graders, the stability of the conditions and the number of teachers).
The organization of the educational process in a classroom, where pupils of the first, second, third and fourth grades are taught simultaneously under the guidance of one teacher in the same room, has a number of features that distinguish it from the educational process in a school where one teacher works with children of the same class. Accordingly, a lesson in a combined class differs from a lesson with one age group both in structure and in organizational forms.
The main feature of a lesson in a combined class is the compulsory independent work of students in each lesson. To explain the teaching material to the students of one of the classes without prejudice to the children of the other class, the teacher must engage the children from the other class with useful work, offer them independently, without his direct guidance, to complete this or that task. And while the students of one class independently complete the study assignments, the teacher explains the new, asks the past, explains the next assignment for independent work to the students of the other class.
The second feature of the lesson is the alternation of students' work under the direct supervision of the teacher, work with a teacher and independent work on the instructions of the teacher or of their own choice.
The third feature is the dependence of the volume of independent work and the time allotted for its implementation on the volume and time of the teacher's work with another class.
The number of alternations of the lesson stages depends on many conditions: the nature of the schedule (multi-subject and one-subject), the content of the educational material, the degree of students' ability to work independently, as well as the age capabilities of children. So, first-graders are able to work with concentration no more than 5 minutes, therefore the number of stages of their independent activity should correspond to their capabilities. They do not yet possess even the simplest educational skills; they need teacher's help all the time.
The older the students, the more skills they possess, the more opportunities for independent activity. As a rule, one lesson includes two or three independent work, sometimes five. But the fragmentation of independent work can lead to the destruction of the integrity of the perception of educational material.
In general, the structure of the lessons can be represented as follows



General stage of work under the guidance of a teacher
Working with a teacher	Independent work of students
Independent work	Working with a teacher	Independent work
Independent work		Working with a teacher	Independent work
Break, rest		Independent work	Working with a teacher
The general stage of working with a teacher is summing up the results of the lesson

The rational connection of classes is one of the important components of successful class work. When combining classes into one set, the first class causes the greatest difficulty. Possible options for combining it with other primary school classes.
First and second grades. The positive in such a combination is the proximity of age and the fact that the first class is propaedeutic. In this version, it is convenient for the teacher to focus on the formation of general educational skills at the general stage of work: for first graders - showing a model, for second graders - repetition and exercise in the correct action. Arbitrariness of attention for first graders - 5 minutes, for second graders - 8 minutes. The union allows you to work in pairs of a replacement composition.
The disadvantage of combining grades 1 and 2 into a set is the inability of children of both grades to work independently, not only because this skill is not well-formed, but also because children actually do not have fluency and correct reading, which makes it difficult to work with students in both grades.
First and third grades. The positive in this version of the association is that third grade students are able to work independently, and the time of their voluntary attention is 10-12 minutes. This allows the teacher to organize the independent implementation of rather complex tasks. The relative preparedness of third-graders makes it possible for them to help the teacher as consultants - “teachers” when using the technology of a collective way of teaching.
The disadvantage of this option is the temptation and the opportunity to increase the time and volume of independent activities of third graders in order to free up time for working with first graders.
First and fourth grades. In this option, one should not devote more time to first-graders at the expense of fourth-grade students, organizing their independent work, since the fourth grade is graduation, during this year the teaching material is repeated and generalized throughout the initial level at a qualitatively different level. Children of this age have new opportunities for mental activity.
Based on the specifics of a small school - the obligatory independent work of students at each level, the main criterion for combining classes into a set is the ability of children to work outside the constant guidance of the teacher. And from this point of view, the unification into one set of classes 1 and 3, 2 and 4 is the most expedient.
Studying in a complete class, the student must learn:
- focus on completing the task;
- not listen to the teacher's explanations for another class;
- do not pay attention to pictures and others demonstration materialsnot intended for them;
- do not listen to the answers of students of another class;
- instantly rebuild when the teacher addresses them.
In this regard, in class-sets it is necessary more than in ordinary classes to pay attention to the ability of schoolchildren to work independently.
Independent work is the activity of students aimed at mastering knowledge, skills, ways of applying them in practice, which is carried out without the participation of a teacher. Independent work develops the activity of children, forms voluntary attention, teaches them to concentrate on their work, ignoring what is happening around them.
For pupils of grades 1-4, the following types of independent work are available and feasible:
- preparatory exercises that are performed before learning new material (repetition of the textbook, work with cards and tables, etc.);
- independent study of new material, carried out according to detailed instructions;
- consolidation exercises in order to master the methods of action based on algorithmic tables, instructions, reminders;
- a variety of training exercises;
- control and test tasks, which are offered after mastering all parts of the training material.
In terms of form, independent work can be oral and written. Oral are rarely used. Most often, written independent work is used, which must be varied so that all types of memory are evenly loaded: visual, auditory, motor.
The duration of independent work depends on the complexity of the tasks and the capabilities of the students. The duration must be dosed from class to class, gradually teaching children to do independent work in a certain time.

Estimated norms of time for independent work in the lesson


	1 semester, min.	2 semester, min.

Independent work performs mainly educational and control functions in a class-set. Depending on the goals and objectives, it is practiced at all stages of the lesson. Most often, teachers put out reinforcement and repetition for independent work (about 60% of the total volume), less often - the assimilation of new material (about 20%), the rest of the independent work is intended for performing test work (about 20%). Verification works are necessary to control knowledge, skills, ways of their application. At each lesson, children are offered work of a various type and purpose: preparatory, teaching, testing.
Preparatory independent work is offered to students in order to repeat the material studied, which will be necessary for understanding new knowledge (the stage of updating knowledge). The teacher selects the assignments in such a way that a problematic situation with difficulty or surprise is created. That is, in addition to the tasks for the passed material, it is necessary to include tasks for the new material. This will enable children to identify the problem that they have to solve on their own or together with the teacher.
Independent work when studying new material is possible if students have no problems with reading and reading comprehension. At the same time, the cognitive abilities of children develop well, and most importantly, self-education skills are successfully formed.
Children perform educational independent work in the lessons of applying or consolidating new knowledge. Their goal is to identify and timely address existing knowledge gaps. Such independent work suggests the presence detailed instructions on the implementation of a task (in the form of an algorithm).
At the final stages of the lessons, test works are offered. Their goal is to control the quality of mastering educational material.
The effectiveness of independent work depends on its organization. When planning and offering independent work in a classroom set, you must:
- to understand well its goals;
- clearly see its place and role in the structure of this lesson;
- to be guided by the requirements of a certain level of mastering the educational material;
- take into account the level of preparedness and capabilities of students;
- determine the duration of independent work and monitor the spending of time;
- look for rational ways to check work;
- correctly combine independent work with work under the guidance of a teacher.
Not all subjects and not all lessons in one subject provide the same opportunities for organizing independent work. Most of them are in the lessons of the Russian language (foreign language), mathematics, drawing and labor training. Less - in the lessons of literary reading and the surrounding world. Music and physical education lessons are conducted only with the participation of a teacher.
Instructions play an important role in organizing independent work in all lessons: instructions, algorithms, prescriptions, reference schemes, etc. The handout contains "supports" - ready-made samples, examples of tasks, reasoning or actions. Instructions are required for independent work.
Most of all, the student needs help in mastering a new type of work. In this case, the technique recommends writing down plans (algorithms, instructions) of reflections in individual cards or on a board. At first, these instructions are detailed. But over time, they become more and more compressed.
Textbooks play a critical role in keeping children interested and learning effective. You should focus on one textbook in order to study its content well, get used to the textbook and prepare a set of handouts.
To make it easier for children to work with the textbook, it is advisable:
- if necessary, change the sequence of actions proposed in the textbook;
- introduce brief additional instructions for completing tasks;
- supplement instructions with algorithmic requirements to which children are accustomed.
Any instructions must be clear to children.
In the context of working with two classes, the teacher has an especially acute question about the correct allocation and use of time. If classes and lessons are combined in such a way that one class begins work with an independent assignment, and the other with the direct participation of a teacher, then the loss of time can be avoided.
Time-saving reserves lie not only in the rational connection of classes, properly organized independent work of students, but also in a well-designed class schedule.
Small-class schools can work in the mode of both a five-day week and a six-day one. The mode of operation of the primary level does not depend on which of the educational and methodological kits the school uses. When drawing up a timetable, teachers take into account the peculiarities of various academic subjects in terms of the possibility of organizing independent work of children in the lesson. Most often, the schedule uses one-subject combination (mathematics with mathematics, Russian with Russian), because it is easier for the teacher to concentrate, there is no need to switch from one area of \u200b\u200bknowledge to another, it becomes possible to offer students general assignments on different teaching materials, which ultimately helps to increase the productivity of learning.
In the context of such a combination, the schedule provides for lessons in technology, physical education, fine arts, music. At the same time, to a certain extent, the differentiation of the content of classes is ensured, taking into account the differences in the programs of each class. In the schedule, part of the day is reserved for working with only one class.

