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Eight creative lesson ideas. The most unusual hobbies. Choosing a new hobby Thematic subject week

Fancy lessons

for ordinary children

methodical development

MOU"Basic secondary school No. 1 named"

Anzhero-Sudzhensk, first qualification category

Unusual lessons for ordinary children: methodological development /

Anzhero-Sudzhensk: 2009.73s.

This work is devoted to a non-standard form of lessons, developments, planning stages and the goals of creative non-standard lessons. The presented methodological development considers important issues of the classification of forms of education in school and offers an in-depth analysis of the types of non-traditional lessons. The substantiation of the importance and necessity of using non-traditional lessons is given, as well as the reasons for their application in the pedagogical process are highlighted.

In the application : scripts of non-standard lessons.

MOU "Basic secondary school No. 1 named"

Fancy lessons

for ordinary children

methodical development

Anzhero-Sudzhensk

Introduction ………………………………………………………………. …… .... 3

§1.General and specific not quite an ordinary lesson ………………………………… 5

1.1. Lessons not quite ordinary are ……………………………………………… ...….… 7

1.2. Creative principles of non-standard lessons …………………………………… .....… 8

1.3. Periods of preparation and conduct of non-standard lessons ……………………… ..… .9

§ 2. Typology of non-standard lessons ……………………………………… .10

2.1. List of names of types of creative lessons …………………………………………… 10

2.2. Integrated lesson …………………………………………………………………… 12

2.3. Theatrical lesson ………………………………………………………… ... …… 12

2.4. Lesson-competition ……………………………………………………………… .. …… 13

2.5. Lesson with didactic game. …………………………………………………………..13

2.7. Lesson - role play …………………………………………………………………… .15

2.8. Lesson - a fairy tale ……………………………………………………………………….… ..15

2.9. Benefit lessons ……………………………………………………………… ... …… ... 16

2.10. Lessons - lectures ……………………………………………………………………… ... 16

2.11. Lesson-lecture "paradox" …………………………………………………………… ..17

2.12. Lecture-overview …………………………………………………. ……………………… .17

2.13. Lesson - together ………………………………………………………………………… .18

2.14. Lesson-public review of knowledge ……………………………………………….… .18

2.15. Lesson-seminar ………………………………………………………………………… .18

2.16. Peer learning lesson ……………………………………………………………… .... 19

2.17. Lesson - auction …………………………………………………………………….… ..20

2.18. Lesson-conference …………………………………………………………………… .21

2.19. Lesson-research ……………………………………………………………………… 21

2.20. Dispute lesson ……………………………………………………………………… ... 21

2.21. Lessons-discussion …………………………………………………………………….… .22

2.22. Lesson-meeting ……………………………………………………………………….… 22

2.23. Thematic subject week …………………………………………………… 23

§ 3. Development of a non-standard lesson……………………………………….24

3.1. Non-standard lesson plan ……………………………………………………………… .24

3.2. Updating a non-standard lesson. …………………………………………………… 25

3.3. Determining the meaning of the lesson …………………………………………………………… ..25

3.4. Requirements for a non-standard lesson ……………………………………………………. 26

3.5. Writing an outline (plan) of a non-standard lesson (approximate structure) ………… ..33

3.6. Determining the goals of a non-standard lesson ...................... 33

3.7. Non-standard methods in the lesson ……………………………………………………… ..34

§ 4. Analysis and introspection of a non-standard lesson ………………………… .36

4.1. Comparative analysis of planning a traditional and non-standard lesson ... ... 38

§ 5.The role of non-traditional learning in education …………………… ..40

In conclusion I will say ………………………………………………….… .45

References ………………………………………………………… .48

Appendices ………………………………………………………………… .49

Introduction

If a student at school has not learned to create anything himself, then in life he will always only imitate, copy, since there are few who, having learned to copy, were able to make an independent application of this information.
L. Tolstoy

These words of Lev Nikolaevich Tolstoy will be relevant as long as the school will exist. The importance of the problem - the development of the creative abilities of students - is due, in my opinion, to two main reasons. The first is the decline in interest in learning. Have you noticed how the eyes of six-year-olds who come to school for the first time shine? Most of them expect something new, unusual and interesting from their studies. Children trustingly look at the teacher, they are full of desire to make more and more discoveries with him. Unfortunately, by the end of primary school, some of the children have lost interest in learning; nevertheless, the bulk of fifth-graders is still open to a teacher, they still have a strong motivation to learn. But by the end of a ten-year education, as various psychological surveys show, interest in learning remains from 20 to 40 percent of students. How can you explain such a drop in interest in learning? Age characteristics of schoolchildren? The current state of society? Undoubtedly, these factors play an important role. But the main reason, I think, is different.

Here there is a contradiction between the ever-increasing complexity and saturation of the school curriculum, the constantly increasing level of requirements and the ability of students to master the entire volume of information offered to him. Unable to cope with such loads, children simply stop practicing, get used to the role of incapable, hopeless, lagging behind. We, teachers, often see the reasons for this in the negligence of our students. I think the roots of what is happening are much deeper. The reluctance of some children to learn is a kind of psychological protection against overload, a loss of self-confidence. But after all "... education of those who are lagging behind, incapable," incompetent is a touchstone of pedagogy, its skill, art, humanity ... ",- considered V. Sukhomlinsky.

The second reason is that even those students who seemingly successfully cope with the program are lost as soon as they find themselves in a non-standard learning situation, demonstrating their complete inability to solve productive problems.

The international studies of the level of natural science literacy of students (TIMSS), conducted since 1991, show that the results of Russian schoolchildren are significantly lower than the results of their peers from the countries included in the group of leaders. Although our students continue to win at international mathematical olympiads, this is the result of elite education, in a mass school, our children, coping well with reproductive tasks, demonstrate very weak results in solving problems of a creative, research nature. In this I see another problem in our education.

Nevertheless, modern reality requires graduates from the school who are able to think creatively and make non-standard decisions.

Working according to traditional programs and usual schemes for conducting lessons and activities no longer give the desired effect, it is necessary to revise existing positions, introduce new, non-standard (non-traditional - not quite ordinary - completely unusual) forms and methods of teaching lessons that can arouse students' interest in classes.

What lessons are there? Good, interesting, unusual, and sometimes boring - the student will answer this question.

The teacher will name: a lesson on the study of new material, its consolidation, repetition, generalization, control. A scientist or a methodologist will give several more classifications of lessons on different didactic grounds.

Unconventional, original, unconventional lesson - what does this mean? The definition is not easy, but everyone can tell the difference between an unconventional lesson and a traditional one. In a regular lesson, students know what to expect from each stage. In the lesson, they are very surprised when the teacher draws on information from other subjects. During the explanation, the students are in a mood to listen to the teacher (or pretend to listen), therefore, with surprise and interest they perceive the information presented in a non-standard form (game, lottery, KVN, “Field of Miracles”, fairy tales, etc.)

And if there is a survey, then the students are preparing for a "civil execution". But the teacher, instead of questioning, asks the class to play some kind of game. A didactic game is the same survey, but it is not only the teacher who controls the answers, but the entire team of players. In such a team, the correct answer ceases to be a personal matter of the student, the whole team is interested in it.

Non-standard lessons cannot be repeated every day, since the teaching function of the lesson is lost, which consists precisely in developing a habit for a particular type of activity. Thus, one cannot say that standard lessons are bad, and non-standard ones are good “but by definition”. The teacher must master the arsenal of building both those and other lessons.

Many teachers use these types of lessons for a variety of forms of control, explanation and consolidation of the material, and most importantly: to make the subject attractive and to raise the students' interest in it. So, the effectiveness of the lesson often depends on the forms of its implementation.

§1.GENERAL AND PRIVATE LESSONS NOT ALL THE REGULAR LESSON.

Let's start, after all, with theory. A common disadvantage of unaccustomed lessons is the lack of classifications that help the teacher understand the essence of this phenomenon. The fact that it took place, and does not continue to be a scientific abstraction, is confirmed by the increasing attention of teachers to non-standard lessons. There were so many of them that it took an appeal to the classification.

Classification, that is, distribution by category (class), helps to highlight common grounds in the case when you have to choose the most necessary, interesting, suitable from a very large amount of information. Today, there are a huge number of not completely ordinary teaching methods and whole lessons, but not all of them correspond to the generally accepted ideas about non-standard education, about the unusualness of a lesson, and, finally, do not correspond to the ideas of either the lesson or the method. Choosing from this array exactly the information that is needed, the teacher, as a rule, relies on his intuition, and not on any scientific basis.

This "choice" leads to significant disadvantages that reduce the pedagogical efficiency of the educational process: spontaneity and unsystematic use. The only exceptions are the lessons of the lecture-seminar system, which came from the practice of higher education and therefore are relatively fully justified. But this system is used mainly in the senior grades and does not include a number of new forms of lessons. The lack of a forecast of positive changes - an increase in the quality of knowledge and skills, shifts in the development of students. Not all teachers can determine the main idea of ​​the lesson, its developmental opportunities. The predominance of reproductive learning technologies. Attention is paid mainly to the form of organization of the educational process, and not to its content. This affects the number and content of conclusions and conclusions, the final forms of activity.

Overloading some lessons with teaching material is often factual. This is especially true for integrated lessons, training conferences, sometimes entertaining forms of lessons. There are no generalization stages; work with factual material that has no special educational value prevails. The attracted facts are of interest to students, but their educational and developmental load is insignificant. Unusual forms are used unmotivated, like single lessons, without noticeable connection with previous lessons. Final forms prevail (tests, seminars, solving crosswords, etc.). The target settings of the lessons do not provide for the growth of new knowledge and skills, the development of students in any respect.

This is understandable: there are a great many classifications of conventional methods and lessons. But these are well-known, traditional classifications. As for not quite ordinary ones, there are attempts to classify, but at the same time the traditional typology of the lesson is used, supplemented by their non-standard forms. Typology is a distribution according to types, that is, according to different samples of something, and not according to reasons.

lessons with group work;

project lesson (using the project method);

lesson-consultation;

self-assessment lesson;

test lesson (self-test);

reflection lesson.

Communicative lessons:

binary lesson (taught by two teachers);

peer review lesson;

mutual control lesson;

opening lesson;

lesson-exhibition;

auction lesson;

conference lesson;

competition lesson;

lesson-KVN;

lesson - "judgment on the phenomenon";

performance lesson;

round table lesson;

panorama lesson;

creative report, etc.

The listed types of lessons allow you to build a system of lessons that form an integral learning technology. Based on this technology, the teacher plans, develops and conducts specific lessons.

2.2. Integrated lesson.

The idea of ​​integration has recently become the subject of intensive theoretical and practical research in connection with the beginning of the processes of differentiation in education. Its current stage is characterized by both an empirical orientation - the development and delivery of integrated lessons by teachers, and a theoretical one - the creation and improvement of integrated courses, in some cases combining many subjects, the study of which is provided for in the curricula of educational institutions. Integration makes it possible, on the one hand, to show students the "world as a whole", overcoming the disunity of scientific knowledge by discipline, and on the other hand, to use the study time released due to this for the full implementation of profile differentiation in teaching.

In other words, from a practical point of view, integration involves strengthening interdisciplinary connections, reducing student overloads, expanding the scope of information received by students, and reinforcing the motivation for learning. The methodological basis of an integrated approach to learning is the formation of knowledge about the world around and its laws as a whole, as well as the establishment within subject and inter-subject connections in the assimilation of the foundations of the sciences. In this regard, an integrated lesson is called any lesson with its own structure, if knowledge, skills and results of the analysis of the studied material by methods of other sciences and other academic subjects are involved in its implementation. It is no coincidence, therefore, integrated lessons are also called inter-subject, and the forms of their implementation are very different: seminars, conferences, travel, etc.

2.3. Theatrical lesson.

The allocation of this type of lessons is associated with the attraction of theatrical means, attributes and their elements in the study, consolidation and generalization of program material. Theatrical lessons are attractive in that they bring a holiday atmosphere, high spirits into the student's everyday life, allow the children to show their initiative, contribute to the development of a sense of mutual assistance, communication skills. As a rule, theatrical lessons are divided according to the form of their organization: performance, salon, fairy tale, studio, etc. (Appendix 1).

Directly at the lesson, the teacher is deprived of the authoritarian role of the teacher, because he performs only the functions of the organizer of the performance. As a rule, it begins with the introductory speech of the facilitator, whose duties do not have to be assigned to the teacher. The presentation itself, after the informative part, can be continued by setting problematic tasks, which directly involve the rest of the students in the active work in the lesson.

(Annex 1.)

2.4. Competition lesson.

The basis of the lesson-competition is the competition of teams in answering questions and solving alternating tasks proposed by the teacher. The form of such lessons is very different.

In organizing and conducting competition lessons, there are three main stages:

- preparatory

- game

- summarizing

For each specific lesson, this structure is detailed in accordance with the content of the material used and the characteristics of the plot of the competition.

The jury determines the points for solving and opposing each task. If none of the team members knows the solution, then the teacher or jury member leads it. At the end of the lesson, the team and individual results are summed up. Objectivity in assessing the level of knowledge is of exceptional importance in the competition. If the answer is correct, as noted, the participants and teams receive a certain number of points corresponding to the difficulty of the question. If the task is performed incorrectly, cheating or prompts, a certain number of points is removed. Note that the refusal to remove points, as experience shows, negatively affects the prevention of incorrect answers and the organization of the lesson as a whole.

