EntranceAnalysis of a lesson conducted at a university. Analysis of teachers' classes attended
Methodological recommendations for lesson analysis
LESSON ANALYSIS
METHODOLOGICAL RECOMMENDATIONS
Observation, analysis and evaluation of the effectiveness of the lesson are the most important components of monitoring the activities of the teacher and the quality of students’ knowledge. It must be kept in mind that control is not an end in itself, but a means that allows you to timely notice the success and failure of a teacher, note the positive in his work and take measures to eliminate shortcomings in the educational process, prepare for the exchange of experience.
It is impossible to judge the work of a teacher based on one lesson (good or bad). A more complete picture of his teaching skills can be obtained by attending 3-4 classes.
BASIC REQUIREMENTS FOR A MODERN CLASS:
Class– the main form of organizing the educational process. The degree of preparedness of future specialists depends on its quality. It should answer the following requirements:
Clarity in defining the educational objectives of the lesson, identifying the main and secondary goals from them (studying a new rule or law, repeating previously covered material, developing skills, monitoring student progress, etc.).
Unity of educational and educational tasks.
Determining the optimal content and selecting the educational material of the lesson in accordance with its objectives and capabilities, determined by the level of training of students, providing the lesson with the necessary equipment and technical equipment. The fulfillment of assigned tasks is negatively affected by both the overload of educational material and its small volume.
Selection of the most rational teaching methods and techniques, ensuring students’ cognitive activity, combining teamwork with a differentiated approach to learning.
Formation of students' independence in cognitive activity, educational and practical skills and abilities, development of creative abilities.
Implementation of interdisciplinary connections. Lesson plans should be developed taking into account the complex of knowledge of a number of disciplines for an organic combination of general and special professional education.
Connection of theoretical knowledge with practice.
PREPARATION FOR ATTENDING CLASSES
Before attending a class, you must carefully prepare, namely:
View the journal of educational sessions (questioning system, work with those lagging behind, progress status) and student notebooks.
View the teacher’s calendar and thematic plan and familiarize yourself with the corresponding section of the program.
Familiarize yourself with the topic material in the textbook. Also study the methodological and technical literature that is necessary for the teacher to conduct the lesson, and for the evaluator to effectively analyze the lesson.
Get acquainted with the analysis of previously attended classes of the teacher with whom you plan to take a class.
Attendance at classes by the director, head of department and chairmen of cycle commissions is carried out, as a rule, without warning the teacher. The teacher is informed in advance about the visit only in cases where his experience is being studied or the goal is to test his methodological potential. Mutual visits between teachers are carried out in accordance with a pre-drawn schedule, with which teachers are first introduced.
Class visits should be structured thematically, and not simply based on considerations of the number and order of checks, as is often the case. Thematic visits to classes can be of three types, covering three main groups of visiting topics:
Topics of general pedagogical content, for example, organizing a lesson, taking into account academic performance as an educational factor in learning, creating interest in the specialty being studied through the implementation of interdisciplinary connections.
Checking the state of teaching and the level of knowledge of students in individual disciplines or studying individual problems using private methods. At the end academic year It is necessary to specifically test students' knowledge in disciplines that are not included in exams.
Checking the work of individual teachers or individual groups; checking and providing assistance to novice teachers.
General familiarization with the teaching methods;
Studying the scientific nature of teaching this discipline;
Studying the methodology for presenting new material;
Studying the methodology for implementing the principle of visual learning;
Studying the teacher’s work in identifying and implementing interdisciplinary connections;
Study of survey methodology;
Studying the formation of students' cognitive interests and methods of mental activity;
Studying the methodology for conducting laboratory and practical work;
Studying the methodology for conducting educational practice.
METHODOLOGY FOR ATTENDING AND ANALYZING A CLASS
While observing a lesson, the attendee must be correct, friendly towards the teacher, and adhere to certain rules of behavior. Entering and leaving the classroom It is possible only after a call with the teacher. The appearance of a visitor in the classroom after the start of the lesson is a gross violation of pedagogical tact. During the lesson, you should not attract the attention of students. Therefore, it is better to sit at the last desk or table. This will simultaneously make it possible to observe the work of the entire group of students, determine how clear and clear the images on the board are, and how the teacher’s voice can be heard.
During the teacher's explanation it is forbidden review student notebooks or textbooks. Unacceptable interfere with the teacher’s work, correct his mistakes during class. In the latter case, it is best to write a note to the teacher indicating the mistake made, thereby giving him the opportunity to correct it during the lesson.
The visitor must check full lesson, from beginning to end, to get a complete picture of this training session and its individual elements. The value of the conclusion according to the lesson attended depends not only on the ability to observe, but also on the ability to record one’s observations. As practice shows, any attempts by the assessor to fill out certain analysis schemes during a lesson and monitor its progress with a certain plan, expecting the teacher and students to perform some actions, are not successful. A lesson is an organic whole, and it is necessary to record its entire course, all types of activities of the teacher and students.
