General provisions on teaching practices
Student practice is integral part basic educational program higher professional institution.
Documentary support of the educational process is determined by the educational standard of programs in pedagogy and teaching practices, recommendations for organizing the practice of students of educational institutions of higher professional education.
During teaching practices, students are given the opportunity to implement the priority areas of pedagogical activity, educational technologies, and methods of pedagogical interaction learned in the classroom.
Students undergo teaching practices in a comprehensive school after studying such educational courses as psychology, pedagogy, fundamentals pedagogical excellence, teaching private methods in the subject that give a theoretical understanding of the holistic educational process, its content and organization.
According to the educational standard, a student is an intern
has knowledge:
About the system and structure of a foreign language, the main stages of development of a foreign language, the role of a foreign language in modern society;
About the phonetic and grammatical system, vocabulary, stylistic features of a foreign language;
On the basics of translation as a channel of interlingual communication;
On the role of a foreign language in the context of humanitarization of education;
About the features of interdisciplinary connections of a foreign language and its interaction with other subject areas in the process of educational activities;
has the following skills:
Phonetically, grammatically, lexically, stylistically correctly express your thoughts in foreign language in written and oral speech;
Understand authentic monologue and dialogic speech by ear;
Carry out educational work in accordance with educational programs;
Ensure the creation of a favorable pedagogical environment for the development, upbringing and education of children.
In accordance with the requirements for organizing practice at the Faculty of Linguistics, regulations on student practice have been developed and approved, taking into account the specifics of specialist training.
The duration of the internship is established by the university in accordance with the curriculum and the annual academic calendar.
For students with experience practical work according to the profile of training, by decision of the relevant department, educational and pre-diploma internships can be counted on the basis of certification.
The length of the working day for students during internship is: for students aged 16 to 18 years, no more than 36 hours per week; for students aged 18 and older, no more than 40 hours per week.
Trainees are subject to occupational safety and health regulations
internal regulations in force in organizations.
To organize teaching practices, it is planned to allocate study time free from academic classes.
Based on the results of completing the internship program module, the student receives a comprehensive assessment. In case of receiving an unsatisfactory assessment, teaching practice is extended in agreement with the dean's office.
The assessment for practice or credit is equivalent to grades (credits for theoretical training) and is taken into account when assessing the overall performance of students.
Students who do not complete the internship program for a valid reason are sent to practice a second time, in their free time from study.
Students who fail to complete the internship program without a valid reason or who receive a negative grade may be expelled from the program. educational institution, as having academic debt in the manner prescribed by the university charter.
Methodological guidance of all activities of student interns is carried out during systematic workshops and consultations (introductory, corrective, training, generalizing).
Students participate in the orientation and final conferences. The content of the conferences is related to the participation of students in the educational process of schoolchildren, the work of students in drawing up a program of proposed activities is analyzed, and the implementation of the program of professional self-development is discussed.
The student trainee must:
1. Complete the practice program;
2. Obey the internal rules of the school (arrive 15-20 minutes before the start of classes, etc.);
3. At the appointed time, come for a consultation with a teacher or methodologist; approve the lesson summary, extracurricular activity;
4. At the first request of the methodologist, present the diary;
5. Design a class magazine in accordance with the requirements;
6. Be an example for students;
7. After completing the internship, submit the reporting documentation.
During teaching practice, the future teacher needs to master the following professionally significant skills and abilities :
Analysis and assessment of the level of training, education and development of children; analysis of the pedagogical situation, pedagogical phenomena, one’s own teaching activities and the activities of other teachers;
Planning, preparing and conducting educational activities (lessons, activities), selecting and varying educational material in a form accessible to children;
Creation of a developing educational environment;
Planning and organizing work with parents;
Using knowledge about the basics of special, correctional pedagogy with children and educational and pedagogical work with parents;
Uses modern technologies in educational activities in a foreign language, including the implementation of communicative-educational, developmental, educational, gnostic and constructive-planning functions.
Application of methods and forms of interaction with other subject areas of educational activity.
Main types of practice at the linguistic faculty of IGUMO:
1.1. Psychological and pedagogical practice, III year of college - November, 1 week
1.2.-1.3. Practice of trial lessons, IV year of university/college – February/April,
1.4. Summer teaching practice, second year of college - June - August, 4 weeks
1.5-1.6. Industrial (for a university) and pre-graduation (for a college) internship are the final stages of teaching practice.
IV year of university/college – September/November, 4 weeks.
G lava 1
Organization and content of teaching practices
1.1 Psychological and pedagogical practice in secondary schools.
( III college course –November, 1 week)
Psychological and pedagogical practice of students is an integral part of the educational program of the linguistic faculty of IGUMO and represents a purposeful process that combines the professional and personal development of future foreign language teachers. The methodological basis of students' extracurricular practice reflects the humanistic essence of a person-oriented approach to students in the school classroom. The main goal of the educational aspect of teaching practice is to reveal the creative individuality of each student.
The main goals of the practice are:
Psychological and pedagogical practice (PPP) in the fourth year allows students to:
Purposefully carry out educational and diagnostic activities;
Adapt to school as educational institution; - understand the essence and specifics of the teaching profession;
To form the communicative culture of the future teacher;
Develop organizational skills, tactics and strategy of pedagogical communication;
Master various technologies of educational work and forms of extracurricular activities (such as: press conferences, blitz tournaments, express interviews, debates, organizing dialogues and theatrical performances, conducting collective creative activities, etc.);
To form the cultural and aesthetic competence of the future teacher, a careful and correct attitude towards the language, to master speech communication techniques during creative events using the methods of the language being studied.
Students acquire the following linguistic skills:
Managing unscheduled communication;
Design of speech situations;
Possession verbal improvisation on a given topic, phonetic, lexical-phraseological, stylistic features of a foreign language;
Systematization and ability to ask questions;
Detailed commentary and analysis of student activities;
Summing up;
Carrying out evaluative and reflective activities.
Situations of organizational and extracurricular activities are regulated by freedom of choice, realization of students’ interests, and their self-determination in creative search.
Organization and content of psychological and pedagogical practice.
I . Day
Getting to know the school.
School business card:
1. General part:
School number;
Her address.
2.History of the school.
3. Sociocultural environment:
School district;
Sociocultural contacts of the school (clubs, gyms, parole, etc.);
Social well-being of the neighborhood, school.
4. Today's school day:
Administrator (director, head teachers);
Number of teachers;
Number of students;
Number of classes;
Electives;
Mugs, studios;
School traditions (holidays, trips, etc.);
School achievements;
School daily routine (schedule of classes in shifts); material and technical base, general condition of the building; provision of specialized rooms (gym, workshops, computer class, technical support educational process).
5.General conclusions:
· problems of the school (material and technical, personnel, social);
· school development prospects.
II Day
Familiarization with school documentation.
1.Cool magazine: general information about students (studying the list and information about students from the last page of the magazine, using the student study program, see page);
2. Psychological and pedagogical characteristics of the class (conversation with the school psychologist, drawing up a psychological pedagogical characteristics class, see page);
3. Conducting a sociometric study (see page, preliminary conversation with social educator schools);
4. Medical characteristics of the class (conversation with the school medical worker).
5. Working with students’ diaries (giving grades, checking parents’ signatures, keeping diary entries and homework accurately).
III Day
I. Introduction to work class teacher.
1. General information:
· last name, first name, patronymic;
· work experience;
· rank, rank;
· subject (if applicable)
2. Introduction to the work plan (rewrite without analysis)
3. Acquaintance with the work system (for a given period).
· regularity of class hours;
· brief description classroom hours spent;
· educational activities carried out.
II. Student diary (three students):
· last name, first name of the student;
· work of the class teacher with a diary;
· student’s work with a diary;
· carrying out one educational event or collective creative activity in accordance with the plan of educational work and the class teacher.
IV Day
Assignment taking into account the specifics of the faculty:
1. Information about the work of the subject teacher:
· last name, first name, patronymic;
· education (indicating the educational institution and the specialty received);
· work experience;
· rank, rank;
· duration of work with this class;
· analysis of teaching materials (educational and methodological complex) in a given class;
· textbook and teaching aids;
· availability of didactic material, its nature and sufficiency (TSO, posters, cards, devices, etc.);
· step-by-step analysis of the lesson;
· teacher’s work with students’ notebooks;
· nature of work in notebooks;
· regularity of inspection;
· extracurricular work of the teacher in the subject in a given class for the current year (based on the results of the conversation) - electives, clubs, subject weeks, olympiads, competitions, extracurricular activities, etc.;
· educational work during the study period - additional classes with those lagging behind, individual work with strong students, preparing and conducting extracurricular activities, etc.
2.Activities of the methodological association on the subject:
· supervisor
· problems to be solved
· form of work:
Mentoring Institute;
Mutual attendance at lessons;
Generalization of work experience;
Aspects of innovative activity (testing of textbooks, correction of curricula, development of proprietary programs).
V day
Analysis of the lessons watched.
Explore proposed modular approaches to lesson analysis (see Types of analytical activities)
Carry out a psychological and pedagogical analysis of one of the viewed lessons
VI Day
Summing up the practice:
Preparation of reporting documentation;
Conducting self-analysis of the PPP;
Preparation for interviews and tests.
Types of reporting on psychological and pedagogical practice
1. Business card of the school and class (album design).
2. The PPP report is submitted by each student, revealing tasks from the 2nd to 6th day of practice.
Visas:
Every day report pages (school stamp, signature of the class teacher)
Description of the activities of the methodological association (endorsed by the head of the methodological association)
Analysis of the educational work plan of the class teacher (endorsed by the class teacher)
3. The “Internship Diary” is attached to the reporting documents.
4. Psychological and pedagogical analysis of the lesson watched (see Types of analytical activities).
5. A written report from the student on the results of the activity.
6.General conclusions about the internship.
7. Suggestions for improving students’ work in practice.
1.2-1.3 Trial Lesson Practices
(IV year of university/II college – April/November, 4 weeks)
In accordance with the curriculum, 4th year students of the college undergo practical trial lessons at school (TPU). The main goal of the PPU is to prepare and conduct the first lessons. Future teachers gain some experience in teaching work, learn the features of the profession and the educational process at school. A certain degree of difficulty for students during internship is the lack of organizational independence skills and rational time management, which affects the quality of training sessions.
Tasks of PPU for 4th year college students:
Deepen and consolidate the theoretical knowledge acquired by students at the college/institute, and learn to apply this knowledge in practice in educational and educational work with students;
Master the skills of observation and analysis of educational activities with students;
Based on knowledge of psychology, pedagogy and physiology of children and adolescents, carry out educational work with children taking into account their age and individual characteristics;
Test in practice various technologies and methods of teaching and education;
Master the skills of working with textbooks, teacher’s books, curriculum and other teaching aids;
Learn to plan academic and extracurricular activities;
Conduct various types of lessons and forms of extracurricular activities in accordance with the plan;
Learn to work with school documentation.
Tasks of PPU for 4th year university students:
Familiarization with the school, conversation with the director, social teacher, school psychologist;
Study the class to which the student is assigned, become familiar with the work of teachers and the class teacher; work on studying individual students;
Prepare and conduct lessons of different types using a variety of methods; take part in discussion and analysis of lessons;
Conduct an extracurricular activity on the subject, take part in the discussion and analysis of extracurricular activities;
Perform all functions of a teacher and class teacher in the class to which the student is assigned;
Explore the class using the basics psychological methods, including methods for identifying interpersonal relationships in a team, draw up a psychological and pedagogical characteristics and a diagnostic map of the class team;
Take part in school-wide educational events.
During teaching practice, students develop the following skills and abilities:
Determine specific educational tasks based on the results of diagnostics aimed at determining the levels of readiness for learning, the development of knowledge, abilities, and skills of students, the development of personality and the class team as a whole;
Study the real pedagogical process and individual students;
Plan educational and educational work;
Prepare and teach lessons various types and forms of extracurricular activities;
Use a variety of learning tools;
Conduct individual conversations with students and their parents;
Carry out work on career guidance, environmental literacy, child rights, healthy image life.
Approximate planning of the content of PPU activities
1- week.
1. 4th year students undergo practical training in grades 5-8. Students are required to work at school 6 hours daily in accordance with an individual plan.
2. Plans for the entire period of practice are drawn up by the trainee together with the methodologist, teacher and class teacher.
3. At the end of the first week, the plan is approved by the supervisor - methodologist.
4. The schedule of all lessons (including students’ academic and extracurricular activities) must be displayed on the “Pedagogical Internship Screen” stand.
5. During the first week, students must attend 2-3 English lessons per day, regardless of which parallel they will give their lessons and carefully analyze them under the guidance of a group methodologist. Students analyze the overall activity in the lesson according to the results obtained.
6. In addition to English lessons, students attend general education lessons, cool watch, study the plan of educational work of the class teacher.
2,3,4 weeks.
1. Starting from the second and during the following weeks, students conduct mutual observations and mutual analysis of the lessons of their friends, followed by discussion.
2. During the period of teaching practice, students master different types of lessons and use various types of visual aids, didactic material, technical teaching aids, and forms of collective creative activity.
3. During practice, students must give 6 compulsory lessons in the English main language, one of them is a test, develop and carry out a collective creative activity, according to the educational work plan.
4. During the period of teaching practice, students conduct extracurricular work in their specialty, additional classes with lagging students in English
5. Students develop and conduct an extracurricular activity using the methods of the language being studied.
6. Students study school textbooks and manuals for them, school documentation.
7. Prepare a report on the PPU and conduct a self-analysis of your own activities.
Upon completion of the PPU, students submit reporting documentation according to the provided samples.
1.4. Summer teaching practice
( II college course, in any of the summer months, 4 weeks)
Summer teaching practice is carried out by 4th year college students in children's health camps, at city day care sites for children, in labor and recreation camps at secondary schools. According to the regulations on the children's health camp on full-time position Students over 18 years of age are appointed as counselors. Students under 18 years of age undergo practical training as an assistant teacher. The duration of the LPP is 4 weeks during the summer holiday period for children in any month convenient for students. The student trainee not only organizes educational work with children, but is also responsible for the life and health of the students.
The main goals of the LPP:
- realization of the professional and personal potential of students;
Consolidation of acquired knowledge on the theory and methods of education;
Formation of skills and abilities in organizing leisure activities;
Practice objectives:
Acquiring skills and abilities to work independently with children's and youth groups in a children's summer camp;
Mastering the content and various forms and methods of organizing the life and activities of a group of children of different ages in conditions of independent work in a summer camp;
Development of a responsible and creative attitude towards conducting educational work with children and adolescents.
Skills acquired during practice:
Determine the goals and objectives of health and educational work with children and adolescents,
Draw up a plan for health and educational work per shift and for every day, taking into account the interests and individual characteristics of children;
Organize self-government in the team and direct its activities;
Create conditions for the development of amateur performances of children and adolescents;
Organize a variety of activities for children and adolescents; - combine individual and teamwork with children;
Establish pedagogically correct relationships with children and adolescents, with colleagues, and parents of entrusted children;
Analyze the experience of your teaching activities.
Gaining experience working in a temporary children's team.
Features of passing the BOB .
In the process of activity, there is an intensive enrichment of the student’s professional experience in self-creation cohesive children's team, its development, organization of daily joint life activities of pupils. When planning educational activities, during the questioning process, all records relating to the interests of children and adolescents are grouped, taking into account the expectations and interests of the students.
When planning activities at a country camp, you need to consider the following:
Temporary nature of the team;
Changing the usual living environment, connecting with nature;
The closedness of a country camp as a type of child care institution;
Lack of parental care, support, control.