2.5. Lesson with didactic game.

“A man only plays when

when he is in the full sense of the word a man,

and he is completely human only then,

when he plays ... "

F. Schiller

Unlike games in general, didactic play has a significant

sign - the presence of a clearly defined learning goal and appropriate

her pedagogical result. The didactic game has a stable

a structure that includes the following main components: game intent,

rules, game actions, cognitive content or didactic

tasks, equipment, result of the game.

The game intent is usually expressed in the name of the game.

It is embedded in the didactic task that must be solved in the lesson, and gives the game a cognitive character, makes certain requirements for its participants in terms of knowledge.

The rules determine the order of actions and behavior of students in the process

games, a working environment is created in the lesson. Therefore, their development is carried out with

taking into account the purpose of the lesson and the capabilities of the students. In turn, the rules

games create conditions for the formation of students' skills to manage their

behavior.

The basis of the didactic game is cognitive content. It

is the assimilation of the knowledge and skills that are used when

solving the educational problem posed by the game.

When used systematically, didactic games become an effective means of enhancing the educational activities of schoolchildren. This necessitates the accumulation of such games and their classification by content using the materials of the relevant methodological journals and manuals.

2.6. The lesson is a business game.

In business games, on the basis of a game concept, life situations and relationships are modeled, within the framework of which the optimal solution to the problem under consideration is selected and its implementation is simulated in practice. Business games are divided into production, organizational and activity, problem, educational and complex.

Within the framework of the lessons, they are most often limited to the use of educational business games. Their distinctive properties are:

* simulation of situations close to real life;

* phased development of the game, as a result of which the performance of the previous stage affects the course of the next;

* the presence of conflict situations;

* compulsory joint activity of the participants in the game, performing the roles provided for by the scenario;

* use of the description of the object of the game simulation
modeling;

* control of playing time;

* elements of competition;

* rules, systems of evaluating the course and results of the game.

The business game development methodology includes the following stages:

* substantiation of the requirements for the game;

* drawing up a plan for its development;

* selection of the necessary information, teaching aids that create a gaming environment;

* clarification of the goals of the game, drawing up a guide for the presenter, instructions for players, additional selection and design of didactic materials,

* development of methods for assessing the results of the game as a whole and its participants separately.

(Appendix 3.)

2.7. Lesson - role play.

The specificity of the role-playing game, in contrast to the business one, is characterized by a more limited set of structural components, which are based on the purposeful actions of students in a simulated life situation in accordance with the plot of the game and distributed roles. Role-playing lessons can be divided, as their complexity increases, into three groups:

1) imitative, aimed at imitating a certain professional action;

2) situational, associated with the solution of any narrow specific problem - a game situation;

3) conditional, dedicated to the resolution of, for example, educational or industrial conflicts, etc.

The forms of "conducting role-playing games can be very different: imaginary

travel, role-based discussions, press conferences,

lessons-courts, etc.

The game stage is characterized by inclusion in the problem and awareness of the problem situation in groups and between groups. Intra-group aspect: individual understanding of the problem; group discussion, identification of positions; decision-making; preparation of the message.

Intergroup: listening to group messages, evaluating the decision.

At the final stage, solutions to the problem are developed, the message of the expert group is heard, and the most successful solution is selected.

When analyzing the results of a role-playing game, the degree of activity of the participants, the level of knowledge and skills are determined, recommendations for improving the game are developed.

(Appendix 5.)

2.8. The lesson is a fairy tale.

A necessary condition for the successful formation of one or another is the student's striving for knowledge. This is why the teacher is required to create a positive motivation for the student to perform mental and practical actions. It would seem that everything is clear, but how to develop a student's desire to independently complete tasks in the classroom or at home, how to form the desire for knowledge, the ability to manage their own cognitive activity.

The solution to these and similar issues largely depends on the teacher's ability to capture the attention of students. As a rule, a well-chosen type of student activity sets them up for fruitful work throughout the entire 45 minutes.

Everyone knows that children are freer, more liberated than adults. They feel confident in their abilities and are ready to do everything that the teacher suggests to them, right down to the most difficult task. All that is needed is attention to the results of their labor.

2.9. LESSONS - "BENEFITS"

This is the name of the lessons-reports on self-study at home.

Children usually lose attention in the lesson when they are all the same in their design, when each student has a specific role assigned: you are capable of learning mathematics, and you are not. Then the incapable actually have no opportunity to prove that they can achieve success in the study of the subject no less than his comrade. They need a push, a stimulus. The task of the teacher is to force, that is, to properly organize the activities of such a student, to reconsider his role in the classroom and thereby set him up for more confident work in the study of the subject. It is for this purpose that the lessons - "benefit performances" serve.

One of the requirements for a "benefit" task is the ability to see several ways to solve it. After all, the purpose of such lessons is to stimulate the creative activity of the student. But "in order for knowledge to be applied creatively, the student must be prepared to quickly search for diverse options for solving problems."

2.10. LESSON-LECTURE.

A school lecture presupposes an oral presentation of educational material, which has a greater capacity than a story, a greater complexity of logical constructions, images, proofs, generalizations, when it is necessary to form a holistic idea of ​​the subject.

Basic conditions for organizing a lesson in the form of a lecture.

1. If the study material is difficult for independent study.

2. In the case of using an enlarged didactic unit.

3. Lessons of generalization and systematization of knowledge both on one topic, and on several, as well as final lessons for the entire course.

4. Introduction to the topic.

5. Lessons on which new methods of problem solving are considered.

6. Application of knowledge for solving practical problems.

Lesson methodology - lectures.

When preparing for a lecture, the teacher must develop a clear plan for its delivery. When conducting a lecture lesson, techniques and forms are needed to make students active participants. Therefore, a problematic presentation of the material should be preferred.

2.11. LESSON-LECTURE "PARADOX".

Target- repetition of material, development of attention and critical thinking.

Organization of the lesson: is based on the basic material of the history of the discipline.

1. The teacher reads a lecture, the content of which includes erroneous information, contradictory statements, inaccuracies.

2. Students discuss the lecture, complete assignments - make a plan and find answers to the questions posed by the teacher in the material.

3. Students record mistakes made by the teacher.

4. Make notes in a notebook in the form of a table:

lecture outline errors answers to questions

5. The records are checked by the teacher or student-laboratory assistant.

6. One of the students names the mistake, the teacher reproduces the corresponding passage of the lecture.

7. Discussion of the error and finding out why the marked statement is incorrect.

8. Discussion of the following inaccuracy. All works are evaluated, including the argumentation of the "mistake." These lessons activate attention, develop analytical skills, change the motivation of learning. The requirements for a lecture are well known: scientific nature, integrity of the disclosure of the topic, connection with life, clarity of argumentation, evidence of conclusions, emotionality of presentation. Paradox lectures are practiced in high school. Their duration is 25-30 minutes, the rest of the lesson is devoted to discussion and assessment of the work done by the students.

2.12 LECTURE-OVERVIEW.

An overview lecture is practiced before exploring a large topic. Students are given an idea of ​​the future work and its content. At the end of some questions, additional material is presented - this is a list of literature that it is desirable to read. Ahead of the events, the names of laboratory (practical) work to be done are indicated; speaking about their goals, possible ways of implementation, it is proposed to think and give your own version of their implementation. In addition to software work, you can recommend doing home experiments.

An overview lecture is the first step in implementing teaching in large blocks. The written record is a support that is repeated many times in the first and subsequent lessons. At the beginning of each lesson, students should be asked to answer, using the notes, which of the main questions have already been studied and what will be discussed in the next lesson (they answer briefly, without details).

2.13. LESSON FOR TWO.

This lesson is taught with a guest - a specialist in a particular field. Feature of these lessons- thorough preparation. In the lesson, there is a dialogue between a teacher and a specialist. Sometimes the guest assesses different situations in life. The final part of the lesson (about a third of the time) is important, when the students are given the opportunity to ask questions, free communication with the guest.

2.14. LESSON -

PUBLIC REVIEW OF KNOWLEDGE.

Target- to identify the quality and strength of knowledge in the main sections of the studied material and the ability to use them in practice.

Preparatory stage.

1. Announcement of the topic two weeks before the lesson.

2. Students receive sample questions and sample tasks to solve.

3. Determination of the composition of the jury (representatives of the administration, teachers, students).

4. The teacher, together with a creative group of students, draws up a scenario of the review, in which the main stages and tasks are described.

During the classes

Questioning three students at the blackboard.

Some of the students receive cards with typical tasks, experiments-tasks are set at the demonstration table.

Frontal poll (questions are posed in an entertaining manner). Dictation (5-6 questions) - test of knowledge of formulas, basic concepts. Each type of work is judged by a jury. The jury is divided into groups, each of which evaluates a certain type of activity. The marks are entered into the questionnaire.

2.15. LESSON-SEMINAR.

The most full use and development of the intellectual characteristics of high school students allow seminars.

Their purpose is to make theoretical generalizations of the studied material, to highlight the main provisions; to show the connection within the topic and between topics, with life, with practice, taking into account the age characteristics of students, to systematize knowledge.

Seminars are an important form of developing students' independence, activity, the ability to work with literature, think and act creatively. Seminars differ from lessons:

1. a large degree of independence in preparation for the seminar, great activity of students in discussing the results of preparation, possession of skills in working with literature;

2. a change in the organization of the stages of training (their sequence and content), for example, homework is anticipatory, and its verification coincides with the study of new material;

3. changing the functions performed by the teacher and
students; students perform an informational function, and a teacher - a regulatory and organizational one.

The main functions of the seminar: systematization of knowledge; deepening knowledge; consolidation of skills and abilities, both general educational and special; knowledge control; development of skills and abilities of both collective and individual research and search work; development of students' communication skills; application of midday knowledge and acquired skills in practice.

2.16. LESSON OF LEARNING.

"The understudy begins to act"

Target: Group work on the material, mastering it in the classroom (without homework), mutual assistance and mutual responsibility of students, improving the methods of educational work.

Characteristic features of the lesson: lack of homework, mutual assistance, mutual responsibility of students.

During the classes:

1. Organizational moment.

2. "Crews" of 4 people are formed in the class: the commander (the most trained student), the navigator and two pilots.

3. The teacher sets a goal for the "crews" (for example, to master new material).

4. A detailed explanation of the new material with all the necessary demonstrations.

5. Concise presentation of the material based on the reference outline.

6. Presentation of the material based on the synopsis, but at an accelerated pace.

7. Actions of the "crews": the commander repeats the material (task) to the entire crew;

the commander takes credit from the navigator;

the commander and navigator interview the pilots and, if they are ready (have mastered the material), give them credits and grades. "Crew" is ready to defend missions.

8. Protection of tasks:

the commander draws a token-lot, on which the defense procedure depends; the "crew" itself determines the envoy (delegate) who will defend the honor of the "crew"; "examiners" - "crew" takes credit from other "crews".

9. If on defense a member of the "crew" received a rating lower,
than deserved in the group, the marks of all members of the "crew" are reduced.

2.17. LESSON-AUCTION.

"Auction" is a word of Latin origin, meaning a sale from a public auction, in which the goods (or samples thereof) are preliminarily exhibited for inspection. The auction is constructed in the image and likeness of a real, adult auction. It promotes the development of certain economic ties by children, introduces participants into the system of commodity-money relations, preserving all its constructive elements - signs: speaker-presenter, auction participants - "buyers": businessmen, entrepreneurs, lovers of "rarities", representatives of various firms; the product is included in the lots; monetary units determine the relationship between the participants in the auction. The obligatory attribute is a gong and a hammer, the blow of which confirms that "the goods are sold", as well as table numbers that determine the amount assigned by the buyer for the goods and its serial number.

Target- repeat the topic in an entertaining way, show the practical application of knowledge.

The auction lesson is most effective in grades 6-7.

In high school, it is advisable to conduct an auction lesson as a final one on one or several topics.

The "commodity" in the lesson-auction is the knowledge of the students. The "product" at the auction is called the "lot", the selling one is called the "merchant". The leader in such a lesson is a teacher.

2.18. LESSON-CONFERENCE

Target: Enhancing the cognitive activity of students; the formation of their skills to independently acquire knowledge, work with literature.

The conference can be the outcome of a large section of the course. Used primarily in high school.

Preparatory stage:

the topic of the conference and questions for the preparation of messages are reported; students are offered a plan for the conference, a stand with a list of references is made; the class is divided into groups; work on the preparation of the conference; registration of the collected materials.

2.19. LESSON-RESEARCH

Target: Expansion of the reading circle of students, the formation of the ability to independently find a solution to the problem posed, referring to the works of different authors, to prove their opinion, to build a speech correctly.

Preparatory stage.

Students are offered a plan for a chosen topic, indicating questions for discussion. (Questions and tasks of different difficulty levels).

Possible forms of work in the lesson are determined (general, group, individual); type of independent work (plan, notes, abstracts).

During the classes:

Defining the objectives of the lesson:

Introductory speech of the teacher (statement of the problem, direction of research search, etc.)

Students' speech (detailed answer, report, abstract).

Questions to the speaker. Answers to them.