Another question is that when analyzing a lesson, depending on the purpose of this analysis, one can consider one specific type of activity of the teacher or students, for example, questioning techniques, skill development independent work etc.
During the lesson only rough recording pencil, observations are recorded without a specific system, as they are perceived. The course of observation of the lesson can be conducted in the following form:After the lesson, the teacher may be asked questions to clarify certain unclear points of the lesson. Then you can start processing your notes for the lesson. Lesson Analysis must, first of all, reveal the content of the lesson, its scientific and methodological consistency, compliance with the discipline program, and then move on to characterizing methodological techniques and general organization classes.
After attending the class and completing the analysis, a conversation with the teacher, in which one should dwell mainly on the main points, without focusing on trifles that are not of significant importance, without suppressing the initiative of the teacher with the requirement of mandatory compliance with generally accepted forms and methods of work. We must always remember that The good method is the one that the teacher masters and with the help of which he achieves success. You should not impose, but prove your proposals. As a result of the conversation with the teacher, it should be clarified what measures need to be taken to improve the quality of the work of this teacher, and what good, useful things from his experience should be passed on to others. The analysis of the lesson is carried out on the day of control or, as an exception, the next day. The conversation should be objective, comments should be reasoned and tactful. The conclusions drawn during visits are reported at pedagogical councils or at meetings of cycle commissions.
Progress of the conversation It is recommended to conduct a review with the teacher according to the following plan:
Introductory remarks by the person leading the analysis. Statement of the purpose of the analysis of this lesson.
A brief report from the teacher who conducted the lesson on the extent to which the plan was implemented and the goals and objectives set by him were achieved. The teacher reports what new element he has introduced into the process of teaching and educating students, what techniques are used to improve the teaching methodology, etc.
Speeches by those present at the lesson; comments and suggestions regarding the positive and negative aspects of the lesson.
Generalization and conclusion on the analysis of the lesson attended. Controversial issues, if any, are resolved. The leader summarizes the statements of those present in the lesson and deeply analyzes all stages and elements of the lesson, draws conclusions about the lesson and recommends literature aimed at improving the quality of teaching.
Final words from the teacher conducting the lesson. The teacher expresses his opinion on the performances of those present in class.
LESSON ANALYSIS
Analysis of the lesson should be aimed at improving the educational process, implementing measures to improve the quality of training of specialists, providing methodological assistance to teachers who do not have a pedagogical education, young specialists, providing assistance or support in creative searches to more experienced teachers, identifying, summarizing and promoting advanced teaching experience. The main attention should be paid to the shadow sides of the lesson, and measures to eliminate them should be indicated. When compiling an analysis of a lesson attended, you can use its step-by-step structure.
Analyzing the student survey, you should also pay attention to the clarity of the wording of the questions, their focus, to establish whether the survey helped identify the level of knowledge of students, contributed to an increase in academic performance, and instilling in students a sense of responsibility for their work.
The visitor should pay attention to the number of students interviewed by the teacher during the lesson, their level of knowledge, and the objectivity of the grades given. It’s good if he himself evaluates the students’ answers and compares them with the teacher’s assessments. If there are discrepancies, the validity of the assessments should be analyzed, which is extremely important for the teacher’s future work.
Updating of reference knowledge
For the successful assimilation of the material being studied, it is important to form in students specific images, clear, clear and correct ideas. In order for this support to be sufficiently reliable, it is necessary to update (revive) existing ideas in the students’ memory: clarify something, supplement it, deepen it. Therefore, under updating understand the determination of the level of knowledge of students, clarification, deepening and expansion of correct concepts, destruction of erroneous ideas. Basic knowledge is updated through frontal conversation, written work, and concentrating students’ attention on previously studied material.
Initial motivation
After determining the level of knowledge, the teacher must ask students interest in new material. Motivated understand the use of various methods and techniques to develop learning motives in students.
The main purpose of motivation is to bring to the consciousness of students the importance of the topic being studied and its place in the training of specialists, the importance and necessity of mastering knowledge, skills and abilities on the topic being studied. Motivation educational activities students is most effectively accomplished by creating problem situations, setting perspective, using visualization and TSO, emotional presentation, introducing interdisciplinary connections, etc. Of particular importance is the motivation that is created before studying a new topic, although it is necessary to use it throughout the entire lesson.
Learning new material
When analyzing a lesson, you should pay attention to the compliance of the content of the lesson with the curriculum of the discipline. Sometimes it happens that the teacher does not provide students with sufficient knowledge established by the program. This shortcoming should be especially noted and urgent measures should be taken to eliminate it. If the teacher presents the material in a larger volume than provided by the program, then the preparedness of the students should be taken into account.
It is important how consistent the content of the lesson is from a methodological point of view, what is the degree of implementation of the principles of scientificity, clarity, strength and depth of knowledge.