The team’s activity program should be focused on the children’s social environment, the development of the child’s experience, its expansion and deepening.
Organizational and pedagogical activities at LPP
A student trainee, while working as a counselor at a children's health camp, performs the following types of teaching activities:
Determines the goals and objectives of the KTD;
Predicts the results of educational interventions;
Draws up long-term, calendar plans for work in the unit, using a variety of content, forms, methods and means, taking into account the age of the children and specific situations;
Creates methodological developments, draws up plans, determines the content and methodology for conducting technical design work, analyzes the results of its own activities;
Organizes and conducts games, dances;
Works with periodicals, methodological, pedagogical literature, etc.
When planning the educational activities of the LPP, it is necessary to take into account:
1. Safety of all events.
2. The opportunity to demonstrate children’s abilities in different areas creative activity.
3. The ability to quickly change the program in case of rain, bad weather, or unforeseen circumstances.
4. Taking into account the length of time spent by CTD depending on the age of children and adolescents.
5. Creating a situation of success in the process of collective activity.
6. Distribution of emotional stress throughout the entire shift.
7. Taking into account the characteristics of the first and last days of the shift.
8. Sequence of planning: days of arrival and departure, bathhouse and parent days, general camp and traditional events, detachment
Organizational stages of summer teaching practice:
I stage– orientation sessions to prepare students to work in country camps, organize leisure time and ensure the safety of children (February-May).
II stage– assignment of students to summer teaching practice (April-May).
III stage– preliminary admission to the LPP based on the availability of the following documents:
Call to work;
Medical report (upon request);
Suggested individual plan for working with children for each day of practice:
Grid plan for organizing children's leisure time
IV stage– acquaintance with the camp. Internship (summer period).
V stage– preparation and submission of reporting documentation on the passage of the LPP (until September 15):
1. Diary of passing the BOB. Designed in a free colorful form. On title page indicate: the exact address of the children's health institution, the name of the unit, the name of the trainee counselor, course, group. Any other information that is useful in the opinion of the trainee counselor is also entered ( social features, number of children, age, etc.).
2. Attached is the team’s work plan for the shift (grid daily planning).
3. Scenario of a collective creative activity corresponding to children’s summer holidays.
4. Characteristics from the place of internship with a recommended assessment, sealed and signed by the head of the organization.
1.5-1.6 Industrial and pre-graduation internships.
(V year of university/IV college – September/November, 4 weeks)
Students of 5 years of full-time university and 4 years of college undergo industrial and pre-diploma internships at school for 4 weeks in high school. During the internship, university students give 10 lessons, of which 6 lessons are in the main language and 4 lessons in the second language. College students give at least 8 lessons in the target language.
The main goal and feature of industrial and pre-diploma internships is the direct preparation of students for independent work at school as a foreign language teacher and class teacher. During the practice period, students must build their lessons on the basis of the knowledge they acquired at the institute in various theoretical disciplines, teaching methods and practice of the language being studied. During this practice, graduates are required to have a higher level of teaching the academic discipline, independence in planning and conducting educational work.
Main objectives of the practice:
Independently study the working conditions of the school, class, language subgroup;
Independently familiarize yourself with textbooks, curricula and manuals;
Independently draw up thematic plans for a series of lessons and plan lessons based on them;
Determine the purpose of each task;
Be able to perform the educational actions necessary to achieve the goal;
Develop skills for rational organization of time for independent work;
Learn to plan organizational and educational activities;
Methodologically competently construct and conduct a lesson using a variety of forms, methods, means of teaching and education;
Carry out current and long-term planning of the educational process.
1. 5th year university students undergo practical training in English in senior 8-10 grades and teaching practice in a second language in junior 5-8 grades. 4th year college students undergo internships in grades 7-9.
2. Students work at school 6 hours daily in accordance with an individual plan. In contrast to the practice of 4 courses, students of 5 courses give independent lessons from the first week. In addition to teaching lessons, during the first week, students attend all lessons in their assigned class and learn about the makeup of their class. At the end of 1 week of practice, students reflect their activities on the “Practice Screen” stand indicating all lessons and extracurricular activities, including test ones.
3. University students must give at least 4 lessons in English and 2 credit lessons (one of them in non-traditional form lesson). In the second language being studied, university students give 4 lessons, of which one lesson is a credit lesson. College students give at least 6 lessons in the language they are studying and two credit lessons (one of them in a non-traditional lesson form).
4. During the practice period, students attend and analyze the lessons of their friends, and do extracurricular work in English and second languages.
5. During teaching practice in English, students carry out the work of the class teacher according to the plan of educational work of the class.
6. Students prepare illustrative and didactic material and visual aids, and assist the school in decorating foreign language classrooms.
7. During teaching practice, students are required to have a lesson outline approved in advance by the methodologist, keep a diary and have it with them every day.
8. During the period of active practice, students must analyze all credit lessons and extracurricular activities of their friends.
9. Unlike the first practice, 5th year students should be able to conduct a detailed analysis of not only individual lessons, but also a series of lessons of group mates.
10. Group leaders - methodologists once a week sum up the results of students' work at school.
11. At the end of the internship, a final final scientific and practical conference is held.
Weekly workload during student internship
Before starting the internship, students participate in an orientation conference at the university, then at school.
I week of practice- familiarizing students with the school, class, and the organization of the educational process;
Attending teachers' lessons in an assigned class; observation, lesson analysis; studying a group of students and individual students in a specific class;
Drawing up an individual student work plan for the internship period, drawing up thematic and lesson plans;
· consultation with a methodologist, teacher; approval of the lesson plan by the teacher, methodologist;
· conducting the first lessons;
Study of various areas of teacher activity (scientific, methodological, research, diagnostic, reflective, correctional, etc.);
Making a diary for a student intern.
II - IV a week of practice - preparing and conducting lessons of various types;
Taking into account the requirements for conducting a modern lesson, methodically competently, reasonably selecting methods, means and forms of organizing training;
Visiting and analyzing lessons taught by other student trainees;
Making a diary for a student intern;
Implementation of an individual work plan;
· compilation of psychological and pedagogical characteristics of the class, based on the testimony of sociometric research;
· preparation and conduct of educational activities in the classroom with subsequent analysis.
After completing the internship, the student is required to submit reporting documentation in accordance with the provided samples:
1. Practice diary (see samples of documentation), individual plans for educational and educational work.
2. Two detailed outlines of test lessons with self-analysis (traditional and non-traditional lessons)
3. Psychological and pedagogical characteristics of the class
4. Sociometric study of the classroom team. Individual thematic plans for educational, educational, methodological work.
5. Questionnaires for mutual visits and indicators of pedagogical and methodological skills
6. Conclusion of the school’s pedagogical council with a recommended grade for practice, signed by the head. methodological unification of the school and the seal of the school.
7. General report on practice.
Samples of reporting documentation:
IGUMO
Documentation
on pedagogical practice
Ivanova Maria Ivanovna
IV year students
Group IV La
Faculty of Foreign Languages
School No. 123 Southern Administrative District of Moscow
English teacher Petrova N.A.
class teacher Svetlova G.P.
methodologist Oblachkov D. D.
Moscow 2007
I. Daily work diary
Signature of the methodologist-teacher_______________________
II . Scheme of analysis of the lesson watched
Use the school lesson analysis modules presented in Appendix No. 1
Teacher____________________ Class_______ Date___________
Lesson topic________________________________________________
General conclusion:
1. Determine the goals of the lesson (teaching, developing, educating)
2. Carry out element-by-element content analysis educational material lesson, highlighting: concepts, rules, applied knowledge, additional material, special skills and abilities developed in students; determine the types of cognitive activity (reproductive, search), how the integration of interdisciplinary connections is realized.
3. Analyze:
a) levels of student-oriented interaction in the lesson (implementation of frontal, group, individual training in the lesson);
b) methods, means and forms of teaching and upbringing, diagnostics, correction of knowledge and assessment activities of the teacher used in the lesson
Lesson summary
The lesson summary must be prepared two to three days before the lesson, signed by the teacher or methodologist. Content and quality of design are taken into account
Proposed lesson plan
Lesson progress
(describe)
Self-analysis of the lesson:
1. Lesson objectives
2. Ways to achieve them
3. Results obtained
4. Reasons that determined the success and difficulties of the lesson
Methodologist's nap ______________________
IV . Scenario of methodological material on the subject
V . Scenario of KTD (collective creative work)
Sample scenario diagram:
Class________ Venue_________________ Date_______
Subject:_______________________________________________
Goals and objectives: (cognitive, developmental, educational)
Equipment and visual aids: ________________________
Used literature__________________________________________
Characteristics of the preparatory and main stages of the event
Plan and course of the event (describe)
Feedback, rating______________________________
Painting by methodologist-teacher___________________________
VI . General self-analysis report on teaching practice.
1. Number of lessons watched
Date__________ Class_________ Teacher______________________
2. Number of lessons taught
Date__________ Class_________
Topic_______________________________________________________________
3. Activities carried out
Date__________ Class_________
Topic_______________________________________________________________
4. Attended events held by student interns ___________________
5. What knowledge, abilities and skills were acquired in the process of teaching practice
6. Have you sufficiently mastered in practice the following pedagogical skills: diagnostic, organizational, correctional, communicative, design and others? To what extent did teaching practice contribute to the mastery of pedagogical reflection, forms of analytical activity, goal setting and motivation of one’s own work and the activities of students?
7. Which teacher’s teaching experience was most revealing for you? What was the most interesting and valuable about it in your opinion? What have you used in your own practice?
8. Formulate your pedagogical credo.
9. Difficulties that arose during teaching practice (in vocational training, in class, in extracurricular activities, communication with teachers, students, parents, etc.)
10. General conclusions about the importance of pedagogical practice. Proposals for improving the content and organization of teaching practice
Date_______________ Student Signature__________
VII . Feedback on the student trainee from the leading methodologist about passing PPU with recommended rating.
Evaluated:
a) the student’s ability to structure his work taking into account individual characteristics, age characteristics and the child’s level of readiness for learning;
b) the student’s ability to implement the pedagogical principles of training and education in educational activities;
c) the ability of a student trainee to organize children to work, to activate their attention, mental activity, and cognitive interest in the lesson;
d) the ability to conduct extracurricular work with children;
e) independence and effectiveness of the work carried out by the student intern.
M.P._______________ Signature of the methodologist ________Date_________
Reference material to help students undergo teaching internships and prepare reporting documentation
1. Requirements for a modern foreign language lesson
The success of any lesson depends on how strong the theoretical knowledge and practical skills of the students are, on the level of preparation for each lesson. Therefore, when compiling lesson notes, students should rely on the requirements for modern foreign language lessons.
At each stage, the student develops the students’ speech activity, including lessons in which new language material is introduced.
The lesson should be structured purposefully and consistently, it is necessary to provide for possible difficulties and difficulties.
Stylisms in speech activity should be varied, concise, it is important that the lesson is dominated by student activity, the techniques used in the lesson should be adequate to the activity being formed and optimally related to it.
The teacher provides motivation regarding the general goal of the lesson and gives instructions to students for specific activities.
The lesson should be conducted mainly in the foreign language being studied, and the teacher’s speech should be accessible.
Educational, educational, developmental tasks must be solved in the lesson.
2. Preparation plan for the trial lesson
Predicting the questions that are most difficult for students to understand;
Determination of techniques and methods for activating students;
Studying the characteristics of students in this class.
2. Carry out independent work to prepare for the lesson:
Studying specialized literature;
drawing up a lesson set of teaching aids;
Selection of visual teaching aids;
drawing up a detailed lesson plan.
3. Renegotiate with the teacher-methodologist the course and content of the lesson:
Adjustment of the lesson plan taking into account the teacher’s suggestions (content, methods, techniques, visual aids, teacher’s questions);
Execution of planned experiments;
Clarification of methods, forms of organization, methods of monitoring the planned lesson.
4. Predict the results of the lesson.
5. Familiarize yourself with the requirements for a modern foreign language lesson.
3. Questionnaire for mutual visits
Goal: to track the dynamics of the student’s professional growth during the internship (it is necessary to analyze at least 5-6 lessons).
This quality is inherent in him to a high degree
This 6th quality is characteristic of him
5-most likely, this quality is inherent in him
4-it’s hard to say whether this quality is characteristic of him or not
3-student most likely has the opposite quality
2-the opposite quality is very noticeable
1-the opposite quality is strongly expressed
Rating scale
| Positive quality | 7 | 6 | 5 | 4 | 3 | 2 | 1 | Negative quality |
1.Knows the content of the lesson well |
Doesn't know his job well |
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| 2.Able to make quick decisions in difficult circumstances | In difficult circumstances, gets lost and makes mistakes | |||||||
| 3.Works to improve his experience | Not working on professional development | |||||||
| 4. Organizes the lesson according to the goals set. | Does not strive for the expected result of the lesson. | |||||||
| 5.Always polite, tactful and friendly in dealing with students. | Not attentive, indifferent to the emotional climate in the lesson. | |||||||
| 6. Activates attention and cognitive interest in learning. | Does not use active learning methods, is passive and indifferent to the perception of the learning material. | |||||||
| 7. Is in constant interaction with children during the lesson. | Uncommunicative, does not provide feedback to students in class. | |||||||
| 8. Develops the student’s speech culture, corrects mistakes, and requires a detailed answer to the question posed. | Shows inattention to students’ speech, makes mistakes in answers, does not correct incorrect accents in words, spelling and stylistic inaccuracies. |
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| 9.Independent, works with passion, has a culture of organizing his work | Lack of a creative attitude towards teaching activities, inability to organize personal time. |
65-63 - has high professionalism;
62-50 - sociable, friendly, knows how to find an approach to children, constantly works to improve his professional skills, independent in judgment, mobile, active;
49-40 - quite polite, friendly, active and decisive, often defends his opinion on a number of problems, quite erudite;
39-25 - experiences some difficulties in establishing contact with students, does not always find understanding from others, one should be more active and decisive in actions, while maintaining goodwill;
Less than 25 points - you need to seriously improve your professional culture, learn to communicate, and overcome internal constraint and conformism.
4. Questionnaire of indicators of pedagogical and methodological skills of a student intern
We ask you to answer the questions in the proposed questionnaire, which lists the realized professional skills of the student intern. Rate the degree of mastery of these qualities on a 9-point scale, where 9-8 points - quality is manifested almost always, 7-6 points - often, 5-4 points - quality is manifested at the level of 50%!, 3-2 points - quality is manifested rarely , 1 point - practically absent, 0 points - not observed.
Full name is entered on the horizontal scale. student interns whose lessons were attended during practice
|
Quality indicators |
| Presents the material clearly, accessiblely, following consistency, highlights the main units or blocks of knowledge |
Makes you think comprehend the material, masters various methods and technologies, builds creative and problematic situations |
| Orients students towards using the material being studied in practice, in life and in their future profession |
| Monitors students' reactions, asks questions, encourages discussion |
| In relation to students he combines exactingness and goodwill |
| Able to arouse and maintain student interest in the subject |
| Attracts with high erudition and culture of speech |
| Shows respect, pedagogical tact, and understanding of students |
| Sum of points |
5. Forms of analytical activity of students in teaching practice
5.1. Basic types and types of lesson analysis (according to M.I. Makhmutov)
Based on the principle of goal setting, there are four types of lesson analysis:
Didactic analysis involves analyzing the lesson according to the main didactic categories (setting the purpose of the lesson, observing didactic principles, the logic of the educational material, the logic of the learning process, the use of teaching methods and means, issues of enhancing the cognitive activity of students, organizing their independent work, implementing the principles of education and upbringing).
