municipal educational institution
"Average comprehensive school No. 9"
p. Novokavkazsky,
Alexandrovsky district
experience
“Non-standard mathematics lessons”
Mathematic teacher
Chegrinets E.I.
year 2014
Non-standard lesson formsallow you to do mathematics more accessible and exciting, to interest all students, to involve them in activities in the process of which the necessary knowledge, skills and abilities are acquired.
For students, a non-standard lesson - a transition to something else psychological condition, this is a different style of communication, positive emotions, a feeling of oneself in a new quality; This is an opportunity for everyone to express themselves, develop their creative abilities and personal qualities. Children, as a rule, are placed in a “success situation,” which helps to awaken their activity both in their work in class and in preparing creative homework. A non-standard lesson not only teaches, but also educates a child.
Having used it in my practice for a number of years non-standard lessons, I concluded that such lessons increase the effectiveness of learning and require a creative approach on the part of both the teacher and the student. This is a form of active learning.
In my work I use a variety of non-standard lessons:
lesson – conference, lesson – competition, lesson – game, lesson of creativity,
lesson - test, lesson - travel, lesson - simulator, lesson - lecture, lesson - auction,lesson - creative report.
Creativity lessons are lessons in composing and solving problems. The value of creating problems for students is that:
- there is an element of solution research;
- a connection is established between all types of tasks;
- the system of tasks on the topic is easily visible;
- there is an element of creativity.
I use composing problems based on ready-made drawings mainly in geometry lessons, where almost every statement and every answer to the question posed is my own vision of the problem and its justification.
Creativity lessons make it possible to intensify the mental activity of students, develop the skills of a more conscious, practical application by schoolchildren of the studied material, provide an opportunity to increase the volume of problems to be solved, and increase interest in the study of mathematics.
For thematic repetition, as a rule, I select the most significant questions of the section. And so that the final control is as productive as possible, I conduct labyrinth lessons in a competitive form in three stages. In the first and second stages, three different teams compete. The rest at this time act as controllers when another team goes through the points of the maze, assessing the productivity of the participation of each team member, the creative atmosphere at work, the level of mutual assistance, work as “experts” in the “help desk”, where they give instructions, advice, consultations, auxiliary tasks. Providing creative assistance to a teammate is highly valued. The first team of three to complete the stage is declared the winner of the stage. At the end of the lesson, questions, answers, and the most tricky tasks are analyzed, and an assessment is given of the work of the teams, the personal contribution of each, “controllers” and “experts.” Control directly at the points of the labyrinth of the children themselves, checking the availability of the necessary draft notes, commenting on them and the dependence of the success of the entire team on the work of everyone, democratic communication makes the possibility of chance or guessing the answer, or idleness at the expense of strong students, practically insignificant.
A riddle lesson contains great opportunities for development. creativity child, memory training.
The process of guessing, according to modern teachers, is a kind of gymnastics that mobilizes and trains the child’s mental strength. Guessing riddles can be considered as a creative process, and the riddle itself as a creative task. In such lessons, I use crosswords as a means of testing students’ erudition, as well as to better assimilate factual material. I select logical crossword puzzles taking into account the age and psychological characteristics of students. I use themed crosswords for both front and back individual work with students. The relative difficulty when using crosswords is drawing them. Howeveruse of ICT in lessonsmakes this process less labor-intensive.
The accumulated experience of conducting non-standard lessons convinces that their goal is extremely simple: to revive the boring, captivate with creativity, interest students, since interest is the catalyst for all educational activities. Non-standard lessons are always holidays when all students are active and the class becomes a creative laboratory. These lessons include a wide variety of forms and methods, especially such as problem-based learning, search and research activities, inter- and intra-subject connections, reference signals, notes, etc. The tension inherent in regular lessons is relieved, thinking is enlivened, and interest in the subject increases. in general.
Games for math lessons
Without play there is not and cannot be full-fledged mental development.
A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world.
The game is a spark that ignites the flame of inquisitiveness and curiosity. V. A. Sukhomlinsky.
An important role in the development of students’ creative abilities is played by games in mathematics lessons - a modern and recognized method of teaching and upbringing, which has educational, developmental and nurturing functions that operate in organic unity.
In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, and the desire for knowledge.
I develop the rules of the game taking into account the purpose of the lesson and the individual capabilities of the students. In this way, I create conditions for children to demonstrate independence, perseverance, and mental activity, so that each student can develop a sense of satisfaction and success. In addition, the rules of the game develop the ability to manage one’s behavior and obey the demands of the team.
I use it in my work various games: business games "Builder" (theme "Areas of polygons"), "Constructor" (theme "Symmetry in nature and technology"); competition of artists (theme "Coordinate plane"), numerical fireworks (theme "Arithmetic operations with ordinary fractions") and others.
Mathematical fairy tale as a means of developing mathematical creativity of students in grades 5-9 of secondary school
I can’t imagine studying at school not only without listening, but also without creating fairy tales.Sukhomlinsky V.A.
When using fairy tales in the process of teaching mathematics, the main emphasis is not on memorization educational information, but on its deep understanding, conscious and active assimilation. A self-invented fairy tale using storyline mathematical concepts and their properties allows you to better and more fully grasp these concepts.