Approximate one-subject combined schedule


	Set		Set
Days of the week
	Maths	Maths	Russian language	Russian language
	Russian language	Russian language	The world	The world
	Literary reading	Foreign language	Maths	Maths
	The world	The world	Technology	Technology
		Technology	Literary reading	Literary reading

In accordance with the recommendations for organizing the training of first-graders during the adaptation period (Letter of the Ministry of Education and Science of the Russian Federation N 408 / 13-13 of 20.04.2001), 3 lessons of 35 minutes each are held in the first grade in September and October. The rest of the time is filled with targeted walks, excursions, physical education, and developmental games. To accomplish the task of relieving the statistical stress of schoolchildren, it is proposed to use in the fourth lessons not classroom and lesson, but other forms of organizing the educational process: excursions, theatricalization lessons, etc.
Perhaps the schedule of lessons with a "shifted" start of classes, where students do not start classes at the same time. The first lesson the teacher works with students of the same class. At this time, as a rule, students study new material together with the teacher, the skills to use theoretical knowledge to solve practical problems are being formed, (oral) individual questioning.
The second lesson is attended by children of another class included in the kit, and, as a rule, two lessons, less often three, the teacher works with two classes at the same time. Then students in one class go home or to an after-school class, while the teacher with the rest of the class continues to work. According to the second schedule, lessons for grades 1 and 4 begin at 8:30 am, and for grades 2 and 3 - at 9:15 am.

Schedule of lessons with a "shifted" start of classes


	Set		Set
Days of the week
	Literal reading		Russian language
		Russian language	Maths	Maths
	Russian language Mathematics	Maths	Literary reading	Literary reading
		Technology	art	art
	Technology
		Literary reading		Russian language

From the standpoint of the interests of schoolchildren and teachers with a contingent of more than 10-12 people in a set, such an organization of classes can be considered optimal for all the external unattractiveness, complexity, seeming overload of teachers.
Even the most perfect schedule needs to be adjusted throughout the year. During this time, changes occur that must be taken into account.
Conducting any lesson is a creative individual process. However, there are a number of mandatory requirements that must be met. It is necessary:
- to determine the place of a specific lesson in the system and structure of the academic subject;
- study the material of a specific lesson, correlate with the requirements of the standard;
- choose the best teaching methods and techniques;
- to think over didactic teaching aids (tasks in a textbook, clarity, handouts, check the serviceability of technical teaching aids);
- plan your lesson in minutes in each class, setting - where the work will be carried out under the guidance of the teacher, where and when the children will perform independent tasks;
- foresee what the children will do, where they will feel difficulties, when fatigue sets in and it will be necessary to do physical education;
- to think over how to make it easier for children to make difficult cognitive work;
- to weigh the educational possibilities of the material being studied and try to introduce the solution of educational problems into the outline of the lesson;
- to think over how to carry out personality-oriented training and education;
- draw up a lesson outline.
A lesson in a small school is conducted according to one general plan for the class-complete set. Its structure is characterized not by the stages of the lesson, but by the transitions: "with a teacher - independently", "independently - with a teacher." In the lesson plans of a teacher of a small school, the columns "work with the teacher" and "independent work" appear.
Much attention must be paid in terms of the general stages of work, when all students do the same work - they listen to the teacher's explanation, play, complete the task, work with observation diaries.
Unified classrooms sometimes have single-theme lessons. Their appearance is due to the fact that in programs individual topics are repeated, supplemented from class to class with new information. Such lessons are accompanied by clarity, and if available, computer technology is also used. In the lesson plan, the work of children under the guidance of a teacher in one class and independent work in another should be clearly, minute by minute, scheduled. One-dark lessons and lessons with general stages are possible.
Thus, the elementary small school has its own specifics, and the quality of education in it directly depends on the teacher's ability to organize training sessions with younger students in classes of different ages.

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The idea of \u200b\u200bcombining the lessons of industrial training and special technology was born in the practice of teaching. In educational institutions where there are qualified professional and pedagogical personnel and appropriate material and technical equipment of training workshops, combined training is used by masters of industrial training and teachers of special disciplines. In educational institutions where combined lessons have been held at least several times, students become the master's allies in improving the teaching methods of the lesson.

What is the idea of \u200b\u200ba combined lesson based on? If we consider the traditional summary-thematic planning of special technology and industrial training in the preparation of electricians for the maintenance of electrical equipment (preparation period - 1 year), it is easy to see that the gap in the study of related topics is 2 - 4 weeks.

However, the combination in planning the study of related topics of theoretical and industrial training is only one of the

features of the methodology of lessons of this type. The second is to plan the combined lessons of special technology and industrial training on a specific topic.

The essence of such planning lies in the fact that the teacher of technological disciplines selects the content of theoretical material, which is advisable to study simultaneously with the formation of practical skills. As a rule, such content of educational material includes a description of the technology of work. In academic disciplines devoted to the technology of work, it is advisable to combine 30-40% of the content of educational material on the topic with industrial training. So, it is necessary to select the material of theoretical training, to plan combined lessons of special technology and industrial training.

The third feature of blended learning concerns the structure of the lesson. The structure of a combined lesson lesson does not coincide with the structure of a lesson in theoretical or industrial training, since during a combined lesson, a combination, alternation, splicing of the processes of assimilating theoretical knowledge and the formation of professional skills occur. The content of the new theoretical material is given in portions; each portion is followed by the practical activity of the students, that is, the exercise.

The structure of the combined lesson can be represented as a sequential alternation of phases. In turn, each phase consists of two steps. The first step is the assimilation of a portion of theoretical material, the second is the practical formation of skills (Fig. 27).

When planning a lesson in time, it is necessary to keep in mind that 10-15 minutes of a practice step are usually allotted to a theory step, an exercise on the studied portion of theoretical material takes students from 20 to 30 minutes.

You should dwell separately on the beginning of the lesson, or phase zero. Mobilizing students for the upcoming work, forming an interest in the study of new theoretical material, the teacher must reveal to them all the studied technology of work on the topic under consideration as a whole. Students at the very beginning of the lesson are given an indicative basis for activities. Then the teacher proceeds to the formation of theoretical knowledge and practical skills in separate parts (blocks) of the technological process. The combined lesson ends with a final briefing with a summary of the work of each student.

1st step - knowledge formation

2nd step - formation of skills and abilities

Figure: 27. Structure of the combined lesson phase

Thus, the generalized structure of the combined lesson can be represented by the following formula:

Y \u003d φ 0 + φ, + φ 2 + ... + φ n + φ 3,

where Ф о - initial phase (1st step - organization and target setting, 2nd step - orientation of students in the upcoming activity, a brief explanation of the technology of the forthcoming work); Ф], Ф 2, ..., Ф „- intermediate phases (1st step - brief theoretical information on the block of knowledge, 2nd step - the content of practical exercises); F 3 - the final phase (collection and analysis of student papers, grading theory and practice).

