The lesson is the main form of training, since it implements a training program for chemistry (or another subject). The lesson must perform the educational, educational and developing functions.

Optional classes, extracurricular activities, excursions are used as auxiliary training forms.

Types of lesson

Chemistry lessons can be characterized by didactic (educational) purposes and according to methods applied on them.

Depending on the didactic purposes lessons can be the following:

I. Lessons to study a new material - the acquisition of students' knowledge.

II. Lessons forming and improving skills and skills.

III. Lessons of generalization and systematization of knowledge.

IV. Check knowledge, skills, skills and their adjustment.

Depending on the applied methods training allocate such lessons:

1. Statement by teacher of educational material (lecture, story, conversation).

2. Independent work of students (student experiment, seminar, business game).

In the practice of learning chemistry, various variants of training methods in the same lesson are used, and the one and the same method can be used to solve different didactic purposes. For example, a conversation may be aimed at learning a new material and improving knowledge. And in the study of the new material, the presentation of the teacher, and the student experiment, and various types of independent work of students can also be applied.

General pedagogical requirements for lesson

To all chemistry lessons, the following requirements can be present:

1. Clear awareness of the teacher of the goal and the task of the lesson, as well as clarification of their students.

2. Establishing an organic connection between the private objectives of each lesson and the general tasks of education and education.

3. Advanced selection of funds for solving certain educational tasks, exercise selection and tasks for improving and verifying knowledge.

4. Calculating selection different options Methods that meet the goals and content of the lesson.

5. Organization of the student team: the expanse of the manifestation of the individuality of each student in the working conditions of the whole class.

6. Compliance with proper discipline.

Structure lesson

The structure of the lesson depends on the type of lesson and the method of its implementation.

I. Lessons learning a new material

When conducting lessons to study the new educational material, the three-mended structure of the lesson is most often used:

1. The introductory part.

2. The main part.

3. Final part.

1. The introductory part of the lesson . Its appointment is to prepare students for the study of a new material:

In the introductory part you can show the importance of the topic, interest it.

You can create a problem situation that will definitely explain with students the purpose of the lesson.

Writing, mobilizing students' knowledge necessary for understanding new topic. For example, independent work in the composition of the atom for 10 minutes at the beginning of the lesson on the topic: "The structure of the electronic shells of atoms. The physical meaning of the periodic law."

The introductory part can be carried out by other methods, but with all methods the introductory part of the lesson should be strictly aimed at a specific purpose - to the preparation of students to study the new material.

The consolidation of previously acquired knowledge, identifying knowledge of students, the development of skills and skills is the accompanying learning goals and should not obstruct the main objectives of the introductory part of the lesson.

2. The main part of the lesson - This is part of the lesson on which students basically acquire new knowledge for them. However, this may be a generalization, improvement of knowledge. For example, concluding lessons for general chemistry are exclusively generalizing and systematizing. But in any case, the bulk of the lesson should contain something new for students, otherwise the lesson will be uninteresting for them. A simple repetition of previously studied information is necessary for those students who missed classes or not well learned them (for example, when reducing the chemical properties to write a chain of transformations). In accordance with the requirements of educational training new Material In the lesson is studied at a tense pace.

When planning a presentation of a new material, it is necessary, first of all, to determine its structure:

At the beginning of the explanation it is advisable to give students a plan for presenting a new material, and then explain it according to plan, dismembering the material into separate logically completed stages.

Paying attention to the new, first introduced, concepts. It is advisable to write them on the board, drawing the attention of students to new terms, moving from simple to complex.

The plan can also report after the explanation. This contributes to the consolidation of the material learned in the lesson.

The new material in a compressed form can be depicted on the poster (reference abstract) and used when fixing the material. Supporting signals for many years has been successfully used when learning mathematics Teacher Shatalov V.F. Experience has been accumulated from compiling reference signals and chemistry.

The following main stages of the compilation of reference signals are distinguished (chemical. In SC., No. 5, 1987, p. 38):

Analysis of the curriculum on this topic. The selection of the main content. Structuring to sections - blocks.

Elimination of supporting concepts (knowledge) in each block, the image of them in a compressed, figurative form in the form of generally accepted or specially invented simple characters (characters, drawings), with which the content of concepts is associated.

The main requirement: brevity, clarity, minimum text information.

A company of coded concepts into blocks. Select the geometric form of design of each block. Separate blocks should be circled with a clear contour and differ from each other shape and sizes.

Placing blocks on a poster in a logical sequence. There should be space between blocks, which contributes to a clearer visual decay.

It is necessary that the blocks differ in color. It is possible to highlight them with toning.

Picture

1 block - chemical sign, Ar, valence, prevalence in nature;

2 block - methods of obtaining;

3 block - physical properties;

4 block - chemical properties.

Chemical sign (O) in all blocks are highlighted in bold.

Thus, the bulk of the lesson can be carried out by different methods, it is important to maintain the focusing of academic work on a clearly developed plan.

3. Final part of the lesson . Usually this part is called the consolidation of students' knowledge obtained in the lesson. But only the fact that is correct is understood. To this end, at the end of the lesson, a brief conversation is carried out in which the teacher is inspected by the teacher of his teaching in the lesson. But the test of knowledge is not the main purpose of the final conversation. The main goal - improving the knowledge gained in the lesson, learning students to apply these knowledge by performing exercises and solving problems.

To better see positive parties and shortcomings in teaching, it is necessary to be guided by certain pedagogical requirements, to develop a system for analyzing and self-analysis of various types of lesson.

Approximate analysis scheme and self-analysis of the lesson:

1. General:

School, class, lesson date;

Theme of the lesson, tasks of the lesson;

Equipment lesson:

What training tools used a teacher;

Whether visual benefits and technical means were prepared;

How to prepare a cool board to the lesson.