When analyzing the presentation of new material must be noted:
Scientific orientation, which consists in a strict scientific approach to the selection of material and assessment of its significance.
The ability to highlight the main, fundamental.
Logical consistency and evidence, which ensure the systematic nature of knowledge and its awareness.
Clarity, precision, and intelligibility, which contribute to the solid assimilation of knowledge and the creation of the necessary basis for correct generalizations and conclusions.
Implementation of interdisciplinary connections.
Use of specific scientific and technical examples, connection with practice.
Consolidation of learned material
Consolidating the studied material contributes to the acquisition of solid knowledge by students and at the same time serves as a means for the teacher to check the quality of students’ assimilation of new material. In the analysis, it should be noted the rationality of the chosen method of consolidating knowledge: a frontal conversation on the entire material or only on some key points, written or practical tasks, exercises, etc. It is necessary to pay attention to the logical connection of the questions asked, to the thoughtfulness of the selection of training exercises or practical tasks .
Homework
Purpose of homework– repetition, consolidation and assimilation of the material covered in class, preparation for studying new issues, expansion and deepening of knowledge, formation of skills and abilities. The homework assignment should be optimal in volume and content, designed to ensure continuity of transition from previously learned to new. It is advisable to use individual tasks, differentiated in accordance with the characteristics of each student, containing an element of creativity. Explanations for completing homework are given by the teacher only during class (before the bell rings).
The place of this lesson in the system of lessons and its structure
During the analysis, attention should be paid to:
Connection with previous and subsequent material.
The expediency and validity of the chosen type and structure of the lesson.
Rational distribution of time between individual elements of the lesson.
Student activities in class
Analyzing all types of student activities in class, it is emphasized:
activity, interest, level of independence of students’ work;
level of analytical thinking;
degree of knowledge updating (ability to identify leading ideas);
development of speech, written, graphic and special skills and abilities;
level of culture, rationality and efficiency of students’ work;
level of organization and discipline;
students' appearance.
When analyzing, you should pay attention to the organization of the lesson, which has the following requirements:
Organizational clarity of the lesson, rational use of time, the ability to cherish every minute.
Availability feedback with students and its level, organization of control over students’ activities in class.
Methods for activating students in class and intensifying the educational process.
Skillful handling of technical equipment and special equipment.
Condition of documentation (notebooks, journal).
Fulfillment of basic psychological and hygienic requirements for the lesson.
Ability to control a group, student discipline, reasons for its violation.
Teacher– leader and organizer of the educational and educational process. Therefore, when analyzing the lesson, it is necessary to note:
The teacher's mastery of the material, clear and skillful orientation in the complex system of facts, ideas, concepts on which he works together with students in class, skillful use of interdisciplinary connections.
Graphic literacy of the teacher, accuracy, clarity and consistency in the presentation of diagrams, drawings, formulas, mathematical calculations, etc.
The quality of the teacher’s speech: optimal tempo, clarity of diction, intensity, imagery, emotionality, general and specific literacy.
Pedagogical culture, building relationships with students, tact and appearance of the teacher.
At the conclusion of the analysis, an assessment of the occupation is given, the determination of which should be based on the basic requirements for a modern occupation.
Conclusions and suggestions
As a result of the analysis, conclusions and proposals should be made, specific instructions should be given on how to consolidate and improve what was positive in the lesson, and avoid shortcomings in the future, for example:
Eliminate the backlog in the calendar-thematic plan and discipline program.
Develop a clear plan for each lesson.
Intensify the work of students at all stages of the lesson.
Diversify the methods of knowledge control.
Make wider use of TSO and visual aids.
Strengthen interdisciplinary connections, connections with production, practice, life.
Inform students about the methods and procedures for completing homework.
Read the methodological literature, etc.
ANALYSIS OF THE LECTURE AND SEMINAR
Along with classroom teaching, such a progressive form of training is used as the lecture-seminar system of classes, which involves reading a series of lectures on individual topics containing a large amount of information and conducting seminars on them.
When analyzing a lecture it should be taken into account that main didactic task in this case is the communication of new knowledge. Achievement of this goal is determined the following conditions: clarity and consistency in presenting the main issue, continuity and clarity of thought when moving from one semantic part to another, allowing listeners to constantly see the cause-and-effect relationships of the phenomena under consideration. The lecture should end with a summary of the material, which emphasizes the relevance and prospects of the topic under consideration.
You should pay attention to the methodological techniques that the teacher uses to achieve sustained student attention throughout the lesson (introducing elements of conversation, problematic presentation of the lecture, etc.).
It is necessary to note the ideological and theoretical level, persuasiveness of argumentation, harmony, consistency and clarity of presentation, scientific evidence of conclusions, correctness, imagery, emotionality of the teacher’s speech, skillful use of visual and technical teaching aids.