In conclusion, we give an example of a combined lesson on the topic "Installation of electrical contact of wires."

The purpose of the lesson is to form the initial skills for the installation of electrical contact of wires. Lesson objectives:

Educational - to study the property of electrical contact of wires, teach students to solder copper wires, crimp copper and aluminum conductors;

Educational - to bring up a respect for technical documentation, tools, materials. Use your working hours rationally, strictly observe all safety rules;

Developing - in the process of completing assignments, based on the knowledge gained, to develop the ability to analyze and comprehend the work being done.

Lesson type - combined.

Lesson equipment: didactic - posters "Electrical installation tool", "Soldering wires", "Crimping wires and cables"; tablets "Marks of wires", "Wiring material and products"; electrified stand "Electric circuit of the screw-cutting lathe model 1K62".

Samples of electrical contact of wires: wire sections PV - 1 mm 2, PGV - 0.5 mm 2, APV - 2.5 mm 2, APV - 4 mm 2, PV - 2.5 mm 2; POS solder - 40; rosin; aluminum and copper sleeves and lugs; a set of electrical tools.

Lesson structure

1st phase - organizational and mobilization support of the lesson:

a) checking the log of those present at the lesson, finding out the state of health (pay attention to appearance);

b) communicating the purpose of the lesson, a story about the importance of proper preparation for performing electrical work, the role of reliable electrical contact, attentiveness, self-discipline, the quality of work performed;

c) explanation and demonstration of providing electrical contact by soldering and crimping.

2nd phase - preparation of wires for the installation of an electrical contact.

1st step - physical properties of electrical contact. Material (its properties) for the manufacture of installation wires. Straightening wires. Stripping the insulation of installation wires. Ways to cut the ends of the wires.

Asking questions:

What does a weak electrical contact lead to?

What can non-compliance with the standards for cutting installation lead to?
ny wires?

Why can't you move while using a utility knife?
on yourself?

2nd step - consolidation of knowledge based on the following exercises:

a) straightening of mounting wires of the PV brand - 1 mm 2; APV - 4 mm 2; APPV -2.5 mm 2;

b) stripping the insulation of the installation wires;

c) stripping the ends of the installation wires.

3rd phase - technology for soldering copper wires.

1st step - determination of the brands of wires for soldering. Soldering aid. Soldering tools and fixtures. Rules for the use of tools and devices. Soldering of conductors of installation wires.

Asking questions:

What is the difference between POS-40 and POS-30?

Is it possible not to strip the wires before soldering?

What can happen if an electric soldering iron during
work not to use a special stand?

2nd step - consolidation of knowledge based on exercises:

a) stripping the conductors of the wire at the joints;

b) soldering the PGV assembly wires with a cross section from 0.5 mm 2 to 1 mm 2 and PV from 1 mm 2 to 2.5 mm 2.

4-phase - crimping of copper and aluminum conductors of wires.

The first step is to determine the brands of wires for crimping. Tools and devices for crimping. Rules for the use of tools and devices. Tips and connecting sleeves. Technology of crimping of conductors of installation wires.

Asking questions:

What happens if an aluminum sleeve is used when connecting copper conductors of wires?

What will be the consequences during the operation of the contact connection if the norms of contact pressure and crimping depth are not observed?

What happens if you do not use quartz-vaseline paste when connecting aluminum conductors?

2nd step - consolidation of knowledge through exercises:

a) removing the oxide film from the wires;

b) crimping of copper conductors of PV wires with a cross section of 2.5 mm 2;

c) crimping of aluminum conductors of APV wires with a cross section of 4 mm 2;

d) applying quartz-vaseline paste on the contact joints of aluminum conductors.

Final phase:

a) assessment of students' knowledge, the level of formation of skills and abilities and the manifestation of qualities - accuracy, punctuality, attentiveness, discipline and organization;

b) home assignment - repeat the topic "Connection and termination of conductors of wires and cables".

Teachers may have the following questions.

Does blended learning lead to shorter technology hours? Leads. The study of theoretical material is carried out during a six-hour industrial training lesson on this topic. There is no traditional special technology lesson. The reduced time is advisable to use to improve the professional knowledge and skills of students.

Who is delivering blended apprenticeship lessons? Is it possible to conduct them without the participation of a master of industrial training? As a rule, a combined lesson is conducted by a teacher of special technology in conjunction with a master of industrial training. The teacher forms the theoretical knowledge of students, shows the technology of carrying out work, exercises, etc. The wizard is connected to show individual operations, a brief briefing before performing exercises, conducting the current briefing during the formation of practical skills. However, already today masters with professional pedagogical education conduct lessons using a special technology, and conducting combined lessons does not cause methodological difficulties for them.

Questions and tasks

1. What is the typical structure of a theoretical lesson?

2. List the signs of educational material that indicate
the need for laboratory work.

3. What is the typical structure of an industrial training lesson?

4. List the main conditions for using a combined lesson.

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ed. V. V. Kraevsky, I. Ya. Lerner. - M .: Pedagogy, 1983 .-- 352 p.

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Moscow: Nauka, 1982.-510 p.

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Professional technical pedagogy. - M .: Higher. shk., 1981 .-- 208 p.

19. Shikhin A. Ya.Electrical engineering. - M .: Higher. shk., 1987 .-- 336 p.

Introduction ................................................. .................................................. ................... 3

Y \u003d F 0 + F 1 + F 2 + ... + F n + F z

Consider the phases:

It is necessary to dwell separately on the zero phase (Ф 0).

Ф 0 - mobilization for the upcoming work, the formation of interest in the study of new theoretical material, it is necessary to reveal the entire technology of work under study on the topic under consideration as a whole.

F z - collection and analysis of student works, grading theory and practice.

Ф 1, Ф 2, ..., Ф n - 1st step - brief theoretical information on the block of knowledge, 2nd step - the content of practical exercises)

17. By its very nature, vocational training consists of two parts, therefore it is binary.

In a general sense, binary learning is an organization of the educational process that simultaneously organizes cognitive activity and the formation of practical skills. This teaching is a new synthetic type of teaching, which is characterized by patterns that were not previously studied by pedagogy. A binary lesson can be viewed as one of the forms of integrating theoretical and industrial learning.

The structure and nature of the binary form of education differs significantly from other types of education, from traditional theoretical and industrial lessons, since it provides not only a holistic connection between theory and practice, but also combines topics of basic knowledge, which has a technological character. The basis of binary learning is the step-by-step organization of the cognitive and practical activities of students.

A lesson can be taught by one teacher or one industrial training master if he meets at least the following basic requirements:

1. Owns teaching methods.

2. Has a good command of the profession in which the training is conducted.

3. Possesses all the qualities that determine the effectiveness of training and education.

The duration of the lesson with breaks can be 3 - 4 hours.

The lesson can be taught together - the industrial training master and the teacher.

The duration of training in general can be 4 - 5 hours. For theory, 1 - 2 hours are allotted, for industrial training - 3 - 4 hours. The lesson is conducted according to a single plan, which reflects:

Agreed themes.

Consistent structures.

The system of mental and practical actions.

Pedagogical activities that ensure the organization of the cognitive activity of students, its control, analysis, assessment, correction.

Efficiency of Binary Lessons

1. the pedagogical efforts of two teachers are combined, the existing shortcomings in the activities of one are compensated by the merits of the other.

2. combining the efforts of two teachers helps to strengthen the management of the process of cognitive and practical activities, because a change in the leading role in the course of one teacher's lesson to another, a change in cognitive learning steps is conducive to the teacher's being able to see the practical results of his actions.

3. strengthening the individuality of training. Regular change of teaching steps helps to identify those students who need special attention.