Including fairy tales educational process, I comply with the necessary didactic conditions:
- correspondence of the themes of fairy tales to the age of schoolchildren;
- use the students' experience that they have gained in other lessons;
- composing fairy tales by the teacher together with the children, since this is not only an example of how to compose, but also stimulates the work of students.
The criteria by which I evaluate fairy tales:
- absence of meaningful mathematical errors;
- completeness of the plot;
- consistency and logic of presentation;
- originality of the plot.
Fairy tales in mathematics perform various functions in the educational process:
- organizational - attracting attention to the objects being studied, increasing interest in the educational material, improving the microclimate in the lesson;
- content - deepening the understanding of individual properties of the object being studied, providing additional information about it;
- controlling - correct identification of existing shortcomings in the assimilation of the material, the degree and depth of its assimilation;
- motivational - increasing the level of motivation in studying a subject.
I use fairy tales in mathematics at various stages of the educational process.
Goal setting. Fairy tales with mathematical content or excerpts from them, read at the beginning of the lesson, help to increase students' attention and their motivation, which leads to further independent in-depth study of the topic.
Learning new material.Fairy tales level up positive emotions, which promotes unconscious assimilation of the material. Non-standard form of presentation scientific concepts allows you to see the objects in question from an “unusual” side, which contributes to deeper and more lasting memorization of the material.
Fixing the material. Tasks such as “continue the fairy tale”, “analyze the fairy tale”, “find errors in the fairy tale” consolidate and deepen program knowledge, open up for students what they have learned from a new, unusual side, which contributes to the development of their creative abilities.
Control over the assimilation of material.Composing your own fairy tales on a studied topic with an unusual goal setting: for students of other classes in parallel, for publication in the school press, etc.
Final repetition.Composing your own fairy tales of various forms and volumes on topics studied during school year, allows you to play out several different mathematical ideas in a fairy tale at once, to find new connections and relationships between mathematical characters (objects).
Creating fairy tales when teaching mathematics is one of the most original and effective means comprehensive creative development schoolchildren.
Origami
Since ancient times, Japanese wisdom says:
"The Great Square has no limits."
Try to fold a simple figure,
And in an instant you will be captivated by an interesting matter.
A.E. Gaidaenko.
The world of school geometry requires constant reference to images. But figurative activity is complex and difficult to traditionally teach due to such qualities of images as subjectivity, ambiguity, and integrity of perception.
Origami provides rich opportunities for developing not only students’ geometric concepts, but also the creative development of children in general. In this regard, the use of origami in lessons in grades 5–6 is very important, since geometric information to be further studied in planimetry and stereometry courses is generated, comprehended and to some extent systematized during the construction of origami figures. Such construction of knowledge allows for the inclusion of intuition, imagination, logical thinking and other processes in the cognitive experience of children.
The importance of origami for child development
Stimulates the development of memory, since in order for a child to make a craft, he must remember the sequence of its manufacture, techniques and folding methods.
Develops spatial imagination, helps develop drawing skills, since diagrams of the products you like need to be sketched in a notebook.
Develops children's artistic taste and creativity, activates their imagination and imagination.
Promotes the creation of play situations, expands children's communication abilities.
Improves work skills, creates a work culture, teaches accuracy, the ability to use materials carefully and economically, and keep the workplace in order.
In the educational process I use origami both as a gaming technique and as a visual aid.
The use of ICT in mathematics lessons and after school hours
Before school education The problem is to prepare students for life and professional activities in a highly developed information environment, for the possibility of receiving further education using modern information technologies for education.
The use of computer technology in the classroom makes it possible to make the lesson unconventional, bright, rich, helps to develop the student’s information competence, the ability to transform information objects in practice using information technology, activates the mental activity of students, and stimulates them to independently acquire knowledge. Students develop curiosity and cognitive interest.
I build lessons using ICT on an active basis using a problem-based research approach. Students try to solve standard mathematical problems in a non-standard way - using modern computer technologies. This achieves the motivational goal of awakening interest in learning.
I strive to use the computer at all stages of the learning process: when explaining new material, consolidating, repeating, monitoring, while for the student it performs various functions: teacher, working tool, learning object, collaborating team. The computer allows you to enhance the motivation of learning through an active dialogue between the student and the computer, the variety and colorfulness of information (text + sound + video + color), by focusing learning on success (allows you to complete the solution of any problem, relying on the necessary help), using the gaming background of communication between a person and machine and, most importantly, the machine’s self-control, calmness and friendliness towards the student.
Usage computer program processing test results allows me to provide feedback to the learning process, analyze the activities of the class as a whole, the results of each student individually, and choose ways to adjust the educational process to provide necessary assistance trainees to achieve the intended results.
When organizing research activities, students use the Internet to search for the necessary information and prepare presentations to defend their work.
Pedagogical observations have shown that purposefully used information communication technologies contribute to the development of independence and creative abilities of students, increase the level of systematic knowledge of students in mathematics, and significantly increase the level of individualization of learning.
Research activities of students as a means of developing their creative abilities.
There are no reliable tests for giftedness, except those that are revealed as a result of active participation in even the smallest search work. A.N. Kolmogorov.
An important place in the formation of the creative abilities of schoolchildren is occupied by research activities, in which students are placed in a situation where they independently master concepts and approaches to solving problems in the process of cognition, more or less directed by the teacher, and solve creative problems with an unknown result in advance. It is the research approach to teaching that allows children to become participants in the creative process, and not passive consumers of ready-made information, increases cognitive activity and the intellectual potential of the student’s personality, develops imagination, intuition, the need for self-actualization, reveals and expands students’ own creative capabilities.