Seminar lesson is carried out after several lectures. Its main didactic task is to consolidate and test knowledge. If the seminar lesson is structured in the form of an extensive conversation, then you should pay attention to the purposefulness and depth of the questions posed by the teacher, their subordination to solving the problems of the lesson. The formulation of questions should help to activate students’ thoughts and direct them to independent decision one problem or another. The seminar can be conducted through discussion of reports and essays written by students. In this case, you should pay attention to the completeness of the development of the topics of the abstracts, their scientific character, accuracy, validity and independence of judgments and conclusions, their connection with practice, the organization of a free friendly exchange of opinions that helps clarify all the questions that arise for students, the activity of students during the discussion, the preparedness of the group to class.
It is necessary to analyze the organization of summing up the results of the seminar: the teacher’s explanation of complex, controversial issues that have not received sufficient coverage in students’ speeches, highlighting theoretical problems and determining their methodological significance for science and practice, announcing an assessment to each speaker.
ANALYSIS OF PRACTICAL LESSON
Speaking about the analysis of occupations of different types, it is necessary to highlight a practical lesson, which can be carried out in an office, laboratory, workshops, at an experimental site, in production, etc. During practical exercises, general labor and professional skills and abilities are formed: they are deepened, consolidated and applied practical knowledge (laboratory lesson), etc.
The methodology for analyzing a practical lesson is basically the same as the methodology for analyzing a regular lesson.
Classes in training workshops and in production (such as “formation of professional skills”)
Classes in production and in training workshops provide maximum clarity when learning new material on special disciplines, effective development of practical skills, brings training closer to production conditions, instills a love for the chosen profession. Therefore, when drawing up an analysis, those attending the lesson should focus on preparing jobs in accordance with the requirements of pedagogy and modern forestry production.
A characteristic feature of the lesson is the presence briefing, the effectiveness of which must be analyzed in detail, paying special attention to the following:
Instruction can be educational, training-industrial, production.
Depending on the number of students, group, brigade or individual instruction is distinguished, and according to the method of delivery - oral, written, combined.
At different stages of the lesson, introductory, ongoing and final instructions are provided.
Current briefing carried out during independent work of students. The teacher pays attention to the organization and condition of workplaces, shows the correct techniques, provides individual instructions, and analyzes the reasons for incorrectly performed work.
During final (final) briefing the teacher demonstrates well-made and defective products, gives general characteristics students' work, summarizes and systematizes the material (repeated demonstration of work techniques, operations), gives grades.
Let us formulate the basic didactic requirements for instruction, which should be covered in the analysis of the lesson:
a skillful combination of various methods and techniques in the instruction process (verbal, visual, practical, etc.);
justification of the content of the briefing;
completeness of instruction and breakdown into elements (introductory, current, final);
the presence in the instruction of instructions with the help of which students can control their activities;
explaining to students the essence of scientific organization of work;
skillful (intelligible) motivation for the need and importance of acquiring practical skills on the topic under study for future specialists.
Laboratory work and practical exercises
When checking and analyzing laboratory and practical work, it is necessary to pay attention to the following: specific features:
Availability of a list of laboratory work and practical classes compiled in accordance with the discipline program.
Availability of a list of skills and abilities in the discipline.
Availability of safety instructions.
Availability and quality of instructional and technological cards for performing laboratory and practical work.
Preparation of the laboratory and workplaces for laboratory and practical work.
Forms of student labor organization.
Availability of a schedule for moving teams to work sites.
Availability and quality of workbooks.
The quality of introductory and ongoing instruction for teachers; providing students with individual assistance; safety briefing.
The degree to which students have developed skills and abilities.
Summing up the results of the group’s work, recording students’ performance of laboratory and practical work.
Issue of assignment for the next laboratory work.
Educational practice
When analyzing educational practice sessions, it is necessary focus on the following issues:
Availability of a work practice program.
Availability of a calendar-thematic plan for educational practice, compliance with its program, implementation of the program.
Equipment for workplaces.
Form of organization of student work.
Availability of a schedule for the movement of students to work places.
Familiarization of students with safety precautions for the work performed.
Methodology organizational moment, the working period and the final element of the lesson.
The ability of the lesson leader to demonstrate work techniques, use tools and modern equipment, and properly organize work.
Compliance with elements of aesthetics and culture of work.
The connection between practical training and theoretical training.
Setting up educational work in the learning process.
The validity of the optimal standardization of student labor and working time.
Organization of experimental design, experimental work and technical creativity students.
Introduction of scientific organization of labor.
Maintaining systematic records of work completed by students.
Organization of periodic recording of student progress.
Presentation of work results by students, evaluation of student work.
Organizing the delivery of students to the place of practice (compliance with the schedule, transportation rules, etc.).
Work and rest schedule in practice.
Equipment for rest and eating areas, compliance with sanitary standards.
Providing students with special clothing, personal protective equipment and first aid kits.
Description of the study group.
Work plan.