Psychological analysis involves the study of the psychological climate in the lesson, the relationship between the teacher and students, the relationship between students, issues of the teacher’s pedagogical tact, the degree of his personal influence on students, and the emotional mood of students.
Educational analysis is carried out to study the degree of educational impact of the lesson on students.
Methodical analysis lesson involves studying the activities of the teacher and students, their interaction during the lesson.
Analysis of the organizational aspect of the lesson involves studying the methods of organizing classes, the degree to which the lesson is equipped with visual aids, the effectiveness of using TSO in the lesson, documentation by teachers, the rational use of time in the lesson, the implementation of a sanitary and hygienic regime, etc.
5.2. Step-by-step lesson analysis
Step-by-step analysis of the lesson - during the observation process, passing commentary on the progress of the lesson. Self-analysis and lesson analysis are carried out according to the same scheme:
beginning of the lesson, explanation of its goals, repetition, psychological preparation for mastering new material, its presentation, consolidation, homework, evaluation of student answers. The lesson analysis ends with a general assessment of successes and failures, tips for improving techniques and ways of conducting individual elements of the lesson.
5.3. Didactic lesson analysis
1) General structure.
· Principles of organizing educational activities,
· main didactic goal and objectives,
· type of lesson, its place in the lesson system,
· main elements (beginning, main stage, ending),
· dosage of time, effectiveness of its use.
2) Realization of the main didactic goal.
· Fulfillment of program requirements,
· the relationship between the material presented and the independent work of students,
· organization of primary consolidation,
· checking the quality of knowledge* skills, abilities,
· coverage of students with educational work.
3) Developmental function.
· Involving students in improving basic mental operations (analysis, comparison, generalization, classification, systematization),
· training in academic skills,
· development of cognitive independence,
· development of creative thinking,
· communication of information for general development.
4) Educational function.
· Use of educational opportunities of the content of educational material,
· introduction to universal human values,
· practical orientation, taking into account interests,
· fostering a conscientious attitude towards academic work,
· taking into account the educational function of the mark,
· teacher's personality.
5) Methods and means of teaching.
· Methods of introducing new material (explanation, story, lecture, conversation, demonstration, etc.),
· control methods (individual, frontal, combined, mutual control, methods of checking homework),
· methods of developing and consolidating skills (conversation, written or oral exercises, working with a textbook...),
· innovative methods.
6) Working with students.
· Preparedness of students for the lesson,
· student activity at different stages of the lesson,
· work culture, discipline,
attitude towards the subject, towards the teacher,
· dynamics of performance, moments of its greatest activity, decline, their causes,
· involving students in making their own conclusions.
5.4. Combined lesson analysis scheme(Can be used in whole or in part)
1) General information about the lesson.
· Date, class, subject, number of students on the list, number of those present, lesson number in order;
· classroom environment; cleanliness, lighting of the room, whether the room is ventilated, order in the classroom, students’ readiness for the lesson;
· equipment; have visual aids been prepared, their feasibility and necessity in the lesson, is the blackboard prepared;
· organizational beginning of the lesson; greeting the teacher, organizing the class, establishing order and discipline;
· topic of the lesson, goals of the lesson (formulation by students of the goals and objectives of the lesson);
· purpose of attending the lesson.
2) Type and structure of the lesson.
· Type of lesson: the appropriateness of its choice from the point of view of the topic as a whole and the didactic purpose of the lesson; the place of the lesson in the system of lessons for the whole section;
· connection of the lesson with the previous one: how it was carried out;
· lesson structure: does it correspond to this type of lesson;
· sequence of individual stages of the lesson. Ensuring the integrity and completeness of the lesson;
· Features of summing up the lesson.
· Compliance of the content with the program;
· connection of educational material with modernity and the local environment of the school;
· establishing interdisciplinary connections;
· methods and forms of developing diligence, a sense of respect for working people;
· features of the development of intellectual abilities, moral and aesthetic feelings in students;
· use of teaching materials and classroom equipment;
· level of growth or improvement of skills, knowledge and abilities based on previously learned material.
4) Methods and techniques of teaching in the classroom.
· The system of methods and techniques used, their combination;
· compliance of methods and techniques with the content of the material, type, goals, objectives of the lesson and age characteristics of students;
· compliance of teaching methods with the implementation of educational tasks;
· compliance with the basic requirements for the lesson;
· features of development in the lesson of observation and logical thinking students;
· types, place and features of students’ independent work;
· developing the ability to learn in schoolchildren;
· use of didactic materials for independent work and technical means training;
· developing self-control skills in schoolchildren;
· ways to individualize and differentiate tasks for students depending on their personal and age characteristics and preparation;
· ensuring consistency in independent use students' knowledge, skills and abilities during the lesson.
5) Homework.
· Preparedness of students to complete homework;
· differentiation and individualization of homework for students;
· volume and planned time for completing homework.
6) Student behavior.
· Interest, diligence, discipline of students;
· methods of involving schoolchildren in active mental activity;
· motivation for learning throughout the lesson, features of the techniques used;
· attitude of students towards the teacher.
7) Teacher's behavior.
· Ability to manage a class, organize its work, increase activity, interest, maintain discipline, attitude towards individual students, taking into account the individual characteristics of each;
· style and tone in work, pedagogical tact;
· observation, resourcefulness, emotional upsurge;
· appearance of the teacher. Speech culture, posture, facial expressions, gestures;
8) Lesson results.
· Conclusions and suggestions. Achieving the goal. Execution of the plan;
· level and quality of students’ knowledge (consciousness, depth, strength);
· the meaning of the lesson (educational, educational and developmental);
· innovations in this lesson that can be recommended for
introduction into the practice of other teachers;
· advice and wishes to the teacher on how to overcome shortcomings.
5.5. Structural-temporal analysis of the lesson .
To teach a student or a young teacher the rational use of time, careful attitude to every minute of the lesson, one should use its structural-temporal analysis. At the same time, attention is drawn to the following aspects of the lesson:
· rational distribution of all time (45 minutes) between individual elements of the lesson, i.e., was it reasonable under these conditions to allocate just such time for questioning, for psychological preparation for the perception of new material, for explaining new things, for consolidation or homework;
· the rationality of each of the structural elements of the lesson: which elements should have been reduced in time, and which should have been increased and for what purpose;
· distribution of time within individual structural elements of the lesson, i.e. how much time in general was devoted to mastering new material, at what time (beginning, middle, end) of the lesson this happened, how psychological preparation was carried out for the perception of new material, its presentation and consolidation, application. In the same way, the time of implementation of such lesson elements as questioning students, checking and homework is analyzed;
· high-quality use of time on individual elements of the lesson (rational and effective time for a survey when learning new material, the level of performance of the class, how much time the teacher and students spoke, how much time was lost in silence, incorrect, erroneous answers due to unclearly posed questions, etc.);
· rationality of the techniques and teaching methods used, i.e. how appropriate were certain types of conversation, independent work, survey forms, etc., in the given conditions;
· the reasonableness of the connection between the content of the material and the methods by which it was communicated and absorbed.
· Note: 3-4 times during the practice period, the analysis of lessons should take place in exactly this form in order to instill in the student a caring attitude towards every minute of the lesson.
5. 6. Analysis and generalization of advanced pedagogical experience
· study and analysis of the advanced pedagogical experience of subject teachers, class teachers, classmates;
· training in summarizing personal experience;
· attending lessons, collective creative activities, followed by their discussion;
· study of various areas of activity of subject teachers and class teachers: methods of communication with students different ages, instilling discipline in schoolchildren at all stages of the educational process, choosing methods and means of pedagogical influence that are adequate to the actions of students, organizing pedagogical education for parents.
5.7. Scheme of psychological and pedagogical analysis of the lesson
2. Last name, first name, patronymic of the teacher.
3. Date of the lesson.
4. Shift, lesson number according to the schedule.
5. What kind of numeracy lesson does the teacher have on a given day?
6. Purpose of the lesson.
7. Type of lesson (combined, generalization, consolidation of knowledge, repetition), its type.
8. Teaching methods, their compliance with the age and individual characteristics of students.
9. Questioning methods (frontal, individual, group, independent work, working with cards, using TSO, using special tests and programs).
10. Motives for learning (intellectual, socially significant, directly motivating).
11. Teacher’s behavior in the lesson (contact with the class, enthusiasm, self-control, resourcefulness, ability to rearrange work in the lesson, dependence on notes and the program.)
12. Style of communication and work of the teacher.
13. Characteristics of students’ cognitive processes during educational activities in the classroom: perception, comprehension, consolidation, development of attention, imagination, thinking, memory.
14. Characteristics of the quality of knowledge acquisition: work on concepts, highlighting the main thing, assimilation of theory and its connection with practice, formation of beliefs, accuracy of knowledge.
15. Characteristics of the intellectual atmosphere of the lesson.
16. How the teacher develops the cognitive activity and interests of students. How problem-based learning is implemented, creating creative situations and tasks. What educational technologies and forms of training are used.
17. Characteristics of the emotional atmosphere of the lesson: students’ attitude to work in the lesson, a positive, optimistic attitude towards the lesson, the influence of the emotionality of the lesson on the students’ performance, the formation of a responsible attitude towards learning in students.
18. The teacher’s interest, love and passion for his profession.
19. Characteristics of student development during the learning process: what systemic skills and abilities were acquired or consolidated, what abilities were developed, what moral qualities were cultivated during the lesson (responsibility, organization, self-control, self-discipline, hard work, will)?
20. Appearance, speech culture, expressiveness of the teacher’s nonverbal behavioral portrait.
21. Overall assessment of the lesson (achievement of the set goal, effectiveness of the lesson, pedagogical validity of teaching forms, feasibility of the methods and technologies used, solution of pedagogical situations and tasks during the lesson).
6. Indicators of the evaluative components of the lesson
6.1. Goal setting and motivation of learning activities in the classroom .
1. Communicating the purpose of the lesson to students, explaining the purpose of the lesson and the meaning of the material being studied.
2. Motivation for each lesson task and students’ learning activities.
3. Development of cognitive interest among students in the lesson (interesting situations, reliance on personal experience students, use of additional facts from popular science literature).
4. Problem-based and creative structure of the lesson (familiarization with unsolved problems of science, discussion of hypotheses, disclosure of historical information, setting problem-solving and creative tasks).
6.2. Scientific and methodological level of teaching
1. The presentation of the material corresponds to the program and education standard.
2. The conceptual apparatus is revealed in accordance with modern scientific views and methodological requirements.
3. Integration of subject knowledge and information from related disciplines is carried out.
4. While maintaining the general scientific logic of presentation, the author’s design of the educational material is given:
The main concepts of the topic are combined into blocks;
Highlighting relationships in lesson material;
Changing the traditional logic of presentation of the material.
6.3. Humanistic orientation of training
1. General goals for personal development are set.
2. Introducing students to humanistic values and ideas.
3. Formation of communication skills on a humanistic basis.
4. The developed systemic skills became the basis for self-development and self-knowledge of the individual.
6.4. Levels of educational technologies
1. Mastery of a set of traditional techniques and methods.
2. Selection and adaptation of methods of work in the lesson in relation to the existing conditions.
3. Creative application of existing pedagogical innovations, pedagogical achievements in the lesson:
Drawing up supporting diagrams and notes;
Work with structural and logical diagrams, maps;
Use of training programs;
Preparation of assignments and tasks with developmental content.
4. Using your own original technological techniques, methods, and developments to create an environment for student development in the classroom.
6.5. Levels of student-centered interaction in the classroom learning environment
1. Organization of frontal and group learning in the lesson.
2. Taking into account the individual characteristics of students, correcting their knowledge and experience.
3. Possession of basic diagnostic tools for levels of readiness for learning, their interests and abilities:
Use of correction programs and tests;
Additional tasks;
Materials of increased complexity.
4. The use of diagnostic tools and correction of individual characteristics of the group during the lesson when implementing a multi-level approach.
5. Creative transformation of the student’s development environment based on their own innovative techniques.
6.6. Organization of differentiated training
1. Identification of basic ideas and material for deepening knowledge.
2. The use of differentiated didactic materials when organizing practical work.
3. The use of leveled exercises, tasks with developmental content, tasks of varying degrees of complexity.
6.7. Formation of independent educational work skills in students
1. Organization of work with the textbook as the educational material is explained.
2. Formation of skills to independently replenish knowledge when working with sources of information.
3. Formation of special skills in the subject:
Formalize and analyze experience and assignments;
Build an inference;
Put forward a hypothesis.
6.8. Systematicity and integrity of training
1. A lesson is considered as an integral unit of the educational process. The objectives of the lesson are being achieved.
2. In the process of goal setting, the general goals of the topic (section) are revealed in connection with the goals of the lesson.
3. Didactic mechanisms for systematically constructing lessons are used:
Identification of blocks of information in a topic;
Enlargement of the didactic unit of information;
Credit system.
4. Own developments are introduced into the systematic construction of lessons and systematization of knowledge.
Summarizing tables;
6.9. Analysis of the teacher’s speech culture in the classroom
1. Lexical richness of the teacher’s speech.
2. Orthoepic literacy and compliance with normative pronunciation acts, correct accents.
3. Style of presentation of educational material.
4. Implementation of the functions of the teacher’s speech activity (managerial, informational, organizational, cognitive, stimulating).
6.10. Solving pedagogical problems in the classroom
1. Goal setting.
2. Accounting and analysis of all circumstances and conditions of pedagogical situations.
3. The choice of methods and means to achieve the set pedagogical goal.
4. Efficiency in solving pedagogical problems and adequate response to unplanned communication situations.
6.11. Culture of pedagogical communication
1. The personality of the teacher is the subject of pedagogical communication (manifestation of spiritual and moral qualities, professionalism, communication skills).
2. Preparedness for communication in class.
3. On initial stage lesson setting goals and bringing them to the consciousness of students.
4. Managing communication during the lesson. Availability of feedback.
5. Analysis of completed communication.
6. Ability to prevent and resolve conflict situations.
7. Student Study Program.
General information about the student
Last name, first name, where the child lives. Where do his parents work? Child's routine and leisure time. Child participation in household work. Friends and acquaintances of the child outside of school. The student’s health status (according to the school doctor).
General level of child development
1. General development. Speech culture, erudition, interests, visits to museums, libraries, reading rooms, theaters and other cultural leisure centers.
2. The child’s attitude towards academic work and school activities. Is he systematically preparing his homework, is he attentive in class, is he able to organize his academic work. How you feel about your successes and failures.
3. Student performance. How well he does in various subjects. What subjects does the student like? Which subjects are easy for him, and which ones he encounters difficulties with.
4. Attitude to physical labor. How does a student feel about working in school workshops, in the school grounds, in the school canteen, about cleaning the classroom and school, and about self-service?
5. The level of discipline of the student. Does the student have the skills and habits of cultural behavior, polite treatment of comrades and adults. Are the lessons organized? Neat and neat.
6 Interests and inclinations and abilities of the student. Study preferences. Interests in the fields of literature, art, science, technology, sports. Child's hobby. What circles and associations does he participate in? What profession is he interested in?
Basic personality traits of a student
1. Social consciousness. Worldview. Civic position, the main orientation of ideals and aspirations. The main motives in social work, labor, educational activities.
2. Moral qualities of the student. A sense of duty, responsibility, love for the Motherland, home, school, classmates. Interest in events in the country, city, school, class. Willingness to help. Truthfulness, integrity, honesty, modesty in relationships with comrades, teachers, parents. Showing sensitivity and attention to others.
3. Emotional - strong-willed character traits of the student: purposefulness, activity, determination, courage, independence, self-confidence, strong-willed self-regulation, resilience, perseverance, stubbornness, courage, self-criticism.