Opponents' performance.

Discussion discussion of a problematic issue.

Summarizing.

2.20. LESSON-DISPUTE

A dispute is a public dispute on a socially important topic. Unlike the conference, its basis is not reports, but speeches with different points of view on the issue under discussion. Since the preparedness of students for a scientific debate is insufficient, the debate is held, as a rule, on issues in which personal opinion is of great importance. The teacher finds such problems most often when studying interpersonal relations, morality, and culture. A debate lesson is a means of transforming knowledge into beliefs.

The success of the debate largely depends on the teacher. His task is to notice differences in approaches and interpretations, to grasp the nuances in the positions of the speakers. This allows him to draw attention to the most complex and controversial issues, to encourage the participants in the dispute to look for convincing arguments. It is not excluded that the teacher's presentation of his own point of view with appropriate justification.

But the result of the dispute is not a determination of who is right and who is wrong, but the identification of positions, which were accompanied by the most convincing arguments. Its pedagogical result is the development of one's own views on the issues discussed, the ability to defend them and, at the same time, the ability to listen to other opinions, to the argumentation of opponents, and to agree with a different point of view. Dispute is possible mainly in high school.

2.21. LESSON-DISCUSSION

It requires a lot of preparation not only from the teacher, but also from the students.

Purpose: Consideration and research of controversial issues, problems, various approaches in arguing judgments, solving tasks, etc.

These lessons contribute to the development of oral speech, activate mental activity, instill an interest in the subject. Discussion lessons form a culture of polemics, the ability to listen to the opponent, tolerance for a different point of view, and this is how their huge role in the educational process is manifested.

For the discussion to be effective and pedagogically effective, it is necessary that the selected problem:

had various solutions that deserve discussion, and for which there are no definite answers; was relevant, acute, important (for a given region or country as a whole); demanded for its decision joint actions, the organization of joint activities; - had a personally significant character (her decision
involves a discussion of personal priorities and motives,
underlying the choice of specific solutions).

2.22. MEETING LESSON.

Target -"revive" modern history.

Invitees: those who have been abroad or those who are going, etc.

Carrying out options.

1. The guest himself, having previously prepared according to a special plan developed together with the teacher, tells about his impressions, then - answers to the students' questions.

2. The teacher introduces the guest, talks about the country he visited, and then the students ask him questions.

2.23. THEMED SUBJECT WEEK.

In modern school, the forms of educational and educational work of a subject orientation acquire particular importance, when the material studied in the classroom finds its logical conclusion in extracurricular activities, that is, forms of work that combine training and education into a single process: creativity lessons, brainstorming , university of high school students, meetings with passion, round-table observers, didactic tales, journey into the subject, knowledge auction, didactic theater, journey to the land of unsolved mysteries, subject ring, organization of personal exhibitions of teachers and students, defense of the idea, intellectual marathons, historical calendar , life of great ideas, KVN on the subject, public review of knowledge, creative workshops, workshops of gifts, thematic subject weeks.

PREPARATORY STAGE.

Preparation and execution of a plan for a thematic week of traditional and non-traditional lessons. - Preparation and holding of a day of science and technology in each class. - Issue of thematic wall newspapers, holding a school-wide competition for the best wall newspaper. - Competition of essays on the subject. - Review-competition of models and devices. made by students.

The grand opening of the thematic week.

Theatrical lesson.

Lesson topic: The history of clothing.

Lesson type: Introductory lesson on the subject "Designing garments".

Type of training session: Combined lesson using information technology teaching.

Lesson objectives:

Educational task: Formation of positive motivation for the chosen profession of fashion designer, belief in its importance.

Developmental task: Development of aesthetic education, manifestation of aesthetic taste, attention, memory, thinking, observation.

Learning task: To form students' professional skills and abilities. Teach students to determine the types of costumes, depending on belonging to a particular era, based on the knowledge gained. To acquaint with the concepts of "fashion", "suit".

Equipment for the lesson: multimedia projector, screen, scanner, printer

Software:

Men and women who dress in a sporty style wear T-shirts, polo shirts, sleeveless jackets, shorts, bermuda shorts, tracksuit, cycling pants, leggings, jeans, etc.

The suit is complemented by cotton or woolen socks, white, possibly with a strip along the edge, sneakers with a diagonal pattern, open low-heeled shoes with tassels and stitches, thick lace-up shoes. Representatives of this style like to carry large bags, shoulder bags, backpacks.

6. Denim style:

In the 1980s, the denim style captivated many fashion designers. They began to sew tops, bustiers from denim, decorating with bows, lurex and lace. The fabric itself has become multi-colored.

Denim clothes are not always made from denim. It is distinguished by a precise cut, edge stitching along the seams and details, patch pockets, metal buttons-rivets, etc.

This style is the complete opposite of folklore and romantic styles. All sets are usually sewn from modest fine-patterned wool or thick cotton fabric. Strict, almost sporty details are used. The additions are also very discreet, emphatically business-like. Typical urban style items are a turtleneck jumper, a shirt-blouse, a roomy bag, sturdy, sturdy shoes or boots, a small beret for women and a classic hat for men.

8. Romantic style:

Style creates a sublime, sophisticated look. Therefore, the lady is dressed gracefully, clothes and headwear with exquisite details (frill, lace collars and cuffs, ruffles, veils). Geometric ornaments are not used for decoration, products are not sewn from woolen, corduroy or flannel fabrics. The lady is dressed in silk and velvet, decorated with ornate floral patterns.

9. Retro style:

Clothing in this style uses motives, details of modeling from past generations, but does not copy them.

This is a bright woman. Her makeup is catchy, contrasting. Nails are always very long with decorations. Clothes of original silhouettes with a large neckline. She thrives on sheer leopard-print fabrics.

The waist is accentuated by a wide, tight belt. Wears jewelry in abundance, rhinestones, feather boas. She has a small purse under her arm. On the legs are usually stockings of an unconventional pattern, shoes either with very high heels, or on

small heels with a glass.

11. Bodyfation:

Thanks to new materials, it is possible to create products that allow you to achieve the effect of nudity. When the elastic lycra material appeared, another revolution took place in fashion. At first, Lycra clothing, bright and cheerful, was intended for athletes. But then they began to add lycra to cotton, linen, wool, silk. This allowed even casual clothing to be super-tight.

12. Classic style:

This style is represented, for example, by an English costume, a Gabrielle Chanel costume and a little black dress. Now jeans have moved into the category of classic clothes.

When making clothes in this style, fabrics with a classic pattern are used: stripes, cages, "chicken foot". The cut is distinguished by simplicity and severity of execution.

13. Floor style:

Layered clothing, or layering - this term has come into use since 1972, when it became fashionable to wear clothing in several layers. At the same time, the old principle - long over short - was replaced by another - short over long. And all the "floors" were in plain sight: a vest over the shirt, a vest on it, an even shorter jacket or jacket on it, etc. In style

multi-layering works by Kenzo. He creates a fashion based on the play of colors, different widths and lengths of components.

Demonstration of homework: dress up the girls - participants of the show in models of various styles.

Summing up the lesson.

Appendix 2.

Grade 5.

Scenario of the Salad Festival.

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Lesson objectives: Generalization and consolidation of the covered topic in an interesting activity for students in an unfamiliar situation, creative abilities.

Instilling the skills of teamwork and comradely mutual assistance.

Lesson type: Lesson is a holiday.

Lesson equipment and visual aids: Study tables: "Primary processing of vegetables", "Classification of dishes", "Safety rules", "Sanitary and hygienic requirements", "Techniques for working with a knife and devices", "Table setting", "tools, devices, dishes and equipment according to the technical documentation. Cards with technological schemes and recipes for the preparation of various dishes. Tutorial. Presentation: "Vegetables", "Table setting", computer, projector.

Course of the lesson

I. Organizing time- 3-4 minutes

1. Preparation of workplaces on duty for practical work (before class)

2. Preparing students for the lesson: washing hands, putting on overalls

3. Obtaining information about the absent (submitted by the duty officer).

4. Announcement of the topic of the lesson, goals and course of the lesson to students

TEACHER:
- Today our holiday is dedicated to salad. And the most important, the most expensive is that we have grown all the vegetables ourselves in our gardens. Did you know that in translation from Italian "salad" is "a dish made from green leaves."

And since most often we make salads from vegetables, we will talk about them today. Ahead of us are competitions and entertainment for all three tables - teams. Everyone will receive tokens for active participation.

I have two assistants - vegetable specialists. I ask you to listen to their messages very carefully, because at the end we will have a vegetable crossword puzzle.

1. Competition "RHYME"... Choose a rhyme for each word (possible answers are given in brackets).

POTATO (cloudberry)
BASKET (raspberry)
CUCUMBER (well done)
REDIS (daffodil)

BEET (Thekla)
TOMATO (marinade)
BEAM (bug)
BOW (friend)

2. Competition "POETIC"... Each team will come up with a verse for a given rhyme in 3 minutes.

1. Onion - Beetle

2. Beet - Thekla

3. Cucumber - Well done

The assistants talk about cucumber and onions (Appendix # 1).

3. Competition for parents "THE FASTEST"... Who will quickly peel and cut the potatoes into strips.

4. Competition "INSIDE OUT"... Read a set of letters in reverse and you get a word. ANSEV (spring)
JODE (rain)
KUL (bow)
TALAS (salad)

SIDER (radish)
ISHCHOVO (vegetables)
RODIMOP (tomato)
VKROM (carrots) Helpers talk about radishes and radishes.

5. Competition "ARTISTS"... a) The task for the parents is to draw on the blackboard with a blindfold and without lifting his hands: a cucumber, a carrot, a tomato.
b) The task for the children is to draw a half of a tomato, cucumber, onion on a piece of paper. The assistants talk about potatoes and tomatoes.

6. Competition "WHAT VEGETABLE?" With your eyes closed, choose a vegetable and name it.

7. Competition "THEATRICAL". With the whole team, mimicry and gestures to depict so that the others guess what is growing in your garden. The first bed is with cabbage.
The second bed is with onions.
The third bed is with carrots. Assistants provide information on carrots and cabbage.

8. Competition "YOUNG COOKS"... Take from the products those that are useful to you for cooking:
vinaigrette, salad "Olivier", okroshka.

9. Competition "RIDDLES FROM THE BED", (Appendix No. "2).

10. Competition "HOMEWORK"... Students recite verses that include the names of vegetables.

11. Competition "CROSSWORD"(Appendix No. 3).
At the end of the holiday, the number of tokens is counted and the team is revealed - the winner, the most friendly team, the funniest team.

Like all holidays held in the classroom, this holiday is educational, expands the horizons of children, develops the curiosity of students.

Educational tasks are also pursued: education of accuracy, friendly attention to each other, respect for parents and older comrades.

Presentation "Vegetables"

CUCUMBER

India is considered the birthplace of cucumbers, where their wild species are still found. In India, cucumber has been in use since at least 3000 BC. The name "cucumber" in India is associated with the name of the Indian prince, who allegedly had 60 thousand children, which, in all likelihood, is associated with the large number of seeds in a cucumber. In ancient Egypt, images of cucumbers are found in temples. There was even a "City of Cucumbers" in Greece. The ancient Romans cultivated cucumbers in greenhouses and salted them in tubs. One of the most widespread dishes in Russia in the 16th century was "black fish soup" - a soup where meat was cooked in cucumber brine mixed with various spices and roots.

From time immemorial, onions have been cultivated by the Egyptians. In ancient Greece, the onion was considered a sacred plant, where the bulb was perceived as a symbol of the structure of the universe. Eminent townspeople in Ancient Greece considered it indecent to eat onions because of the persistent, pungent odor. The Romans consumed it annually, and in order to avoid the pungent smell, the onions were seized with parsley leaves and walnuts. From the Romans, the bow passed to Germany, where heroes who distinguished themselves in battles were decorated with onion flowers.

In ancient Russia, onions were considered a universal remedy that protects and cures all diseases.

REDKA AND REDIS

The birthplace of the radish is Egypt and China. There is a record of growing radish even on the Cheops pyramid. A huge radish was found in Japan, weighing 15-17 kg. From Egypt, the radish came to Ancient Greece. On the days of the celebration dedicated to Apollo, the Greeks brought as a gift to his altar the image of the three main, according to their concept, root crops - radish, beets and carrots. In this case, the radish was cast from gold, beets - from silver, and carrots - from tin. Radish came to Russia from Asia. She was necessarily included in one of the most ancient dishes in Russia - tyuryu.

Radish is the closest relative of the radish. It is believed that the radish appeared in the Middle Ages.

POTATO

The potato appeared in Europe in 1565. It was brought from South America by Spanish sailors. At first, potatoes were grown as an ornamental plant, then they made jam from green berries, and only then they began to eat tubers. But even in 1800 in Europe, potatoes were still so rare that they were given to each other on holidays.

The word "potato" comes from the Italian "tartufolli" - truffle, because the potato tubers are very similar to the mushrooms known to Italians. It appeared in Russia at the end of the XV11 century. It is believed that Peter 1 himself sent a sack of potatoes from Holland to Russia. The peasants did not want to accept the new culture and staged "potato riots" - the peasants were forcibly forced to plant potatoes, which they called the "devil's apple". Now potatoes are grown even beyond the Arctic Circle.