The volume of educational material was determined correctly and what is the depth of presentation of the topic of the lesson;

Whether the content of the program corresponds to the tasks of the lesson;

Whether his didactic treatment was carried out;

The formation of what knowledge, skills and skills it contributes;

With what material students worked for the first time, what knowledge, skills and skills were formed and fixed in the lesson;

As the material of the lesson contributed to the development of the creative forces and abilities of students;

What general educational and special skills and skills developed;

How interdisciplious communication was carried out;

Whether domestic communications were respected;

Whether the lesson has contributed to the development of interest in the teaching.

3. Type and structure of the lesson:

What type of lesson is elected, its feasibility;

The place of lesson in the system of lessons on this section;

How was the connection of the lesson with previous lessons;

What are the stages of the lesson, their sequence and logical communication;

Compliance of the lesson structure of this type;

As ensured the integrity and completion of the lesson.

4. Implementation of the principles of training:

Principle of the direction of learning for a comprehensive solution of tasks;

What was the scientific learning, connection with life, with practice;

As the principle of accessibility of learning was realized;

For what purpose, each type of clarity was used;

As the principle of systematic and sequence of knowledge, skills and skills was observed;

As consciousness, the activity and independence of students was achieved, as the leadership of schoolchildren was carried out;

To what extent was the development of students in the lesson;

What the nature of cognitive activity prevailed (reproductive, search, creative);

How to implement individualization and differentiation of training;

As stimulated by the positive attitude of students to the teaching.

5. Training Methods:

To the extent to the extent used methods corresponded to the tasks of the lesson;

What is the character of cognitive activity they provided;

What methods contributed to the intensification of schoolchildren's teachings;

As planned and conducted independent work and whether it was ensured by the development of independence of students;

What is the effectiveness of using methods and teaching methods.

6. Organization of academic work at the lesson:

How training tasks was carried out at each stage;

How different forms were combined: individual, group, cool;

Whether the alternation of different types of student activities was carried out;

How was the control over the activities of students;

The knowledge and skills of students are correctly evaluated;

As a teacher implemented the development of students (the development of logical thinking, the criticality of thought, the ability to compare, draw conclusions);

What techniques used a teacher for the organization of students;

As the teacher summarized the stages and the entire lesson.

7. Teacher's work system:

The skill of the general organization of work in the lesson: the distribution of time, the logic of the transition from one stage to another, the management of students' training work, class ownership, compliance with discipline;

Show by students of rational ways of academic work;

Determination of educational material for a lesson;

Teacher's behavior at the lesson: tone, tact, location, appearance, manners, speech, emotionality, nature of communication (democratic or authoritarian), objectivity;

The role of the teacher in creating the desired psychological microclimate.

8. Student work system:

Organizations and activity at different stages of the lesson;

Adequacy of emotional response;

Methods and techniques of work, the level of their formation;

Attitude to the teacher, subject, lesson, homework;

The level of mastering of basic knowledge and skills;

The presence of the abilities of creative use of knowledge, skills and skills.

9. General lesson results:

Execution of a lesson plan;

Measure of the implementation of general education, raising and developing lesson tasks;

Levels of mastering knowledge and ways of students' activity:

1st - assimilation at the level of perception, understanding and memorization;

2nd - application in a similar and similar situation;

3rd - application in a new situation, that is, creative;

Overall assessment of the results and efficiency of the lesson;

Receptions intensifying cognitive activities when studying new material :

Problemability;

Study of bright examples, facts;

Connecting students to the discussion;

Reinforcement of certain theoretical provisions with their own examples and facts;

Use of visual educational material and technical training in training.

"Clean" learning lessons for new material apply on average and senior links at the expense:

Large volume of new material;

At this age, schoolchildren are ready for long-term work with unknown material and large loads.

Educational requirementswhich provide for the implementation of educational learning functions:

The unity of moral, moral, labor education, the formation of the worldview, the political culture of the schoolchild;

Formation of initiative, responsibility, good faith, hard work;

Developing habits for systematic work, discipline, etc.

Didactic requirementswho conclude:

In the implementation of the principles of training;

In a clear definition of goals, learning tasks. The teacher should know what equation of training competencies should be achieved by students at a certain occupation (depth, awareness, strength, volume, ability to work independently, according to the sample, algorithm or creative)

In the organization of work (selection of content, methods, techniques, determining the structure of classes, its material equipment, pace and rhythm, etc.);

Psychological requirements. The teacher must take into account the psychological features of students, their real educational opportunities, stimulate the positive attitude of students to educational and cognitive activity, form a positive motivation. It is important to be the mood of the teacher to carry out classes, requiring collections, attentiveness, self-control, self-control, contact with a class similar.

Hygienic requirements Aimed at ensuring in the lesson, the conditions affecting the health of students. They are associated not only in compliance with the regime of the ventilation, the norms of lighting, size and placement of the part, but also by creating a positive microclimate in the class. The implementation of individual hygienic requirements is carried out by the teacher. So, schoolchildren's fatigue can be warned if avoiding monotony in work, monotonous presentation, reproductive activities, etc.

Compliance with safety regulations.

Requirements for the organization of homework.

1. To students think about the need to perform homework, which requires stimulating the positive motives of schoolchildren.

2. Homework with full attention full attention.

3. Involve instructing the performance of homework.

Types of modern lessons

Traditional typology of lessons is carried out on the basis of the composition and its structural components. Under these conditions, the following types of lessons are determined:

The introductory, lesson for the study of the new material, the lesson for the consolidation of knowledge and the formation of skills and skills, repeating, generalizing, check-inspecting.