4. Features of the schoolchild’s temperament and his mental processes. Willpower, character. Balance and mobility of mental processes (how quickly or slowly the child speaks, does something, responds to questions, requests). Which processes predominate: excitation or inhibition. Is it easy for a student to switch from one task to another? What are the features of intellectual and emotional processes6 of speech, attention, memory, emotions. How does a student express his feelings and emotions?
The nature of the child’s socialization
Participation in the social life of the class. Interest in the activities of the class team and the degree of active participation in class affairs. Participation in children's (youth) organizations;
The nature of performing social work, tasks, assignments. The ability to finish something started. Ability to involve other students in work. The student has organizational, communication skills and abilities;
The position occupied by the student in the class team. The attitude of his classmates towards him. Is he respected and respected in the class?
8. Criteria and methods for studying the effectiveness of the classroom educational system.
All activities related to modeling, building and developing the educational system of the class are aimed at ensuring that the student is able to develop personal qualities that correspond to the formed expected image of a school student.
· moral (value) potential : students’ perception and understanding of such values as family, school, teacher,” Motherland, nature, friendship with peers, respect for the life and personality of Another person; the ability to distinguish between good and bad actions of people; correctly evaluate your actions and the behavior of your classmates; maintain order and discipline in school and public places;
· cognitive potential : observation, activity and diligence in educational work, sustainable interest in knowledge;
· communication potential (mastery of communication skills): the desire to become (be) strong, fast, dexterous and seasoned. ability to speak and listen; the ability to empathize, sympathize, show attention to other people, animals, nature, the formation of primary self-regulation skills;
· artistic potential : aesthetic sensitivity of objects and phenomena in the surrounding natural and social environment, the presence of a personal (own, individual) emotionally charged attitude towards works of art;
physical potential : compliance with the daily routine and personal hygiene rules,
Criteria The effectiveness of the classroom educational system is as follows:
1. the formation of the moral, cognitive, communicative, artistic and physical potential of the personality of the junior
2. development of students’ creative abilities;
3. manifestation of the individuality of each student and the class community as a whole;
4. the formation of the class team.
In accordance with these criteria, a variety of methods for studying the classroom and individual students can be used, for example:
1. Social psychological self-certification of the team. (R.S. Nemov)
2. Level of personality education based on identification general parameters in the areas of “communication”, “health”, “leisure”.
3. Questionnaire for studying student interests.
4. Questionnaire for studying attitudes towards school and academic subjects.
5. Methodology for studying class cohesion.
6. Methodology for studying attitudes towards public assignments.
7. “Referentometry” technique
8. Methodology for “Determining the psychological climate in the classroom through “Color painting” and others.
Based on the data obtained, a psychological and pedagogical characteristics of the class is compiled. Taking into account the interests of students, educational work of the class is also planned.
9. Scheme for compiling psychological and pedagogical characteristics of the class team
The scheme for compiling the psychological and pedagogical characteristics of the class proposed to the class teacher is indicative. It can be taken as a basis, supplemented or reduced taking into account the assigned tasks.
5. General information about the class and the history of its formation ( gender, age composition, whether there were mergers with other teams, changes in class teachers, when the team was formed, etc.). Educational activity (academic performance, general mental development, speech development, ability to learn, diligence, interest in knowledge, etc.). Discipline ( general characteristics behavior, compliance with the school regime, fulfilling the requirements of an adult, etc.). Socially useful work (attitude to work, availability of labor skills and abilities, organization in work, fulfillment of public orders).
2. Direction of class activities. What motives, goals, needs and interests prevail in the life and affairs of the class? The activity of the class as a whole, its manifestation in study, work, and social work. Features of the life and activities of the class as a student group. The place and role of the class in the life of the school, the features of its relationships and interaction with other classes and groups, both outside and at school. Features of the social activity of the class as a whole and its individual members: attitude to public assignments, motives for fulfillment, need for social activity.
3. Organizational structure of the class group. Characteristics of the asset class, self-government bodies. The authority of the activist, his ability to organize the class to solve the most important educational and social problems.
4. Characteristics of the educational and work activities of the class. Students' attitudes to learning in general and to individual subjects. Class participation in work activities and its effectiveness. Is there interest in the success of joint activities? Professional and labor orientation of students.
5. Features of interpersonal relationships within the class. Camaraderie and friendship. Friendship between boys and girls. Brief description friendly groups in the class: motives that unite children, leadership in groups, relationships between groups, reasons for isolation.
6. General psychological climate in the class. What moods, experiences and emotions prevail in the classroom, what is the nature of the students’ relationships with each other and with teachers? Student satisfaction with communication. Who and what do students imitate? A measure of feelings of security in the class team.
7. Level of public opinion . Is there a consensus in the class on the most important issues? How developed are criticism and self-criticism? How quickly does the class find a common language when solving group problems? What is the general intellectual atmosphere and how does it manifest itself?
8. Volitional qualities of the class. Is the class able to mobilize spiritual and physical strength when overcoming obstacles? Does the class team set common goals and how does it strive to achieve them? Can the class focus on the task at hand and see it through to completion?
9. Individual and age characteristics of class students. Excellent students, social activists, initiators, “favorites” of the class. Disorganizers and their influence on comrades. Reasons for the specific behavior of “difficult” students. How do the psychological characteristics of age manifest themselves in the classroom?
General conclusions. The class teacher's opinion about the level of development of the class as a collective. What tasks do teachers and parents face in forming a class team?
10. Test for interpersonal relationships (sociometry)
The method was developed by J. Moreno. Currently it has many modifications.
The sociometric test is designed to diagnose emotional connections, i.e. mutual sympathy between group members and problem solutions:
Measuring the degree of cohesion-disunity of a group
Detection of intra-group cohesive formations led by informal leaders.
The technique allows you to take a snapshot of the dynamics of intragroup relations. The results obtained can be used to reorganize groups of students, increase their cohesion and efficiency.
The examination can be carried out with any group of people of any age. Depending on the tasks to be solved and the characteristics of the groups being studied, criteria for sociometric choice are formed. The content of the criteria can be formal or informal. With the help of the former, relationships regarding the joint activity for which the group was created are measured. The latter serve to measure emotional and personal relationships not related to joint activities.
Before the start of the survey, the test group is briefed, during which the purpose of the study should be explained, the importance of its results for the group should be emphasized, they should be shown how to complete the tasks, and the confidentiality of the answers should be guaranteed.
It is necessary to try to establish an atmosphere of trust in relations with the group. Lack of trust in the experimenter, suspicions that the survey results can be used to harm the subject, lead to refusal to complete the task as a whole or to refusal of a negative choice.
After this, they begin directly interviewing all group members. During the interview process, the researcher must ensure that the respondents do not communicate with each other and constantly remind them of the obligation to answer all questions. There is no need to rush or push subjects to answer.
Sociometric survey form
Full name .___________________________________________________
Class____________________________________________________
Answer the questions posed by writing down under each of them the names of three members of your class, taking into account those who are absent.
1. If your class is disbanded, who would you like to go with?
continue studying in a new team?
2.Who from the class did you invite to your birthday?
3. With whom from your class would you go on a multi-day hiking trip?
Table No. 1 (student elections)
| Last name and first name of the student making the choice | Numbers of selected students | ||||||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | |
| 1 | |||||||||||||||
| 2 | * | ||||||||||||||
| 3 | * | * | |||||||||||||
| 4 | * | ||||||||||||||
| 5 | * | ||||||||||||||
| 6 | |||||||||||||||
| 7 | * | ||||||||||||||
| 8 | * | ||||||||||||||
| 9 | * | ||||||||||||||
| 10 | |||||||||||||||
| 11
Creation of creative groups, development of a plan for the upcoming task, compilation of a list of preparatory means, cases, objects, materials necessary for the implementation of the program, distribution of assignments to all students, inclusion of schoolchildren in various types of activities to prepare an educational lesson, its conduct and subsequent analysis. 12. Instructions for conducting and organizing collective creative activities. Stages of organizing collective creative activities (CTA) in a children's camp: Collective goal setting (determining the topic, goals and objectives of the upcoming work, putting forward prospects for children, getting everyone interested in common activities). Collective planning of the case (discussion of various proposals, plan options, selection of material, preparation of tasks, selection of a temporary initiative group). Collective preparation of the case (distribution of assignments between participants in the activity, determination of tasks for microgroups of students, selection of those responsible, organization of control over the completion of tasks). Conducting a case (the content and methodology of its implementation depend on the corresponding goals, objectives, and form). Collective analysis (successes and failures and the reasons behind them). List of used literature 1. Simonov. V.P. Pedagogical practice at school. – M., 2000. 2. Sysoeva. M.E Organization of summer holidays for children. – M., Vlados, 1999. 3. Sysoeva M.E. Pedagogical practice. – M., 2001 4. Shchurkov. NOT. Classroom management: theory, methodology, technology. M., 1999. 5. Pevrushina L.V. Educational work plan / Class teacher 1999 No. 3 6. Ivanov A.P. Encyclopedia of collective creative works. M., 1989. 7. Stepanova S.N. Planning educational work in the classroom. Methodological manual / - M; Sphere 2002 shopping center. 8. Pedagogical practice. Collection of programs for teaching practices. / Balashov: Publishing house BSPI, 2000. 9. Krikunov A.S. and others. Social and psychological foundations of the work of a class teacher: Proc. manual for part-time students of the 4th year of teaching. Inst. Moscow State In absentia Ped. int. - Enlightenment, 1989. 10. Sherayzina R.M., Maron A.E. Pedagogical analysis and examination of innovative activities of teachers. - Novgorod, 1984. 11. Fundamentals of teaching skills. / Edited by I.A. Zyazyuna - M., 1989 12. Ksenofontova A.N. Problems of speech activity in the pedagogical process. – Orenburg, 1995 13. Kan–Kalik V.A. To the teacher about pedagogical communication. – M. Education, 1987 | |||||||||||||||
Ministry of Education and Science of the Russian Federation
Ulyanovsk State University
Faculty of Humanities and Social Technologies
Department of History of the Fatherland
Report on teaching practice
Ulyanovsk 2013
Introduction……………………………………………………3
Main part…………………………………………………….....5
Conclusion………………………………………………………..20
List of sources used…………………………21
Appendix……………………………………………………….22
Maintaining.
The goal of teaching practice is to master certain skills and techniques in the main areas of teaching activity and to put into practice the theoretical knowledge acquired in the process of studying a block of pedagogical and practical disciplines in real teaching conditions at school.
know:
requirements of the State educational standard for the content minimum of historical education and the level of training of graduates of basic school in history;
basic methods and techniques of teaching history at school;
the main types of traditional history lessons and methods of conducting them;
main forms of extracurricular work in history. As a result of completing teaching practice, the student must be able to:
draw up thematic and lesson plans;
compose an educational and methodological complex on history;
do self-analysis of the lessons taught and analyze the lessons of colleagues.
As a result of completing teaching practice, the student must own:
the main methods of teaching history at school (oral, visual, practical);
various types of testing and assessment of learning outcomes;
basic techniques and methods for organizing collective and individual work with students in educational and extracurricular activities;
methods of analysis and self-analysis of various forms of educational work.
During the practice, the following tasks are solved:
1. Study of the teacher’s activities in the subject “History”, familiarization with the structure and content of the school process of teaching history. 2. Consolidation and deepening of theoretical knowledge. received by students during the study of psychological, pedagogical and historical disciplines. 3. Mastery of the basic methods of teaching history in secondary school (oral, visual, practical). 4. Further development of historical knowledge, skills and abilities of students in the assigned class. 5. Organization of active cognitive activity of students 6. Preparation and conduct of various types of history lessons. 7. Preparation and conduct of extracurricular activities in the subject. 8. Application of various forms of teaching history. 9. Application of various types of testing and assessment of learning outcomes. 10. Mastery of techniques and methods for organizing collective and individual work with students in educational and extracurricular activities. 11. Mastering in practice the methods of analysis and self-analysis of various forms of educational work.
Main part
The internship was completed from February 4 to March 10, 2013 in one of the schools in the city of Ulyanovsk - MBOU (Municipal Budgetary Educational Institution) Lyceum No. 40 at Ulyanovsk State University.
The scientific supervisor of the practice from the educational institution was history teacher Elena Vladimirovna Frasenyuk.
The school employs 67 teachers of first and second degree qualifications; new and non-traditional teaching methods are widely used. There are 913 children studying at the school. The lyceum carries out the educational process in accordance with the level of educational programs at three levels of education.
Lyceum No. 40 has a five-day school week, history lessons are taught twice a week. Lessons are held in one shift (from 8.00), lesson duration is 45 minutes.
At the senior level, specialized classes are open: physics and mathematics (10A, 11A, 11B), information technology (10B) and philological (11B) profiles.
The classrooms at school are divided according to subject matter, i.e. classroom of physics, chemistry, mathematics, etc. Each of the offices is sufficiently equipped necessary equipment depending on the specialization, as well as subject and methodological literature, visual aids.
Physical education classes are held in a well-equipped gym. Sports clubs for football, basketball, and sports aerobics also operate here after school, and annual school Olympiads are held. To provide students and teachers with the necessary educational, as well as additional and fiction literature, the school has a library.
The school provides hot meals.
Scientific work plays a large role in school. The introduction of talented children to scientific research activities takes place in the classes of the research creative group “Solaris” under the guidance of a teacher of the highest category Ivanov I.P.
The Lyceum pays great attention to the development of sports. The lyceum's boys' and girls' volleyball and basketball teams are among the strongest in the city. Many sporting events are held jointly with the parents of lyceum students.
In order to improve the level of teaching, the school holds “open lessons”, which are attended by fellow teachers. An assessment of the lesson is given, positive aspects are noted, and recommendations are given for further improvement of teaching methods. The teaching staff of the school does not stand still and constantly introduces innovative ideas in the field of forms of education: teaching electives and special courses in additional disciplines, etc., educational Olympiads and competitions (creative and sports) are held among students every year.
School No. 40 has created a good basis for the successful implementation of the learning process and its further improvement.
Main part.
Analysis of the results of attending classes.
Attending classes of teachers at the practice base aims to acquire certain experience and prepare for conducting independent classes.
I attended the lesson-lecture. The teacher explained the lesson on the topic “The Beginning of the Great Patriotic War.” At the same time, theoretical information was accompanied by explanations, examples, basic historical dates were displayed on the board. Video materials were used
At unclear moments, students asked questions. The homework assignment was to study the material using notes and a textbook, and also decide to answer questions on the topic at the end of the paragraph. As a result of attending these lessons, I came to the following conclusions:
1. Methods and techniques of teaching. The most important thing is motivation and stimulation, awakening interest in the material. No less important is communication in lessons and providing feedback.
2. Ability to master the class. Here, most likely, pedagogy gives way to psychology. It is important to feel what is expected of you and instantly respond to the mood in the class, be able to listen to the wishes of the students, and respect their research interest.
3. Attitude towards individual students. Every student is different and requires an individualized approach to achieve success. You cannot treat all students equally, “brushing everyone with the same brush.” A good teacher must take into account the personal characteristics of each student, identify and try to help develop his abilities in the student, make him believe in himself. Also, the learning process is educational in nature, the student’s personality is formed. All these factors must be taken into account by the teacher.
4. Style, tone, tact. All this is of great importance, as well as observation and resourcefulness, since it is important for a teacher to find contact with the audience, but at the same time it is necessary to keep a distance. Tense situations can be defused with the help of an appropriate joke or a short funny story.
5. Appearance, speech culture. When conducting a lesson, it is necessary to take into account that speech should be accurate, but not conservative, calm speech, but not monotonous, leading to falling asleep. Words should be pronounced correctly, slang should be avoided, scientific terms that are understandable to the audience should be used, gestures and facial expressions should also be appropriate to the moment.