Target teaching practice consists in the formation and development of the master's professional skills based on studying the experience of the head of practice, teachers of the department and their colleagues and the work of a particular institution, instilling independent work skills in a future specialist in the conditions of a really functioning educational institution.
In accordance with the stated purpose of teaching practice, its tasks were identified:
1. Consolidation of the theoretical knowledge acquired by the master in the master’s program in the first year of study in the special disciplines studied.
2. Familiarization of the master with the experience of the teaching staff of the department, as well as with the peculiarities of the activities of an assistant professor.
3. Drawing up by the master of his own meaningful plans for lectures, as well as their implementation in accordance with the schedule of lecture classes.
4. Drawing up by the master of a detailed summary of one of the lectures given by him.
5. Development by the master of a system of tasks for independent work of students.
6. Attendance by the master of several classes of teachers of the department with subsequent analysis of the classes attended.
Group A-413 consists of nine people (eight girls and one boy). Achievement in this group is above average. According to the curator of the group, the students are responsive and friendly, always ready to help in organizing any event, from holding a concert to helping with a lecture. Despite the homogeneous composition of the group, the relationship between the girls and boys of the study group is not conflictual, which has a positive effect on the organization of the educational process.
Lesson No. 1.
Date of visit: 10/18/2010
Full name of teacher: Milovanova L.A.
Topic of the lesson: introduction to teaching methods foreign languages.
Purpose: to consider the purpose of the science of “methods of teaching foreign languages” and its practical significance for modern society.
· Consider the definitions of methods of teaching foreign languages.
· Define the basic terms of this science.
· To form a positive attitude of students towards the methods of teaching foreign languages through the disclosure of its function in modern society.
Attending a lecture by Prof. Milovanova L.A. made a pleasant impression on me, first of all, due to high level methodological skill of the teacher. Lyudmila Anatolyevna is well versed not only in theoretical, but also practical issues of methods of teaching foreign languages. In addition, throughout the entire lecture session, she successfully managed to maintain the interest of students with interesting examples from her own teaching practice. The productive methods she used to organize lectures brought considerable benefits in enhancing student activity. In addition, they allowed for a reasonable combination of teacher and student opinions. It is necessary to note the high professionalism of the teacher in the ability to plan a lecture lesson in particular, and a lecture course in general, in anticipation of possible difficulties for students in understanding the material, in finding rational methods and methodological techniques for presenting the material. The lecture was clear, logical, reasoned, precise and concise. The teacher managed to present all the lecture material in a fairly short period of time, illustrate it with examples and offer students a problem situation to solve. It seems to me that the lecturer successfully completed the assigned tasks and thereby achieved the goal of the lesson, since the students left the classroom inspired, with a feeling of gratitude for the lecture they listened to.
Lesson No. 2.
Date of visit: 10/12/2010
Full name of teacher: Meshcheryakova E.V.
Group of students: third year.
Topic of the lesson: teaching writing.
Purpose: to convey to students the amount of theoretical knowledge about teaching writing.
· Consider the differences between writing and writing.
· Define the basic terms of this type of speech activity.
· Identify the stages of learning to write in high school.
| Start of class | The teacher's consideration of the differences between writing and writing. Presenting the opinions of several scientific schools in the context of the issue under consideration. |
| Main part of the lesson | The lecturer's use of a productive method - the method of a specific situation. Students were asked to watch several video clips of class lessons and arrange them in the required sequence in accordance with the stages of teaching writing indicated on the board. Recording lecture material. Answers to students' questions. |
| End of the lesson | Definition by students of the main terms of the lecture session based on the material presented by the teacher. Setting homework by the lecturer: write down the main terms in the lecture notebook based on dictionaries of methodological terms. |
Lecture by Prof. Meshcheryakova E.V. It is distinguished by a high concentration of educational material coupled with interesting simulated situations from teaching practice. This is what allows the teacher to successfully maintain students’ sustained interest in their own subject. It is not difficult for him to retain the voluntary attention of his listeners, turning it into post-voluntary attention during the lecture. In addition, Elena Vladilenovna’s use of technical teaching aids and its competent incorporation into the educational process turns the lesson into a fascinating excursion into the magical land of foreign language teaching methods. Students have a real perspective on considering theoretical material using live classroom examples. Analysis of each of them leads the student to realize the importance of mastering the technique not at the level of literacy or craft, but at the level of mastery. It is worth noting the positive effect of the final part of the lecture session. Students’ formulation of the main terms of the lecture involves recalling all the material, which stimulates the student’s mental activity. However this technique It also guides students towards independent work, in this case an independent search in dictionaries of basic terms. In addition, Elena Vladilenovna always finds time to talk with students even after the lecture is over. It seems to me that the teacher successfully completed each task, which implies achieving the goal of the lecture session.
Detailed summary of lectures conducted.
Subject: Theoretical foundations for the formation of grammatical skills with the help of games in English lessons at the middle stage of education.