In my work I use the following types of research activities:
- problem-abstract: analytical comparison of data from various literary sources in order to highlight the problem and design options for its solution;
- experimental research: testing the assumption of confirmation or refutation of the result;
- project-search: search, development and defense of a project - a special form of the new, where the target setting is methods of activity, and not the accumulation and analysis of factual knowledge.
As a result of participation in research activities, the student develops the following skills:
- independently acquire new knowledge and effectively apply it in practice.
- think critically and creatively, find rational ways to overcome difficulties, generate new ideas;
- work competently with information: be able to collect the necessary facts, analyze them, put forward hypotheses for solving problems, make the necessary generalizations, establish patterns; formulate reasoned conclusions, find solutions;
- be sociable and contactable in various social groups;
- independently work on the development of one’s own morality, intelligence, and culture.
Development of creative abilities of students during extracurricular hours
The subject of mathematics is so serious that no opportunity should be missed to make it entertaining. Blaise Pascal.
The development of students' creative abilities, the ability to independently obtain knowledge, and apply it in unfamiliar or non-standard situations is also subject to extracurricular work in the subject. Mathematical clubs, electives, and special courses arouse students’ interest in the subject, contribute to the development of students’ mathematical horizons, and instill skills independent work. They are complemented by events held within the subject week. These are math evenings, quizzes, various didactic games: "What? Where? When?", "Happy Chance", KVN and others. Dramatized fairy tales are very popular among schoolchildren. Both “strong” and weaker students take part in the preparation of these events. Here their artistic, artistic, and musical abilities are fully demonstrated, and their ingenuity and logical thinking develop.
Conditions for the occurrence of experience.
The development of a person’s internal strengths is not only a social order of society, but also a need of the person himself, who is aware of his indirectness from the objective world by practice and wants to realize his inner potential. Representatives of many scientific directions and schools, considering the development of a person, his personal, psychological, didactic and other qualities, confirm the productivity of this process in the course of activity and communication, emphasizing that not every activity has a developmental function, but that which affects potential the student’s capabilities, causes his creative activity, which is considered as the highest level of cognitive activity, characterized by such qualities as originality, unconventionality, independence.
The question of whether a person can be taught to show cognitive activity and develop his abilities for creative activity has not been completely resolved. When familiarizing yourself with many studies, it turns out that the range of pedagogical innovations is too wide and not ordered. A contradiction arises between a large number pedagogical innovations and the lack of their system, which allows us to move from the spontaneous implementation of these pedagogical ideas to a targeted, more effective one. The revealed contradictions determine the choice of my topic:“Activation of students’ cognitive activity in mathematics lessons and outside of class time.”
Relevance and novelty of experience.
In the educational process, the cognitive activity of students plays a leading role, since through it the learning content is mastered. Research by L.P. Bueva, V.V. Davydov, A.V. Margulis, A.M. Matyushkin, I.F. Kharlamov, T.I. Shamova and others show that improving the effectiveness and quality of the educational process as a whole contributes to increasing the level of independence of cognitive activity of schoolchildren through its activation. The most acute problem of activating the cognitive activity of students arises when teaching adolescent children. This is due to the fact that at the age of 13-14, intensive moral and social formation of the personality begins, the child’s desire for “adulthood” is observed, main problem becomes communication with peers, the teenager’s desire to find himself, to self-determinate. Interest in learning weakens, performance decreases, and therefore the quality of knowledge deteriorates. Meanwhile adolescence is important in the development of a child’s personality; it is during this period that the foundation of values and knowledge that is useful and necessary for life is laid.
One of the main tasks of the teacher is to organize educational activities in such a way that students develop the need to realize the creative potential of educational material in order to master new knowledge. Working to intensify cognitive activity means forming a positive attitude among schoolchildren towards learning activities, developing their desire for in-depth knowledge of the subjects being studied. To instill deep interest among students in mathematics and to develop their cognitive activity, it is necessary to search additional funds stimulating the development of general activity, independence, personal initiative and creativity of students of different ages. The main task of the teacher is to improve specific gravity internal motivation for learning. The formation of cognitive activity is possible provided that the activity in which the student is engaged is interesting to him. An interesting academic subject is an academic subject that has become the “sphere of goals” of students in connection with one or another motive that motivates it (Friedman, Kulagina. Psychological reference book for teachers. - M., Prosveshchenie, 1991). Consequently, high cognitive activity is possible only in a lesson that is interesting for the student, when he is interested in the subject of study. And vice versa, “to instill in children a deep interest in knowledge and the need for self-education - this means awakening cognitive activity and independence of thought, strengthening faith in their own strengths” (Bondarevsky V.B. Cultivating an interest in knowledge and the need for self-education. - M., Enlightenment, 1985).
By awakening interest in my subject, I try not only to convey experience, but also to strengthen every child’s self-confidence, regardless of his abilities. Should be developed creative possibilities for weak students, not to let more capable children stop in their development, to teach everyone to cultivate willpower, strong character and determination when solving complex tasks. All this is the education of a creative personality in the broadest and deepest sense of the word. But in order to create deep interest among students in the subject and to develop their cognitive activity, it is necessary to search for additional means that stimulate the development of general activity, independence, personal initiative and creativity of students.