TOMATOES

The homeland of tomatoes is South America. Wild tomatoes are still found in Peru, the Canary Islands and the Philippine Islands. In the Aztec language, the tomato was called "tomatl", hence the Russian - "tomato". However, we often call these fruits tomatoes - from the French "love apples" - this is a poetic name for the bright red color of the fruit.

Tomatoes appeared in Europe in the middle of the 16th century. At first, tomatoes were considered an ornamental plant. In Germany, rooms were decorated with pots of tomatoes, in France, gazebos, in England and Russia, they were grown in greenhouses among rare flowers. Until the early 19th century, tomatoes were considered inedible in Europe. In America, they were considered deadly poisonous. One of the first countries to start growing tomatoes as a crop was Russia, where in the middle of the 19th century they became a favorite, widespread vegetable.

CARROT

Carrots are the oldest root vegetable that mankind has been consuming for 4 thousand years. Carrots were known to the ancient Greeks and Romans. But until the 16th century, they were considered a delicacy. Only in the 17th century, carrots began to grow everywhere. At the same time, carrot sauces appeared, which are now considered a delicacy by the Germans and the French. In Germany, "soldier's coffee" was made from roasted carrots, which is traditionally brewed in some villages even now.

Carrots came to the territory of Russia in time immemorial. In the 16th century in Russia, carrot juice was considered healing: it was treated for liver and heart diseases.

CABBAGE

For many centuries BC, cabbage was used as a medicine in Egypt, Greece, Rome. It was used to treat insomnia, headaches. Her wounds were smeared with juice. Cabbage is one of the most important vegetable crops in Europe. Most of its species come from

Mediterranean.

Archaeological excavations indicate that man began to cultivate cabbage since the Stone and Bronze Age.

For the first time, cabbage received wide recognition in Ancient Greece. Cabbage among the Greeks served as a symbol of sobriety, it was credited with the ability to heal from diseases. In ancient Rome, cabbage was bred from collard greens. Cabbage was brought to the territory of Russia by Greeks, Romans and Russian merchants. In Russia, cabbage was chopped and salted, parties were held in honor of this event, where they danced, sang, joked. Cabbage pie was an obligatory treat. Such parties were called "skits". Kohlrabi, cauliflower and Brussels sprouts appeared in Russia since the 16th century.

RIDDLES

Nuts in the ground, leaves on the ground.
(potatoes)

There is grass above the ground, a scarlet head below the ground.
(beet)

The red maiden grew up in a dungeon
(carrot)

The child grew up, did not know the diapers.
Became an old man - a hundred diapers on him.
(cabbage)

A woman sits in the beds
All - in patches;
Who will tear off the patch,
Everyone will cry and leave.
(onion)

Egor lies under the border,
Covered with a green veil.
(cucumber)

A green branch grows in the garden,
and on it - red children.
(tomatoes)

Fedosya sits with her hair loose.
(onion)

So many arrows grow in the beds
but you can't shoot the guys.
(onion)

Round, but not the moon,
With a tail, but not a mouse,
Red, not a girl.

1. What vegetable was the symbol of sobriety among the Greeks? (cabbage)

2. A dish made from green leaves? (salad)

3. In honor of which vegetable in Greece there was a whole city? (in honor of the cucumber)

4. What vegetable was first grown for the sake of rare-blooming nondescript flowers in greenhouses in England and Russia? (tomato)

5. Call in one word: radish, beets, potatoes, (vegetables)

Stages of work:

1. The project of the upcoming event; 2.List of participants; 3. Distribution of tasks; 4. Questioning; 5. Testing; 6. Conducting the event; 7. Final meeting with the temporary initiative group for the assessment and self-assessment of the work.

Groups created by VIG(temporary initiative group):

1.Actors; 2.Designers; 3.Sound group; 4. Methodists.

Registration.

From the entrance to the school to the hall:

1. An invitation to the event "Smoke if you want, but come to us and you will find out the truth about smoking"; 2. Posters "For a healthy lifestyle"; 3. Corner of young firefighters; 4. World map showing the main places where tobacco grows.

Classes not directly participating in the event prepare:

1.Results of the survey; 2. Crafts: cigarette packs with frightening names like "Lung Cancer", "Tuberculosis"; 3. Memo "How to quit smoking".

At the end of the evening, packs are handed out to smokers (both adults and children in grades 5-6), memos - to students in grades 10-11, scripts - to class teachers and guests.

In the first sessions of the court, when the panel of judges retires for a meeting, the film "Nicotine Tragedy" is shown (10 min.).

In the hall there is a stand on which the words:

"They will help you get rid of bad habits."

Addresses and telephones of doctors:

1. Narcologist; 2. Cabinet for the prevention of AIDS; 3.Health center.

LEADING: Dear friends! Today we will play with you a theatrical game called "The Trial of the Cigarette".

When we talk about a cigarette, we mean all tobacco products. Let us elect a president of the court, two jurors and a clerk to lead the trial through an open vote. To cope more successfully with such a responsible and honorable duty, remember: the chosen people must be serious, wise with knowledge and experience. So who do you want to see at the judging table?

(Chosen people take their seats.)

LEADING: The process requires an accuser and a defense attorney. They are known to be prescribed. Therefore, I will take the liberty of appointing prosecutors in this case (names are given). I will be the defendant's defender. No objections?

(Defense and accusers take their places.)

CHAIRMAN: Enter the defendant (bring in a huge cigarette, put it in the dock). I declare the meeting of the public court open. The case is being heard on charges of poisoning the human body and the development of bad habits. Does the defendant have questions to any of the participants in the trial?

CIGARETTE: No.

CHAIRMAN: Will the defendant have motions?

CIGARETTE: No.

CHAIRMAN: And what about the representatives of the prosecution and defense?

DEFENDER: I have nothing yet.

CHAIRMAN: I ask you to read out the accusation.

SECRETARY OF THE COURT: The man began to smoke a long time ago. Another Greek scientist Herodotus, who lived in the 5th century BC. e., wrote that the Scythians and other inhabitants of North America burned some plants on fire and inhaled the resulting smoke. More detailed information about smoking is associated with the discovery of America (1492). It was there that the Europeans saw tobacco for the first time. The natives rolled the leaves of wild plants into a tube, dried them and smoked until they fell into unconsciousness. Having adopted this habit, the sailors of Columbus brought tobacco to Spain: smoking with the speed of an epidemic spread throughout Europe. The governments of different countries tried to fight them. In Switzerland, smokers were put on a pillory. At the end of the 16th century, tobacco use was sentenced to death. Severed heads with pipes in their mouths were exhibited in squares and bazaars. In Turkey, they were impaled for smoking. In Russia, where tobacco was brought from England at the beginning of the 16th century, the fight against the "damn potion" also began. During the reign of Mikhail Romanov, smokers were executed, their property was taken away in favor of the state. ordered all who found tobacco to be tortured and beaten with a whip. However, the repressions gradually softened and finally stopped altogether. The pipe was replaced by a cigarette. She first appeared in Turkey. At the end of the 19th century, it spread throughout Europe. The fact that tobacco is harmful to the human body has been known for a long time: smoking reduces appetite, makes breathing difficult, and increases headaches. Nicotine disrupts the activity of the nervous and cardiovascular systems and the digestive system. Research in recent years has shown that smoking is associated with lung cancer. Friendship with a cigarette does not lead anyone to good. The carelessness of smokers throwing a smoldering butt wherever they get can often lead to a fire. On the basis of the foregoing and guided by concern for the welfare and health of citizens, the accused born in 1492, a native of Central America, a defendant in many countries of the world, convicted and branded countless times, is brought to trial for the aforementioned crime.

CHAIRMAN: Defendant, do you understand what you are accused of?

CIGARETTE: It's clear.

CHAIRMAN: Do you plead guilty?

CIGARETTE: No, I don’t admit it.

CHAIRMAN: Do you agree to testify on the charges brought against you?

CIGARETTE: I do not intend to give any evidence.

CHAIRMAN: In this case, the court proceeds to questioning witnesses. The doctor (full name) has the floor. The court warns you that the witness must speak only the truth, which is the truth scientifically proven by medicine. Do you understand?

WITNESS: It's clear. It is gratifying to see how the life expectancy of people is increasing. But there are factors that negatively affect health, and smoking is one of them. No wonder the saying goes: "Smoking is harmful to health." In a smoker, if he smokes a cigarette, acute poisoning of the body occurs. A person experiences nausea, dizziness, trembling hands, increased heart rate. "All this was with me; - say a heavy smoker, - but now I'm used to it." This is a cruel mistake. Medicine has established that only individual organs adapt to the action of the cigarette; the first cigarette has the same harmful effect on the blood vessels and the endocrine system as the tenth. So the smoker's argument is untenable. If you want to live long, don't touch the cigarette. In response, we hear: "I can not." It is not true. Some try to break the habit of tobacco, gradually lowering the number of cigarettes smoked day after day. No, you better stop right away. Leo Tolstoy quit smoking at the age of 60, and immediately, from that time, according to him, he became a different person: "I sat for 5 hours at work, got up completely broken, felt nausea, dizziness, and now, after I quit smoking, I feel yourself fresh. " Goethe from the age of 50 became an ardent opponent of tobacco. The weakening of the mental activity of nicotine was also noted by the Russian chess player Alekhin. He explained the defeat of one of the greatest chess players in the 1929 tournament by the fact that he smoked a lot. Alekhine wrote: "Nicotine weakens the ability to think, which is so necessary for a chess player. I can say that I myself gained confidence in winning the world championship only when I unlearned my passion for tobacco." I think that this evidence is enough. The harm of smoking is undeniable. Therefore, I urge everyone to abandon the addiction and I consider the defendant guilty.

CHAIRMAN: Thank you, witness, you are free. Let's listen to the testimony of the second witness - the chairman of the fire brigade (full name).

WITNESS: Fires tend to occur for a variety of reasons. Sometimes a spark is enough to burn up huge values. What place does a cigarette occupy among other causes of a fire? Frankly speaking: one of the main ones. A smoldering cigarette left unattended or thrown in the wrong place can lead to fires. (Examples of local significance).

CHAIRMAN: Is that all for you?

WITNESS: Everything.

CHAIRMAN: Sit down. The indications are given by the janitor.

WITNESS: I work as a janitor. Is this position necessary or not? I will say this: necessary. The smoker is not clean. He tries to throw his cigarette butt in a place where he can't be reached with a broom. These need to be fined, I'll tell you what.

CHAIRMAN: Do the parties have any questions?

DEFENDER: May I ask the witness a question?

CHAIRMAN: Please.

DEFENDER: Do you smoke yourself?

WITNESS: I smoke, of course, as I do not.

DEFENDER: Why don't you quit?

WITNESS: I tried, but nothing comes of it, I was taught this lesson from an early age.

CHAIRMAN: All of the witnesses in the case have been questioned, the court proceeds to the hearing of the parties. A word to the prosecutor.

PROSECUTOR: Dear Court! Tobacco smoking is one of the bad habits, and it is necessary to fight it as a social evil. The problem is not easy, sometimes it is difficult to convince a person that a cigarette is far from being a harmless thing, as it seems at first glance. Guided by concern for the welfare of every person, I ask the court to severely punish the defendant and publicly burn her at the stake.

CHAIRMAN: The floor is given to the defender.

DEFENDER: Dear Court! A lot of reproaches were made against my client, but I want to say that the cigarette is not to blame, but the one who uses it.

CHAIRMAN: You, defendant, have the final say.

CIGARETTE: I ask you to acquit me.

CHAIRMAN: The court retires to the deliberation room for sentencing.

Musical break, scenes from school life, etc.

CHAIRMAN: The verdict is announced.

In the name of public health, a court composed of a presiding judge, people's assessors and a secretary, with the participation of witnesses, a prosecutor and a defense attorney, considered the case on the charge of a cigarette in poisoning humanity, in the outbreak of fires on Earth, in littering the planet Earth.

The defendant pleaded not guilty to the charges brought against her and asked to acquit her. After analyzing the testimony of witnesses, after hearing the speech of the prosecutor and the defense lawyer, the court found the cigarette guilty and sentenced it to be burned. The verdict of the court is final, not subject to appeal, and is carried out immediately.

The guards take out a cigarette and "put" it in a cage - a prison for life.

Watching a movie about the dangers of smoking.

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Usual and Unusual Lessons

CONVENTIONAL AND UNUSUAL LESSONS (instead of a preface)

GENERAL AND PRIVATE LESSONS NOT ALL THE REGULAR LESSON.

Lessons with changed ways of organization: lesson-lecture, lecture-paradox, defense of knowledge, defense of ideas, lesson together, lesson-meeting.

Lessons based on fantasy: a fairy tale lesson, a creativity lesson: an essay lesson, an invention lesson, a creative report lesson, a comprehensive creative report, an exhibition lesson, an invention lesson, an "amazing next" lesson, a fantastic project lesson, a story lesson about scientists: benefit lesson, portrait lesson, surprise lesson, lesson - a gift from Hottabych

Lessons imitating any activities or types of work: excursion, correspondence excursion, walk, living room, travel to the past (future), travel around the country, train travel, expedition lesson, protection of tourism projects.