On the leading methods, it is allocated: a lecture lesson, a dispute lesson, a gaming lesson, a lesson, travel, and more. According to didactic designs (approaches), along with traditional species (combined, informational), the integrated lesson, a problem lesson and more.

Today the most common is the typology of lessons for the purpose. So, according to cognitive purposes, it is allocated: the 1st is the lesson for the assimilation of new knowledge, the 2nd - lesson for the formation of skills and skills 3rd - a lesson for the application of knowledge, the 4th - a lesson of generalization and systematization of knowledge; 5th - Lesson of control and evaluation of academic achievements; 6th - Combined lesson.

An increasing number of scientists is inclined to think about the feasibility of creating cycles of lessons, which would allow to attract students to those activities in the course of which the intended goals are achieved. The cycle is called a certain sequence of lessons combined by any criterion that can be repeated. For example, the cycle may include:

Introductory lesson;

Lessons learning new knowledge;

Lessons for the development of new skills, skills;

Generalization lessons, systematization;

Lessons of control and correction of knowledge and skills;

Final lesson.

Views learning activities Students

1. Individual work.

2. Frontal work

3. Collective way

4. Group work

5. Link form

6. Brigade form

7. Steam work

Means of education

Under the means of learning, the sources of information are understood by which the teacher teaches, and students learn.

Test tools include: Teacher's word, textbooks, tutorials, Chesttomatia, reference books and other didactic materials, technical means of training, including mass media, devices, etc.

Training tools can be combined into the following groups:

Verbal - the oral word of the teacher, printed text, didactic materials, etc.;

Visual - tables, diagrams, drawings, graphics, real objects, models, etc.;

Special - devices, devices, etc.;

Technical - screen, sound, combined, etc ..

To modern technical training (TSO) include:

Video projectors;

Large size screens;

Personal Computer;

Camcorder; VCRs and more ..

And the placement of banner -Article !!!

Materials sent: Ivanova Galina Anatolyevna the remaining data is absent.

Guidelines Contain theoretical foundations modern lesson - Features of the process of goaling, choosing methods and forms, compare the structure of lessons of various types, features of individual stages of the lesson. The influence of the lesson on the health of students and the role of teacher's personal qualities for the success of the pedagogical process is considered. The application contains samples of technological maps for class 8 class lessons under the program OS Gabrilevan, the development of lessons of various types of 8 - 9 class, the development of master class lessons.

1. Modern lesson - designing the active interaction of the student and teacher 2. The structure of the lesson 3. The health of students 4. Personality of the modern teacher 5. Literature

Modern lesson - constructing the active interaction of the student and teacher.

School system of Russia long years It was a scientific and educational and teacher in it was an informant who informs knowledge, and now our education tries to approach the scientific and humane system, in which the role of the teacher is characterized by the fact that:

In the first place is the creation of conditions for the education of a social actual person;

The teacher must teach the child to learn - to be able to extract knowledge by himself, while the teacher retains the role of the organizer of cognitive activity.

With the change of the formation paradigm, the essential meaning of the concepts of Laquo; EducationRaquo; And as its integral part - laquo; TrainingRaquo ;: Training Today is a pedagogical design of the active interaction of the student with the object of knowledge, culture. The role of the teacher at the same time is that he organizer of this design, he manages the process of knowledge, i.e. Plans to organize the execution of the plan, analyzes the results achieved. The main form of the teacher's work remains a lesson. Therefore, to design a lesson, know the structure of the lesson, modern requirements for it - the basis of the successful activity of any teacher.

The Law of the Russian Federation said: "Education is a targeted process of upbringing and learning in the interests of man, society, statesAquo;, i.e., in first place today, the tasks of education are going to educate - it means to form a worldview, and the chemistry teacher just forms a scientific worldview. "

The teacher must bring up humanists, form a free personality capable of conscious selection in accordance with universal norms and values, a patriot and a citizen.

The purpose of modern lesson And it is the creation of a condition for the formation and education of such a person.

School - This is a social institution, it solves the task set by society. Therefore, the formation of a pedagogical goal is based on a social order, which is transformed into the activities of a specific teacher. The pedagogical goal under certain conditions turns into a pedagogical task, while the task perceived by the student acts as the motive of its activities. Proper task - 50% of the lesson's success.

When the teacher formulates the pedagogical task of a particular lesson, it usually goes from the content of educational material. Therefore, it is very often not aware of the importance of working on setting goals, and after all purpose and content are interrelated. The pedagogical task (purpose) of a particular lesson consists of:

Cognitive component (subject, meaningful, clambering on the field of activity);

The educational component, which is the main thing in the modern lesson;

The developing component (development of intelligence and emotional sphere, the formation of will).

Educational tasks of the lesson are consisting In the assimilation of students of a certain system of knowledge, formation based on these knowledge of general educational and special skills and skills. Mandatory minimum content general Education Chemistry reflects the invariant course content and approximate logic of its consideration. When studying chemistry, students should be able to apply theoretical knowledge (concepts, laws and theory of chemistry), factual knowledge (information about inorganic and organic substances and chemical processes), knowledge of the activities related to the study of chemistry (compilation of chemical formulas and equations, implementation Calculations according to formulas and equations), be able to conduct a chemical experiment in strict accordance with the safety regulations. Obligible skills are educational and organizational, educational and informational, educational - intellectual, educational - communicative. Special skills include the ability to handle chemical dishes and devices, devices; Scientific explanation of physical and chemical phenomena, composition and properties of ordinary and complex substances.