6. Student behavior. Good behavior of students is one of the components of their academic performance. If a student is collected and focused on studying, then he will achieve success in studying the subject. Therefore, discipline in the classroom must be maintained and students must not be allowed to relax too much.
7. Lesson results. Conclusions. The lessons listened to and their analysis allowed us to learn more about the teaching process and contributed to the creation of our own lesson plan. As a conclusion, it should be said that only if all the above conditions are met can we speak of a successful presentation of the material and a successful organizational learning process.
Analysis of the trainee's lessons.
During my teaching practice, I taught 3 lessons.
The training was conducted according to the textbook “History of Russia XX Century” by N.V. Zagladin, S.I. Kozlenko, S.T. Minakova, Yu.A. Petrova.
The textbook covers all the issues of the history of Russia of the 20th century provided for in the school curriculum for grade 9. Along with political history, the authors paid great attention to the problems of the development of culture and life.
The topics of the lessons were as follows:
"Battle of Stalingrad": type of lesson - lesson on learning new material using a supporting note. Type of lesson - presentation. 9 "B" class.
Lesson objectives: talk about the events of 1942-43, talk about the Battle of Stalingrad, the partisan movement and the actions of the Allies in the anti-Hitler coalition.
Tasks:
educational :
With the help of documents and video and photo chronicles, form an idea among students about the events of the Great Patriotic War;
Form an idea of the course of the war;
Learn to form your own view of historical events.
educational :
developing :
Equipment: computer, projector, screen. Power Point slides, map of the Great Patriotic War period, textbook “History of Russia 20th century” N.V. Zagladin, S.I. Kozlenko, S.T. Minakov, Yu.A. Petrov.
Characteristics of the main types of student activities (at the level of educational activities):
Show places on the map major events Second World War.
Analyze the reasons for the victories and defeats of the Red Army and the Wehrmacht.
- Explain the meaning of concepts: Battle of Stalingrad, anti-Hitler coalition etc.
"Battle of Kursk": a lesson in learning new material using a reference note. Type of lesson - lecture. 9 "B" class.
Objective of the lesson: to form in students an idea of the process of state formation among the Eastern Slavs.
Lesson objectives:educational : - understand the plans of the parties for the summer campaign of 1943; - form an idea of the course of the battles for the Oryol-Kursk ledge; - reveal the reasons for the victory of the Red Army and the defeat of the Wehrmacht; - show the significance of the victory at Kursk on the outcome of the Second World War.
educational :
To form in students an idea of the horrors of fascism;
To form an idea of the feat of Soviet soldiers;
Develop skills and abilities to work in a team.
developing :
To develop students’ cognitive interest in history;
Develop in students creativity;
Develop moral qualities.
Basic knowledge:
Prerequisites and reasons for the victory of the Red Army in the Battle of Kursk;
Progress of the Battle of Kursk;
Consequences of the victory in the Battle of Kursk.
Basic concepts:
A radical turning point, the Battle of Kursk, the battle of Prokhorovka.
Lesson equipment: computer, projector, screen. Power Point slides, map of the Great Patriotic War period, textbook “History of Russia in the 20th century” by N.V. Zagladin, S.I. Kozlenko, S.T. Minakov, Yu.A. Petrov.
Extracurricular work with students of grade 9 “B”.
"Battle of Stalingrad". The purpose of this event is to show the progress and significance Battle of Stalingrad as a stage in a radical change during the Great Patriotic War.
Venue: school history classroom.
Goals and objectives of the event:
1.Developing:
Develop the communicative abilities of students in the process of preparing for an extracurricular event in the subject
To develop students’ cognitive interest in the subject, intelligence, and curiosity
Develop competent answering skills and the ability to prove your point of view
2. Educational:
Fostering patriotic feelings through vivid examples of bravery and courage of the people
Forming interest in the history of Russia
Formation friendly relations, ability to work in a team
Equipment: projector, computer, presentation.
Psychological and pedagogical characteristics of 9th grade.
The class teacher is Nadezhda Aleksandrovna Cherabaeva, a teacher of biology and geography of the highest category - Competition winner the best teachers within the framework of the priority project "Education" 2008. Sorovsky teacher (2000). Twice she became the winner of the competition for methodological developments “I’m going to class” of the newspaper “Biology” (publication “September 1”). Awarded the IPKPRO diploma “For Cooperation”. Participant of the open All-Russian competition "Pedagogical Innovations". Author of the elective lesson "Life cycles of plants"; cross-cutting course in biology "Development of creative abilities".
There are 17 children in the class. The class is friendly, capable, cheerful, each of the guys has their own interests, so they are all diversified. Intellectually, the children are moderately developed; there are some who are good students and some who are lagging behind in their studies. Interests are not limited to studies.
Elena Efanova is into dancing, Daria Razinova is into English, Kamilla Khusainova is into music, Yegor Eliseev is into basketball, Sergey Grezev is into wrestling.
Despite the quarrels, the class remains friendly
Feedback on my classmate's test lesson.
During my teaching practice, I attended joint lessons with my fellow students - Dmitry Lunin and Regina Akhmetova.
During the lesson, a survey was conducted on the topic covered. The students were given test material printed on separate sheets of paper. The work takes 10 minutes. After checking the homework, the study of a new topic began: - “The Battle of Stalingrad.”
The purpose of the lesson is to familiarize students with the events of the Great Patriotic War, to give an idea of the Feat of the Red Army in the Battle of Stalingrad.
The students were shown a presentation and a short film on the topic; the course and results of the battle were described in detail.
The style of communication with students was based on an active method of interaction with children. Teaching methods such as explanation, conversation, illustrative material with presentation and encyclopedias were used. All lessons were quite calm.
Homework included the material covered in class and the corresponding paragraph of the textbook. During the lesson there were no deviations from the plan, the assigned tasks were solved.
Conclusion.
After completing an internship at a school in Ulyanovsk - MBOU (Municipal Budgetary Educational Institution) "Gymnasium No. 24", I gained experience in teaching in a general education institution. This was facilitated by the choice of educational institution and the knowledge acquired at the University.
Time always flies by, especially when a person is busy with an interesting activity. So my teaching practice in the third year quietly came to an end. Am I satisfied with the quality of my lessons? In general, yes. Of course, these were my first history lessons, I still did not have enough experience, but with each lesson I felt more confident in the place of the teacher, I always tried to give the children all the material that was planned in the history program, I tried to introduce new and original techniques into the structure of each lesson training that enhances students' cognitive interest and facilitates easier learning of the material.
It is important for every teacher to work on himself, on the methodology of teaching his subject, and analyze every detail in teaching. Only by constantly analyzing your professional activities, correlating the goal and the result, assessing the integrity of each fragment of the educational process, can you increase the effectiveness of your lessons and become a successful teacher.
Over the course of 5 weeks, I became very friendly with the guys from 8A. Together with their class teacher, we kept order in the classroom, carried out the children’s instructions, supervised the duty, and helped the children prepare for extracurricular school-wide events. Periodically, I checked the students' diaries.
In conclusion, I would like to express my gratitude to those who organized the opportunity for me to complete my internship at school No. 24. And also mine Thanks a lot history teacher and class teacher of 8 “A” class Tatyana Aleksandrovna Sorokina, who helped me, taught me and directed my activities in the right direction during these 5 weeks! I was very pleased to collaborate with her. Thus, at school No. 24 I not only received good experience teaching history and classroom management, but met interesting people. Memories of teaching practice in the third year will remain with me for a long, long time.
FEDERAL AGENCY FOR EDUCATION
STATE EDUCATIONAL INSTITUTION
HIGHER PROFESSIONAL EDUCATION
"CHELYABINSK STATE UNIVERSITY"
INSTITUTE OF PSYCHOLOGY AND PEDAGOGY
Department of Psychology
REPORT
ABOUT COMPLETING A TEACHING PRACTICE
Place of passage: State Educational Institution of Higher Professional Education "Chelyabinsk State University"
Passage period: 02/08/2010 – 03/10/2010.
- Completed: Samoilova M.Yu.,
- student gr. PP-401
- Head of practice:
- Ovchinnikova V.I.,
- Candidate of Pedagogical Sciences
2010
CONTENT
| Introduction……………………………………………………………………… | 3 |
| Chapter 1. Organization of teaching practice…………... | 5 |
| 1.1. Teaching practice program…………………. | 5 |
| 1.2. Features of organizational behavior as a discipline………... | 8 |
| Chapter 2. Methodological development of training sessions……………………... | 9 |
| 2.1. Methodology for preparing and conducting lecture lesson No. 1……… | 9 |
| 2.2. Methodology for preparing and conducting lecture lesson No. 2……… | 11 |
| 2.3. Methodology for preparing and conducting a practical lesson………… | 13 |
| 2.4. Technological maps of lectures and practical classes……... | 16 |
| 2.4.1. Technological map of lecture lesson No. 1…………………... | 16 |
| 2.4.2. Technological map of lecture lesson No. 2…………………... | 17 |
| 2.4.1. Technological map of the practical lesson…………………….. | 18 |
| Chapter 3. Analysis of lecture and practical classes………………….. | 19 |
| 3.1. Analysis of the lecture by Dymova……………………………... | 19 |
| 3.2. Analysis of the practical lesson Polushina A………………………….. | 22 |
| Conclusion…………………………………………………… ……………… | 26 |
| List of references……………………………………………………….. | 27 |
| Application…………………………………………………… ……………. | 28 |
INTRODUCTION
Professional pedagogical practice is an independent branch of pedagogical knowledge about the design, application and development of forms, means and methods of pedagogical activity in the formation of professional knowledge and skills of students. In the process of forming knowledge and skills, there is an interaction between the personality of the teacher as the bearer of techniques, methods and technologies of teaching and the personality of the student.
At the Institute of Psychology and teachers at Chelyabinsk State University, upon completion of their studies, students receive a diploma indicating that they can work as both a practical psychologist and a psychology teacher in higher education. Consequently, teaching practice is necessary for the further successful work of future specialists in the field of education and psychology.
The peculiarity of the practice is that the future psychologist-educator learns to work with educational material, techniques and methods for developing technical knowledge and professional skills.
So the main purpose This practice is to consolidate the knowledge acquired during the course “Teaching Methods”, as well as the formation of practical skills and teaching skills in the field of psychology, interest in teaching.
Based on the goal, we can highlight tasks teaching practice:
- Consolidation and expansion by students of knowledge acquired in the process of studying pedagogical disciplines.
Formation of students' knowledge about teaching activities.
Formation of students' individual teaching style
Studying the personality of students and teachers.
Improving the ability to enhance the psychologization of the pedagogical process based on knowledge of general, developmental, pedagogical and other branches of psychology.
CHAPTER 1
ORGANIZATION OF TEACHING PRACTICE
1.1. Teaching internship program
| Dates | Job | Content |
| 08.02.10 | Conducting an orientation lecture with a teacher | Clarification of the functional responsibilities of the student and the head of teaching practice. Familiarity with the nomenclature of reporting documentation on teaching practice and the requirements for its preparation. |
| 8.02.10 – 12.02.10. | Attending classes in group PP-301 (management) | Meeting and getting to know the group. Studying the characteristics of the team. Specifics of student work. Observation of the work of a teacher with extensive experience in teaching. |
| 15.02.10
–
17.02.10
|
Attendance at a lecture held by:
Evnina K. and Demeshko S. (students of PP-401) with 3rd year students of IPiP in the discipline “Psychiatry”.
|
Consolidating the ability to analyze classes. Paying attention to the positive and negative aspects conducting lectures by colleagues who also do not have much experience in teaching, in order to further take these points into account in their own work. |
| 10.02.10 – 11.02.10 | Preparing lecture session number one | Study of educational and methodological materials, work programs in the discipline “Organizational Behavior”. Search and study of relevant literature. Development of lecture material in order to develop students’ holistic knowledge on this topic. Development of technological maps. Coordination of plans with the practice manager. |
| 18.02.10 – 19.02.10 | Preparing lecture session number two | Study of educational and methodological materials, work programs in the discipline “Organizational Behavior”. Search and study of relevant literature. Development of lecture material in order to develop students’ holistic knowledge on this topic. Development of technological maps. Coordination of plans with the practice manager. |
| 19.02.10 – 20.02.10 | Preparation of a practical lesson. | Deepen and consolidate knowledge on issues related to the design of the educational process, designing educational activities of various types. |
| 01.03.10 | Conducting a lecture on the topic “Organization as a system. Part one" |
|
| 02.03.10 | Conducting a lecture on the topic “Organization as a system. Part two" | Implementation of all the main tasks of completing teaching practice.
Providing the necessary information on the stated topic to 4th year management students. |
| 09.03.10. | Conducting a practical lesson on the topic “Organization as a system” | Implementation of all the main tasks of completing teaching practice.
Deepen and consolidate students' knowledge on this topic, encouraging their independent work, motivating them. |
| --- | Preparation of practice documentation | Formation of documentation skills. |
1.2. Features of organizational behavior as a discipline
Purpose The course is for students to gain theoretical knowledge and acquire practical skills in managing the behavior of people in a company, which they can use in their future work. In the process of studying this course, students must master the techniques and master the skills of assessing the internal state of a company from the point of view of human potential, learn to assess the level of conflict in the organization and find ways to resolve specific situations, obtain the necessary knowledge in order to form efficient teams and correctly determine the required style leadership.
The objectives of the course are:
- consolidation of theoretical knowledge in the course “Organizational Behavior”;
- mastering various approaches to managing the human potential of an organization, mastering the principles of choosing the optimal leadership style;
- study of sources and ways of manifestation of organizational culture;
- acquiring practical skills in motivating staff, obtaining the necessary knowledge in order to correctly form work groups, taking into account factors of group cohesion and psychological compatibility, use typological personality profiles when forming teams;
- mastering conflict management skills;
- obtaining the knowledge necessary for a manager to work in a multinational team in a globalized environment.
CHAPTER 2. METHODOLOGICAL DEVELOPMENT OF TRAINING LESSONS
2.1. Methodology for preparing and conducting lecture lesson No. 1
Subject
Plan:
Types of organizations.
Life cycle of an organization
Lecture type:
Content: scientific.
Educational purpose
Developmental goal
Educational purpose
Form of the lesson: information and development.
Teaching methods:
Number of hours: 2 teaching hours.
- Scientific.
Availability.
Systematicity.
Other-dominance
Intensification of training.
2.2. Methodology for preparing and conducting lectures No. 2
Subject: “Organization as a system.” Part 2.
Plan:
- Enterprise Transformation Models
Types of organization for interaction with the external environment
External environment of the organization
Lecture type:
- By place in the curriculum: current.
By nature of presentation: informational.
Content: scientific.
Educational purpose: To form an idea of the concept of an organization as a system.
Developmental goal: In the process of work, develop students' ability to think, as well as engage and develop intellectual skills.
Educational purpose: formation of a scientific worldview among students on the topic “Organization as a system.” Determining the importance of the acquired knowledge for further education and professional activities.
Form of the lesson: information and development.
Teaching methods:
- Monologues (lecture, oral explanation);
Dialogue (conversation, discussion).
Training principles implemented:
- Scientific.
Availability.
Systematicity.
Other-dominance
Information redundancy and sufficiency of knowledge;
Intensification of training.
Visibility
All lecture materials are presented in the appendix.
2.3. Methodology for preparing and conducting a practical lesson
Subject: Organization as a system.
Plan:
- Expand the concept of organization by analyzing the points of view of various authors on the problem.
Organization as an object of management.