A feature of our time is the need for enterprising, business-like, competent specialists in one or another area of public, social, economic and productive activity. It is necessary to be literate in order to “function well in a complex and demanding society.” And being literate in a rapidly changing world simply means being better educated. The higher the level of education, the higher professional and social mobility. In my lessons I offer students different kinds independent activities that require the mobilization of knowledge, skills, the ability to make decisions, take responsibility, and foster the will to win and overcome difficulties. In the process of such work, students get used to the demand for their knowledge and become convinced of the importance of education.
Theoretical justification of the experiment.
A new type and new content require different teaching principles. Thus, the education of the Honored Teacher of the RSFSR, laureate of the N.K. Krupskaya-Okunev Prize Anatoly Arsenievich, is based on different principles, which I apply in my practice. The conceptual provisions of pedagogical technology based on effective lessons (A.A. Okunev) are based on the fact that:
driving force the educational process is a contradiction between the tasks that you set for students and their knowledge and skills;
principle of interest. Novelty, new material as a kind of irritant that causes mismatch, including the mechanisms of orientation and cognitive activity. Each lesson should have intrigue and zest;
good lesson is a lesson in questions and doubts, insights and discoveries. Its conditions:
- theoretical material should be given at a high level, and asked according to ability;
- the principle of connecting theory with practice: learning to apply knowledge in unusual situations;
- principle of accessibility: the student must act to the limit of his capabilities; The teacher’s talent is to guess these opportunities and correctly determine the degree of difficulty;
- the principle of consciousness: the child must know what he is studying (at the beginning of studying the topic, they leaf through the textbook, establish why and what they will study);
- the focus is not on memorization, but on meaning, the task is at the center of the content;
- the principle of the strength of knowledge acquisition: the basics of memorization are given;
- thinking must take precedence over memory.
Non-traditional lessons.
The means of activating schoolchildren’s learning are:
- educational content
- forms
- methods
- teaching techniques
In school practice and in methodological literature, it is customary to divide teaching methods intostandard and non-standard.
Standard view training is the most common and is training in knowledge, skills and abilities according to the scheme:learning new things - consolidation - control-assessment. Currently, traditional education is gradually being replaced by other types of education, as other requirements for the individual and the process of its development at school are determined.
Non-traditional forms of lessons make it possible to make mathematics more accessible and exciting, to attract the interest of all students, to involve them in activities in the process of which they acquire the necessary knowledge, skills and abilities. Having used non-standard lessons in my practice for a number of years, I concluded that such lessons increase the effectiveness of learning and require a creative approach on the part of the teacher and student. This is a form of active learning. In my work I apply the following non-standard lessons:
- lesson-competition;
- lesson-game;
- travel lesson;
- workshop lesson;
- lesson-lecture;
- lesson-consultation;
- integral lessons.
Lesson-lecture.
In preparation for lectures the teacher must have clear plan its implementation (it can be made visible to students). When teaching a lesson through lectures, techniques and forms are needed to make students active participants. Therefore, where possible, it is necessary to use a problematic presentation of the material. In the lesson, pose problems and solve them; students follow the logic of presentation, control it, and participate in the solution process. Accompany the presentation with questions that I answer myself or involve students. Students must have notes in their notebooks, so I think about the content and form of notes on the board and in notebooks in advance. When studying geometric material (stereometry), analogy, comparison, and generalization become active methods of cognition. On the eve of the lesson, students are asked to divide the page into two parts as part of their homework. On the left side of it, write down the necessary definitions, theorems, axioms of planimetry, which will be actively used in the lesson. These are, first of all, planimetric analogues. The right part is filled out in class under my guidance. A process of comparison of mathematical facts takes place, similar properties are found out, whether new objects have them or not, and the transfer of known properties to new objects is determined. Lecture presentation in mathematics is accompanied by examples, samples of solving exercises and problems, applied technical means, visual aids.
Lesson-consultation.
Lesson - consultationcarried out when consolidating skills on any topic. It represents a kind of independent work by students. It is convenient to conduct such lessons in double classes. To do this, I prepare individual cards for each student or 4-8 different options. There are about 4 tasks on the card. The first task is designed to test the mastery of mandatory learning outcomes. The second task is compiled for children who have mastered the topic at the level of mandatory learning outcomes. This task adds some elements of difficulty. The third task is similar to the second, only its complexity is doubled. The fourth task is a task of increased complexity, that is, it includes exercises that require additional knowledge, ingenuity, and extraordinary thinking. The lesson begins with my explanation and an invitation to all students to complete the first task. As they complete the task, some students have doubts or questions regarding both this topic and other topics found in the assignment. There will always be guys in the class who, for some reason, have fragile knowledge. A student's question is a raised hand or a signal flag. In this case, I immediately provide advice, answering any question regarding the assignment. At the end of the lesson, the work is collected for checking. They are assessed taking into account the advice received. But if a student is not satisfied with the grade, he can refuse it, then this grade will not be included in the journal. While consolidating the acquired knowledge, children have the opportunity to complete advanced tasks and receive additional points, improving their grades. The positive results of such consultation lessons are obvious: not only do gaps in students’ knowledge on a given topic disappear, but other topics in the subject are also reinforced and remembered. Children learn to correctly assess their capabilities, and sometimes take risks. A consultation lesson allows the teacher to work individually with each student.