Purpose of the lesson: to introduce students to the concept of “grammatical skill”, as well as to reveal its scientific and practical potential.
Lesson objectives:
1. Describe the main characteristics of grammatical skills.
2. Identify the basic principles of selecting the grammatical minimum and the stages of working on grammatical material.
3. Provide a brief description of the stages of formation of grammatical skills.
4. Determine the specifics of the average school age.
Characteristics of grammatical skills: Learning foreign language grammar is one of the most difficult aspects of mastering a foreign language. In teaching foreign language communication, grammar occupies an important place; it is a kind of framework on which vocabulary is based. Learning grammar and the correct formatting of statements, as well as recognizing grammatical forms in speech and writing occurs through the formation of grammatical skills.
A grammatical skill is the ability to automatically recall from long-term memory the grammatical means necessary for verbal communication. Methodists distinguish between speech and language grammatical skills.
Speech grammar skill– is the automated use of grammatical phenomena based on grammatical sense
(Encyclopedic dictionary-reference book..., 2008, p. 1327).
Language grammar skill– these are operational skills, the formation of individual grammatical forms and structures, both according to the rules and outside the conditions speech communication(Encyclopedic dictionary-reference book..., 2008, p. 1643).
A child, learning his native speech, masters speech skills long before he masters language skills, which will come to him only at school as a result of performing numerous grammatical exercises. A person who has never learned to read and write his native language will never acquire language skills, and his speech will remain grammatically imperfect (http://www.dioo.ru/grammaticheskiy-navyik.html).
For linguistic grammatical skills are characterized by: discursiveness,lack of communication and lack of situation. For speech grammatical skills are characteristic : discreteness(discontinuity ) communication skillsand situationality.
In general, speech grammatical skill is understood as the automated use of grammatical material in productive and receptive speech activity, distinguished productive and receptive grammatical skills (Witlin, 2000, p. 1).
Productive grammar skill- this is the speaker’s ability to choose a model adequate to the speech task and formalize it in accordance with the norms of the language. A speech task is a speech intention to communicate something, to convince, etc.
Receptive grammar skill is the ability of the reader or listener to recognize grammatical forms and relate them to a specific meaning.
In its formation and development, grammatical skills go through a number of stages:
· perception of the model, its imitation (action by analogy);
· substitution (reproduction based on analogy);
· transformation;
· reproduction (isolated and independent use of the learned model);
· combination (transfer from model to model).
Formation of grammatical skills involves spending a significant amount of time performing exercises. It is unlikely to master all the phenomena of a foreign language to the degree of automated use of them in the conditions of school teaching of a foreign language. Certain, very significant restrictions are necessary in the selection of grammatical material and, above all, those grammatical phenomena that students must actively master - in productive and receptive types of speech activity.
Overestimating the volume of actively absorbed grammatical material, as practice shows, has a negative impact on the quality of mastery of it: students do not have a strong enough command of the most elementary phenomena of morphology and syntax (Kulnevich, 2001, p2).
The limitation of grammatical material and its selection for certain communicative purposes is facilitated by the fact that the language has a widely developed system of synonymy at all its levels, which generates redundancy, “entropy,” while, as noted in the scientific literature, with all the richness of the language, only insignificant , its most common part is the most necessary and sufficient. Therefore, it is possible and advisable to limit the volume of material, in particular grammatical, taking into account the specific conditions of teaching a foreign language (http://www.dioo.ru/grammaticheskiy-navyik.html). In connection with the above, there is a need to determine the principles for selecting grammatical material for its effective mastery by middle-aged schoolchildren.
As already mentioned, grammatical skills are components of different types of speech activity and differ from each other as much as these types of speech communication themselves are different. Therefore, let us first define the main types of grammatical skills in speaking and writing.
The grammatical skill of speaking is understood as the consistently correct and automated, communicatively motivated use of grammatical phenomena in oral speech. Such mastery of the grammatical means of language is based on speech dynamic stereotypes of form in unity with their meaning, “sound and meaning” (the term of L. V. Shcherba).
The main qualities of the grammatical speaking skill, therefore, are automation and integrity in the performance of grammatical operations, unity of form and meaning, situational and communicative conditionality of its functioning.
Grammatical skills that ensure the correct and automated formation and use of words in oral speech in a given language can be called speech morphological skills. These include the skills of correct use in oral speech of case endings of nouns and their determiners, adjectives and pronouns in German, personal endings of verbs in German, English and French(Shatilov, 2002, p23).
Speech grammatical skills that ensure consistently correct and automated arrangement of words (word order) in all types of sentences in analytical and inflectional-analytical languages (German) in oral speech, in accordance with language directions, can be defined as syntactic speech skills, i.e. skills mastery of basic syntactic patterns (stereotypes) of sentences.
Morphological and syntactic speech skills of written speech, with perfect command of the language, have the same mechanisms as oral speech skills with the addition, however, that is due to the written form of speech, i.e., graphic and spelling skills.