Educational tasks of a modern lesson Form the worldview of students, the system of views and beliefs. laquo; teach and educate - like laquo; lightningRaquo; On the jacket: both parties are tightened at the same time and fade by a leisurely movement of the castle - creative thoughts. Here is this thought and is the main thing in the lesson .;, wrote a teacher of literature E.Ilin. The social block of tasks includes the education of socially active, mobile and adaptive. Education should go to the team and through the team, consisting in the formation of sustainable positive habits. A educational goal cannot be implemented in one lesson: the process of education is long, and the result is delayed over time, so the same goal covers a number of lessons. Laquo; From the lesson in the lesson, having in mind one educational goal, the teacher puts various educational tasks. And since the formation of the relationship does not occur at one moment, in one lesson, and for its formation it is necessary time, then the teacher's attention to the educational goal and its tasks should be a restless and permanent;

Developing aspect It is the most difficult when planning the teacher's teacher's target lesson. This is because sometimes the teacher seeks to form a new developing goal at each lesson, forgetting that the development of the child occurs much slower than his training. Also, a teacher is not always well known to the region of psychology, which is associated with the personality structure. Very often the development of the personality comes down to the development of thinking. But to put a goal in class, formulating it like this: laquo; teach children thinkraquo; it means never to achieve it, since this wording is too common. The ability to think consists of mastering the learning skills to analyze, allocate the main thing, compare, to systematize, prove, explain, put and solve problems.

In addition, in the first place should be the task of developing speech. The language is the material expression of thoughts, and the richer the language, the richer thinking.

Very important is development of the emotional sphere . A difficult task for modern students is the formation of will. Lack of will - laziness and laziness today is the main cause of all the problems of the schoolchild.

How true and clearly the teacher will formulate the TRIMINY target of the lesson - it is so true it will determine the content of the educational material, will choose methods and forms of training.

Thus, goaling is the most important part of the design of the lesson, planning a lesson, it is necessary to go from the target, and not on the content. Subject objectives should not obstruct the main thing - the education and development of the personality.

The purpose of the lesson is transformed into pedagogical tasks:

1. Information: What and what will we learn?

2. Operational: How and how will we learn?

3. Motivational: Why do we need it?

4. Communicative: with whom and where?

If the task is perceived by the student, then it acts as the motive of the teachings. The tasks of the lesson should be in the sphere of the interests of the student, he must know why he needs these knowledge and where they can be applied. The overall structure of the lesson includes a personal experience of students.

Purpose and content Define methods, i.e. Methods of interrelated activity of the teacher and the student. It is here that the style of work of the teacher is manifested. The heuristic conversation, dialogue, polylog - effective from the point of view of the general development of the child and its upbringing. The work of thoughts improves intellect, and the ability to conduct a dialogue develops communicative qualities. Of particular importance in the study of chemistry has a research method. When using this method, students put forward research hypothesis, choose the path and select materials and instruments. The student becomes in the position of the active researcher - the productive thinking is activated, a creative approach to learning is formed. The complexity arises here in the material support of the process - but it is solved. O.S.Gabrielyan, according to the program of which we study chemistry, in our laquo; Teacher's desk book; It offers many simple and accessible experiences and demonstrations.

Strictly speaking, there are only two forms of organization of cognitive activity of students in the lesson - individual and group. And very often, the teachers prefer work with the whole class at the same time (frontal), since this form requires less preparation, but it is the least effective - in fact, only a few people are included in the work, the rest are simply present in the lesson or are engaged in their own business. The most effective form of work is group: in small (pairs) and large (4 -5 people) groups. Of course, this form requires preliminary preparation from the teacher: the development of thoughtful tasks, the formation of working groups, the organization of work in the group - training the guys with the ability to communicate, help each other, evaluate oneself and comrades. Groups are better to form so that the guys have a different level of preparation - strong could teach the weak. You can form and multi-level groups - only strong or only weak students, but when working in such a group, only learning tasks will be solved (following the tasks of their preparation, the guys will receive good estimates), but the tasks of development will not be solved, since everyone has the same level and may arise a sense of inferiority from solving a deliberately simpler task in Laquo; weakAquo; Groups. It must be remembered that the group for all its members should be reference, i.e. We must take into account the relationship between the guys in the classroom.

An individual form of work is usually used when checking knowledge. When working on new material, fixing, repetition, generalization is preferable to group forms. MicroGroup allows a student to determine the purpose of its actions in the proposed framework of work, to look for possible decisions, feel freedom to choose knowledge and practical abilities, to show independence when solving arising problems.

Structure lesson

The famous domestic didakt M. A. Danilov noted: "... In an infinite flow of many lessons, you can notice the known repeatability and turn off the structure of lessons encountered more often than others." Under the structure of the training session means a logical interposition and the connection of its elements that ensures the integrity of the lesson.

The allocation of the stages of training sessions is the logic of the learning process: perception - understanding - memorization - Application - Generalization - Reflection

A set of stages of educational classes forming its structure, the following:

1. Organization stage 2. Test check homework 3. Student actualization of the subjective experience of students. 4.Etap studying new knowledge and ways of activity 5. The input of the primary test of the understanding of the studied 6.Entap of the consolidation of the studied 7. Estab of the application of the studied 8.Entap of generalization and systematization 9. Control and self-monitoring 10. correctional correction 11 . Eatep of information about the homework 12. Entrance of the outcome of the occupation 13. Reflection

From this set of stages, the teacher creates a wide variety of combinations in accordance with the tasks solved in the lesson

The main stage Determines the type of training session. Within the study of the topic, I use the following sequence: the lesson of mastering new knowledge, a lesson for repetition and consolidation, a lesson for the application of knowledge and skills, a lesson of generalization and systematization, a lesson for monitoring and evaluating knowledge, knowledge correction lesson.