Lessons with a competitive play basis: a game lesson, a domino lesson, a test crossword, a lesson in the form of a Lotto game, a lesson like: "Experts lead the investigation", a business lesson, a generalization game, a KVN lesson, a lesson : "What? Where? When?", Relay lesson, competition, game, duel, competition, etc.

Lessons that provide for the transformation of standard ways of organization: paired survey, express survey, lesson-test, defense of assessment, lesson-consultation, lesson-workshop, lesson-seminar, defense of the reader's form, TV lessons without television, lesson-public review of knowledge, lesson- consultation, final interview, student conference.

Thematic subject week of traditional and non-traditional lessons

Applications.

CONVENTIONAL AND UNUSUAL LESSONS

(instead of a preface)

"Ho-rrro-sho !!!" - choking with selfless delight, the rooster wheezes from the commercial. And we feel good, because we have already believed that the cookies advertised in this way are the best. And the Bolshevik factory that produces it has actually existed since 1855.

It is especially good to go with the flow: you do not need to move your arm or leg, a calm flow does this work for you; familiar, ordinary landscapes along the banks do not disturb the soul, but tend to sleep. It doesn't matter where the river is going, the main thing is that it does it imperceptibly, everyday, without worries. Eternal questions - what is good and bad, who is to blame, what to do - gradually lose their meaning. Those who are responsible for everything are responsible for them. They also make decisions - for us and about us.

But the most important thing: a positive attitude to this understanding of one's place in life is already a common, and therefore a familiar and even beloved state. Not for everyone, but for the vast majority, including teachers, about 60% of whom remain faithful to the traditions of the ordinary lesson. Is this good or bad? On the one hand, the country is tired of moving from poverty to disadvantage and vice versa. Tired of believing, tired of inventing means of survival. People are tired of thinking, they want a normal, human life. In fact, what is wrong with ordinary human existence? From time immemorial, people have strived for a calm, well-fed, conflict-free life. For the majority of Russians, it remains an unattainable dream even today, and samples of Western well-being continue to form the basis of the social ideal.

The meaning of the ordinary in the Russian language is polysemantic: dictionaries include here the concepts of the ordinary, widespread, generally accepted, ordinary, ordinary, ordinary, ordinary, ordinary. As you can see, the direction of the synonyms is very neutral. There are also positive meanings in them: ordinary is normal and even constant. Therefore, we can say that an ordinary lesson is good, as a time-tested guarantee of normal and stable knowledge for a normal and stable life. a normal life is provided from below, through the efforts of everyone. The state guarantees the observance of the rights of its citizens to realize their opportunities. In our country, the state gives the same guarantees, but public hopes are different:

most understand the state as a kind of institution that should ensure a comfortable existence for everyone. It is hardly necessary to blame only the media for the formation of an unjustified love for a serene existence. Their "ho-ro-sho!" falls on seriously prepared ground. Many factors are involved in the cultivation of this soil - from historical and geographical to ethno-cultural. The problems they created converge today at one critical point - the modern school, which still determines where our slowly harnessing but fast moving society will turn. It is here, in the lesson, that the preparation of consciousness takes place: either for an ordinary existence at the level of survival, or for an unusual vigorous activity to transform oneself and advance to well-being - both for one's own and for the whole of society.

These are all common lessons in our daily life. After all, a lesson is not only "the main form of organizing the educational process." It's also about the lessons we learn from organizing our lives. Learning this process begins at school.

With this book, we kick off the publication of a new series of practical tutorials. The authors express their gratitude and gratitude to all the teachers for whom the previous series on educational activities proved to be a useful aid in the development of their searches. At the request of the teachers interested in the first series, taking into account their requests and wishes, we now turn to the organizational and substantive problems of teaching.

The first books of the new series are devoted to the most exciting topic for teachers - preparation, organization, analysis of not quite ordinary and completely unusual teaching sessions. They make it possible to use well and not very well known (usual) in a new educational situation. We would like to help every teacher to discover and realize their creative potential, no matter what subject they teach. Therefore, the recommendations are given in the form of simple and accessible algorithms presented in organizational, methodological and meaningful lesson scenarios.

The teachers' concerns are understandable: after each August conference, they start to work under the weight of unusual didactic requirements. However, the problem is not the newness of the requirements, but the newness of their understanding. Indeed, the goal of education has changed and, as you know, it consists not only in the accumulation of the sum of knowledge, skills and abilities, but in the preparation of the student as a subject of his educational activity. But the tasks of the lesson remain unchanged for many decades: this is all the same upbringing and development of the individual, the main means of solving which continues to be cognitive activity.

Perhaps this is where the modern pedagogical drama begins, the outward side of which is manifested in the attributes of classic comedy - the confusion of roles and the dressing up of characters. But this comedy drama is much more bitter than funny. And the bitterness of Russian education is determined by its deep internal problems.

Logically thinking (sane) people understand well that only the end can determine (but not justify) the tasks and means. Violation of this order leads to absurdity. In our pedagogy, this is exactly what happens: the new goal of teaching is understood proceeding from the usual meaning of the well-known tasks of education and development, which are very convenient to solve with the same means of forming cognitive interest. They are based on the activity, but not of the students, but of the teacher, who continues to be the main and only character in the lesson. The depth of the conflict between common sense and absurdity is measured by all new generations of graduates. They enter an independent life as objects of pedagogical influences accustomed to external management and guardianship. Obviously, this is an absurd paradox with elements of blatant violation of laws. In all normative acts on education, it is legally determined that a student is not only a subject of educational, but also social, and his own life, its self-organization and self-realization.

It is quite difficult to understand what is happening. Unfortunately, the theoretical developments of scientists are drowning in the maelstrom of solving everyday problems by teachers-practitioners. At the same time, an increasing number of teachers see the meaning not only in the spontaneous-intuitive groping for the right decisions, but also in the scientific substantiation of their activities. On the other hand, it becomes more difficult to find specific recommendations in the sea of ​​scientific literature that meet new requirements, and develop lessons based on these requirements every year. As a rule, their authors carefully adjust well-known teaching methods to the new goals of education, especially without worrying about the fundamental incompatibility of the former with the latter. We wrote about the reasons that gave rise to this typically Russian phenomenon in previous issues of the series devoted to new approaches in educational work. But in didactics they are the same - the traditions of teaching, instruction and guardianship, to escape from the charming oppression of which is extremely difficult.

In order not to complicate the already complex state of understanding, let us place some accents. It is possible to prepare a subject, a creatively active person interested in more and more independent cognition, in the classroom. However, for this it is necessary to change the teacher's attitude to the meaning of his educational activity and, accordingly, to the students.

The easiest way to do this is not immediately, but sequentially moving to specific forms of not quite ordinary learning activities. Therefore, the first step of the transition is presented in this book as an unusual lesson. We rejected the term "non-traditional lesson" because its widespread use in methodological literature differs from the traditional organization of teaching only by external, procedural means of activating cognitive activity.

On the other hand, there are traditions, the rejection of which is fraught with serious consequences. Researchers highlight such features of Russian pedagogy of the late 19th and early 20th centuries, which are the pride of our national traditions as a whole: the priority of spiritual and moral education over rational; highlighting the category of "wisdom" as its highest result; recognition of the intrinsic value of education and rejection of the utilitarian-pragmatic bias in it; building a school around family and family traditions; the need of the Russian intelligentsia to get involved in educational activities for the "general benefit", and not to obtain material benefits, and so on. But these traditions, constituting the spiritual and moral basis of the nation, were not common. There were much more other, ordinary, traditional values, and teachers were much more willing to focus on them: domination of passive-reproductive perception by pupils of knowledge over creative cognitive activity; self-sufficient value of "solid knowledge", encouragement of readiness to take it "on faith", without any critical assessments and interpretation; the immutability of the teacher's authority as the bearer of "higher" intellectual and moral truths; rejection of non-state, private education; the desire to belittle, to question any personal success - both in the teaching and in the student environment; stake on "average" movement towards a common goal, on frontal forms and methods of education as opposed to individualized and group technologies, etc.

With these value differences, traditional, ordinary didactics differs from not quite traditional (completely unconventional - this is a different didactics). Based on ordinary values, traditional didactics prescribes to teach using direct methods of transferring knowledge. The main means are monologic explanations with the help of stories, conversations, lectures. Their meaning is the requirement to reproduce what the teacher said in the form of a monologue or dialogical answer, to give an example of the application of the knowledge gained, to use information to solve educational problems, complete assignments, etc.

The introduction of so-called "fascinating additions" is becoming not quite common: problem learning, search, research, heuristic, etc. teaching methods. They are presented both as fragments in the tissue of the lesson, and as a lesson completely devoted to the implementation of one of the methods. There are more than a hundred types of such lessons today, and even their classification has been developed.

"Learning with enthusiasm" took shape in serious pedagogical practice in the experience of innovative teachers. Turning to the fascinating side of knowledge, they overcame the prevailing pattern in conducting ordinary lessons, which cause indifference to schoolchildren, frank boredom. At the same time, the undoubtedly interesting developments in the "pedagogy of cooperation" did not mean any change in the goals and content of ordinary education. In accordance with the general requirements of the era of "developed socialism", they were aimed at "further improving" the processes of accumulating information, forming and correctly reproducing "durable" knowledge, and so on. with the involvement in these processes of individual elements of the external formation of independence, creativity, initiative of students.

Nevertheless, the "pedagogy of collaboration" coming from the teachers determined major changes in the organization of the lesson. Elements of intriguing problematicity, paradox, novelty of known facts and many others appeared in it, confidently displacing boredom and formalism from education.Today there is every reason to assert that such an organization of the lesson, where cognitive interest is taken as a basis, is only the first approximation to the formation of cognitive activity students. It also becomes obvious that it is impossible to ignore this stage, just as it is impossible to be limited only to it. Therefore, in this book, we offer various scenarios for not-so-ordinary lessons, keeping in mind that to be continued!

GENERAL AND SPECIAL NOT ALL THE REGULAR LESSON

Let's start, after all, with theory. A common drawback of unaccustomed lessons is the lack of classifications that help the teacher understand the essence of this phenomenon. The fact that it has taken place, and does not continue to remain a scientific abstraction, is confirmed by the increasing attention of teachers to unconventional lessons. There were so many of them that it took an appeal to the classification.

Classification, i.e. distribution by category (class) helps to highlight common grounds in the case when you have to choose the most necessary, interesting, suitable from a very large amount of information. Today, there are not quite ordinary teaching methods and whole lessons - a huge number, but not all of them correspond to the generally accepted ideas about the non-standard in education, about the unusualness of the lesson, and, finally, do not correspond to the ideas of either the lesson or the method. Choosing from this array exactly the information that is needed, the teacher, as a rule, relies on his intuition, and not on any scientific basis.

This "choice" leads to significant disadvantages that reduce the pedagogical efficiency of the educational process: Spontaneous and unsystematic use. The only exceptions are the lessons of the lecture-seminar system, which came from the practice of higher education and therefore are relatively fully justified. But this system is used mainly in the senior grades and does not include a number of new forms of lessons; Lack of forecast of positive changes - an increase in the quality of knowledge and skills, shifts in the development of students. Not all teachers can determine the main idea of ​​the lesson, its developmental opportunities. The predominance of reproductive learning technologies. Attention is paid mainly to the form of organization of the educational process, and not to its content. This affects the number and content of conclusions and inferences, the final forms of activity;

Overloading some lessons with educational material, often factual. This is especially true for integrated lessons, training conferences, sometimes entertaining forms of lessons. There are no generalization stages; work with factual material that does not have any special educational value prevails. The attracted facts are interesting to students, but their educational and developmental load is insignificant. Unusual forms are used unmotivated, like single lessons, without noticeable connection with earlier lessons. Final forms prevail (tests, seminars, solving crosswords, etc.). The target settings of the lessons do not provide for the growth of new knowledge and skills, the development of students in any respect.

This is understandable: there are a great many classifications of conventional methods and lessons. But these are well-known, traditional classifications. As for not quite ordinary ones, there are attempts to classify, but at the same time the traditional typology of the lesson is used, supplemented by their non-standard forms. Typology is a distribution by type, i.e. on different patterns of something, and not on grounds.

In the tutorial by I.P. Dozens of types of non-traditional lessons (36 are listed) were identified by the sublac "Pedagogy", including business games lessons, games lessons, role-playing lessons, "Field of Miracles" lessons, etc. They are classified as different types, although it is obvious that these are lessons of the same type, at least close to each other. At the same time, the unconventionality of these lessons is highly doubtful, since the game lesson has been known for a very long time.

The "classical" typology for the main didactic goals is based not only on the planned learning outcomes, but also on the stages of the learning process (assimilation of new material - the formation of new knowledge and skills, their consolidation and systematization, control and evaluation of the results obtained). Development of the theory of problem learning led to dividing lessons into problematic and non-problematic. In such a classification, the nature of the cognitive activity of students is fixed. At the same time, this classification refers mainly to the lessons of learning new material.

Depending on the planned goals, individual forms of lessons can be attributed to different types, for example, integrated lessons-research. So, in integrated lessons, students can acquire new knowledge in different academic subjects, they are often taught by two or three teachers. However, if they are conducted on material known to the student, then they are rather lessons in the systematization of knowledge, their generalization and repetition. The same can be said about travel lessons and expeditions.