These skills differ from oral speech skills primarily in that they are more discursive and analytical in nature due to the specific nature of the written form of speech. The process of fixing a speech work in writing, in contrast to the process of generating speech in oral form, allows you to return to what is written, dwell on it, analyze, correct, clarify, using spelling grammatical rules, since the temporal characteristics of written speech are not as rigidly determined as the topics of oral speech. speech (Stolyarenko, 2001, p452).
Receptive grammatical skills refer to automated actions for recognizing and understanding grammatical information (morphological forms and syntactic structures) in written and spoken text. Since the reception of oral and written text can occur with both active and passive knowledge of language material, receptive grammatical skills should be classified into receptive-active and receptive-passive grammatical skills of reading and listening. From the above it follows that the term “receptive skills” cannot be identified only with the term “passive skills”; they can also be receptive-active (when reading and listening to a text, the material of which students actively master).
Receptive-active grammatical listening skills are based on automated speech connections of auditory-speechmotor images of grammatical phenomena and their meanings. Receptive-active grammatical reading skills are based on connections between visual-graphic and speech-motor images of these phenomena with their meanings. These connections are manifested in the automation of the process of perception and the non-translation (immediacy) of understanding the read (listened to) text and the grammatical information contained in it, determined by the level of development of individual speech experience in these receptive types of speech activity, i.e. experience in reading and listening ( http://www.lalym.info/publ/6-1-0-6).
The degree of perfection of individual speech experience is expressed in the presence of strong and developed auditory-speech-motor and visual images with their significance in a person’s long-term speech memory.
Along with active-receptive speech grammatical skills, students must also formulate passive-receptive skills (within the framework of passively acquired grammatical material). These skills include:
1) skills of recognizing and understanding grammatical phenomena in a text based on the images existing in visual memory, created in the process of formation and development of reading experience;
2) discourse-operational language grammatical analysis skills
(analytical decoding) of grammatical information of the text.
The first type of grammatical skills is formed in the process of extensive light reading, the second - as a result of reading grammatically difficult texts or passages of text and using elements of analysis of gram-magical phenomena (Berman, 2002, p. 2).
The characteristics of grammatical skills would be incomplete without mentioning linguistic grammatical skills, which are understood as discourse-analytical skills in operating grammatical material (inflection and word arrangement skills), formed and performed on the basis of grammatical knowledge in the process of performing language exercises (Berman, 2001, p. .2).
Like the same-named speech grammatical skills, they can be receptive (when recognizing grammatical phenomena in written and oral text), they can also be productive and used mainly in written speech, less often in speaking, as a background component.
A language grammatical skill is characterized by discursiveness, non-communicativeness, and non-situational functioning. This skill can be attributed to the skills that in the psychological literature are called “mental”, “intellectual” (Slobodchikov, 2000, p. 100).
For a long time, in Soviet methodological literature, language skills were identified with speech skills. For the first time, the term “speech skill” was introduced into widespread use by B.V. Belyaev, who did not use the term “language skill.” Some methodologists deny the usefulness of these skills, even the validity of calling them skills.
The need to develop language skills in a secondary school environment is explained by a number of reasons, among which the following should be mentioned. Firstly, language skills can act as “spare” skills in the event of failure of a speech grammatical skill (due to forgetting, deautomatization, failures in speech expressed in grammatical errors) or its insufficient automation. For example, a student finds it difficult to use a given (necessary) personal ending of a verb and “reconstructs” it using a linguistic action performed on the basis of a rule. Secondly, language skill is part of a mechanism that controls the correct execution of a speech action by the speaker himself, and if it is performed incorrectly, it ensures correction of the error. Thirdly, parallel forms of language and speech grammatical skills provide a conscious orienting basis for the creation of speech skills (Kuprianova, 2001, p. 6).
Basic principles for selecting a grammatical minimum and stages of work on grammatical material: The active grammatical minimum includes those phenomena that are absolutely necessary for productive types of speech activity.
The main generally accepted principles of selection for the active grammatical minimum are:
1) the principle of prevalence in oral speech;
2) the principle of exemplarity;
3) the principle of excluding synonymous grammatical phenomena.
In accordance with the first two principles, the active minimum includes only those grammatical phenomena that are common in oral speech and extend to a significant range of vocabulary. All other grammatical phenomena are acquired lexically.
According to the third principle, only one phenomenon from the entire synonymous series is included in the active minimum - stylistically neutral. This principle is a refinement of the first two and consists in limiting grammatical means that are actively acquired (Salistra, 2001, p5).
The passive grammatical minimum includes grammatical phenomena that are most common in written speech and which students must understand by listening and reading. Passive grammatical minimum - a set of grammatical means that are mandatory for assimilation and provide a certain level of proficiency in receptive types of speech activity (listening and reading) (Linguodidactic encyclopedic dictionary..., 2006, p.483). It is quite obvious that the volume of the passive minimum can be greater than the volume of the active minimum.