4. learning difficult topics is facilitated. These lessons are of great importance in terms of improving the qualifications of the teachers themselves, their professional orientation.

20. Oral presentation of educational material is a teaching method that involves a monologic one-sided effect on students.

There are the following types of oral presentation: story, explanation, instruction, lecture.

A story is a type of oral presentation of educational material by a teacher or students, when using which attention is focused on specific facts, their interconnection and interdependence, which mobilizes the student's auditory perception, ideas and imagination. In the process of the story, not only the assimilation of facts by children occurs, but also training in their ability to consistently present the material. Its leading function is teaching, accompanying functions are developing, educating, incentive and control and correctional.

The effectiveness of the story as a method of presenting material involves mobilizing the interest of students, arousing their attention.

The developing sense of the story is that it brings the mental processes of representation, memory, thinking, imagination, emotional experiences into a state of activity.

The story can be used with children of any age. But the greatest effect is observed in teaching younger students.

Explanation of a teacher or students is a type of oral presentation of material that ensures the identification of the essence of the event or phenomenon under study, its place in the system of connections and interdependencies with other events, phenomena. Its function is to reveal the scientific essence of laws, rules, truths with the help of logical methods, convincing argumentation and proof. In the process of explanation, students are taught formal-logical and dialectical thinking, the ability to argue and prove defended positions.

The result of the explanation is manifested in a deep and clear understanding by the student of the essence of the phenomenon, its natural connections and dependencies. The educational value of the method lies in the development in children of the desire to get to the bottom of the truth, to identify the main thing in the material being studied and separate it from the inessential, secondary. Explanation as a teaching method is widely used in work with children of all age groups. However, in middle and senior school age, due to the complication of educational material and increasing intellectual capabilities, the need for explanation becomes more and more urgent.

Instructing is a type of oral presentation of material that involves the formulation and clear achievement of tasks during training, used to organize students' activities in the classroom. It is used when the teacher needs to direct the educational activities of schoolchildren in a certain direction.

A lecture is a type of oral presentation of educational material and teaching interaction between a teacher and students. It involves the use in various proportions of both the presentation of facts, and a short auxiliary dialogue, which provides diagnostics of the feedback received by the teacher about the quality of perception and assimilation of the material by the students.

The lecture activates the cognitive activity of students, awakens their thoughts, leads to reflections on the problems of the studied discipline, to search for answers to the questions that have arisen.

The subject of a school lecture is the predominant description of complex systems, phenomena, objects, processes, connections and dependencies between them, from this it follows that the lecture is applicable only in high school, when students reach the level of training required for the perception and comprehension of the lecture material.

22. At the heart of modular learning technology lies the idea of \u200b\u200bmixed programming, combined with the idea of \u200b\u200bblock presentation of meaningful educational information (blocks, doses, mini-courses, etc.).

Modular technology has borrowed its main features from programmed teaching: the dissection of meaningful educational information into small doses; non-standard exercises, the complexity of which depends on the level of preparedness of students; the presence of direct feedback, the ability to control and self-control.

In recent years, modular learning technology (TMT) has been successfully combined with a rating system for assessing knowledge. I call this system modular-rating learning technology.

The basic concepts of modular learning technology are the definitions "module", "modular work program", "modular package".

The term "module" in the literature is interpreted as a logically completed part of meaningful educational information, the assimilation of which is necessarily accompanied by the control of students' ZUN; the main means of modular training, a complete block of information that includes a target program of action and methodological guidance to achieve the set didactic goals.

The module clearly defines the learning objectives, specific tasks, knowledge, skills and abilities that the student must master. Achievement of these goals can be achieved by integrating a number of particular principles of TMT: quantization (information compression); problematic; modularity; parity.

The structure of each module corresponds to the structure of professionally oriented activities of specialists and consists of separate elements called a modular unit. They represent a certain amount of textbooks. information (UI) of the finished part, the development of which goes on operations and steps with mandatory control.

The content of the modules is determined by professional topics. It should provide the necessary balance between theoretical and practical IA. The structure of each module includes: topic name; educational questions and their normative labor intensity; the purpose of the lesson; methodological instructions on the order and sequence of studying the topic of the module; used educational and reference materials; a system of assignments and tests for self-examination, as well as links to initial answers so that the student can check the understanding of the IU and manage his learning activities; system of tasks and tests for final control; glossary; a list of references for this section included in the module. The study of the content of the module is carried out by modular units.

Modular work programs of academic disciplines serve as the basis for the formation of modules. The assimilation of this educational material is diagnosed by the implementation of practical work, tasks, and the verification of the level of assimilation is determined by the current and final control (test, exam). The modular learning technology can be applied in teaching any disciplinary cycle.

The advantages of TMT include: the ability to quickly change the content of the module, depending on changes in the labor market; implementation of individualized training based on the differentiation of meaningful educational information; ensuring the formation of more solid knowledge, skills and abilities; a large proportion of students' independent work up to self-study.

The disadvantages of the TMT include: the complexity of the preparation of modules in various subject areas; the introduction of modular training technologies leads to an increase in the workload of teachers by 25-30%; modular learning technologies do not address the psychological goals of vocational training.

24 ... A specific feature of the industrial training process is the combination of training students in specially created conditions (training workshops, training grounds, educational facilities and laboratories, on simulators, training installations, etc.) and in production conditions.

Training workshops

The total area of \u200b\u200bthe training workshop is determined taking into account the need to provide each student with an independent workplace for practicing professional skills and abilities, to arrange common equipment, as well as additional equipment for carrying out production activities.

The premises for training workshops must be suitable for the normal installation and operation of the equipment.

Illumination in a training workshop, wall painting, temperature conditions, ventilation, and noise absorption are of great importance for creating a comfortable industrial training environment. Training workshops must also comply with labor safety and fire safety requirements.

The basis of the complex of educational workshops of an educational institution are specialized workshops for industrial training in a certain profession (a certain type of work). As a rule, training workshops are created for a full training group, that is, for 25-30 jobs. Each workshop usually has its own area isolated from other workshops.

Student workplace. A student's workplace is a certain part of the area of \u200b\u200ba training workshop (laboratory) with the most optimally located equipment, tools, fixtures and other equipment necessary to perform educational and production work that meet the requirements of the industrial training program. As already mentioned, the student's workplace is equipped with equipment for individual use, which must meet the following basic educational and technical requirements: typical for the profession; modern design; relative ease of management; relatively small dimensions; optimal cost; ease of use and maintenance; safety at work.

When equipping the workplaces of students, preference is given to universal equipment, on which it is possible to work out a larger number of labor techniques, operations, labor processes provided for by the industrial training program.

In addition to equipment, the student's workplace is equipped with individual tools and other equipment. The student's workplace is also equipped with devices for the arrangement and storage of materials and finished products, documentation

The layout of students' workplaces in a training workshop depends on the nature and content of the equipment, typical products of the training workshop, the location of the windows, the size and configuration of the room, the nature of the lighting.

The placement of students' workplaces should provide an opportunity for the master to conduct collective instruction of the entire group from his workplace and observe the actions of each student during the exercise; the most favorable and safe working conditions for students; convenient access from all sides to the equipment during operation, repair, maintenance, as well as during transportation of materials, workpieces, parts and waste.

The workplace of the master of industrial training. The workplace of the foreman is understood as a certain part of the area of \u200b\u200bthe training workshop, equipped taking into account the provision of normal conditions for the foreman to perform educational and organizational functions to guide the process of industrial training.

In the interior of the training workshop, the foreman's workplace is central, dominant. It is usually located on a platform (podium) to provide the foreman with a good view of all students at their workplaces, and for the students - the foreman during the introductory briefing. The workplace of the master in the training workshop for students is the standard of the scientific organization, equipment and content.