If they end with a description of the territory or components of its nature, then these are lessons for obtaining new knowledge, and if the teacher distributes the roles of students according to geographical "specialties", highlighting geomorphologists, climatologists, hydrologists, etc. teaches to describe the components of nature, then these are rather lessons in the formation of new knowledge and skills. It is possible to include such lessons in the combined group.

It is especially difficult to classify the lessons of the game form. Game technologies of teaching are distinguished by an exceptional variety. The main motive of the game is not the result, but the process. This enhances their educational value, but makes the educational effect less obvious. Undoubtedly, game lessons also have educational opportunities, if they are not considered separately, but in a system. You can, for example, move from assimilation and use of facts to their connections (from solving crosswords to compiling them), from descriptions (travel lessons) to explanation (expedition lessons, research). Classifications of unconventional lessons in individual subjects are being actively developed: geography, history, Russian language and literature, etc.

N.V. Korotkova proposes a new classification of forms of study for history lessons, which is based on various types of educational activities: reconstruction games (the presence of an imaginary situation that took place in the past or present, the distribution of roles); discussion games (the presence of a situation that simulates various forms discussion, creation of a conflict of opinions, analysis of the past by experts from the point of view of modernity); competitive games (the presence of fixed rules, the absence of a plot and roles, the foreground of subject-object relations).

Based on discussion activities: - seminars (individual work); - structured discussions (group work); - problem-solving and practical discussions (collective class activity).

Based on research activities: - practical exercises (collective activity of the class); - problem-laboratory classes (group work); - research lessons (individual work).

The priority direction in the development of modern methods of teaching history is "active" forms of students' work with diverse historical sources. The wonderful book "A physics lesson in a modern school: Creative search for teachers" is devoted to the method of conducting non-traditional lessons in physics, which is based on general ideas, the development of lesson systems , descriptions of new types of lessons, individual creative methods of teaching and organizing the work of students in the lesson.

According to the authors, which we share, the emergence of these lessons coincided with the emergence of new children's needs, created the necessary didactic background for their manifestation. The desire for publicity was expressed in lessons such as "Public Review of Knowledge" and "Press Conference"; thirst for reflection, discussion and debate, during which only the correctness of any point of view can be proved - in the lessons-disputes; the need for initiative, creative thinking people and the conditions for their manifestation - in lessons based on children's initiative, in invention and writing lessons, creative exhibitions and reports.

A clear understanding of the importance of business partnership, creative community and the ability to lead them, to which we are still poorly accustomed, - in lessons using group forms of work; the need to respect a business, to be able to carry out it in a qualified manner and to judge a person by his concrete accomplishments (and not just by words) - in the organization of role-playing games. The turn of society towards a person - his inner world, aspirations, needs - in lessons-consultations and lessons with didactic games, which are so well consistent with the peculiarities of the teenager's nature, as well as in the use of various techniques in the classroom that take into account the psychology of the student; the need of people for compassion, expanding and strengthening human contacts - in those types of organization of educational work in the classroom, where mutual assistance of students is widely used (lessons of mutual learning of new material in micro-groups - "crews", activities in the "ambulance" class, student consultants and instructors ").

1. Lessons reflecting modern social trends: a lesson built on the initiative of students, a lesson - a public review of knowledge, a lesson-debate, a lesson using computers.

2. Lessons using game situations: lesson-role-playing game, lesson-press conference, lesson-competition, lesson-KVN, lesson-journey, lesson-auction, lesson using didactic games, lesson-theatrical performance.

3. Lessons of creativity: lesson-composition, lesson-release of "live newspaper", lesson in invention, complex creative lesson, lesson-viewing of an amateur exhibition.

4. Traditional lessons with new aspects: lesson-lecture, lesson-seminar, lesson in problem solving, lesson-conference, lesson-excursion, lesson-consultation, lesson-test.

We believe that a lesson, as a work of authorship, should be characterized by consistency and integrity, a single logic of joint activities of a teacher and students, subordinate to common goals and didactic tasks that determine the content of educational material, the choice of means and methods of teaching. Only under these conditions does the process of cognitive activity and the behavior of schoolchildren become developmental.

Our manual proposes a classification of lessons on the basis of not quite ordinary and very unusual methods and forms of teaching them.

We refer to not quite usual:

Lessons with changed ways of organization: lesson-lecture, lecture-paradox, defense of knowledge, defense of ideas, lesson together, lesson-meeting;

Lessons based on fantasy: a fairy tale lesson, a creativity lesson: an essay lesson, an invention lesson, a creative report lesson, a comprehensive creative report, an exhibition lesson, an invention lesson, an "amazing next" lesson, a fantastic project lesson, a story lesson about scientists: benefit lesson, portrait lesson, surprise lesson, lesson - a gift from Hottabych;

Lessons imitating any activities or types of work: excursion, part-time excursion, walk, living room, travel to the past (future), travel around the country, train travel, expedition lesson, protection of tourism projects;

Lessons with a competitive play basis: game lesson: "Come up with a project", a "domino" lesson, a test crossword, a lesson in the form of a "Lotto" game, a lesson like "Experts lead the investigation", a business game lesson, a generalization game, lesson like KVN, lesson: "What? Where? When?" - role-playing game: "The family discusses their plans", a didactic lesson, a crossword lesson, a generalization game, a "happy fishing" lesson, a "Climbing" lesson;

Lessons that provide for the transformation of standard ways of organization: paired survey, express survey, lesson-test, defense of assessment, lesson-consultation, lesson-workshop, lesson-seminar, defense of the reader's form, TV lessons without television, lesson-public review of knowledge, lesson- consultation, final interview, student conference.

The very unusual lessons have other reasons, which will be discussed in the next issue. Now let us turn to the so-called "particulars", which ignore the attention of most teachers.

Principles are especially "unworthy" of teacher's attention. This category, according to the blessed memory of university pedagogical training, is perceived by teachers as something abstract, having nothing to do with practical activity. At the same time, if we consider the principles as a guide to a very specific activity, it turns out that their uselessness is a figment of our lazy imagination. Evidence of this is the same experience of innovator teachers who, to generalize their activities, for a more understandable presentation of it, resorted to help principles of cooperation pedagogy.

In general terms, these are the principles: relations of mutual understanding with students; teachings without compulsion; difficult goal; the principle of support for the student, which can be a guiding thread of a story, a rule, a way to solve a problem; the principle of assessment, as a respectful attitude not only to children's knowledge, but also to ignorance, encouraging a sense of duty and responsibility; principles of introspection, appropriate form, intellectual background of the class and personal approach.

The creative principles of non-standard lessons are presented somewhat differently by Voronezh teachers:

1. Refusal from the template in the organization of the lesson, from routine and formalism in conducting.

2. Maximum involvement of students in the class in active activities in the lesson.

3. Not entertainment, but amusement and enthusiasm as the basis of the emotional tone of the lesson.

4. Support for alternative, plurality of opinions.

5. Development of the communication function in the classroom as a condition for ensuring mutual understanding, motivation for action, a sense of emotional satisfaction.

6. "Latent" (pedagogically expedient) differentiation of students according to educational opportunities, interests, abilities and inclinations.

7. Using the assessment as a formative (and not just a resultant tool).

Both the first and the second groups of principles set a general direction for pedagogical creativity, focusing on very specific learning activities. In addition to the principles, the researchers attribute to very significant periods of preparation and conduct of non-standard lessons.

There are 3 periods: preparatory, the lesson itself, and its analysis.

1. PREPARATORY.

Both the teacher and the students take an active part in it. If, in preparation for a traditional lesson, only the teacher shows such activity (writing a synopsis plan, making visual aids, handouts, support, etc.), then in the second case, students are also largely involved. They are divided into groups (teams, crews), receive or recruit certain tasks that must be completed before the lesson: preparing messages on the topic of the upcoming lesson, composing questions, crosswords, quizzes, making necessary didactic material, etc.

2. LESSON PROPERLY (there are 3 main stages):

First step.

It is a prerequisite for the formation and development of the motivational sphere of students: problems are posed, the degree of readiness to solve them is clarified, to finding ways to achieve the goals of the lesson. Situations are outlined, participation in which will allow solving cognitive, developmental and educational tasks. The development of the motivational sphere is carried out the more effectively, the more effectively the preparatory period is carried out: the quality of the students' performance of the preliminary tasks affects their interest in the upcoming work. When conducting a lesson, the teacher takes into account the attitude of students to the original form of the lesson; the level of their preparedness; age and psychological characteristics.

Second phase.

Communication of new material, the formation of students' knowledge in various "non-standard" forms of organizing their mental activity.

Stage three.

It is dedicated to the formation of skills and abilities. Control usually does not stand out in time, but "dissolves" in each of the previous stages. During the analysis of these lessons, it is advisable to evaluate both the results of training, education, development of students, and the picture of communication - the emotional tone of the lesson: not only in the communication of the teacher with the students, but also in the communication of students with each other, as well as individual working groups. It is obvious that the particulars considered are only guidelines, outlines for pedagogical creativity. But they do get you started by establishing some "fulcrum" points. A more detailed acquaintance with not quite ordinary teaching methods and lessons, which we have distributed in accordance with the well-known classification, will allow you to choose more and more new grounds for learning activities.

LESSONS WITH CHANGED WAYS OF ORGANIZATION.

1. LESSON-LECTURE.

A school lecture presupposes an oral presentation of educational material, which has a greater capacity than a story, a greater complexity of logical constructions, images, proofs, generalizations, when it is necessary to form a holistic idea of ​​the subject.

Basic conditions for organizing a lesson in the form of a lecture.

1. If the study material is difficult for independent study.

2. In the case of using an enlarged didactic unit.

3. Lessons of generalization and systematization of knowledge both on one topic, and on several, as well as final lessons for the entire course.

4. Introduction to the topic.

5. Lessons on which new methods of problem solving are considered.

6. Application of knowledge for solving practical problems.

Methodology for conducting a lesson.

When preparing for a lecture, the teacher should have a clear plan for its conduct. When conducting a lecture lesson, techniques and forms are needed to make students active participants. Therefore, one should prefer the problematic presentation of the material. The problem situation arises as a result of the purposeful activity of the teacher.

Ways to create a problem situation:

Setting a theoretical problem to students, explaining external contradictions, observations in facts, evidence obtained on the basis of observations or as a result of measurement;

Creation of a problem by setting out the theory of the emergence and development of a concept;

Statement of the problem by analyzing and generalizing the previously acquired knowledge and skills; - the emergence of a problem as a result of finding ways and means of solving problems.

The teacher poses problems, he solves them himself, revealing all the contradictions of the solution, all his logic and the available system of evidence. Students follow the logic of presentation, control it, participate in the solution process. The teacher accompanies the presentation with questions that he answers or attracts students. The teacher's speech is of great importance: bright, emotional, logically flawless. Students keep notes in notebooks. Therefore, the teacher must think over the content, the form of writing on the board and, accordingly, in notebooks. Various options for organizing the work are possible. For each student, tables with a canvas of the presentation of the material can be prepared, with gaps, which are filled in during the course of listening to the lecture. In such tables, there is already secondary text material, students do not waste time on reproducing it, but fill in the part that is the topic of this lesson. Such tables are prepared in the case of systematization of knowledge and classification of concepts. When studying a certain material, analogies, comparisons, generalizations become active methods of cognition. On the eve of the lesson, students are invited to divide the page into two parts as one of the types of homework. In the left part of it, write out the necessary definitions, theorems, etc., which will be actively used in the lesson. The right part is filled in in the lesson under the guidance of the teacher.

In problem-based learning, the following typology of lectures is proposed.

1. Problem lecture. It simulates the contradictions of real life through their representation in theoretical concepts. The main goal of such a lecture is the acquisition of knowledge by students, as it were, independently.

2. Lecture-visualization. The main content of the lecture is presented in a figurative form (in pictures, graphs, diagrams, etc.). Visualization is considered here as a way of information using different sign systems.

3. Lecture for two. It is the work of two teachers (teacher and student) giving a lecture on the same topic and interacting on problem-organizational material both among themselves and with students. Problematization occurs both at the expense of the form and at the expense of the content.

4. Lecture - press conference. The content is drawn up at the request (on questions) of students with the involvement of several teachers.

5. A lecture-consultation is similar in type to a lecture-press conference. The difference is that the invited (competent specialist) has little command of the methods of pedagogical activity. Counseling through a lecture allows you to activate the attention of students and use his professionalism.

6. Lecture-provocation (or lecture with planned errors). Forms the ability of students to quickly analyze, navigate the information and evaluate it. Can be used as a "live situation" method.

7. Lecture-dialogue. The content is presented through a series of questions that the student must answer directly during the lecture. This type is associated with a lecture using the feedback technique, as well as a programmed lecture-consultation.

8. Lecture using game methods (methods of brainstorming, methods of specific situations, etc.). Students formulate the problem themselves and try to solve it themselves.

LESSON-LECTURE "PARADOX".

The goal is repetition of material, development of attention and critical thinking.

Organization of the lesson: based on the basic material of the history of the discipline.

1. The teacher reads a lecture, the content of which includes erroneous information, contradictory statements, inaccuracies.

2. Students discuss the lecture, complete assignments - make a plan and find answers to the questions posed by the teacher in the material.