Workshop lesson.
primary goal workshop lessonsis to develop in students skills and abilities in solving problems of a certain type or type, in mastering new mathematical methods. The first stage of preparation for such lessons consists of a mathematical and didactic analysis of the theoretical and practical material Topics. When analyzing practical material, I take the following actions:
- solve all problems on the topic from the textbook, highlighting the main types of problems;
- establish the correspondence of practical material to the studied theory;
- identify the functions of each task (didactic, cognitive, developmental, practical);
- highlight types of problems new to students, examples and methods for solving them;
- select key tasks for applying the studied topic;
- highlight problems that can be solved in several ways;
- plan cycles of interrelated tasks;
- draw up a test that takes into account the level of development of each student.
You cannot learn mathematics by observing this process from the outside, so in my lessons and workshops I try to develop students’ independence in solving problems.
Block study.
Recently, the experience of studying theoretical material has become increasingly widespread.enlarged blocksin order to free up at least two or three lessons for solving problems. The first in a series of lessons is dedicated to finding general techniques using the learned theory. This lesson, together with the previously studied theoretical material, becomes the basis for subsequent practical lessons, in which students show more independence, and the teacher has the opportunity to take into account their individual characteristics. The form of work on it is collective. In the second and third lessons there is a collective and group solution of more complex problems. In the last lesson of this series, each student solves problems independently in accordance with his abilities.
Lesson-tournament.
Preparing for the lesson-tournament is carried out in advance. The class is divided into teams, each choosing a name, motto, and captain. Creative is given homework: create a task for the opposing team so that it reflects the main issues of the topic being studied and is originally composed and formatted. I invite parents, my colleagues, and the class teacher to such lessons.
Individual work.
Individual workwith students is a necessary condition development of the student's personality. I believe that this type of work with students should be present in every moment of the lesson. Of great importance Organizing time every lesson. How to quickly get your children ready to work, but do it without pushing or being strict? To increase interest in the subject, I use quick mathematical dictations. They are distinguished from ordinary dictations by three features:
- The tasks are not equal in difficulty. At first they offer very easy ones, then more and more difficult.
- The tempo of the dictation changes. Slow at first, then speeds up.
- At the same time as the class, 2 students work at the blackboard. This gives you the opportunity to check your answers.
In my work, I use elements of problem-based learning to discover a new property of a mathematical object.
For example, topic: “Signs of divisibility.”I am describing a life situation in which one piece is torn off from some financial document, and as a result, the first digit of the number X152 is unknown. The accountant knows that this is a four-digit number, it must be divisible by three (the money will have to be divided equally between three teams), and also remembers that the first digit of this number is greater than 5. How to restore the unknown number? The figure is restored using the divisibility test by 3.
Experience once again confirms that with problem-based learning at all its stages, active cognitive activity of students is noted. But you need to be a good strategist and create feasible difficulties for children’s intelligence in a timely manner. This is our job: not to eliminate all obstacles on the children’s path to the pinnacle of knowledge, but to systematically create them. This will allow children not only to consciously master the school curriculum, but also to advance towards the formation of their personality.
Information Technology.
So that children in modern school Mathematics was interesting; elements of information technology can be used in lessons and additional classes. Information technologies are capable of solving many pedagogical problems, providing completely new opportunities for creativity, acquiring and consolidating professional skills, and allowing the implementation of fundamentally new forms and methods of teaching. The use of information technology in the classroom allows us to form and develop the cognitive motivation of schoolchildren to acquire new knowledge, helps create conditions for the success of each student in the lesson, and significantly improves the clarity in organizing the work of a class or group of students. Allows you to create an information environment that stimulates the child’s interest and inquisitiveness.
Test tasks.
Among the teaching methods that are innovative for schools, brought from the practice of university education, it should be noted, first of all, tests that maximally contribute to the development of students’ mathematical thinking, i.e. perform a developmental function. The use of tests in mathematics lessons provides not only an objective assessment of students’ knowledge and skills, but also effective feedback in the educational process, reveals the fact of knowledge acquisition, which is necessary to obtain a real picture of what has already been done during the educational process and what remains to be done. Before using tests in a lesson, it is necessary to decide on the purpose of studying a given topic and a specific lesson, that is, decide how students should learn this educational material: just learn, distinguish what’s what (1st level), or perform some tasks, to determine something, to prove, that is, to act in a standard situation known to them (2nd level), or maybe you take your students to the level of heuristic activity, teach them the ability to act in a non-standard situation for them (3rd level) . Then you need to get acquainted with and master the methodology for compiling tests, evaluating them, and creating a rating scale according to which to evaluate students’ work. In conclusion, the test results are analyzed and a conclusion is drawn and the further educational process is designed.
The effectiveness of the experience.
The problem of student development is one of the most difficult tasks in pedagogical practice. The solution to this problem depends on what kind of result the teacher is focused on in his work. The criterion of activity is the final result: either give the student only a set of subjects, or form a personality ready for creative activity.
Every year, graduating students successfully pass mathematics for the final certification.
The creative activity of students is not limited to acquiring new things. The work will be creative and educational when the students’ ideas are manifested in it, new tasks are set and independently solved with the help of acquired knowledge. Working in circles and solving interesting, entertaining problems fosters a strong interest in the study of mathematics. The indicator of this work is the results of municipal, district and regional Olympiads.