You can select another type of lesson - combined lesson. Until now, he remains the most common type. It includes all the stages of the lesson, and in principle, on the basis of its basis and are constructed all the above types of lessons. The combined lesson includes the following steps: organizational, stage of checking homework, stage of a comprehensive test of knowledge, a stage of knowledge actualization, a stage of assimilation of new knowledge, a stage of consolidating knowledge, instructing about the fulfillment of homework, summing up the learning lessons, stage of reflection. The disadvantage of the combined lesson is the predictability of the teacher's actions, which reduces the cognitive interest of students.

It can be concluded that there are stages that are presented at each lesson: organizational, actualization of knowledge, instructing about the fulfillment of homework, summing up and reflection. Neglecting and insufficient clear working out of these stages will definitely lead to the fact that the objectives of the lesson will not be achieved in full.

Organizational stage, very short, determines the entire psychological attitude of the lesson. Friendly, benevolent words of the teacher, calm, confident manner are the condition for performing the tasks of this stage.

Stage of actualization of subject experiencepupils ensures the motivation of schoolchildren's teachings and the inclusion of them in joint activities. Actualization of knowledge and skills, which is often limited at this stage, not enough. Man consciously assimilate only those scientific knowledgewho acquire personal meaning. In order for this meaning to appear, it is necessary to refer to the already existing personality of the child in the topic studied. Neglect of this stage will lead to a lack of motivation to the teaching, which means that there is no interest, the reluctance of the child to work and, as a result, failure to fulfill the objectives of the lesson.

Homework Usually set in almost every lesson, but very often this stage is limited only to information about what needs to be performed. But it must be information about how to execute it. This does not mean that the teacher must tell himself the progress of homework. Together with the students, its execution plan should be defined, the necessary explanations are given. The absence of this stage leads to problems in the performance of homework, gaps in knowledge, failure.

Very often because of a lack of time, a funerally planned course of the lesson falls out two last stages - summing up and reflection. But they also have a very important psychological meaning. Evaluation of the results of class work and individual students can become an incentive for further work, and proof of success, and an important factor creating a positive emotional attitude. Reflection also contributes to the development of the emotional sphere of students, the assimilation of the principles of cooperation.

The presence of other lesson steps determines its type and therefore is mandatory for execution, based on this condition.

Properly distribute working hours and it is possible to estimate the place of each lesson only when planning at once all lessons on the topic.

The most optimal form of the structure of the educational process, which combines thematic planning with a twenter, consider the technological card. Technological card allows to avoid typical mistakes performed with traditional planning educational process:

The absence of the relationship between the goals of lessons; - lack of a clear selection of material of educational classes in accordance with the leading lines of educational items; - the absence of the relationship between forms and methods in the lessons; - Using the training sessions of the same type.

In technological maps, the goals of studying each topic are indicated, which should know and be able to a student at each lesson, the type of lesson, the form of control, listed equipment and homework.

Initially, the study of each topic is about half of the study time dedicated to the study of new knowledge, then there is a lesson to consolidate knowledge, generalizations and systematization, if it allows the time distribution - then the repetition lesson, and, finally, each topic ends with a lesson to check and monitor knowledge.

Health of students

The most indicative end result of any educational process is the state of the health of students, while the state of full mental and physical well-being is understood. The physical health of students depends on the teacher - the subject, albeit to a lesser extent than from the family, from the state physical training at school, work class teacher, sections and sports clubs. Improper posture at the lesson, eye fatigue can lead to disorders of the musculoskeletal system, reduce vision. What can every teacher make for health care on their lessons?

Firstly, rationally organize a lesson that suggests 20 and 35 minutes of the lesson of physical attacks, emotional discharges, the change of types of teaching and types of students' activity. Mines of rest can be game workouts. They allow us to remove fatigue, increase engine activity, give emotional discharge. But if it makes only one or two teachers, there will be no result. We need a system of work of teachers of the whole school.

SecondlyThe main thing is that it allows to preserve mental health - this is a moral atmosphere, which is determined by the teacher. The atmosphere of friendliness, respect - what keeps our health and the health of our children, our bad mood, which is irritated, the coats, indifference - what destroys their psyche and gives an example of immoral behavior. Psychological comfort, atmosphere of friendliness, stateness, respect - all this forms a teacher. In order to maintain the mental health of children, I use the principles of pedagogy cooperation at the lesson: full-fledged interpersonal communication, built on respect for someone else's opinion, on trust, at the liberation of students and teachers from mutual suspicion, misfortune, insincerity, fear.

Thirdly, not be lazy and do not miss the opportunity to associate the topic of your lesson with the problems of preserving health: physical, mental, social. Do not pass by and do not regret the time if you have to be distracted in the lesson to discuss the situation related to the wrong attitude towards my health - I contacted my back, I smoked for a change, hurried and fell, not breakfast at home, etc. Of course, it is necessary to have a sense of tact here in order to not offend anyone and do not put on the laugh, but to silence examples of the wrong behavior in relation to your healthy guys, whose witnesses you have become, to give them a reason to conclude that it is possible to do so, this is an example of immoral behavior .

B - fourth, the teacher must be healthy himself. The patient teacher will not teach children to take care of his health. As we care about it, this is a purely individual, but absorption of medicines is not an example of health care. If you are sick and feel bad, you will not be able to fully work, and if the sick teacher Laquo; heroicaquo; Gives lessons, he teaches children to fellow belonging to their health.

Personality of modern teacher

What should be a modern teacher? What are the requirements for a society to a person working as a teacher and what claims for the teacher information age?