3. Students record mistakes made by the teacher.

4. Make notes in a notebook in the form of a table:

lecture outline errors answers to questions

5. The records are checked by the teacher or student-laboratory assistant.

6. One of the students names the mistake, the teacher reproduces the corresponding passage of the lecture.

7. Discussion of the error and finding out why the marked statement is incorrect.

8. Discussion of the following inaccuracy. All works are evaluated, including the argumentation of the "mistake". These lessons activate attention, develop analytical skills, change the motivation of learning. The requirements for a lecture are well known: scientific character, integrity of the topic, connection with life, clarity of argumentation, evidence of conclusions, emotionality of presentation. Lectures-paradoxes are practiced in high school. Their duration is 25-30 minutes, the rest of the lesson is devoted to discussion and assessment of the work done by the students.

LECTURE-REVIEW.

An overview lecture is practiced before exploring a large topic. Students are given an idea of ​​the future work and its content. At the end of some questions, additional material is presented - this is a list of literature that it is desirable to read. Ahead of the events, the names of laboratory (practical) work to be done are indicated; speaking about their goals, possible ways of implementation, it is proposed to think and give your own version of their implementation. In addition to the program work, it is possible to recommend doing home experiments. An overview lecture is the first step in implementing teaching in large blocks. The written record is a support that is repeated many times in the first and subsequent lessons. At the beginning of each lesson, students should be asked to answer, using the notes, which of the main questions have already been studied and what will be discussed in the next lesson (they answer briefly, without details).

LESSON FOR TWO.

This lesson is taught with a guest-expert in a particular field. The special feature of these lessons is careful preparation. In the lesson, there is a dialogue between a teacher and a specialist. Sometimes the guest assesses different situations in life. The final part of the lesson (about a third of the time) is important, when the students are given the opportunity to ask questions, free communication with the guest.

LESSON-MEETING.

The goal is to "revive" modern history.

Invitees: those who have been abroad or those who are going.

Carrying out options.

1. The guest himself, having previously prepared according to a special plan developed together with the teacher, tells about his impressions, then - answers to the students' questions.

2. The teacher introduces the guest, talks about the country he visited, and then the students ask him questions.

LESSONS WITH A GAME COMPETITIVE BASIS

"A significant part of the child's play is designed to refresh and excite the processes of reproduction in the mind, in order to indefinitely maintain the sparks of thought ..." I.A. Sikorsky: "We must drive out the god of sleep Morpheus from the lessons and more often invite the god of laughter Momus." Amonashvili.

The game forms of the lesson include role-playing, imitation, business, etc. games. In each of them, students play different roles. Game forms are distinguished by the fact that the learning process is as close as possible to practical activity. In accordance with the nature and interests of their role, students must make practical decisions, most often they have to play their part in the conflict situation inherent in the content of the game. Decisions in many games are made collectively, which develops students' thinking and communication skills. In the course of the game, a certain emotional mood arises, which activates the educational process.

Educational games are used to develop the skills to use the knowledge gained in practice. This is a complex form of educational activity that requires a lot of preparation and a lot of time.

The main features of educational games:

Modeling certain types of practice;

Modeling the conditions in which the activity takes place;

The presence of roles, their distribution among the participants in the game;

The difference in the role goals of the participants in the game;

Interaction of participants performing certain roles;

The presence of a common goal for the entire playing team;

Group or individual assessment of the activities of the participants in the game.

The game process allows you to form the qualities of an active participant in the game process, learn to find and make decisions; develop abilities that can be found in other conditions and situations; to learn competitiveness, eccentricity of behavior, the ability to adapt to the changing conditions set by the game; learn the ability to communicate, establish contacts; enjoy communicating with partners, learn to create a special emotional environment that is attractive to students.

Game forms can be used both in the main and in high school, as well as used in non-traditional lessons.Despite the general recognition of the positive influence of games on the development of cognitive activity and independence of students, they have not yet found a sufficiently deep and thorough solution in the methods of teaching subjects. The majority of teachers, methodologists and didacticists call the game, which is carried out in the learning process, didactic. Analysis of psychological and pedagogical literature on this issue, observation of game actions introduced into the educational process, as well as comprehension of the accumulated experience make it possible to distinguish the following types of didactic games. They are carried out both in the classroom and in extracurricular educational work. They usually take 10-15 minutes and are aimed at improving the cognitive abilities of students, are a good tool for developing cognitive interests, comprehending and consolidating educational material, and applying it in new situations. These are a variety of quizzes, crosswords, rebuses, teawords, charades, puzzles, explanations of proverbs and sayings, riddles. Travel games. They can be carried out both directly in the classroom and in the process of extracurricular activities. They mainly serve the purposes of deepening, comprehending and consolidating the educational material. The activation of students in travel games is expressed in oral stories, questions, answers, in their personal experiences and judgments. A plot (role-playing) game differs from exercise games and travel games in that the conditions of an imaginary situation are staged, and the students play certain roles. The game-competition can include all of the above types of didactic games or their individual elements. To carry out this type of game, students are divided into groups, teams, between which there is a competition. An essential feature of the game-competition is the presence of competitive struggle and cooperation in it. The elements of competition take the leading place in the main game actions, and cooperation, as a rule, is determined by specific circumstances and tasks. The game-competition allows the teacher, depending on the content of the material, to introduce into the game not only entertaining material, but very complex questions of the curriculum. This is its main pedagogical value and advantage over other types of didactic games. In real practice of teaching, all types of games can act both as independent and as mutually complementary to each other. The use of each type of games and their various combinations is determined by the characteristics of the educational material, the age of the students and other pedagogical factors.

Requirements for conducting didactic games:

A game is a form of student activity, in which the surrounding world is realized, opening up space for personal activity and creativity;

The game should be based on interest;

An element of competition between the participants in the game is required.

Play is the most active form of human activity. It is rare to find a child (and an adult) who does not participate in any game at a certain moment. A flexible system of educational games allows you to learn with interest, and this interest only increases from the choice of games. This training model is more promising in comparison with the traditional one. Conducted according to the scheme: student-teacher-student, it allows students to independently choose their path of development (education), perhaps doing it unconsciously, intuitively, and the teacher plays the role of a catalyst; his skills and knowledge help the student to develop faster. Lessons using the game methodology significantly increase students' interest in the subject, allow them to better remember the formulations, definitions, "liberate" the student, his thinking.

The stages of the game include:

1. Preliminary preparation: the class is divided into teams, approximately equal in abilities, homework is given to the teams. 2. The game. 3. Conclusion on the lesson: conclusions about the work of the participants in the game and the assignment of marks.

LESSON-GAME "COME UP A PROJECT".

Students love this game very much. Its essence is as follows: the phenomenon (law) studied in the lesson should find application in technical projects developed by students. Practice shows: students can come up with several hundred different projects (sometimes very original) on the same topic. Another version of this game is as follows: they choose an object related to the topic being studied and the students must, using their knowledge, modernize it.

THEMATIC SUBJECT WEEK OF TRADITIONAL AND NON-TRADITIONAL LESSONS.

In modern school, the forms of educational and educational work of a subject orientation acquire particular importance, when the material studied in the classroom finds its logical conclusion in extracurricular activities, that is, forms of work that combine training and education into a single process: creativity lessons, brainstorming , university of high school students, meetings with passion, round-table observers, didactic tales, journey into the subject, knowledge auction, didactic theater, journey to the land of unsolved mysteries, subject ring, organization of personal exhibitions of teachers and students, defense of the idea, intellectual marathons, historical calendar , life of great ideas, KVN on the subject, public review of knowledge, creative workshops, workshops of gifts, thematic subject weeks.

A characteristic feature of the school system today is the various forms of integration of educational and extracurricular activities, which is clearly represented during the thematic weeks. Thematic subject weeks can become traditional in every school, held for students of different age groups. They can include carrying out various forms of work: collective, group, individual, etc. This thematic week is considered on the example of physics, but its methodology can be used for any subject.

PREPARATORY STAGE.

Preparation and execution of a plan for a thematic week of traditional and non-traditional lessons. - Preparation and holding of a day of science and technology in each class. - Issue of thematic wall newspapers, holding a school-wide competition for the best wall newspaper. - Competition of essays on the subject. - Review-competition of models and devices. made by students.

The grand opening of the thematic week.

Acquaintance with the plan of events. "Round table" on the topic: "Physics and modernity." Book exhibition and sale of literature. Contest for connoisseurs of physical crosswords.

Oral Journals Topics: In the World of Interesting. In a world of great discoveries. Science is for man. In the world of science and technology, how to learn to read quickly? Transmission of thoughts at a distance. A kaleidoscope of knowledge and facts. From the Guinness Book of Records. Physics, mathematics, etc. in life.

Topics of conversation: Stories about our surroundings. The history of the emergence of discoveries. Pages of the past. Power over substance. Revealed and undisclosed secrets. Subjects "necessary" and "unnecessary". Themes of the competition of essays and creative works: How is my life connected with physics? (mathematics, history, literature, etc.)

etc.). Journey into the subject. The story of my family. Practical lesson: "Interesting experiences". Tournaments: savvy, knights - experts in etiquette; a historical or literary auction, a tournament of erudites, in which competitions can be included: theorists; subject historians; savvy; experimenters and designers; curious; "Do you know the formulas"? Club of interesting meetings: "Eccentrics that adorn the earth!"; "Physics and lyricists." Thematic holiday: "And why do we need this physics (chemistry, history, mathematics, etc.)?" "A journey into a fairy tale (the past of science)".

When conducting thematic holidays, the following can be used: poems, songs prepared by students in mini-groups, crosswords, rebuses, theatrical facts from the life of scientists, the confrontation of positive and negative characters.

Week of unconventional lessons.

Open day in the office for junior schoolchildren. Conversation: "The Magic World of the Constellations." Physical (chemical, literary, mathematical, etc.) auction. A story about unusual life situations. Conducting non-traditional lessons in a subject. Informational messages. Review of popular science magazines. Scientific-practical conference: "Scientific search in the humanistic strategy of the innovative school." The work of subject sections and departments of the scientific society of students and teachers-researchers.

NON-TRADITIONAL PHYSICS LESSON WEEK

During a thematic week, the following types of lessons are possible: Lessons-research. Conference lessons. Benefit lesson (A scientist came to the lesson. Portrait of a scientist). A lesson in open thoughts. Lessons are hypotheses. "Initiation into Physics". "Fireworks of Experiments". Historical overview. The lesson is a surprise.

METHODICAL TIPS.

The dream of wings has accompanied man for millennia. Since ancient times, people have dreamed of getting off the ground and flying like birds. There is an ancient Greek legend about Daedalus and his son Icarus, who made wings from bird feathers. Get off the ground and hang at a bird's eye view! It was so great that Icarus forgot his father's warnings not to approach the sun. The sun's rays melted the wax that held the wings together. Icarus fell into the waves of the sea. This is what the legend says. There are many legends about who first took to the air. In Russia it was almost 300 years ago in Ryazan, says one of them, and this man was a podyachim Kryakutny, who made a ball with a loop, filled it with hot smoke, sat down in a loop and climbed above ... a birch.

"PHYSICS" is a Greek word and in translation means nature.

It was difficult for a man millions of years ago, He did not know nature at all, blindly believed in miracles, He was afraid of everything, everything. And he did not know how to explain the Storm, thunder, earthquake. It was difficult for him to live. And he decided that it’s better to be afraid. It’s better to just find out everything. Himself to intervene in everything People tell the truth, He created the earth science, briefly called "physics". Under the name of that short, he recognized nature.

Usual and Unusual Lessons

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Julia Friday

The most unusual hobbies. Choosing a new hobby

Unfortunately, not everyone can call their work their favorite. In this case, a hobby comes to the rescue - an occupation during which you can take your soul away and relax after a hard day at work.

Most people enjoy standard hobbies like reading books, knitting, or cycling. What do you know about unusual hobbies?

Leisure

The need for new activities appeared when people began to understand that they could not choose a hobby for themselves from those that they already knew. Some active unusual hobbies have emerged from a mixture of activities, some from pure curiosity.

One thing is clear - dyulfers are fond of conquering high-rise buildings with their hands and feet without any insurance. The hobby may also appeal to fans of parkour - extreme overcoming of urban obstacles (fences, high steps and fences, distances between buildings, sheer walls).

Kiting

If you are a fan of surfing or windsurfing, be sure to try a new kind of water sport - kiting. This hobby rightfully fits into an unusual hobby as a mixed style of study.

Kiting is the ability to fly a light board on the water with a huge kite. The difficulty lies in lifting the kite into the air and standing on its feet in the gusts of strong winds, while balancing on the waves. Learning to kite is difficult. But those who master it, forever forget about other unusual hobbies.

Types of creativity

Unusual hobbies include quiet hobbies such as creating sculptures and paintings. But what materials are used for this!

Microminiatures

Microminiature is a form of volumetric visual art that is based on the creation of sculptures and compositions of tiny sizes. The trend was formed at the end of the twentieth century, as denoting miniature works in all branches of art. The process uses magnifying glasses, microscopes and loupes.

For example, craftsmen carve unusual pictures on grains of rice and poppy seeds, prepare horseshoes for fleas and dress flies.

Despite the complexity of execution, everyone can learn how to make small figures. Start with larger pieces - for example, try creating clothing and household items for dried grasshoppers and May beetles. Please be patient - the work will be long and painstaking, but the result is worth it.