Classification organizational structures(various approaches).
A modern approach to organization management.
Characteristics of stages life stages organizations (various approaches).
Internal environment of the organization.
Practical exercise “Stages life cycle organizations", written survey.
Educational goal: Form an idea of the organization as a system.
Developmental goal: To promote the development of meaningful and voluntary memorization, the ability to collate, compare, analyze, identify cause-and-effect relationships, and summarize this information.
Educational purpose: Formation of students’ scientific worldview on this topic. Improving relationships between students in a team, through interaction, dividing into groups when working.
Basic units of knowledge: organization, system, internal environment, external environment, life cycle of an organization.
Teaching methods:
- Monologues (explanation);
Dialogue (conversation, group discussion);
Visual (tables, diagrams)
Practical (exercises, practical tasks).
Principles of training, implemented in the process:
- Scientific.
Availability.
Systematicity.
Other-dominance
Information redundancy and sufficiency of knowledge;
Intensification of training.
Relationship between theory and practice
Students were given literature and a list of questions during the first lecture session. At the end of the seminar, a conclusion was drawn on the results obtained during the work of the group and the teacher, by testing the students' knowledge using a written survey and a practical exercise.
Seminar structure:
- Organizational stage.
Organization of educational and cognitive work of students according to the lesson plan.
Summing up the lesson.
- Formation of deep, flexible skills, application according to the model.
Mastering the methods of educational and practical activities.
Consolidation of knowledge and development of skills to apply it.
Quality control of knowledge acquisition and methods of educational activities.
Thus, the didactic goal has been achieved.
The seminar materials are presented in the appendix.
- 2.4. Technological maps for training sessions
- 2.4.1. Technological map of lecture lesson No. 1
| TOPIC | GOALS | TRAINING METHODS | LITERATURE | TASK TO YOURSELF. WORK | |
| Organization as a system. Part 1 |
Didactic purpose
Educational purpose Developmental goal Educational purpose |
1.Explain the concept of organization, analyzing the points of view of various authors on the problem.
2.Organization as an object of management. 3. Classification of organizational structures (various approaches). 4.Modern approach to organization management. 5. Characteristics of the stages of life stages of the organization (various approaches). 6. Internal environment of the organization. |
|
3. Newstrom, J. W. Organizational behavior. Human behavior in the workplace: trans. from English / J. W. Newstrom, K. Davis; edited by Yu. N. Kapturevsky. St. Petersburg : Peter, 2000. |
1. Prepare for an oral questioning on the material covered
2. Find and analyze other definitions of the concepts “organization” and “organizational behavior.” |
- 2.4.2. Technological map of lecture lesson No. 2
| TOPIC | GOALS | CONTENT OF TRAINING MATERIAL | TRAINING METHODS | LITERATURE | TASK TO YOURSELF. WORK |
| Organization as a system. Part 2 |
Didactic purpose: To form in students a general understanding of the concept of organization as a system.
Educational purpose: To form an idea of the concept of an organization as a system. Developmental goal: In the process of work, develop students' ability to think, as well as engage and develop intellectual skills. Educational purpose: formation of a scientific worldview among students on the topic “Organization as a system.” Determining the importance of the acquired knowledge for further education and professional activities. |
3. External environment of the organization |
1. Monologues (lecture, oral explanation);
2. Dialogue (conversation, discussion). |
1. Zaitsev, L. G. Organizational behavior: textbook / L. G. Zaitsev, M. I. Sokolova. M.: Economist, 2005.
2. Lutens, Fred. Organizational behavior: trans. from English / ed. R. S. Filonovich. M.: Infra-M, 1999. 3. Newstrom, J. W. Organizational behavior. Human behavior in the workplace: trans. from English / J. W. Newstrom, K. Davis; edited by Yu. N. Kapturevsky. St. Petersburg : Peter, 2000. 4. Gibson, Doc. L. Organizations. Behavior. Structure. Processes / J. L. Gibson, J. Ivantsevich, J. H. Jr. Donnelly. M.: Infra-M, 2000. 5. Zaitsev, L. G. Strategic management: textbook / L. G. Zaitsev, M. I. Sokolova. M.: Economist, 2003. 6. Kochetova, A. I. Introduction to organizational behavior: textbook. allowance. M.: Delo, 2003. |
1. Prepare for a written survey on the material covered
2.Prepare for practical lesson using questions provided in advance |
- 2.4.3. Technological map of the practical lesson
| TOPIC | GOALS | CONTENT OF TRAINING MATERIAL | TRAINING METHODS | LITERATURE | TASK TO YOURSELF. WORK |
| Organization as a system. | Didactic purpose: consolidate the acquired knowledge in students, develop the ability to apply it in practice, expand students’ knowledge on the topic “Organization as a system.”
Educational purpose: Form an idea of the organization as a system. Developmental goal: To promote the development of meaningful and voluntary memorization, the ability to collate, compare, analyze, identify cause-and-effect relationships, and summarize this information. Educational purpose: Formation of students’ scientific worldview on this topic. Improving relationships between students in a team, through interaction, dividing into groups when working. |
1.Enterprise transformation models
2. Types of organization for interaction with the external environment 3. External environment of the organization |
1. Monologues (explanation);
2.Dialogue (conversation, group discussion); 3. Visual (tables, diagrams) 4. Practical (exercises, practical tasks). |
1. Zaitsev, L. G. Organizational behavior: textbook / L. G. Zaitsev, M. I. Sokolova. M.: Economist, 2005.
2. Lutens, Fred. Organizational behavior: trans. from English / ed. R. S. Filonovich. M.: Infra-M, 1999. 3. Newstrom, J. W. Organizational behavior. Human behavior in the workplace: trans. from English / J. W. Newstrom, K. Davis; edited by Yu. N. Kapturevsky. St. Petersburg : Peter, 2000. 4. Gibson, Doc. L. Organizations. Behavior. Structure. Processes / J. L. Gibson, J. Ivantsevich, J. H. Jr. Donnelly. M.: Infra-M, 2000. 5. Zaitsev, L. G. Strategic management: textbook / L. G. Zaitsev, M. I. Sokolova. M.: Economist, 2003. 6. Kochetova, A. I. Introduction to organizational behavior: textbook. allowance. M.: Delo, 2003. |
Missing |
- 3. ANALYSIS OF LECTURE AND PRACTICAL LESSONS
Teacher: Dymova Daria, PP-402
Discipline: General psychology
Well: 1 course
Subject: History and current state of the psychology of motivational processes.
The topic of the lecture is formulated correctly and reflects the main content of the lecture.
Target: To form an idea of the history and current state of the psychology of motivational processes.
The purpose of the lecture corresponds to the topic and content. The goal is announced to the students, the objectives of the lesson are also explained, and the audience is motivated.
Lesson plan:
1. Concept and classification of needs in psychology.
2. The concept of motive and motivation.
3. Concepts of motivation.
4. System of motivational factors.
The lecture is clearly structured, the division into points of the plan is correct and understandable.
A list of references, as well as a plan, was provided on the board.
Lecture type:
- By place in the curriculum - current.
The nature of the presentation is informational.
The content is scientific.
Daria voiced the basic concepts before moving on to explain the material.
The lecture corresponds to the modern level of scientific development. The history of the issue is covered.
The lecture is characterized by clarity and logic in the presentation of the material.
The presentation of the lecture corresponds to the time allocated for the lesson - 2 hours.
New terms and concepts explained. At the end of each question in the plan, as well as the entire lesson, the teacher draws a conclusion. Consolidation techniques were used: questions about the material. Supporting materials were used: lesson notes.
The topic of the lecture, plan and list of references are visually provided. There are no other visual materials, since they are not needed in this matter.
The pace, repetition of material and explanation contributed to the students’ easy note-taking.
The following teaching methods were used:
1. Monologues (explanation, oral presentation). Daria explained the material, citing interesting and memorable examples, and dictated the main points of the lecture.
2. Dialogical (conversation, discussion). Giving her examples, Daria also invited students to think and offer their options. At one point, a discussion began between the teacher and students on the topic “Is it suitable this example" The students actively proved their point of view, and the teacher his. As a result, students understood the material better and developed their constructive discussion skills.
The following teaching principles were used:
Consistency (the lesson is clearly structured and corresponds to the lecture plan);
Accessibility (the material was accessible, understandable, all new terms were explained);
Other-dominance (there was an orientation of teachers towards students);
Information redundancy (examples provided, both from scientific literature and from personal experience).
At the end of each point of the plan and lesson, the teacher asked if the students had any questions. With ease, accessible language clarified unclear points.
Obviously, the teacher knows his subject, knows how to present information, knows how to speak clearly, at a measured pace, changing the intonation and volume of his voice at the right moments. From the very beginning until the last minute of the lecture, the established contact between the teacher and the audience was visible. The teacher expressed himself in accessible and cultural language.
The lecture brought great information value to the students.
At the end of the lecture, thanks to a short survey, it was proven that the students had mastered the material. Thus, the goal of the lecture was achieved: an idea of the history and current state of the psychology of motivational processes among first-year IP&P students was formed.
3.2 Analysis of the practical lesson
Teacher: Polushin Anton, PP-401
Discipline: Organizational behavior
Well: 3rd year, psychology of management.
Subject: The concept and essence of organizational behavior.
The topic of the practical lesson is formulated correctly.
Target: not announced
Seminar lesson plan:
- Concept of organizational behavior
The relationship between organizational behavior and other areas of scientific knowledge.
Describe the subjects of organizational behavior.
The emergence and history of the development of organizational behavior as a science.
Type of seminar:
- For didactic purposes: overview (summarizing) seminar;
According to the method and nature of the conduct: reproductive (traditional) seminar.
The content of the lesson clearly corresponds to the topic “The Concept and Essence of Organizational Behavior” and the lesson plan.
Since the basic concepts were presented by Anton in lectures, they were not present at the seminar lesson.
At the beginning of the lesson, the teacher motivated the students for further successful work by discussing the objectives of the seminar with them.
At the end of each question, the teacher asked the respondent to draw a conclusion; if the student was unable to do this, or the answer was incomplete, Anton added his thoughts on this topic. He also asked the respondent questions or asked the group about it.
Students' motivation continued during the lesson itself, with the help of grades and positive feedback from the teacher.
The seminar followed a clear structure:
- Organizational stage;
Organization of educational and cognitive work of students according to the lesson plan;
Summing up the lesson.
- Monologue methods (instruction). Anton clearly and specifically explained the tasks he provided to students.
Dialogue (conversation, discussion). Anton discussed questions both with those answering and with the entire group. Introduced the group into discussions between themselves and the respondents.
Visual (table, diagram). During the lecture, Anton provided the students with tables and diagrams that they could use both to prepare for the practical lesson and when answering the teacher’s questions.
Practical (practical independent task). In addition to oral questions, Anton offered the group a written task - “Subjects of Organizational Behavior.” The teacher also used a short written survey.
- Scientificity (scientific terminology, reliability of scientific knowledge, reference to famous psychologists who have studied the problem);
Consistency (the lesson is clearly structured and corresponds to the seminar plan).
Accessibility (the material was accessible, understandable, there were no unknown terms);
Visuals (Anton provided students with tables and diagrams related to the topic of the seminar);
Other-dominance (there was a teacher’s orientation towards students).
The connection between theory and practice (theoretical questions were supplemented with a practical task - “Subjects of organizational behavior.”);
The time spent on the seminar corresponds to the time allocated for the lesson - 2 hours.
At the end of each question, as well as the entire lesson, the teacher draws a conclusion. Consolidation techniques were used: questions about the material. Supporting materials were used: students wrote down the main points of each question
The topic of the lesson, a plan of questions, a list of references and a practical task, as well as tables and diagrams are visually provided.
Techniques for maintaining attention were also noticeable: rhetorical questions, jokes, “vocal smiles.”
The teacher answered all the students' questions easily and clearly, which indicated how well he knew the material.
Obviously, the teacher knows his subject, knows how to present information, and also regulates the delivery of information by the students themselves. From the very beginning until the last minute of the lesson, the established contact between the teacher and the audience was visible. The teacher expressed himself in accessible and cultural language.
The practical lesson brought great information value to the students.
At the end of the lecture, a short written survey confirmed that the students had mastered the material. Thus, we can assume that the goal of the seminar session was the following: to form an understanding of the concept and essence of organizational behavior among third-year students of the specialty “management psychology” of IP&P. In this case, the goal was achieved.
CONCLUSION
Professional pedagogical practice is the most important part of the training of teachers and psychologists.
The practice contributed to consolidating the knowledge acquired during the “Teaching Methods” course, as well as the formation of practical skills and teaching skills in the field of psychology, and interest in teaching.
During practice, students:
- Consolidated and expanded the knowledge gained in the process of studying pedagogical disciplines.
Developed knowledge about teaching activities.
We formed an individual style of teaching.
We studied the personalities of students and teachers.
They improved their skills to enhance the psychologization of the pedagogical process based on knowledge of general, developmental, pedagogical and other branches of psychology.
REFERENCES
- Badmaev B.Ts. Methods of teaching psychology: Educational method. manual for teachers. and graduate students of universities. – M.: Humanite. ed. VLADOS center, 1999. – 304 p.
Bulanova – Toporkova M.V. Pedagogy and psychology of higher education: training manual. – Rostov-on-Don: Phoenix, 2002.-544 p.
Zaitsev, L. G. Organizational behavior: textbook / L. G. Zaitsev, M. I. Sokolova. M.: Economist, 2005.
Zankovsky A.N. Organizational psychology. Textbook manual for universities. – M.: 2000.
Karandashev V.N. Methods of teaching psychology: Textbook. – St. Petersburg: Peter, 2005.-250 p.
Karpov A.V. Psychology of management: textbook. - M. Gardarika, 2005.
Lutens, Fred. Organizational behavior: trans. from English / ed. R. S. Filonovich. M.: Infra-M, 1999.
Lyaudis V.Ya. Methods of teaching psychology: Textbook. 3rd ed., rev. and additional – M.: Publishing house URAO, 2000. – 128 p.
Psychology of management: textbook / ed. Professor G.S. Nikiforov. SP. 2004.
Revskaya N. E. Psychology of management. Lecture notes, 2001.
APPLICATION
Appendix 1
Lecture No. 1
Subject: “Organization as a system.” Part 1.
Plan:
- The concept of organization, its characteristics.
Types of organizations.
Classification of organizational structures.
Life cycle of an organization
1. The concept of organization. Signs of an organization.
Organization- This:
1) an artificial system created by man according to a specific plan (project);
2) an active, relatively independent element of the social system, through which the interests of the individual and society are refracted.
etc.............
Report on teaching practice
4th year students of the Faculty of Mathematics, Informatics and Technology
Danko Natalia Alexandrovna
at MBOU Lyceum No. 4 of Slavyansk-on-Kuban,
in the period from 02.02.2015 to 06.03.2015
Teacher-mentor Loskutova Liana Petrovna
Group leader-methodologist Ulyana Aleksandrovna Chernysheva and Tatyana Viktorovna Kononenko.
The learning conditions at MBOU Lyceum No. 4 comply with SanPiN requirements and are comfortable for students and teachers. The classrooms are equipped with modern equipment, which allows for high-quality classes. With the exception of some classrooms in which the multimedia installation does not work, which makes it difficult to fully conduct classes.
The practice took place in grade 7 “B”. In the 7th “B” class there is a friendly, well-formed team, with clearly distinguished leaders and lagging students. Behavior during classes is excellent, increased interest in the subject, desire to learn new knowledge. Class performance is at high level. General knowledge meets the requirements for students. The lag in the subject of some students is caused by a lack of desire to learn, lack of interest in the subject; throughout the entire period of practice, interest was shown in tasks that were of a creative nature.