The device and equipment of the foreman's workplace depends on the specifics of the corresponding profession, the capabilities and general style of the educational and material equipment of the educational institution. It is possible to distinguish the mandatory and additional (created in order of improvement) equipment of the foreman's workplace.

The obligatory (optimal) equipment of the foreman's workplace includes:

· Desk, chair, blackboard;

· Didactic and technical teaching aids;

· Training and technical documentation for all studied operations and typical training and production work;

· Devices for demonstrating labor techniques and methods of performing educational and production work (demonstration workbench, machine tool, panel, electrical assembly board, training cabin, welding station, etc.);

· A device for seating students during their collective instruction;

· A device for storing tools, devices, materials, documentation, didactic and technical teaching aids (cabinets, boxes, cassettes, shelves, stands, etc.);

· Devices for the use of didactic and technical teaching aids (demonstration boards, poster holders, screens, etc.);

· A special board for supplying students to workplaces and turning off energy - electric current, compressed air, combustible gas, etc .;

· A special table for acceptance of educational and production works performed by students.

When organizing their workplace, experienced masters of industrial training pay special attention to equipping it with the necessary set of special and universal devices, tools, devices, as well as a "reference farm". An experienced foreman at his workplace always has all the necessary reference materials, standards, textbooks and teaching aids for the relevant profession. All this brings order and a truly scientific organization to the work of the master, and helps to increase his authority.

26 ... The need for productive, creative thinking arises when in life, in practice, in study, students face new problems for themselves or new circumstances, conditions, etc., are required, new ones are required. non-standard means and methods of activity, since the old, old ones in these new conditions are no longer sufficient, although they are necessary. Such situations are called problematic.

A problem situation is an indispensable condition, a kind of trigger for creative thinking. As soon as a problem situation has arisen, it "turns on", helping to understand the meaning of the difficulty, contradiction. The problem situation in this case turns into a conscious mental task, a problem.

On this basis, the technology of problem-based teaching is being built, the essence of which consists in the collision of students with educational and industrial situations and putting them in the position of "discoverers", "researchers".

In problem learning, there is always a formulation and solution of cognitive tasks (problems), put forward in the form of a question, task. However, not every problem situation becomes a problem, although every problem contains a problem situation. A question that the student knows the answer to in advance is not a problem. A question to which the student does not know the answer and does not have the knowledge and experience to find an answer is not a problem either. This creates a problem situation that does not turn into a problem.

A problem is a question or task, the way of solving or solving which is not known to the student in advance, but the student has the initial knowledge and skills to find the result or the way of implementation. These provisions should be guided by the creation or selection of problem situations and the formulation of problems.

The problem, the cognitive task arises on the basis of the contradiction between the known, mastered and still unknown, between new facts, phenomena, dependencies - and previously learned knowledge, ways of activity, which these facts and phenomena do not fit. Thus, the contradictions that exist in reality are reflected in the minds of students only when they encounter them. The essence of the problem, therefore, exists objectively, regardless of whether the situation has become problematic for the student, whether he has realized this contradiction, whether he is looking for a solution. When a student realizes and accepts these contradictions, the situation becomes problematic for him. Taking this into account, the master should not arbitrarily, artificially construct a problem situation. It is necessary to make an expedient selection of real educational and educational-production situations, to confront students with them, encouraging them to discover new things.

Problem-solving learning does not mean a continuous process of problem solving; not every educational material contains a problematic task, and not every problematic task can (or should) be presented in the form of a cognitive task or a contradictory judgment. When organizing problem learning, one should always be guided by the principle of expediency.

There are many ways to create problem situations. They depend on the nature of the training material being worked out, the degree of preparedness of students, the pedagogical skill of the master. In the content of industrial training, there are many points and situations that can be widely used in the organization of the problem-based construction of the educational process.

Using a real situation, the master shows the students that their knowledge and experience is not enough to solve the problem. "Why?" "In which cases?" A problematic situation can be created by challenging students to choose the correct solution from a number of possible ones they know.

A problematic situation also arises in those cases when there is a contradiction between the theoretically correct way of solving the problem and the practical impracticability or inexpediency of this method, as well as between the practically achieved result of completing the task and the lack of students at this stage of the opportunity to theoretically substantiate it.

Other ways to create problem situations should be noted such as:

Offer students to consider the phenomenon from different positions (for example, adjuster, controller, economist, salesman, manager, etc.);

Statement of questions for generalization, justification, concretization, logic of reasoning, etc .;

Statement of a simple research problem with pre-proposed solution conditions;

Proposing problems with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, etc.

Problematic training will give the expected effect only with the skillful leadership of the educational process on the part of the master. He “creates” a problem situation or selects material that has a “natural problem”, formulates a question or cognitive task, through leading questions and clarifications helps students to independently understand and formulate the desired pattern, find a way or condition of action, draw the necessary conclusion. With the assimilation of the basic principles of resolving problem situations and solving problems realized by students, the degree of participation of the master in this process decreases. It asks fewer leading questions, allows students to independently go through the entire solution path from determining the initial data to obtaining the final results.

28 ... Industrial training of students in training workshops (training laboratories, training grounds, training sites) is an important stage in the training of skilled workers, specialists in a vocational educational institution. In the process of learning in training workshops, students form the basis of their future professional skills.

Industrial training at this stage of the educational process is carried out in special, specially created conditions that contribute to the most effective solution of educational problems. This is the educational and material base, and the selection of educational and production work, and the rationing of student labor, and the didactic equipment of the educational process, and the documentation of written instruction, and a specifically structured educational and production process, when it is possible to carry out training as a sequential chain of constantly increasing exercises. leading to the development of the basics of professional skills.

All this determines the specifics of the organization and methodology of the industrial training process at this stage of the educational process, the general issues of which we will consider in relation to typical periods of training, focusing on the main structural elements of the organizational (external) and didactic structure of the lesson as the leading form of the industrial training process in the training workshop. Periods: introductory and preparatory (questions 49, 59).

33. Programmed learning increases the independence and activity of students in the process of assimilating knowledge, helps the effective management and self-management of the cognitive activity of students, makes it possible to combine individual learning with the collective work of students and use modern technical means.

The master of industrial training can apply the machine-less method of programmed learning, using special textbooks and teaching aids, and to control knowledge of the card tasks. The software master and teachers can also prepare methodological manuals and task cards themselves to test knowledge, for example, on the terminology of manual, machine wet-heat works, refueling and lubricating machines, the occurrence of defects during product processing and their correction, the sequence of product processing, etc. etc.

As an example, we will give the use of a machine-less programmed survey on the topic "Terminology of manual work".

You need to prepare four versions of the cards. Each card on the left contains ten questions. In the right half there are ten coded answers, which in all variants differ from one another by the arrangement of the numbers of the correct answers.

Each student is given a control card with question numbers horizontally and answer numbers vertically. The student finds the correct answer and marks it. The control card records the assignment code, group number, student surname and grade.

For checking the master has templates with a card number - a task. The template is a copy of the control card, where the cells with the correct answers are cut out. Such a template is superimposed on the control card and the received number of correct answers is divided by two, and the corresponding mark is put down on the control card. such a system allows the entire group to be interviewed in just 3-5 minutes.

Together with a programmed survey card with a graphic image, the master distributes to students small sheets of paper for an answer, where they write down their last name, the code from column 1 is assigned the numbers of the questions, and next to column 3 the numbers of the answers.

(1-column No., 2-type of seam, 3-answer number, 4-graphic and conventional image)

34 ... The planning of industrial training is understood as a system of measures (activities) aimed at creating conditions that ensure high-quality professional practical training of qualified workers and specialists in vocational educational institutions.

The basis of vocational training for students in vocational schools is the participation of students in productive work. At the same time, the industrial training program does not disclose which specific, in what sequence, how many educational and production work a student must complete in order to meet the requirements. This task of translating the requirements of the curriculum into the language of a specific educational and production activity of students is solved by properly organized planning of industrial training. Properly organized planning of industrial training plays an important role in establishing links between industrial training and special subjects.