An interesting kind of miniature work is the pencil rod carving. Craftsmen carve intertwining patterns and unusual chains in mini format from the body and the pencil shaft, striking in their precision and accuracy.

Alternatively, miniature figures are cut out at the top of the pencil.

To learn this skill, start with a simple carving through the body of your pencil, working your way down to the shaft.

Paintings from nails

From the name it is clear that nails are the main material for working in this hobby. Planks of different sizes and shapes, walls of furniture and even apartments can act as a basis.

Just draw a sketch with a washable pencil and start hammering in nails around the perimeter. Where the thickness of the lines is wider, drive in several nails side by side, creating light and shadow effects.

One of the varieties of this hobby is threading nails.

Just drive them around the perimeter of the image at a small distance from each other, thus preparing the base. Now cover their legs with thread, moving from one nail to another, or in a chaotic manner, depending on your creative idea.

Paper creativity

An easy way to keep yourself busy in your free time. First, a sketch of the work is created on a sheet of paper. With the help of scissors, cutters, needles, knives and tweezers, details of a complex image are cut out and attached to each other on a suspended base sheet, creating a three-dimensional figure.

The top of the art is considered to be unusual figurines that were carved and designed, but at the same time not separated from the base sheet.

A three-dimensional painting takes on a unique charm when you put the lighting next to it at the right angle. Try to create sculptures with white paper only - they will seem light and airy.

Scotch paintings

An unusual hobby is complemented by such an art form as creating paintings from scotch tape. This hobby is very economical - you just need to have white translucent rectangular glass and colored adhesive tape.

The work on the drawing is carried out according to the following algorithm:

• measure out the adhesive tape of the required length;

• glue it to the picture at the right angle and in the right place;

• trim or tear off any excess tape.

This technique makes it easier to create paintings that show close-ups or portraits of people. Despite the fact that many of the works are made with scotch tape of the same color, each time you get an original, unique mood of the characters.

Tire sculptures

This hobby can rightfully fit into an unusual hobby. Using tires as a working material, experienced craftsmen create realistic figures of animals, plants and fairy-tale characters.

The Korean sculptor Yong Ho Ji was very successful in this art. He prepares the wire frame of the future figure, after which he wraps it with solid or cut tires. The complexity of his work lies in the fact that the master must create the most realistic sculpture: lay out the facial features, outline the hairs of the fur, the curves of the paws.

This lesson is a bit like working in the carving technique: the tire can be cut in such a way to get a flower, a star, a snowflake out of it. Or you can cut several strips, triangles or squares from it, and then connect them in the desired order.

First, try creating simple figures from old tires. They can decorate a flower bed in the yard or a summer cottage. Gradually, you will hone your skills to the point where you can form complex, realistic sculptures.

Freezelight

An interesting art that appeared relatively recently - with the introduction of professional cameras. The literal translation of the word is drawing with light.

Take a camera with a shutter speed function and a marker light - it can be any luminous object. Place the camera on a tripod and set it up for shooting in the dark for a while. Stand a short distance in front of the lens and start drawing an image in the air with a marker. The camera will capture it in the form of a ready-made bright pattern on a dark, slightly blurred background.

This kind of creativity is very useful - preparing for the work process helps a person learn how to take pictures, because to shoot in the dark, you need to be able to choose the right mode.

A list of unusual hobbies will help you decide what you love to do. It is possible that in the future such a hobby may develop into your main occupation.

Take it for yourself, tell your friends!

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Our private school has a tradition of offering immersion lessons, subject weeks, extraordinary lessons.

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The article "Unusual lessons in a private school"

Vinogradova Galina Ivanovna, teacher of informatics and ICT

Private educational institution "School of Economics and Law", St. Petersburg

A modern lesson is not only "the main form of organizing the educational process", but also a place of meeting with the student's personality. The meeting begins from the first days of the child at school, in the classroom. The brighter, more exciting and convincing it happens, the more successful and joyful the further education goes.

The usual and the unusual lesson - what is the difference.

In Russian, the meaning of ordinary means: ordinary, widespread, generally accepted, ordinary, ordinary, ordinary, ordinary. The focus of synonyms is very neutral. There are also positive meanings in them: ordinary is normal and even constant. Therefore, we can say that an ordinary lesson is good, as a time-tested guarantee of normal and stable cognition for a normal and stable life.

An ordinary (traditional) lesson consists of the stages of the educational cognition process:

• assimilation of new material,
• formation of new knowledge and skills,
• consolidation and systematization of knowledge,
• control and evaluation of the results obtained.

Positive synonyms for "unusual" in Russian are presented as strange, strange, exotic, outlandish. Here there is already a shade of surprise, expectation of a miracle, the discovery of a secret.

There is one more sense of the unusual - this is tradition.

Our private school has a tradition of offering immersion lessons, subject weeks, extraordinary lessons.

1. Immersion English lessons

Twice a year passimmersion lessons in English... A week in the first half of the year and a week in the second half of the year, students from grade 2 to grade 11 are immersed in the language. The usual training regime is changing. Every day - English and no others before meth ... Immersion in the language is carried out by teachers - native speakers of English.Immersion implements the method of active communication with native speakers.

2. Subject weeks

During the academic year,subject weeksin history, physics, literature, biology, social studies, computer science, mathematics, English.

During each subject week, priority in the curriculum is given to the chosen subject. The programs of their subject weeks are thought out and implemented by the teachers in conjunction with the children. The program of each subject week engages students of all ages. Monday is the opening of the subject week. Each student of the school has the opportunity to show himself, his abilities, skills to the entire team of children and adults in a particular subject. During the week, contests, KVN, play by station, quizzes are held, wall newspapers are published. Traditionally, subject weeks end on Friday with massive action. On the same day, the results of the week are summed up: the most active students are awarded, classes that have shown themselves throughout the entire subject week in various events.

3. Unusual (non-traditional) lessons.

There are unusual lessons in our school twice a year. On this day, in each class according to the schedule, all lessons are unusual. Homework is not assigned. Students are looking forward to these days.

Among non-traditional forms of lessons include:project method, video lesson, excursion lesson, performance lesson, journey lesson, interview lesson, essay lesson, integrated lesson, musical lesson.In contrast to the traditional lesson, the structure of an unusual personality-development lesson is divided into an introductory, main and final part.

1. Introductory part (“Challenge”, 5-7 minutes, “I want it!”): Organizing the attention of students, mobilizing the beginning of the lesson (“initial motivation”), updating the knowledge of students, setting educational tasks.
2. The main part ("Realization, discovery of knowledge", 15-20 minutes, "I can!"): A variety of educational tasks, multi-aspect analysis of the material, problematic issues, the need to choose solutions, establishing connections, resolving conflicts.
3. The final part ("Reflection", 10-15 minutes, "I know, I understand. I myself!"): The wide use of various options for individual, pair or group work of students, during which they check how well they have mastered the new material.

Unusual lessons are of great interest to children. What can make a student in grades 2-6 think, start thinking about this or that task, question, task, when these tasks are obscure, difficult, and sometimes not interesting for him? In any case, not coercion. In order to maintain the attention of children during the lesson, it is necessary to organize an active and interesting mental activity. Unusual lessons will help here. After all, any non-traditional lesson is a “big game for the whole lesson” with its own rules and attributes. A properly set game can teach children a lot.

The possibilities of unusual personality-developing lessons are great: they are a means of forming the cognitive activity of schoolchildren, a means of activating students in the process of educational work, as well as one of the ways to stimulate and develop interest in learning. But at the same time, they implement teaching, developmental and educational tasks that are posed at each lesson. At such lessons, discipline problems disappear, the children work with great dedication, interest and do not jump up when the bell rings, but wait for the lesson to continue.
Many tasks in these lessons are performed by students in a playful way, which is very attractive for students in grades 2-6. Interesting in content, they create a positive emotional background: relaxedness, interest, a desire to learn how to complete the proposed tasks, and the awareness of their successes helps to reveal the psychological capabilities of students, increase their self-esteem, self-confidence.

In unusual (non-traditional) computer science lessons, I use the following techniques:

1) Refusal of the template in the organization of the lesson.

2) Maximum involvement of class students in active activities in the lesson. Various forms of group work in the lesson (work in pairs, in groups - students really like this).

3) Amusement and enthusiasm as the basis of the emotional tone of the lesson (interesting tasks).

4) Development of the communication function in the classroom as a condition for ensuring mutual understanding, motivation to action, a feeling of emotional satisfaction.

5) "Latent" (pedagogically expedient) differentiation of students according to educational opportunities, interests, abilities and inclinations (assignments according to the interests and abilities of students).

6) Use of assessment as a formative (and not just a resultant tool), self-assessment of students, reflection.

In unusual lessons, students are given the opportunity to:

• prove yourself from the standpoint of a creative subject;
• get involved in activities to test their capabilities;
• show your interest and activity;
• to develop cognitive abilities more widely.

Modern teachers are faced with the question of how to organize the educational process so that it forms a steady interest in learning among students, relieves stress, helps to form learning skills, and has an emotional impact on children, thanks to which they would form stronger, deeper knowledge. Many teachers are looking for various non-traditional ways of "revitalizing" the lesson, attracting students to active work, a variety of forms of explaining new material. Of course, in no case should you abandon the traditional lesson as the main form of teaching and upbringing of children, but you can also give these traditional lessons a certain originality, attractiveness, so that the children would be interested in the classroom, so that it would make them want to learn.

Literature

1. Karpushin, N.N. Non-traditional lesson form: concept, organization, analysis [Text] / N.N. Karpushin // Mathematics. - 1998. -№9. -S.12-13
2. Kulnevich S.V., Lakocenina T.P. Non-traditional lessons in primary school: practical. manual for teachers early. schools. - Rostov-on-Don: Teacher, 2002 .-- 152 p.

In a week, all schools in our country will have festive lines, the first bell will ring - and all the students will sit down at their desks. Children will begin to study mathematics, chemistry, physics, literature ... But in some schools, in addition to ordinary subjects, unusual courses have been introduced into the educational program that surprise and sometimes envy our children. In our review, there are 8 of the most unusual subjects that schoolchildren study in different countries of the planet.

Japan: Nature Admirement

In some schools in Japan there is a very unusual subject - "Admiring nature". Its goal is to teach schoolchildren to appreciate the beauty of the environment, which, due to global computerization, modern children simply do not notice. During classes, children study the features of the development and interaction of flora and fauna. For these observations, teachers give them grades, and at the end of the year, students even take exams.

Germany: Lessons in Happiness

An unusual subject has not yet been introduced in all schools in Germany, but in one of the educational institutions of the city of Heidelberg, the school director himself teaches happiness lessons. The main task of students is to learn to live in harmony with themselves, listen to their hearts and just be happy. There are no exams in this subject, but each student by the end of the year must implement his own project: to shoot a “good” video or do charity work.

Israel: Theory and Practice of Cyberwarfare

Some schools in Israel have introduced an unusual subject - "Cybersecurity". The reason for the introduction of this lesson was the great cyber-dependence of children, about which not only parents, but also doctors began to talk. In theory and practice lessons, schoolchildren are taught how to behave in social networks, how to react and respond to comments correctly. Also, most of the subject is devoted to addiction to computer games and how to deal with it.

Beekeeping in Bashkiria

There are more than a hundred schools in Bashkiria that have their own apiaries. In beekeeping lessons, children are taught how to properly care for insects, collect honey, and more. The fact is that the Republic of Bashkiria is considered one of the best in the world for the production of honey. And in order not to lose this honorary title, such an unusual subject was introduced in some educational institutions.

Surfing Lessons in Australia

The inhabitants of the green continent can rightfully be called the best surfers on the planet. And to maintain the title of the best wave breakers, surf lessons have been introduced in all schools in Australia. The country's authorities have done everything possible so that a tourist who rides better than the locals does not accidentally appear on the beaches.

Armenia: folk dances

The Armenian authorities are doing everything to ensure that the younger generation does not forget the traditions of their beautiful country. That is why a special course was introduced in all schools - folk dances. In the classroom, schoolchildren are taught not only choreography, but also talk about the history of dancing. Schoolchildren have no opportunity to “skip” this subject: at the end of the school year, children take exams. If you don't get a good mark in this discipline, you can stay in the same class for the second year.

USA: Scientific discoveries

All American schools have introduced an unusual subject called Scientific Inventions. Its goal is to unleash the potential of young scientists. After the theoretical course, all students are given one task - to invent something new. Students are given a whole year to complete it. After completing the course, students present their inventions to the whole class, discuss the relevance of the project and give marks.

Russia: Lessons in Financial Literacy

Some Russian schools have introduced a very interesting subject - "Financial literacy". In the classroom, children are taught how to properly manage money, how to plan a family budget. The lessons also teach a lot about how to avoid becoming a victim of financial fraud. The materials for the lessons were developed within the framework of the project of the Ministry of Finance of the Russian Federation and the World Bank "Assistance in increasing the level of financial literacy of the population and the development of financial education in the Russian Federation." So far, such a subject has been introduced only as an elective, but it is possible that soon such a subject will become mandatory.
Children don't always try to avoid lessons in school. Especially if the items are interesting. Or schools are not like everyone else. We recommend that you familiarize yourself with the material about