The object of professional activity of the teacher is another person - a student, so there is no doubt that the teacher must have a certain sum of high personal qualities. But if we try to list them, then we will come to the list of advantages of any modern cultural person: humanism, honesty, justice, hardworking, erudition. Does this mean that every cultural person can be a teacher? Probably not. To successfully fulfill the professional work of the teacher, a person must have certain personal qualities, the basis of which is of interest (positively painted emotional attitude) to life, interest in man, interest in culture. After all, first of all, the teacher is a tutor, and education is defined as the introduction of a child in the context of modern culture. Culture, like our whole life, is in constant movement, and I try to trace the development of culture, interested in its achievements in the wide sense the words. Interest in man allows us to treat every child taking into account it individual featuresas given to every this moment interaction with him. Interest in life is the target provision that allows me to form in children the attitude to life as a value, since I myself show it a value attitude towards it.

Teacher today - organizer of the learning process, i.e. The process of interaction between the student with the object of culture. He is a consultant, assistant, managers. At the heart of activities - management is a reflexive approach.

Very often, the teacher's personality, his ability to establish contact with students, the desire to work together is determined by the level of cognitive interest in the subject. In this teacher, various game techniques will be helped, including both short didactic games and games for the whole lesson (gaming laquo; shellRaquo;), as well as game workouts. These workouts and short games that are not related to the subject of chemistry are very important to establish an atmosphere of ease, tension removal, help to quickly concentrate attention or vice versa, relax and relax. And as a result, the guys learn to communicate, help each other and ask for help, learn to live together.

I propose rules for every day to help the teacher:

- I am not a source of knowledge in the lesson - I am the organizer of the lesson and the assistant guys; - The child should know Laquo; why does he need it? Raquo;, i.e. The goals of classes are definitely formulating at the lesson together with the guys and these goals are in the sphere of the interests of the child; - excluded from their vocabulary of the word laquo; erroneous answerRequo;, laquo; incorrectlyraquo; etc. Instead, constantly referring to everyone, I propose to discuss: laquo; and what do you think ... raquo;, laquo; I think that ..., but maybe I am mistaken ... raquo;. - No monologues in the lesson! Only a dialogue, alive in which everyone participates. - At every lesson - work in groups: pairs, fourths, large groups. Learning to communicate, argue, defend your opinion, ask for help or offering it. - The most important thing is my emotional attitude. I know how to manage my emotions and teach this children. - If, after my lesson, the child did not have any questions left, he does not want to talk about his comrades or with me, nothing wants to tell those who were not with him in the lesson - it means that even if the lesson was good from my point of view, then the child he did not leave the trace. Literature 1.Babansky Yu.K. Basic conditions and criteria optimal choice Training methods. M.: Enlightenment, 1971. - 375 p. 2. Bucatov V.M., Ershova A.P. I go to the lesson: the readings of game gaming techniques: a book for a teacher. M.: Publisher Laquo; the first of Septemberraquo;, 2000. - 224 p. 3.Gabrielyan O.S. Desktop book of chemistry teacher. 8th grade. M.: Blik - Plus, 2000. - 271 p. 4. Gabrielyan O. S. Chemistry. Toolkit. 8-9 classes. M.: Drop, 1998. - 56 p. 5.Grabetsky A.A. et al. Use of training tools in chemistry lessons. M.: Enlightenment, 1988. - 160 s. 6.Dyachenko V.K. General forms of the organization of the learning process. Krasnoyarsk: 1989. - 217 p. 7.Ilin E. N. The impersonal knowledge cannot be moral // Komsomolskaya Pravda, December 17, 1978. 8. Konarzhevsky Yu.A. Analysis of the lesson. M.: Center Laquo; pedagogical searchRAQUO;, 2000. - 336 p. 9.Lerner I.Ya. Didactic system of teaching methods. M.: Enlightenment, 1976. - 238 p. 10. Evaluation of the quality of training graduates of the main school in chemistry. / Sost. Kaverina A.A. M.: Drop, 2001 - 48 p. 11.Pedagogical encyclopedia. T 1. M.: Enlightenment, 1964. - 587 p. 12.Selaus I.P. Pedagogy. M.: Enlightenment, 1998. - 345 p. 13. Programs for general education institutions. Sostoror N. I. Gabrushev. M.: Drop, 2000. - 220 С 14.Catkin M.N. Problems of modern didactics. M.: Enlightenment, 1971. - 215 p. 15.Sushellinsky V.A. How to raise a real person. Kiev: 1975.- 220 p. 16.Tersky N.L. Pedagogical analysis of the lesson. Krasnoyarsk: 1984. - 176 p. 17.Shamova T.I. Activation of schoolchildren's teachings. M.: Enlightenment, 1976. - 245 p. 18.Shimova T.I., Davydenko T.M. Management of the educational process in an adaptive school. M.: Center Laquo; Pedagogical searchRAQUO;, 2001 - 384 p. 19.Shurkova N.E., Schnyrev V.N.Novoye educational work. M.: 1991- 156 p.

Designing a modern chemistry lesson.

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Considered a modern lesson of chemistry from the Positions of GEF

Modern chemistry lesson taking into account the requirements of GEF.

A modern lesson is such a lesson on which a student from a passive listener turns into an active participant in the process.

Ancient Chinese proverb says:

"Tell me, and I will forget,

Show me and I remember

Let me try, and I will learn. "

The main aspects of the modern lesson in the framework of the GEF (slide2)

• Subjectivization educational process (student-equal member of the educational process along with the teacher)
• MetaMentence (formation and development of universal abilities of students)
• Activity approach(Knowledge is not presented with a student in the finished form, but are mined during search and research)
• Communication educational process (interaction of students in class, information exchange)
• Reflexiveness (The student is placed in a situation where he needs to analyze its activities during the lesson)
• Improvisation educational process (the teacher should be ready to change and correct the course of the lesson in the process of its holding)

The modern lesson of chemistry from the standpoint of the requirements of GEF has such features:

The lesson is personally oriented. Now a personal, and not a subject result becomes the goal. It is important which changes will occur with the personality of the studying, and not what the amount of knowledge will be accumulated in the learning process. Slide 3.