During the internship, 5 lessons were conducted in the section “Information and information processes”, on the topics:
¾ Text documents and technologies for their creation
¾ Creating text documents on a computer
¾ General information about formatting. Execution laboratory work under the section “Text typing and formatting”
¾ Visualization of information in text documents. Performing laboratory work on the section “Visualization of information in text documents”
¾ Text recognition and computer translation tools
And also during the practice, 20 algebra lessons were taught in the section “Transformation of polynomials”, on the topics:
¾ Factoring a polynomial using the grouping method.
¾ Division with remainder.
And for the section “Abbreviated multiplication formulas”, by topic:
¾ Squaring the difference of two expressions.
¾ Cube the sum of two expressions.
¾ Cube the difference of two expressions
¾ Factorization using squared sum formulas.
¾ Factorization using squared difference formulas.
¾ Multiplying the difference of two expressions by their sum.
¾ Factoring the difference of squares.
¾ Solving equations using factorization.
¾ Application of abbreviated multiplication formulas for factorization.
And during the practice, 8 geometry lessons were conducted in the section “Parallel Lines”, on the topics:
¾ Test No. 3 on the topic: “Parallel lines.”
And for the section “Relationships between the sides and angles of a triangle”, by topic:
¾ K/R analysis. Sum of angles of a triangle.
¾ Theorem on the sum of the angles of a triangle.
¾ Acute, right and obtuse triangles.
¾ Relationships between sides and angles of a triangle.
¾ Triangle inequality.
¾ Test No. 4
Diary of teaching practice
5th year students
Faculty of Humanities
(specialty - history)
Irkutsk State
pedagogical university
Tsuranova Olga Vladimirovna
Location:
Municipal educational institution secondary school Telma
Usolsky district
Irkutsk region
Head of practice
history teacher Tsareva N.V.
Head of practice from
University Dykusova T.V.
Irkutsk, 2009
|
Day of the week |
Study work |
Educational |
Note |
|
|
Monday |
1. Introduction to History Programs 2. Introduction to State Standards |
Introduction to the educational plan for October |
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|
Attending all lessons in an assigned class Familiarization with the work plan of the class teacher. |
Familiarization with the individual and age characteristics of students in the assigned class. |
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|
Observation of students' activities in lessons and extracurricular activities in order to assess the level of learning and identify personality characteristics. |
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|
Observation of the characteristics of the pedagogical skills of the subject teacher. Familiarization with the content of the subject teacher’s work plan and his teaching materials. |
Mastering the methods of psychological and pedagogical lesson analysis |
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|
Development of a lesson plan for the subject in the assigned class. Preparation of teaching aids for lessons: maps, diagrams, drawings, etc. |
|
Day of the week |
Study work |
Educational |
Note |
|
|
Monday |
Lesson on national history « Civil war- the greatest tragedy in the history of Russia of the twentieth century" |
Homework. Prepare oral reports about participants in the Civil War. |
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|
Studying the social studies teacher’s extracurricular work plan, attending extracurricular activities. |
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|
Lesson on Russian history Repetition: " Russia during the years of revolutions and civil war" |
The method of conducting the lesson is active in the form of discussion. |
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|
Studying the psychological characteristics of the subject teacher’s communicative behavior in the classroom. |
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|
Studying the educational work plan of the class teacher, performing the current duties of the class teacher. |
III week
|
Day of the week |
Study work |
Educational |
Note |
|
|
Monday |
Lesson on Russian history “NEP and education of the USSR” |
The homework was to study the material using notes and a textbook, as well as answer questions on the topic at the end of the paragraph |
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|
Working with a cool magazine |
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|
Lesson on national history “Education of the USSR and its international recognition” |
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|
Consultation with the manager, conversation about the work done |
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|
Social studies lesson “Economics and its role in the life of modern society” |
Lesson-lecture |
|
Day of the week |
Study work |
Educational |
Note |
|
|
Monday |
A lesson on domestic history in grade 11A “Modernization of the country’s economy and defense system in the 1930s.” Cultural Revolution" |
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|
Lesson on domestic history in grade 11B “Modernization of the country’s economy and defense system in the 1930s. Cultural Revolution" |
Lesson-lecture, with conversation and drawing up tables |
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|
Lesson on Russian history in grade 11A “The cult of personality of J.V. Stalin, mass repressions and the creation of a centralized system of managing society” |
Lesson-seminar |
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|
Lesson on Russian history in grade 11B “The cult of personality of I.V. Stalin, mass repressions and the creation of a centralized system of managing society” |
Lesson-seminar |
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|
Social studies lesson "Market relations in the modern economy" |
|
Day of the week |
Study work |
Educational |
Note |
|
|
Monday |
Lesson on Russian history " International relations and foreign policy of the USSR in the 1930s" |
|||
|
Lesson on Russian history Repetition:"The Soviet state and society in the 1920-1930s" |
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|
Summing up the results of the internship, preparing documentation |
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|
Extracurricular activity in 11A class "Great Patriotic War 1941-1945 is dedicated. Battle for Moscow" |
to promote the moral and patriotic education of schoolchildren, to cultivate love and respect for their people, for the history of their country, and caring attitude toward veterans. |
1. Introduction
Pedagogical practice is the final stage of studying a complex of pedagogical disciplines.
The goal of teaching practice is to master certain skills and techniques in the main areas of teaching activity and to put into practice the theoretical knowledge acquired in the process of studying a block of pedagogical and practical disciplines in real teaching conditions at school.
To achieve these goals, the average secondary school p. Telma. This school employs highly professional teachers. The school also uses new and non-traditional teaching methods for our education. The school employs 38 teachers. Number of students: 409.
The Moscow Educational Institution has a six-day school week, history lessons are held 2 times a week. Lessons are held in two shifts (from 8.00), lesson duration is 45 minutes.
The school is equipped with: 37 classrooms, 1 computer center, 1 assembly hall, 1 gym, 1 library.
A lesson is the main form of organizing a training session.
The classrooms at school are divided according to subject matter, i.e. classroom of physics, chemistry, mathematics, etc. Each of the classrooms is sufficiently equipped with the necessary equipment depending on the specialization, as well as subject and methodological literature, visual aids.
Physical education classes are held in a well-equipped gym. Sports clubs for football, basketball, and sports aerobics also operate here after school, and annual school Olympiads are held.
To provide students and teachers with the necessary educational, as well as additional and fiction literature, the school has a library.
In the after-hours, the school runs clubs and sections in various areas: art, music, literary and sports sections, etc., the leaders of which are both full-time teachers and school graduates.
In order to improve the level of teaching, the school holds “open lessons”, which are attended by fellow teachers. An assessment of the lesson is given, positive aspects are noted, and recommendations are given for further improvement of teaching methods. The teaching staff of the school does not stand still and constantly introduces innovative ideas in the field of forms of education: teaching electives and special courses in additional disciplines, etc., educational Olympiads and competitions (creative and sports) are held among students every year.
Summarizing the above, it can be noted that this secondary school has created a good basis for the successful implementation of the learning process and its further improvement.
2. Stages of preparation for lessons
The merit of a lesson is determined by the quality of the teacher’s preparation for it. Preparation is nothing more than developing a lesson, modeling or designing it, writing an entire script or pedagogical work, formatted in a lesson plan (short or extended), a simple or basic lesson summary, or a project.
A lesson plan is not only a rational design of a lesson (although it is also important), but also a program of activities, a product of the teacher’s creativity, a reflection of his pedagogical style, essential element culture, a means of saving time and effort.
A project is a prototype of the expected result, an attempt to look into the future.
When planning a lesson, namely: goal setting; selection of educational material content; the choice of teaching methods, expository and heuristic; providing instructions on completing homework and much more.
When preparing the lesson plan, I was guided by the following principles:
1. Determine the educational objectives of the whole topic.
2. Think about which of them will be addressed in this lesson, which is the main thing in the lesson material.
3. Study the teaching aids for conducting the lesson.
4. Seriously consider the methodological objectives of the textbook and the possible combination of the topic with the objectives of the lesson.
5. Do not forget that the UVP as a whole and its most important part - the lesson, are subject to the objective laws of didactics and educational psychology.
6. Decide what skills will be practiced in this lesson.
7. Has everything been worked out from repetition for deeper learning?
mastering new material.
8. The plan should clearly reflect methods, techniques, teaching aids, and lesson composition.
9. Do not forget about interdisciplinary connections, about the basic knowledge that is core in this course.
10. The standards for assessing knowledge, skills and abilities should be known to students.
11. An indicator of readiness for a lesson is the completion of homework student.
3. Types of lessons
All lessons can be divided into lessons:
- studying new material (type 1);
- improving knowledge, skills (type 2);
- combined (type 3);
- control and correction of knowledge, skills (type 4)
Main content of type 1 - learning new material. The most important “didactic goal of such a lesson is to ensure that students master new material. The process of achieving this goal is a consistent solution of such didactic tasks as assimilation new concepts and ways of doing things, system formation concepts and methods of independent search activity.
The main content of the 2nd type of lesson is to improve the knowledge, skills and abilities of students. This involves solving such didactic tasks as systematization and generalization of new knowledge, repetition and consolidation of previously acquired knowledge, application of knowledge in practice to deepen and expand previously acquired knowledge, formation of skills, monitoring the progress of studying educational material and improving knowledge, skills and abilities .
The third type of lesson is combined. It solves problems of the 1st and 2nd types of lessons.
Test lessons 4- th type are used to assess the learning process and its results, the level of mastery of the system of concepts, the formation of skills and abilities of students’ educational and cognitive activity.
4. Lesson requirement
Didactic requirements for modern lesson- clear formulation of educational objectives in general and its constituent elements, their connection with developmental and educational tasks.
Determination of place in common system lessons;
Determining the optimal content of the lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of preparation and readiness of students;
Predicting the level of students’ mastery of scientific knowledge, the development of skills and abilities, both in the lesson and at its individual stages;
The choice of the most rational methods, techniques and means of teaching, stimulation and control of their optimal impact at each stage of the lesson, a choice that ensures cognitive activity, a combination of various forms of collective and individual work in the lesson and maximum independence in the learning of students;
Implementation of all didactic principles in the lesson;
Creating conditions for successful learning of students.
5. Methods and tools used in lessons
- Explanatory and illustrative teaching method;
- Methodology for the formation of temporary representations;
- Methodology for the formation of local representations;
- Methodology for the formation of historical concepts;
- Visual clarity and methods of working with it in a history lesson .
Means ensuring mastery of the discipline
1. Educational and methodological tools: discipline program, methodological recommendations for teachers, questions, assignments for independent work.
2. Material and technical means of teaching the discipline:
Visual aids (graphic and printed): a) demonstration aids (tables, diagrams, graphs, charts, chalk drawings); b) manuals based on handouts (cards with assignments and tasks); c) teaching aids, regulatory documents, etc.
3. Information and technical teaching aids (computer).
4. Classroom equipment (blackboard, chalk, etc.).
5. Logistics support for discipline
Library collections and an office with multimedia equipment.
6. Lesson forms
Forms of organizing the educational process:
- Lessons;
- Lectures, seminars, workshops, consultations;
- Optional activity;
- Olympics and competitions;
- Subject weeks;
- Open lessons;
Carrying out non-standard lessons on history.
Currently traditional forms History teaching is a little outdated. To interest students, I often use non-standard lessons or include an element in a traditional lesson.
The choice of the form of non-standard lessons depends on the age characteristics of the students, their level of preparation, awareness, and mutual understanding of the teacher with the students.
A special place in the system of organizational forms and methods of teaching history belongs to educational games. The use of games creates an informal atmosphere in learning, promotes the development of cognitive interest, the formation of strong and deep knowledge, and develops the intellectual and emotional sphere of students. For the effectiveness of the game, an important element is the creation of the environment, design, visibility, etc.
Form of game lessons:
· Lesson – competition
· Brain – ring
· What? Where? When?
· Guess the historical figure
· Problem games
· Story-based - role-playing games, etc.
· Historical auction.
7. Educational and methodological complex
In pedagogical practice, there are different interpretations of the concepts “educational and methodological set” and “educational and methodological complex”.
Educational and methodological kit (UMK) is a set of educational products for one class in a specific subject, united by a single content composition and intended for different target audiences (teacher, student). The central element of the educational complex is the textbook, around which other publications are grouped (methodological aids, workbooks, didactic materials, educational visual aids, etc.).
Educational and methodological complex is a collection of teaching aids, didactic materials, methodological publications and audiovisual teaching aids that ensure the implementation of the educational program. It can be suggested that an integral educational and methodological complex in history is a set of author’s educational and methodological sets prepared by different publishing houses.
Software and methodological support for the subject of history and social studies of the educational complex
|
Program |
Textbooks |
Workbooks |
Atlases and contour maps |
Design samples of standards |
||
|
“History of the Fatherland. XX – beginning of the XXI century” (authors S. I. Kozlenko, N. V. Zagladin, Kh. T. Zagladina) |
“History of the Fatherland. XX - early XXI centuries" (authors N.V. Zagladin, S.I. Kozlenko, S.T. Minakov, Yu.A. Petrov; publishing house "Russian Word"), |
“Thematic and lesson planning on the history of Russia of the 20th - early 21st centuries. 11th grade. To the textbook N.V. Zagladina" Information support on the site #"Times New Roman"> Danilov, A.A. History of Russia. 1945-2008: 11th grade: methodological manual / A.A. Danilov. - M.: Education, 2008. - 176 p. Domestic history in diagrams, tables, definitions: textbook / L.N. Goncharenko and others - St. Petersburg: St. Petersburg Publishing House. state ing.-econ. University, 2008. - 474 p. |
||||
|
“Man and society: Social studies: grades 10-11: At 2 o’clock”; (authors Bogolyubov L.N., Lazebnikova A.Yu., Averyanov Yu.I.) |
manual “School Dictionary in Social Studies: Grades 10-11”; collection “Didactic materials for the course “Man and Society”; 10 – 11 grades”; (authors Bogolyubov L.N., Lazebnikova A.Yu., Averyanov Yu.I.) |
Development of a Russian History lesson
“The civil war is the greatest tragedy in the history of Russia of the twentieth century”
Civil war. These are unforgettable pages of our past, when there was a clash of various political forces, social groups, and individuals. It was not about which of the opposing forces would be the winner, but which one would be defeated, but about their very physical existence. Hence the special sharpness and cruelty of the struggle. The tragic consequences of this war were the split of society into “us” and “strangers”, the devaluation of human life, camber national economy. Regardless of who won, the main victim of the Civil War was the people. A civil war, unlike ordinary interstate wars, does not have clear boundaries; it is impossible to draw a front line in it. In the Civil War, class relations come to the fore, pushing aside all others. Universal human values, such as mercy, tolerance, humanism, are relegated to the background, giving way to the principle “He who is not with us is against us.” During the Civil War, the struggle takes on the most extreme forms, bringing with it mass terror, irreconcilable anger and bitterness of people. It is no coincidence that Russia lost 11.5 million of its citizens.
Lesson type: improving knowledge, skills, analysis and synthesis lesson.
Lesson form: practical lesson.
Technologies: pedagogical workshop.
Goals:
Equipment:
Preliminary work:
The class is divided into six groups of 4 people. The division into groups was carried out taking into account the psychological and pedagogical characteristics of each student. Division into groups involves the joint implementation of problematic tasks, the development of collective solutions, and the cultivation of self-respect for each other. Packages with documents and a multimedia presentation have been prepared.