Non-standard forms and methods of conducting lessons as one of the ways to increase the cognitive activity of students in the conditions of the Federal State Educational Standard Everything is in your hands Problem
- As a rule, all 6-7 year old children go to school with great desire, they are interested in everything. But interest in learning gradually fades away; some students do not want to study at all.
- How to get kids interested in studying subjects, make lessons fun and exciting?
- The teacher must ensure that educational work brings satisfaction and joy to the student, and arouses the desire to learn new things again and again.
- In order to maintain children's attention during the lesson, it is necessary to organize active and interesting mental activity. And non-traditional lessons play a major role in this.
- In the context of the implementation of the Federal State Educational Standard, special importance is attached to activity-based learning technologies. It is non-standard forms of conducting lessons that increase the cognitive activity of students and help maintain stable interest in educational work, as well as better assimilation of program material.
- Non-standard lessons help get rid of labels on students: each student finds himself in non-standard situation and can manifest itself from an unknown side.
- Non-standard lessons help to increase students' interest in the subject.
- Non-standard lessons develop thinking, logic, teach children to reason, make decisions and be responsible for their own actions.
- Non-standard lessons help children find contact with each other, teach them to work in a team, are a good prevention of conflicts between children, non-standard lessons teach them to communicate.
- A non-standard lesson is
- an impromptu training session that has an unconventional structure.
- 1. General cultural development.
- 2. Personal development.
- 3.Development of cognitive motives, initiative and interests of students.
- 4.Formation of the ability to learn.
- 5.Development of communicative competence.
- 6. Creating conditions for an atmosphere of creative search for knowledge.
- Carries elements of the new, time frames and venues change.
- Extra-program material is used.
- Collective activities are organized in combination with individual ones.
- People from different professions are invited to organize the lesson.
- An emotional upsurge of students is achieved through the design of the classroom and the use of scientific information technology.
- Creative tasks are carried out.
- Lessons - business games
- Lessons - press conferences
- Lessons-competitions
- KVN lessons
- Dramatic lessons
- Computer lessons
- Lessons with group forms of work
- Lessons - auctions
- Lessons taught by students
- Test lessons
- Lessons - doubts
- Lessons - creative countdowns
- Lessons-competitions
- Binary lessons
- Lessons-games
- Lessons - “courts”
- Lessons in Searching for Truth
- Lessons - lectures
- Lessons-concerts
- Lessons - dialogues
- Lessons “Investigations are conducted by experts”
- Lessons - role-playing games
- Lessons-conferences
- Integrated Lessons
- Lessons seminars
- Lessons - excursions
- Lessons – games “Field of Miracles”.
- A few days before the lesson, roles are assigned: judges, defense attorneys, prosecution, witnesses. Through the prism of the assigned role, the student prepares for this lesson. The course of the lesson reproduces the court hearing.
- The class is divided into 3-4 teams based on reading interests, based on what kind of literature they like.
- Preparation for the lesson takes 2-3 weeks.
- Each group must protect its reader's form, i.e. the topic in literature that they love.
- - make reports about literature on this topic, tell which writers it is represented by.
- - talk about the most striking work.
- - stage one of the scenes (optional) - read 2 excerpts from the work (against the background of music).
- - illustrate these works or publish a literary leaflet.
- The class is divided into crews (each - commander, navigator, 2 pilots).
- The teacher explains the new topic in detail.
- The commander (a strong student) explains a new topic to the crew.
- The commander takes the test from the navigator.
- The commander and navigator take the test from the pilots.
- The topic and date of the lesson are announced in advance.
- 2. Options for creative tasks are announced (develop a project, write an essay, interview a specialist, etc.).
- 3. You can work individually or in groups, completely independently.
- During the classes:
- Introductory word from the teacher.
- Study the presentation with reports (if a group prepared, one speaks).
- Speakers' answers to questions from classmates, teachers, parents, and guests. Group members can also participate in the answers.
- Summarizing.
- You can conduct it as a generalization lesson. During the lesson the following can work:
- - a group of readers.
- - drama group (dramatization of excerpts)
- - a group of artists (illustrations, posters, caricatures are made).
- - a group of vocalists.
- A binary lesson is a non-traditional form of teaching. Its structure organically combines the personalities of the teacher and the specialist teacher, their interaction with each other, as well as with students. The binary learning model is an important means of implementing intra-subject and inter-subject connections. A binary lesson allows you to identify the connection between different subjects and makes learning holistic and systematic.
- Binary lessons allow you to integrate knowledge from different areas to solve one problem, they provide an opportunity to apply the acquired knowledge in practice.
- In such a lesson, skills are transferred to new areas that have not been studied before, which helps students make decisions in creative situations, forming an activity-based approach to learning.
- Imitating research activities, students master the elements of scientific analysis. The research lesson contains elements of role-playing play. Students act as specialist scientists: botanists, zoologists, ecologists, etc. The role of a researcher allows the child to game form engage in analytical activities that are quite complex for him, fill out tables, select examples, etc.
- For this purpose, groups of students and individual students are given creative search tasks on certain topics. The results of the work constitute the content of the proposed almanac or newspaper.
- This type of lesson can be conducted in the form of games “WHAT? Where? When?”, “Clever Men and Wise Women”, “Happy Chance”, “Tic Tac Toe”, “Field of Miracles”, etc.