The methodological basis of the new generation standards is a systemic and activity approach. Based on the development of universal ways of activity, the identity of the studying person is developing. Exactly activity, not a totality of knowledge is determined by the standard as the main value of learning.

The focus of the modern lesson is competency of the student. The ability to apply the knowledge gained in practice is what you need to teach at the study lesson. A graduate must be competitive in a dynamically changing situation in the country and the world. To do this, it is not enough to own a certain amount of knowledge, skills and skills (standard). Ownership requires the main ways of interaction with the world and with themselves, such as research, design, organization, communication and reflection, which, together with knowledge, skills and skills, is the competence of a graduate.

The child must learn to independently produce new knowledge, collect the necessary information, put forward hypothesis, draw conclusions and conclusions. Instead of a simple task of transferring knowledge, skills, the skills from the teacher to the student of the priority goal of school education becomes the development of the student's ability to independently put training goals, to design ways to implement them, control and evaluate their achievements, in other words, the ability to learn. From the passive consumer of knowledge, the study becomes an active subject of educational activities.

Slide 4. The main structural elements of the modern lesson are:

• Mobilization stage(inclusion of the student in active intellectual activity)
• Goaling (Formulation of the lesson goals according to the scheme: Remember-learn-learn)
• Moment of knowledge of knowledge deficiency(explanation of the new material)
• Communication
• Multi-test and interconnect
• Reflection

Training - purposeful interaction Teachers and student in the course of education. Teacher's interaction and student can only pass through goal. Slide 5.

Goaling is the most important part of the design of the lesson, planning a lesson, it is necessary to go from the target, and not on the content.

• Goals should be:
• Diagnosed.Diagnosticity of objectives means that there are means and possibilities to check whether the goal has been achieved. Measurement criteria are high-quality and quantitative.
• Concrete.
• Understandable.
• Conscious.
• Describing the desired result.
• Real.
• Fictione (encourage action).
• Accurate. The goal should not have blurry wording.

Ice setting Slide 6

• "Topic - Question"
• "Work on the concept"
• "An exception"
• "Complaining"
• "Modeling of life situations"
• "Grouping"
• "Collect the Word"
• "Problem Situation"

Feature Chemistry lessons Slide 7

Chemistry training in many schools begins with grade 8 and the difficulty scale This subject is among the first. Therefore, the priority task of building lessons, especially starting from 8 class, is to reduce the threshold of difficulties. Specific component B. methodical system Chemistry learning is the presence of a developing dialogue between the student and the teacher, and between students; The presence of a practical component of a chemical experiment and solving settlement and practical problems. The content of a separate lesson of chemistry is not autonomous. Each lesson is built on the previously studied material and creates the basis for the correct understanding of the material on the subsequent. This is another specificity of the logic presentation of the substantive material in chemistry lessons.

Another feature of chemistry lessons is the need to build the level differentiation of educational material by complexity: first the creation of basic knowledge, then exercises for their application in standard and new situations.

Mandatory condition: systematic actualization. This makes chemical knowledge functional, and therefore durable. The stage of actualization of the subjective experience of students ensures the motivation of the teachings and the inclusion of them in joint activities. Actualization of knowledge and skills, which is often limited at this stage, not enough. A person consciously assimilate only those scientific knowledge that acquire personal meaning. In order for this meaning to appear, it is necessary to contact the student already existing personality senses in the topic studied. Neglect of this stage will lead to a lack of motivation to the teaching, lack of interest, the reluctance of the student to work and, as a result, failure to fulfill the objectives of the lesson. The establishment of aware of the learning interprete relations will strengthen the assimilation.

In the didactics, it was proved that the worst enemy of teachings is boredom. Therefore, in the work of the teacher at the lesson, the knowledge of the subject, professional skill and artistry should be integrated. Of great importance for the right organization of the educational process has accounting for age-related peculiarities of perception.

Definitely interest in the subject causes not just a demonstration of experiments that characterize the properties of a substance, but a particularly problemful, entertaining, spectacular chemical experiment, which is memorable memorized at the emotional level and then the desire to understand why this happens. By virtue of its age characteristics, students actively know the features of chemical reactions in the examples of entertaining experiments in chemistry.

Within the framework of the chemistry lesson, the collective, frontal, group, steam room and individual (including differentiated in difficulty and by type of equipment) forms of students' workfractions are used. A group form of training, mutual education in groups, generally reflects the practice of real scientific research.

Careful diagnosis, prediction, design and planning of each lesson will help create unified system lessons.

How to convey the learning material to students? How to cause their active cognitive activity? How to teach everyone: and those who study with interest, and those who do not have it? These "eternal" issues of the teacher have to be solved every time in the preparation of the lesson. And the answer to them is possible if the lesson is a holistic functioning system in which the integration of teaching and learning processes is ensured.

Each teacher wants his subject to cause deep interest among schoolchildren, so that students know not only to write chemical formulas and the equations of reactions, but also to understand the chemical picture of the world, able to logically think that every lesson was a holiday, a small representation, delivering joy and disciples and teacher. We are accustomed that the teacher tells at the lesson, and the student listens and assimilates. Play ready-made information is one of the most inefficient ways of teaching. Knowledge cannot be transferred from the head to the head mechanically (heard - learned). It seems to many that you just need to make a disciple and the matter will immediately go to the way. However, a student, like any person, is endowed with freedom of will, with which it is impossible not to be considered. Therefore, it is impossible to break this natural law and subordinate to themselves even for good purposes. The desired result is impossible to achieve on this path.

From here it follows that it is necessary to make an active partner of the educational process from the student. The student may assign information only in its own activity in interest to the subject. Therefore, the teacher needs to forget about the role of an informant, he must fulfill the role of the educational activities of the student.