PROGRESS OF THE LESSON
1. Inductor. In order for the workshop participants to get used to the historical situation and deeply feel the tragedy of the civil war, the word “fate” was chosen as an inductor. Students are offered cards on which the main social groups population of Russia at the beginning of the 20th century (Appendix 1). So, at the beginning of the workshop, participants randomly choose a card with their “destiny”.
2. Creative task. During the analysis of documents, it is proposed to draw up a socio-economic portrait of one’s estate or class, to describe how the category of people in question could live on their annual income.
3. Working with materials. Students work with the materials “Annual Income different groups population” (Appendix 2), “Quantitative indicators of the population census for 1897.” (Appendix 3), “Lifestyle and morals of different population groups” (Appendix 4). Groups are given materials based on the categories of the population they represent.
4. Socialization. Groups present the results of their work through oral presentations by students.
5. Intermediate reflection. Determining the main outcome of the presented work results: was there polarization? social life in Russia at the beginning of the 20th century.
6. Break. Students are invited to listen to a historical retrospective offered by the teacher:
1914 - Russia enters the First World War;
1915 – 1917 – national crisis;
1917 – February bourgeois-democratic revolution;
October 1917 – proletarian revolution, as a result of which the Bolsheviks came to power.
The teacher's story is accompanied by a multimedia presentation of historical events. The students are given a problematic task: what conditions do the workshop participants find themselves in now as they continue to “live” their chosen destiny?
7. Access to new information. Students are offered materials “Events of Soviet Power” (Appendix 5).
8. Socialization. Students in groups offer their own answers and determine their attitude towards the new government - the power of the Bolsheviks
9. Access to new information. Students are asked to analyze the programs of the “white”, “red” and “green” movements. (Appendix 6). What movement will this or that support? social category population (place a flag of your color on the table).
10. Socialization. Students explain why they supported a particular movement.
11. Access to new information. Students are offered materials on how each side defended its interests (Appendix 7).
12. Socialization. Groups present the results of their work through oral presentations by students.
13. General reflection. What is the tragedy of the Civil War?
M. Tsvetaeva.
Everyone is lying next to each other
Don't separate the boundary.
View: soldier
Where is yours, where is someone else's
Was white - became red:
The blood stained.
Was red - became white:
Death has whitened.
14. Homework. Prepare oral reports about participants in the Civil War.
Self-analysis of a history lesson in grade 11A
Tsuranova Olga Vladimirovna
Lesson topic: The Civil War is the greatest tragedy in the history of Russia in the 20th century.
Purpose of the lesson:
Systematize the material on the topic “Characteristics of the social system of Russia at the beginning of the 20th century”;
Summarize the material on the history of Russia in 1914–1917;
Determine the reasons for the split Russian society on opposing factions in 1918;
Continue to develop skills in analyzing historical documents;
Understand that the tragedy of the Civil War teaches the renunciation of hatred, violence and arbitrariness as a method of state building and the entire organization of life.
Equipment:
- “History of the Fatherland. XX - early XXI centuries" (authors N.V. Zagladin, S.I. Kozlenko, S.T. Minakov, Yu.A. Petrov; publishing house "Russian Word"),
Part 1, 2 of the multimedia textbook “History of Russia. XX century”: M., Clio Soft, 2000.
This learning activity is a student-centered lesson. Having received certain knowledge, skills and abilities in working with the text of the textbook, historical documents, popular science, and reference literature, the students collectively applied this in the lesson.
I managed to ensure motivational readiness and a positive, emotional mood in the lesson. To update the primary experience, the “Vocabulary work” technique was used. Students gave definitions to the concepts encountered during the lesson.
The topic, goals and objectives of the lesson were clearly explained and became personally significant for the students, as they understood that the future of the country is in their hands.
The selected material met the requirements of the educational program, had a pronounced educational potential, and corresponded to the goals and objectives of the lesson.
In preparation for this lesson, various forms of student activity were used: individual work with the text of the textbook, additional popular science, and reference literature.
The very form of the lesson contributed to the development of students’ communicative and creative abilities. Used various methods training. Explanatory and illustrative at the initial stage of the lesson. Research, partially exploratory at the stage of updating the enriched experience.
To update the consolidated experience, a research and explanatory-illustrative method was used. During the lesson, a choice situation was created for each student to write a mini-message on this topic.
The homework was multi-level - the children had the right to choose. The technological techniques used in the lesson corresponded to the content of the educational material.
When summing up the students’ activities, not only the result of the work in the lesson was assessed, but also during its preparation.
The goals and objectives I set were fully achieved.
The cause-and-effect relationships of the past and present are traced. The topic is also significant for the modern generation. Without knowing the history of your country, with its successes and downfalls, it is impossible to move into the future. I hope students get this.
Analysis of a history lesson in grade 11A
Intern student of Municipal Educational Institution Secondary School Telma
Tsuranova Olga Vladimirovna
Lesson topic: The Civil War is the greatest tragedy in the history of Russia in the twentieth century.
The lesson went quite well. Goals were set and tasks were defined that corresponded to the development of the necessary general educational skills among schoolchildren. The content of the lesson is very rich. To successfully conduct a lesson, there was motivation and stimulation, awakening interest in the material. Has been installed feedback with the audience. Despite the youth of the trainee and the fairly old age of the students, the atmosphere in the class was built on mutual respect - a condition necessary for the students to assimilate the material presented. The trainee applied an individual approach to each student.
Also, the learning process was educational in nature. The equipment for presenting new material is very well selected.
Recommendations for the trainee. When presenting the material, and in the future when teaching a lesson, you need to more carefully pronounce some (main) points of the material being studied; you should not rush, for fear of not being on time. Be more confident, don't worry. Construct your speech clearly, pronounce every word. Discipline in the lesson must be maintained until the end, especially at the end of the lesson, when the children are tired. Attention should be paid to the rational use of time, some organizational issues were tightened.
History teacher N.V. Tsareva
Extracurricular activity
“Dedicated to the Great Patriotic War of 1941-1945. Battle for Moscow"
Lesson type: improving knowledge, skills, and abilities, with elements of role-playing games.
Lesson format: lesson - conversation.
Venue: school history classroom.
Equipment: TV, VCR, tape recorder, phonograms, film and video fragments, map “The Great Patriotic War of 1941-1945,” poster “The Motherland is Calling!”, student wall newspapers dedicated to the Battle of Moscow, exhibition of books about the war, school exhibits museum.
Goals and objectives:
Develop skills in non-traditional work on the subject.
Plan – summary of an extracurricular event held in grade 11A
Good afternoon
You are in a history classroom, where schoolchildren study the history of Russia and foreign countries.
We will talk about the Day of Military Glory of Russia, which on December 5 is dedicated to the Battle of Moscow in the Great Patriotic War of 1941-1945.
Let's talk about those distant years...
It was a scary and difficult time.
Fragment of a video film about the beginning of the Great Patriotic War of 1941-1945.
At dawn on June 22, 1941, one of the longest days of the year, Germany began war against Soviet Union(that's what Russia was called).
The Great Patriotic War of the Soviet people against the fascist invaders began.
The Nazis decided to wipe Moscow off the face of the earth.
In the fall of 1941, Hitler declared that the city should be surrounded so that not a single Russian soldier, not a single resident - be it a man, woman or child - could leave it. Suppress any attempt to leave by force. Hitler hoped to flood Moscow. The plan for the attack on Moscow was called “Typhoon”.
Every person in the Soviet country stood shoulder to shoulder in defense of their Motherland. The men fought the enemy. Women, children, old people worked in the rear: they worked in plants and factories, built defensive structures, sewed clothes for soldiers, collected parcels for the front...
The Great Battle of Moscow began in September 1941. At the first stage, our soldiers defended themselves, defended Moscow. On December 5-6, 1941, for the first time during the war, the enemy was not only stopped, but also driven back from the capital.
The entire Motherland stood as a barrier.
We must fight the enemy to the end -
After all, the belt of your defense
It goes through our hearts!
Goes through terrible years
And the share of the people in all,
Goes through the heart of the people
And eternal glory to him!
Walking through the human sea,
It goes through all the cities...
And all this, brothers, is like this,
What the enemy will never take!
Moscow! Until the last bullets,
Until the last bit of lead
We are in battle!
Your defense
It goes through our hearts!
(Alexander Prokofiev)
The enemy stood near Moscow. The nature of the battles, the stamina of the soldiers, and the losses of the enemy can be judged by the exploits of the city’s defenders. Here's an example:
During November 16, 1941, the soldiers defending our city repelled several attacks by the Nazis, who were rushing towards Moscow along the Volokolamsk Highway. At the Dubosekovo crossing they made their immortal feat soldiers of the 1075th regiment of the 316th division. As one of the participants in the battle said, the regiment’s positions were subjected to heavy air bombing in the morning, and before the smoke from the bombs had cleared, the fascist machine gunners launched an attack. But the fighters repulsed it with friendly fire. When the enemy threw 20 tanks and a new group of machine gunners into battle, one of the defenders said: “It’s not that scary, less than a tank per person.” Brave warriors repelled this attack, destroying 14 vehicles. Soon the noise of engines was heard again. This time 30 tanks attacked. Strength was on the side of the fascists. “Russia is great, but there is nowhere to retreat, Moscow is behind us!” - exclaimed political instructor V.G. Klochkov. The battle lasted 4 hours. The enemy lost 18 tanks and many soldiers, but he failed to get to Moscow.
The Battle of Moscow showed that the fascist army could be defeated.
In memory of this event, a memorial was built at the Dubosekovo crossing.
During the days of the defense of the capital, “Song of the Defenders of Moscow” was written (words by A.A. Surkov, music by B.A. Mokrousov). Unshakable confidence in victory resounded in her.
Musical background of the song.
We will not flinch in battle
For your Fatherland.
Our native Moscow is dear to us.
An unbreakable wall
Steel defense
Let's stop
Let's drive back the enemy!
Attack in steel ranks,
We walk with a firm step,
The native capital is behind us,
We will block the enemy's path with fire.
Do not crush the heroic strength.
Our battle barrier is mighty.
We will dig a grave for the German
In the foggy fields near Moscow.
We will not flinch in battle
For your capital.
Our native Moscow is dear to us.
An unbreakable wall
Steel defense,
Let's knock it over
Let's drive back the enemy!
For the valor, heroism and courage demonstrated in the battles near Moscow, more than a million soldiers were awarded orders and medals “For the Defense of Moscow.”
Is in this bronze medal
The blue of the darkened lanterns,
And reflected in the menacing distance
Fire of heavy batteries.
And the rage that bubbled
In Russian bayonet attacks,
Stubborn, pure ringing of metal -
Like the beat of living hearts.
She testifies to the world
About our valor in battle...
Soldiers, children, commanders -
In the blood, on the edge of death, -
Forgotten in the smoke, in the trench clay,
That a dream happens in reality, -
We are a merciless path to Berlin
Opened with the Battle of Moscow!
(Pavel Shubin)
At our school, students have done a lot of work to prepare material about the war, about the Battle of Moscow. On the ground floor you have already seen an exhibition of newspapers dedicated to the Battle of Moscow. And now you will hear excerpts from the works of high school students on the topic: “They told me about the war.”
The presenters read out fragments of works about relatives who participated in the Great Patriotic War.
We must know by sight
Veteran attacks,
He is a participant in the war.
That's exactly it!
Faithful to fire since childhood,
He melted it in a furnace
And armor for tanks,
And metal for guns.
The one who cooked the shells
Yes, that's him
Russian warrior struck
Black forces
We must remember everyone.
Who has rights
For big words:
I am a participant in the war!
(L. Tatyanichev)
Four terrible years. The Great Patriotic War lasted 1418 days and nights. The enemy of our people and all humanity was defeated.
On May 2, 1945, the act of surrender of Nazi Germany was signed in Potsdam. On June 24, 1945, at the Victory Parade, Moscow honored the heroes, and at the Lenin Mausoleum on Red Square lay defeated Nazi banners (standards).
The people survived! The country has won!
Archival newsreel video with the song “Victory Day” in the background.
On the day of the 20th anniversary of Victory in the Great Patriotic War, Moscow was awarded the honorary title of “Hero City” (1965).
In Moscow, near the Kremlin wall there is the grave of the unknown soldier. The Eternal Flame is burning. On the stone slab are the words: “Your name is unknown, your feat is immortal.”
In December 1966, on the 25th anniversary of the Battle of Moscow, the remains of an unknown soldier who fell in battles near Moscow in 1941 and was buried in a mass grave at the 41st kilometer of the Leningrad Highway were buried near the Kremlin wall.
The grand opening of the memorial took place on May 8, 1967. The torch, lit from the Eternal Flame on the Champ de Mars in Leningrad, was taken to Moscow and from it the Great Fire broke out on the tomb of the unknown soldier. Capsules with the soil of the hero cities are walled up nearby.
We are here with you not because of the date,
Like an evil splinter, the memory burns in my chest.
To the Tomb of the Unknown Soldier
Come on holidays and weekdays.
He protected you on the battlefield
He fell without taking a step back.
And this hero has a Name -
The Great Army is a simple soldier!
A minute of silence. Fragment of video recording.
The war has passed, the suffering has passed,
But pain calls to people.
Come on people, never
Let's not forget about this.
Let her memory be true
They keep about this torment,
And the children of today's children,
And our grandchildren's grandchildren...
Then, to forget it
Generations did not dare.
Then, so that we can be happier,
And happiness is not in oblivion!
(A. Tvardovsky)
Remember!
Through the centuries, through the years - remember!
About those who will never come again - remember!
Don't cry!
Hold back the moans in your throat, the bitter moans.
Be worthy of the memory of the fallen!
Eternally worthy!
With bread and song, dream and poetry,
spacious life, every second,
Be worthy with every breath!
While hearts are knocking, remember!
At what price was happiness won - remember!
When you send your song into flight, remember!
About those who will never sing again - remember!
Tell your children about them,
so that they remember!
Tell children's children about them,
so that they remember too!
At all times of the immortal Earth
Leading ships to the twinkling stars, -
remember the dead!
Meet the trembling spring,
people of the Earth.
Kill the war
curse the war
people of the Earth!
Carry your dream through the years
and fill it with life!..
But about those who will never come again,
I beg you, remember!
(R. Rozhdestvensky)
Self-analysis of educational activities
“Dedicated to the Great Patriotic War of 1941-1945. Battle for Moscow".
Target: determine the degree of positive influence of educational activities on the personal development of the student.
Form of educational event lesson - conversation
Class 11A
Who carried out the analysis Tsuranova Olga Vladimirovna
The educational potential of the extracurricular activity was (goal):
To develop students’ knowledge about the Great Patriotic War of 1941-1945, its defenders and their exploits;
To promote the moral and patriotic education of schoolchildren, to cultivate love and respect for their people, for the history of their country, and caring attitude toward veterans;
Develop children's creative abilities, the ability to work in a student team of different ages;
Develop skills in non-traditional work in the subject
1 . The event featured:
1.1 . There is interest in the topic
1.2. Student-trainee communication: communicates in a friendly manner, with clear and simple speech, diction, pronunciation, correct vocabulary, speed, adequate volume of information, appropriate pantomime; uses student names; encourages more often than condemns
1.3. At the event, students and student trainees showed such personal qualities as humor, demonstration of warmth and friendliness, smile, and resourcefulness.
2. Educational material
2.1. The material is selected in accordance with age, characteristics of the contingent and is interestingly presented.
2.2. The material stimulates in students the development of such personal qualities as love and respect for their people, caring attitude towards veterans, and promotes moral and patriotic education.
3. In the organization of educational activities
3.1. Students' experience was used
an exhibition of newspapers dedicated to the Battle of Moscow, excerpts from the works of high school students