Considering all this, the main tasks of planning industrial training are:

ensuring full and timely implementation of curricula and programs;

ensuring the correct selection of educational and production works that correspond to industrial training programs, their distribution between educational groups, full and even workload of students, rational use of educational and material equipment of an educational institution;

creation of conditions for rational organization and timely material and technical equipment of industrial training;

determination of the volume and timing of the release of products manufactured by students in the process of industrial training, ensuring the expedient and economical use of financial and material resources allocated for industrial training;

planning (prospective and current) of the work of the master of industrial training.

Industrial training planning is a production-pedagogical task. This requires from the organizers of industrial training - the deputy director of the educational institution for educational and production work, the senior foreman and masters of industrial training, in-depth knowledge of the production and technical capabilities of the industrial training process, mastery of the psychological and pedagogical foundations of the productive labor of students at different periods of industrial training.

In the process of industrial training, educational and production tasks are solved in close relationship, although there may be certain contradictions between them. The specificity and art of planning the educational and production process lies in the fact that both of these tasks are solved in unity, complement each other.

Industrial training planning includes the following basic elements:

Pedagogically grounded selection of educational and production work of students; development on this basis of lists of such works;

Planning of educational and production activities of the group for a certain period of time;

Planning of industrial training in the non-frontal organization of the educational process.

The planning of industrial training is closely related to the rationing of educational and industrial work of students. Rationing in this sense is an integral part of planning, the basis for quantitative calculations of production plans. In this regard, the issues of planning industrial training and rationing of educational and industrial work are considered in interrelation.

35 ... The selection of training and production works is aimed at translating the recommendations and settings of the training program of production training (project of training content) into the actual content of the training process. This determines both the importance and the complexity of this planning element. The difficulty is that it is necessary to closely link the pedagogical principles of rational selection of jobs with real possibilities, which do not always correspond to these principles. Hence the variety of options for organizing the selection of training and production work.

When selecting (selecting) educational and production works, they are guided by the following general requirements for them:

compliance with the vocational training program by profession (group of professions);

production value;

feasibility for students to perform at the appropriate period of industrial training in terms of the degree of complexity, accuracy, required physical effort, volume and content of the necessary professional knowledge;

gradual complication both within one topic and in the process of industrial training in general;

typicality for the profession (specialty) being mastered;

the possibility of using modern high-performance equipment, technology, advanced labor methods.

The greatest difficulty is the selection of educational and production works for the study of operations, since such works must contain the operation being mastered as the only or predominant one, and most of the educational and production works, from which the selection of appropriate objects must be made, are complex, i.e., include a significant number of labor operations, nature. Bearing in mind this objective contradiction, in the practice of educational institutions, various options for the selection of educational and production jobs are used to develop the foundations of the profession, namely:

internal cooperation, when first-year students work out procurement operations on products, parts, and other objects of products manufactured by an educational institution, and senior students perform more complex, finishing operations;

the organization of the operational performance of complex work, when students at the moment are working on a product (part) only the operation being studied, and the product (part) itself, as a semi-finished product, is stored until the next characteristic operation is studied;

the use, if necessary, of educational and training work (that is, work that has no production value) to develop complex labor techniques and methods and their combinations

Objects of educational and industrial work of a complex nature are selected (selected) in such a way that they include all or most of the previously studied labor operations in their various combinations.

At the same time, recognizing the important role of industrial training in the production of complex products in the quality training of qualified workers and specialists, the need to avoid extremes in this matter should be emphasized. Apparently, it is inappropriate to practice the organization of industrial training on the production of especially complex products such as metal-cutting and woodworking machines, complex radio and electrical equipment, sewing fashion clothes and shoes, construction of large facilities, etc. This is due to the organization of powerful auxiliary services at the school or even in the conditions of their cooperation on a regional scale, a powerful marketing service, an established system for the acquisition of components and assemblies, devices, devices, etc., voluntarily or involuntarily distracts both the management of educational institutions and the masters of industrial training from solving the main task - production teaching students, attentive attitude, first of all, to solving educational problems.

The most optimal solution to the issues of increasing the efficiency of industrial training is the high-quality development in educational institutions of the production of products of average complexity, which allows, on the one hand, to have a certain economic effect, on the other hand, to successfully solve the quality issues of vocational training of qualified workers and specialists.

The result of the selection (selection, selection) of educational and production works is the development of one of the important planning documents - a list of educational and production works. The most important requirement for the lists of training and production jobs in the profession is their stability (at least in the main nomenclature of training and production jobs). This creates favorable conditions and opportunities for the development of high-quality and complete educational, technical and technological documentation, equipping training workshops and production units of the educational institution with the appropriate basic and auxiliary equipment, tools, fixtures and other necessary means for high-performance and high-quality production activities.
Depending on the specifics of professions and industries, the forms of lists of educational and production works can be very different. Usually they are developed for the entire period of training of students in a training workshop, in relation to the topics of the curriculum, indicating their complexity (grade or other requirements), "working" time norm, the approximate number of educational and production work per student.

According to the fulfillment of the list of educational and industrial works, one can and should judge the implementation of the industrial training program.

P / p No.	Lesson structure	Duration
	Organizational moment (checking the presence of students, the condition of clothes, shoes, hats)	10 minutes
	Induction training. Acquaintance with the topic and purpose of the lesson. Checking the theoretical training of students. Homework check. Summing up the students' answers. introduction to the topic. Show operations and explain. Safety reminder. Test questions and detailed execution of operations by one or more students. Additional explanation. Re-displaying operations at a working pace (if necessary).	up to 45 min
	Distribution of student work, documentation, materials, tools, devices	15 minutes
	Current briefing of educational and production activities of students. Monitoring the progress of work and labor discipline, compliance with safety regulations. Targeted crawls.	the rest of time
	Collection of works	10-15 minutes
	Cleaning of workplaces	15 minutes.
	Final briefing. Summing up the results of classes, indicating successes and shortcomings. Demonstration of the best works, types of marriage. Discussion and evaluation of works. Answers to students' questions.	up to 30 min.
	Introduction to the topic of the next lesson	up to 15 min.

46. Excursions are enough effective method familiarizing students with modern technology, technology and organization of production. It is impossible to give students a complete picture of the modern production, for which they are preparing, without visiting it. Excursions are one of the types of organized observations of production processes or objects under the guidance of a foreman in the workshop, at the exhibition, i.e. in vivo. Excursions can have a different purpose, depending on the goals set and permitted during their organization and conduct, and can be general and targeted.

Preparation of the excursion includes: determination of educational goals that are supposed to be achieved; choice of the place (object) of the excursion; determination of its route with a mandatory joint decision with a production representative on ensuring the safety of movement of students across the territory and when placed inside the workshop. Naturally, the students themselves must be familiar with the rules of conduct during the excursion.

The guide plays an important role in the excursion. It is good if this is the master himself, but sometimes he is not prepared to explain all the features of a particular production, then an employee of the enterprise is involved. His choice should not be random - he should know the purpose of the excursion and take into account the level of training of students in explaining the technical details. The achievement of the didactic functions of the excursion, the emergence of interest among students, the expansion of their polytechnic horizons largely depends on the individuality of the guide. Summing up the results of the excursion can be carried out in various forms: a final conversation, written reports, the release of technical bulletins or albums with photographs and materials on the history of the enterprise, information about the products manufactured, the connections of the enterprise, etc. The choice of the final form is dictated by expediency.

48. Training workshop - a special room of a vocational educational institution, equipped with the necessary equipment, tools, instruments and other equipment, intended for industrial training; structural unit of a professional educational institution.