The most important principle of didactics is the principle of independent creation of knowledge, which is that the knowledge of the student does not work in the finished form, and it is contemplated by him as a result of a certain cognitive activity organized by a teacher.

An independent discovery of the slightest grades of knowledge by the student gives him great pleasure, allows you to feel your opportunities, elevates it in your own eyes. The student collaborates as a person. This positive range of emotions, the schoolboy stores in memory, seeks to survive again and again. So there is an interest not just to the subject, and what is more valuable to the very process of knowledge - cognitive interest. The development of cognitive and creative interests among students contributes to various types of technologies. (Slide 8): Computer technologies, technology of problem and research learning, game learning technology, testing tests.

1. Computer technology

Using a computer and multimedia technologies give positive results With the explanation of the new material, modeling various situations, when collecting the necessary information, when evaluating the zone, etc., and also allow in practice to implement such learning methods as: business games, problems solving problems, presentations, and so on. In their lessons I use various programs on CDs that help me to explain the new or repetition of old topics, consolidate and systematize the knowledge gained. I have a multimedia board in my office, and very often when studying new topics, I show the reaction lessons that require great preliminary training, or impossible to the laboratory conditions, a large catalog of such reactions has a website unified Collection of Digital Educational Resourceshere you can download a large number of demonstrative experiments. It always causes great interest among students. I also have discs, for example, "Cyril and Methodius. Virtual Laboratory, in which there are tests, experiments, etc. for many lessons. The use of computer technologies increases the level of learning and causes interest to students to the subject.

1. Problem technology

The technology of problem learning implies the creation under the leadership of the teacher of problem situations and active independent activities of students by resolution, resulting in creative mastering knowledge, skills, skills and development of mental abilities. Problem situations in the lesson can occur the most unexpected way, and they can be used at any stage of the lesson. For example, in the 8th grade, when studying the theme "Acid" at the beginning of the lesson, a number of substances can be brought: several oxides, bases, acids. Ask for options to write formulas, oxides, and grounds. Acids as a result remained intact. Announcement of the lesson, setting goals and objectives. And then with the help of a dialogue, the solution of problematic issues: what is common to substances that remained intact (hydrogen in the first place) than they differ (the number of hydrogen atoms, one have oxygen in its composition, others are not). The study of characteristic reactions, also there is a solution to problem tasks.

At the end of the lesson when studying the topic sulfuric acid You can put such a problem situation: at the factory for a long time pumped sulfuric acid from the repository to the workshop along the steel pipeline. But once the pipes were given to flow, and the workshop was flooded with acid. The calculation of the circumstances of the accident showed that, violating the rules of technology, the pipeline was used for a total of 93% for transportation, and a 45% concentration. Why change the concentration of acid caused pipeline corrosion? Bring the reaction equation.

1. Technology research learning

Schoolchildren's research activities are a set of search nature actions leading to the discovery of unknown facts, theoretical knowledge and ways of activity. In this way, students get acquainted with the basic methods of research in chemistry, master the skills independently get new knowledge, constantly turning to theory. Attracting the reference knowledge to solve problematic situations involves the formation and improvement of both general educational and special skills of students (conduct chemical experiments, relate observed phenomena with changes in the state of molecules, atoms, ions, to conduct a mental chemical experiment, model the essence of processes, etc.) . The study can be carried out in order to obtain new knowledge, generalizations, acquisition of skills, apply the knowledge gained, studying specific substances, phenomena, processes.

The research work of students takes more time at the lesson than performing the tasks for the sample. However, time spent subsequently compensated by the fact that students quickly and correctly perform tasks, they can independently study the new material. In addition, the awareness and strength of their knowledge increases, a steady interest in the subject appears.

When studying the topic in grade 9, sulfuric acid at the beginning of the lesson can formulate a number of problematic issues for research: 1. What properties can be expected from sulfuric acid based on what we are dealing with acid?

1. How can I detect sulfuric acid?
2. Based on the degree of sulfur oxidation in the composition of sulfuric acid, which properties (oxidative or reducing) will have sulfuric acid?
3. What special properties have sulfuric acid?
4. Gaming technology

This is perhaps the most interesting technology for children. The most beloved by me, these are cross-noliki, the third extra, I believe - I do not believe, find a mistake. These games do not require great preparation, and allow you to discharge intense work. For example, I believe the game, I do not believe it can be used even as a physical attachment: for example, if the children agree with my statement, they get up if not - sit down.

1. Using tests in chemistry lessons

The use of tests in chemistry lessons also occupies a prominent place in the process of introducing new technologies. What makes it possible to mass test knowledge of students. Test method - a universal means of checking knowledge, skills. Tests are an economical targeted and individual form of control. Systematic testing of knowledge in the form of tests contributes to the durable absorption of the educational subject, brings up a conscious attitude to study, forms accuracy, hard work, purposefulness, activates attention, develops the ability to analyze. With test control, equal values \u200b\u200bare provided for all studied conditions, that is, the objectivity of the knowledge test increases. This method makes a variety of studying, increases interest in the subject. Final tests in classes often spend in the form of test.

Reflection lesson Slide

• Current reflection(can be carried out in the course of the execution of each task of the lesson)
• Final reflection(at the end of the lesson)

Requirements for the modern lesson: slide

• Independent work of students at all stages of the lesson
• Organizer teacher, not an informant
• Mandatory reflection at the lesson
• High degree of student speech activity

Teacher Requirements:

• Accurately and clearly formulates tasks
• Does not give new knowledge in the finished form
• Does not comment on the answers of students and does not correct them, suggests this to make students himself
• Predicts the difficulties of students and changes the task along the course of the lesson, if the children could not perform it from the first time
• Picks up a comprehensive task