- The educational task of these lessons is to generalize and systematize students’ knowledge.
- The organizational aspect, the course of the lesson, and the physical exercise can be non-traditional. It depends on the professionalism and creative talent of the teacher.
- Such forms of conducting classes “remove” the traditional nature of the lesson and enliven ideas. However, too often resorting to such forms of organizing the educational process is inappropriate, since non-traditional lessons can quickly become traditional, which will ultimately lead to a decrease in students’ interest in the subject.
- All of the above allows us to conclude that the use of non-standard forms of lessons in the educational process is one of the most important areas for increasing motivation, cognitive interest in studying the subject, knowledge, and hence student performance.
- Non-traditional lessons are a way to achieve the effectiveness of cognitive activity in the context of the implementation of the Federal State Educational Standard.
- “He who, turning to the old, is able to discover new things, is worthy of being a teacher.”
The purpose of non-traditional lessons is development of new methods, forms, techniques and means of teaching, which leads to the implementation of the basic law of pedagogy - the law on the activity of learning.
Non-traditional forms of education involve:
- · use of collective forms of work;
- · instilling interest in the subject;
- · development of skills and abilities of independent work;
- · activation of students' activities;
- · use of auditory and visual aids;
- · adaptation of material to age characteristics students;
- · when preparing for a lesson, students themselves look for interesting material;
- · more complete implementation of practical, educational, educational and developmental learning goals;
- · activation of mental processes: attention, memorization, perception, thinking;
- · formation of new relationships between teacher and students.
Classification of non-traditional lesson forms
The lesson was, is and in the figurative future will remain the main form of organizing the training and education of students. All attempts to find an equivalent to a lesson, to replace it with other forms of organizing educational activities, either in Russia or abroad, were unsuccessful. However, this does not mean that the lesson is something frozen and indestructible.
Searching for new forms of lesson organization, preparing and conducting such lessons requires a lot of effort, energy, and time.
One of the effective forms non-traditional forms training is seminar classes. Their effectiveness is greatly enhanced by the use of group work.
The seminar is:
- - type of student activities, discussion by students under the guidance of a teacher of prepared messages or reports;
- - a form of the student process, built on the independent study of students on the instructions of the leader of individual issues, problems of topics with the subsequent preparation of the material in the form of a report, abstract and its joint discussion.
A research seminar is a form whose meaning is to acquire and partially implement knowledge with the involvement of scientific research components in this process. The term research means “to subject to scientific examination for the purpose of knowledge, identification of something; study, study."
The research seminar includes three stages and often goes beyond the time and content of one or two lessons:
- Stage 1. Preparatory work:
- - formulation of the problem;
- - formulation of the initial problem;
- - seminar planning;
- Stage 2. Discussion of the seminar topic:
- - implementation of the functions of the seminar (cognitive-research, educational, practical, methodological).
- Stage 3. Final - orienting:
- - evaluation of the seminar and participants;
- - determining the degree of completion of the study of the topic;
- - identification of issues for further research.
Seminar - research can be strengthened or weakened or changed in some aspects. When introducing elements of research into a lesson, it significantly increases students’ interest in history, makes them think more, see patterns of development, appreciate historical experience, and more purposefully seek answers to complex life questions.
Also in modern schools, this type of seminar lesson is practiced as “Round table”.
The expression "for round table"is considered as a meeting, conference:
- - “on equal rights and conditions”;
- - forms of public discussion or coverage of any issues, when participants speak in a certain order;
- - “a meeting, a discussion of something with equal rights for the participants”;
The term allows you to calculate its three components:
- 1) unresolved issue;
- 2) equal participation of representatives of all interested parties;
- 3) development of proposals and recommendations on the issue under discussion acceptable to all participants.
His distinctive feature is a combination of individual and group forms of activity. Some groups work on the questions posed, while other groups perform practical tasks: make a crossword puzzle, lotto, game, make a plan. At the end of the lesson, students talk about the results of their work.
A “round table” is a seminar session that is deliberately based on several points of view on the same issue, a discussion that leads to positions or solutions acceptable to all participants.
Recently, such an unconventional form of lesson organization as “Brainstorming” has been increasingly used.
“Brainstorming” in the classroom is a seminar method that contains targeted orientation of students to perceive and comment on a solution to a complex issue based on the maximum mental stress of the participant in the session; expedient, active thinking and discussion of the issue.
Quite often, teachers conduct competition lessons. This form of organizing a lesson allows you to: test the strength of theoretical knowledge, practical abilities and skills for the entire course of study, systematize students’ knowledge, develop in students a conscientious attitude to work, a conscious attitude towards fulfilling work tasks: cultivate the will to win, develop students’ independence of thinking, creative initiative, activity.
Along with lessons, educational work at the school is carried out in the form of excursions. The word excursion is of Latin origin and translated into Russian means an outing, a visit to a place or object with the purpose of studying it.
An excursion is understood as a form of educational organization in which students perceive knowledge by going out and to the location of the objects being studied (nature, factories, historical monuments) and directly familiarizing themselves with them.
Excursions are a very effective form of organization academic work. In this regard, they perform the following functions:
- 1) with the help of an excursion, the principle of visual learning is implemented, because in the process, students directly become acquainted with the subjects and phenomena being studied.
- 2) excursions make it possible to increase the scientific nature of learning and strengthen its connection with life and practice.