In educational workshops, professional skills and abilities of students are formed in the process of performing, as a rule, educational and production work with the use of machines, mechanisms, devices, installations, tools, devices typical for the mastered profession (group of professions). Here, students acquire the skills of a rational organization of work and workplace, they learn to work culture, rational use of working time, compliance with safety requirements and standards, sanitary and hygienic and environmental requirements, production and technological discipline.

The role and place of training in a training workshop in the general educational process are determined by the specifics of the content of labor in various professions (groups of professions). Where, in specially created conditions, it is possible to rationally combine the solution of educational and production tasks (training of turners, milling cutters, welders, tailors, etc.), students study in training workshops, as a rule, up to 60% of the time allotted for industrial training. When training workers and specialists in professions related to maintenance, repair, adjustment of complex production equipment, for which it is inappropriate to create special training workshops, students in general training workshops, as a rule, master only general professional labor skills and abilities: general locksmith, electrical installation, construction, finishing, etc., for which 15-20% of the time is allocated1.

Premises for training workshops, their layout and equipment, features of the organization of training and production activities in training workshops for different professions are different. The specific design options are also different. They largely depend on the material, technical and financial capabilities of educational institutions, the experience and skill of the teaching staff, the general style of its activities and many other factors. At the same time, despite the great variability of organizational and constructive solutions, it is possible to single out general requirements that must be observed and taken into account when creating and improving training workshops in general and their constituent components.

49. The main purpose of the introductory period of study is the mutual initial acquaintance of the master with the students and the students with the master, familiarizing the students with the profession, the specialty that they will master, with the educational institution, the training workshop.

In each educational institution, the content and organization of the implementation of this crucial period of the educational process is specific. They depend on the established traditions, the experience of the teaching staff, the nature of relations with the enterprise where the students will work after the end of the course. Therefore, we will only touch on the main, typical.

Familiarization with the composition of the group. The master usually makes a preliminary acquaintance with his future pupils even before a personal meeting with the students according to their documents presented to the selection committee.

The next step in introducing the master to the group is to have personal conversations with the students, individually or in small groups. It is necessary to carefully prepare for such conversations with students, since a lot depends on the students' first impression of the master, of the profession, of the school. Beginners are very sensitive to every word of the master, since during this period he is the most authoritative person for them.

In the introductory conversation, the conversation is about why the students chose this profession, what they know about it, how they represent it, whether they know about the conditions of study and work after graduation. These introductory conversations should be conducted in a relaxed, relaxed atmosphere, in a polite, friendly and tactful manner. During the conversation, one should not focus on clarifying the shortcomings of students, focus on their previous violations of discipline or public order, if the master has information about this. Psychologists know that students involuntarily intuitively perceive the teacher, who from the first acquaintance is interested in their past shortcomings, as an evil and unkind person.

First lesson. It is of great importance for the successful work of the master with the group. This is the first meeting of the master with the students in a working environment, and it is very important that this meeting takes place in a solemn, friendly atmosphere so that the students will have deep impressions of it. At the first meeting, the first stone is laid in the foundation of the master's authority. A lot depends on whether the future mentor will like his pupils.

For the first lesson, an exemplary training workshop should be prepared, an exhibition of the best works in the profession, an exhibition of the best wall newspapers should be arranged, the equipment of the workplace should be prepared, where the master will show the ways of working in the profession. Flowers, clean windows, welcome slogans - all this creates an appropriate mood for students.

In accordance with the curriculum, the first lesson of industrial training is an introductory lesson, more precisely, the introduction of students into the profession. Students should be told about the history of the creation and development of the vocational education system, its past, famous people of the country who have passed the school of labor reserves and vocational education, about the prospects for development, about the traditions and achievements of the educational institution where students are to study, and enterprises, where they will then work.

A master often has to explain to his students what they should do, how to behave, why exactly this way and not otherwise. Of course, it is impossible and unnecessary to state all these requirements, written and unwritten rules at once. But to determine where to start, what will be required of students first of all, from the very beginning - this must be done in the first lesson.

In the process of industrial training, students will use educational and production equipment, tools, fixtures, lifting and transport vehicles, will deal with electricity, gases, fire, hazardous substances, etc. Safety, fire safety, sanitation and hygiene standards in relation to the master explains the studied material to them at each lesson. But in the process of conducting an introductory lesson, it is necessary to explain the general safety rules when working in a training workshop, safety rules in an educational institution as a whole, fire safety rules, and emphasize the importance of their unconditional observance.

In conclusion, you should conduct a sightseeing tour of the educational institution with students, familiarize them with educational workshops, classrooms, laboratories, educational and production units, and auxiliary services. Particular attention should be paid to familiarization with the exposition of the museum of the educational institution, which reflects its history, good deeds and traditions.

If the educational institution has developed and maintains normal business relations with the enterprise, where its graduates are usually sent, a survey tour of new students to this enterprise is conducted. At the same time, it is important to carefully think over the route of the excursion, first agree with the heads of the departments, prepare for the final conversation with the students. During such an excursion, an inspection of the main workshops and sections is carried out, where students will undergo industrial practice, familiarization with products, workplaces, new technology, which has been introduced into production in recent years. About the opportunity it is useful to hold a meeting of students with former graduates of the educational institution working at the enterprise.

51. The basis for drawing up a work program is a list of educational and production work for the preparatory period. When developing a program, the master determines the questions, attitudes to each topic of the program; based on the number of hours on the topic, determines the number of lessons; establishes a link between industrial training and theoretical, selects literature, textbooks on the topic; calculates the logistics.

Then he comprehensively develops each lesson. The content of the list of educational and production works is divided into lessons, taking into account the same amount of work and equivalent in terms of labor intensity of the studied operations, determines the topics and goals of the lessons, disposes the content of each lesson in a certain, convenient for study, post.

For example: in this work program, part of the topic "WTO" will be studied in conjunction with performing work on sewing machines. Seams such as topstitching, topstitching must be studied in combination with the operations of ironing and ironing. Therefore, the topic of the lesson "Performing WTO with an iron" can be placed either before the entire topic of the program "Studying work on sewing machines, making machine stitches and seams", or before the topic of the lesson "Connecting seams". For each lesson, the work program defines teaching aids, material and technical equipment.

52 ... The allocation of this period of industrial training is very arbitrary. Firstly, this period of study covers those stages of the educational process when students master the initial foundations of the profession (educational units): labor techniques and operations - with an operational-integrated system of industrial training; types of work and the corresponding techniques in the subject-technological system; the functions of a worker, a specialist, production situations and their constituent techniques - with a problem-analytical system, etc. Secondly, this period of training, its stages do not have a clearly defined place in the educational process in terms of time. When organizing the process of industrial training according to any system, mastering the basics of the profession in various versions is combined with the implementation of educational and industrial work of a complex nature. All these stages of training combine the typicality of the organization and methods of conducting classes, which is the reason for the allocation of a preparatory period for industrial training.

The period of industrial training - mastering the profession

This is the main period of industrial training in training workshops, when the development of students' skills and abilities occurs in the process of performing complex work on the basis of already mastered labor techniques (methods) and operations. In the didactic structure of an industrial training lesson, this is "the application (consolidation, deepening, development) of the mastered methods of action."

This period of industrial training includes two main stages. The first one can be called the stage of performing simple complex works. With regard to the operational-integrated system of industrial training, these are interoperative complex works included in the general process of industrial training in order to consolidate the group of operations studied before. In the curriculum, these are usually the topics "Complex works I", "Complex works II", "Complex works III". The second stage is the implementation of complex educational and industrial works of a complex nature after studying all the operations characteristic of the profession, specialty. In industrial training programs, these are usually topics such as "Performing production work of the 2nd category", "Assembly work", "Installation and repair ...", "Assembly and adjustment ...", etc. In practice, this is transition to the period of improving the foundations of professional skills of students.

since many of the general pedagogical provisions discussed above are also typical for the period of mastering the profession, the organization and methodology of teaching students to perform complex work will be considered from the standpoint of the specific features of this period of industrial training.

53. The methodology of conducting lessons during this period changes significantly and requires special training of the master, establishing contacts with cutters for teaching students, servicing the atelier's customers. The master provides for the study of methods of making products with one and two fittings, methods of teaching students, taking into account the main goals and objectives of training; material support of lessons, the use of didactic material and teaching and visual aids, uniform workload of students and the gradual mastery of all students with the skills and abilities of making products for individual orders.

Preparing for the lessons, the master must personally receive orders from the cutter, disassemble with him the peculiarities of the style and processing, check the cut, receive applied materials and accessories from the warehouse; prepare cut and confection or semi-finished products; prepare equipment; to determine the forms and methods of conducting lessons, the place of display of teaching and visual aids, methods of demonstrating operations and methods of work, methods of control; define assignments for students.

When drawing up a lesson plan, the master thinks over in what sequence and how to conduct an introductory briefing, how to organize a show, individual and current briefings. On the first product, the plan provides for a brigade introductory briefing. The group is divided into two subgroups. The first subgroup makes a product with fittings, the second without fittings.

59 The Master of Professional Education is organizer and leader the educational team during production and educational-production work, i.e. carries out organizational and management activities.

Organizational and managerial, consisting in ensuring the work schedule of students in training and production workshops and at industrial facilities, organizing and carrying out productive work outside of school time in order to produce products of improved quality, marketing activities in order to bring the content of work in training workshops to the regional market of goods, in management practical activities of students in training and production workshops.

Master Class

"Methodology for conducting paired lessons"

Date: 24.10.2014 yearTeacherI sq. categories MOU-SOSH s. Pisarevka Antipova Valentina IvanovnaObjectives: Exchange of experience in the rational use of teaching methods in the classroom-set when conducting paired lessons through specific methods and forms of work in the context of the implementation of the Federal State Educational Standard; an active search for ways to improve teaching skills.

Content.

Introduction. Dear colleagues, I would like to start our work with the words of V.A. Sukhomlinsky "It is most likely that one who has felt a researcher in himself becomes a master of pedagogical work." I invite all of you to research and exchange experiences on the problem "Methodology for conducting paired lessons in the classroom - a set in the context of the implementation of the Federal State Educational Standard". In the informative part of the master class, I propose to consider the basic principles of the teacher's work in the classroom, dwell on the methods and techniques that allow solving the problems of forming universal learning actions (ULE) and achieving subject, metasubject and personal results. In the practical part, I will ask you to act as students and with the help of technological map lesson "try on" and evaluate the effectiveness of the techniques and methods of work used in the conditions of the class-set.And in the final part, we will conduct a reflection: exchange of views and summing up the results of the master class.

Informative part.

In accordance with the new SanPiN, 2.4.2.2821-10 p.10.15., entered into force on 01.09.2011in small rural educational institutions, depending on the specific conditions, the number of students, their age characteristics, it is allowed to form classes-sets from students at the first stage of education. In this case, the optimal is the separate training of students of different ages of the first stage of education. When combining students of the first stage of education into a class-set, it is optimal to create it from two classes: 1 and 3 classes (1 + 3), 2 and 3 classes (2 + 3), 2 and 4 classes (2 + 4).

When conducting paired lessons in a class - a set, I have chosen methods and forms of work that correspond to a specific method and are typical for a small school. They are presented on the slides of the presentation "Problems of organizing a modern lesson in the conditions of united classes."

1. The concept of a small school. Advantages and disadvantages of a small school.

2. The advantages of a small school.

3. Problems of a small school.

4. Problem solving.

Organization of independent activities of students in the classroom.

Self-study goals.

Conditions for independent work.

Content of independent work:

Using reference tables.

Use the creation of multilevel cards.

Use of tests in primary school .

Use of TCO.

Forms of organizing training sessions in a class-set.

- Conditions for combining lessons.

5. The structure of the lesson in a class-set.

6. Technological map of the lessons of mathematics, grade 1.3.

The practical part.

1.Analysis of the flow chart of mathematics lessons in grades 1, 3 on the topic: Centimeter is a unit of length (1 grade). Square centimeter (3 cl.).Objectives: Acquaintance with the unit of measurement of length - centimeter (grade 1). Acquaintance with the unit of area - a square centimeter (grade 3).Formed UUD: Regulatory (self-determination as the ability to mobilize strength and energy for volitional effort, planning educational cooperation with the teacher and peers)).Cognitive Communicative

Lesson equipment: Grade 1 - strips - measures, rulers, printed notebooks, circles for reflection, an electronic supplement to the lesson, an electronic physical routine for the eyes, an electronic presentation of slides "Verbal counting 1, 3" computer, projector, screen. Grade 3 - model of a square centimeter, colored rectangles, mathematics textbooks of grade 3, electronic presentation of slides "Verbal counting 1, 3" circles for reflection.

№ stage / time

1. Assignment for practical work: (The teacher distributes measurements of different lengths and suggests measuring the length of the desk.)- Guys, ehyou can you measure? Can you measure, for example, the length of your desk? Take your measurements and measure the length of your desk.Write the result on the board.We work in pairs.2. Solving a problem situation. -Why did the answers come out different?How long is the desk?Look and listen to how the hedgehog and fox were measured.(The teacher includes an electronic attachment to the lesson.)

Perform physical exercises.

2. Working with a teacher. 1.Verification.

Guys, remember the plot and draw a conclusion about the size of the measure.

What is the name of a single measure for measuring short distances.

2.Assign : Measure the length of the segments and write the result in the empty boxes next to the segments. Distributes reminders. Asks to read them.

3. Includes a physical minute for the eyes.

1. Working with a teacher. Practical work in pairs under the guidance of a teacher: "Measuring the length of the school desk with measurements."The measurement results are recorded on the board.

Search for a way out of the problem.

2.Independent work with electronic application to the textbook.

They listen, watch the plot and make a conclusion.

They remember the plot from the application and find a solution to the problem situation.Output : Measurements must be the same length. Get acquainted with the name of the unit of measurement - centimeter. A centimeter is a single measure for measuring short distances. Ruler is a device for measuring length. Each cm has numbers on it. They write a designation on the board - see.

3. Independent work. 4. Carry out practical work in notebooks on a printed basis based on a memo. Measure the length of the segments using a ruler.Length measurement algorithm is applied:point 0 - the beginning of the segmentthe digit at the end is the result.

Perform a physical exercise for the eyes.

1. Acquaintance with the new unit of measurement of area. – Did you use this yardstick? (square cm model showing)The task : study the measure, give it a name.

Check : responsible report.

Evaluation : onself-assessment sheets to determine the level of understanding of the material at this stage of the lesson.2. The teacher gives an assignment for practical work:Find the area of \u200b\u200ba rectangle using the new unit.Reserve number: s. 58 No. 1.

Check : the report of those responsible.Output : the result is the same for everyone.

Summing up the work at this stage of the lesson.

The teacher asks to remember what the children did and formulate the topic of the lesson.

1. Independent work. 1. They work in groups, argue their point of view.In case of difficulty, they turn to the theoretical material of the textbook p. 58.

2. Working with a teacher. Make a conclusion.Output: A square centimeter is the area of \u200b\u200ba square with a side of 1 cm. The area of \u200b\u200bthe figures is measured in square cm.

A preliminary assessment is carried out.Spend a physical minute.

2. Independent work.

Working in groups.Complete the task: measure the area of \u200b\u200bthe rectangle using square centimeters.

2. Working with a teacher. Express their opinion.

“We found out what a quarter is. see and learned how to measure the area of \u200b\u200bfigures using square meters. cm."Formulate the topic of the lesson: "Square centimeter"

2. Work of the participants of the master class in the role of learners.3. Reflection and summing up:- Self-analysis of the master class.- Opinion exchange.

Application.

Introspection

master class