- 3) excursions contribute to technical training, as they provide an opportunity to acquaint students with production.
IN educational programs for each subject is established mandatory list excursions and their content is determined.
Excursions are:
- - local history: organized for the purpose of studying the nature and history of their native land.
- - complex excursions.
The classification of student excursions depends on what didactic tasks are solved during their implementation. From this point of view, two types of excursions are distinguished. Some of them serve as a means for students to learn new material, while others are used to reinforce material previously studied in class.
The main objective of the excursion is to study new material, which is to visually communicate new knowledge to students.
When conducting a reinforcement of this or that material during an excursion, the most important task of the teacher is to achieve a thorough understanding of it. The excursion is preceded by a lecture in which its problems are revealed. Before the excursion, students receive questions about its content. They will answer them after the excursion in the final review lesson.
Relatively new form lesson is a discussion lesson. The essence of the discussion is that as a result of researching an issue (topic) and identifying difficulties in solving it, students, during the dispute, outline attempts at a way out (favorable outcome) to resolve the problem situation. At the same time, students identify the prerequisites for the emergence of this problem, its origins. This is how projects are born - various hypotheses for solving it. Each group prepares its own solution to the problem, and they are discussed during the discussion.
At the present stage of development of education, history teachers increasingly began to conduct lessons - presentations. Presentation is the presentation of any information. A presentation (slide movie) on a computer is a series of slides. The slides are designed in the same style and contain the information necessary for illustration during the lesson. Proper use of presentation enhances learning motivation and the effectiveness of students' perception of information. The use of presentation fills teaching methods with new content, as it offers new options for solving pedagogical problems and is considered as a new didactic tool for organizing the student process.
Computer presentations can be used at various stages of the training session to achieve your specific goals:
- - when updating knowledge, it is advisable to use a computer presentation primarily as a means of illustrating previously studied material, basic definitions of a topic or section of educational material;
- - when forming new knowledge, a computer presentation is used as an illustrative demonstration tool when explaining new material and as a means for students to independently study the basic definitions of a topic or section;
- - when forming new and developing existing skills - to illustrate, demonstrate how this or that teacher’s task is performed;
- - when summarizing, systematizing and repeating the theoretical material of a topic, section or previous lesson - to highlight the most important educational information;
- - when assessing and monitoring students’ knowledge, it is possible to use a mini-presentation in which the teacher’s tasks are given. A form of control in the form of a written survey, with questions illustrated on the monitor screen, is also possible.
Thus, we can conclude that it is necessary to introduce non-traditional forms of lessons into the pedagogical process, since they make it possible to make the educational process truly attractive for students, that is, to increase the motivation of knowledge.
The main difference between a non-standard lesson and a regular one is that it is not formulaic, outside the box, and to some extent informal. In a non-standard lesson there are no strict requirements for how exactly the lesson should be conducted; an unusual lesson is more creative, liberated, requiring direct involvement from all participants and leading to the emergence of an emotional attitude towards the subject of study, towards the participants of the lesson, and its characters.
Often an unusual lesson is also distinguished by the fact that the teacher does not clearly declare the educational goals of the lesson; they are, as it were, hidden, and become clear to the children only after the lesson has been taught. In such a lesson, grades in the usual sense may not be given.
The benefits of non-standard lessons
- N Non-standard lessons help to get rid of: each student finds himself in a non-standard situation and can show himself from an unknown side.
- N Non-standard lessons help to increase students' interest in the subject.
- N Non-standard lessons develop thinking, logic, teach children to reason, make decisions and be responsible for their own actions.
- N Non-standard lessons help children find contact with each other, teach them to work in a team, are good prevention (although conflicts can occur in the lesson), non-standard lessons teach them to communicate.
Eight unusual lesson ideas
- Discussion lesson. A dispute initiated by a teacher on a socially significant and controversial topic. Children express different points opinion on the stated topic, it is not necessary to come up with your personal point of view; children can be deliberately given a point of view with which they do not agree, but within the framework of the lesson they must defend it.
- Business game. During the lesson, a life situation or problem is reproduced, and within the framework of the lesson it is “played out” and solved.
- Lesson-conference. This type of lesson is most in demand in high school. Children are informed in advance about the topic of the conference, the class is divided into groups, each of which receives a topic for preparing a report.
- Lesson-meeting. A third party (writer, scientist, veteran, traveler, military man, foreigner, etc.) is invited to the lesson.
- Lesson-concert, performance. Such lessons are most suitable for literature lessons, literary reading, foreign language.
- Integrated lesson. Lessons taught in two or more subjects at once, often by two teachers (literature and physics, English and biology - the more unexpected the combination, the more interesting). The task of an integrated lesson is to show the connection between various subjects, between the subject and real life.
- Lesson game. A lesson in which children play, for example, analogues of the television games “Own Game”, “Who Wants to Be a Millionaire” (excellent student), “What? Where? When?" and others. Such lessons are great for consolidating and summarizing knowledge on a subject, as initial or final lessons at the beginning or end of a quarter.
- Lesson Study. The difference between this lesson is that when solving a problem in class, a hypothesis is put forward, and further actions boil down to an algorithm. As a result of the work, children must formulate conclusions and interpret the results of their activities.
A non-standard lesson is not aimed at entertainment, but at learning with interest
What non-standard lessons do you use and do you use them at all? We look forward to your responses in the comments and articles.
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