Current state The theory of skills and abilities in a foreign language allows us to distinguish four main stages of work on grammatical material.
1. Stage of presentation of grammatical phenomena and creation of an indicative basis for the subsequent formation of skills.
2. Formation of speech grammatical skills by automating them in oral speech.
3. Incorporating speech skills into different types speech.
4. Development of speech skills.
Brief description of the stages of formation of grammatical skills: 1. Introduction of new grammatical material
1) its presentation in oral and written speech (speech sample, speech microcontext) in order to demonstrate its communicative function;
2) familiarization with methods of education (if the new phenomenon is complex in education), with the meaning and scope of its use;
3) primary execution of actions involving a given phenomenon, according to a pattern without a rule, or according to a pattern and a rule. (Sergeeva, 2002, p40).
Let's look at each of the components of this stage in more detail.
Presentation form- oral and written - selected taking into account the following factors: firstly, the stage of learning (initial, secondary, final) and, secondly, the difficulty (complexity) of the grammatical material. At the initial stage of teaching a foreign language, the oral form of presentation is preferable to the written one, at the senior stage the written form is preferable to the oral one, at the middle stage - depending on the nature of the grammatical phenomenon: it is advisable to introduce more complex phenomena in written form, simple ones - in oral form. Thirdly, depending on the purpose of learning: active mastery of the material or passive knowledge of it. The focus on active possession requires earlier inclusion of this phenomenon in oral speech activity (Podlasy, 2002, p78).
Familiarizing students with a new grammatical phenomenon is important for correct orientation in the methods of education, the scope of its application and subsequent correct use.
The nature of familiarization can be different: purely practical, and theoretical-practical. In the first case, students, becoming familiar with a new grammatical phenomenon in a speech sample, and, generally understanding its meaning from the context (sentence), comprehend it independently (i.e., establish its most significant features) and then, by analogy with the sample, perform grammatical actions imitatively.
A necessary condition The correct practical orientation of students is strict adherence to the principle of one difficulty: everything except the introduced grammatical phenomenon should be well known to students in a given sentence (sample) (Pidkasisty, 2002, p90).
The subsequent formation by students of a form by analogy, without the use of appropriate rules, greatly facilitates the formation of its stereotype within strictly specified limits. Visualization, simplicity of techniques, and the elimination of discursiveness in the assimilation of grammatical material are undoubtedly important advantages of a purely practical method of orientation. Most often, this method of orientation can be resorted to at the very beginning of language learning when mastering simple psychological structure grammatical skills that require the performance of elementary speech actions (Baryshnikov, 2002, p. 4).
However, this type of orientation has a number of negative aspects.
Weaknesses purely practical orientation is that, firstly, it makes it difficult for all students to clearly understand the mechanism of formation and use of a particularly complex grammatical phenomenon in its structure and, secondly, it is not always time-efficient, because for the correct understanding of each exception in It is necessary to give a sufficiently large number of examples of methods of education. (http://www.dioo.ru/grammaticheskiy-navyik.html)
To understand more complex grammatical phenomena in a purely practical way, for example, the formation of case endings of different types, declension of adjectives, word order in various types of sentences, would require mastering a huge number of examples, which takes time, which schooling does not speak foreign languages.
The second - theoretical-practical - method of orientation involves a brief theoretical explanation of the speech pattern regarding the formation and use of this grammatical phenomenon in a number of cases in comparison with the correlating phenomena of the native language.
The advantages of this method of orientation include the following:
1) it creates conditions for a more accurate and meaningful understanding by all students of the methods of education and the scope of use of this phenomenon;
2) to a greater extent than with the practical method, it allows you to prevent and consciously overcome the negative influence of the native language;
3) makes it possible to develop speech skills not through “trial and error” and not only in strictly determined conditions (by analogy with samples), but more creatively and independently;
4) it is more time-saving because it reduces the number of examples necessary to form a stereotype by analogy (Passov, 2000, p145).
This method makes it possible to widely use schematic visualization that clearly represents the methods of formation and relationships of the components of a complex phenomenon, for example, the order of words in various types of sentences in German and English, the structure of the components of the perfect forms of the verb in the German language, etc. (http://5ka. ru/29/5044/1.html).
The goal of this stage should be not only the presentation and familiarization of students with this phenomenon and theoretical orientation based on the assimilation of the rule, but also the primary implementation of grammatical actions in the corresponding exercises. If during practical orientation this function is performed by imitative, in most cases substitutive, conditional speech exercises based on a model, then with the theoretical and practical method of orientation the greatest benefit can be brought by linguistic analytical and so-called pre-speech grammatical exercises (Minyar-Beloruchev, 2000, p. 5 ).
2. Second stage- the stage of formation of speech grammatical skills - can be considered the most important, since it is associated with the automation of grammatical actions, without which the creation of a skill is impossible.
The task of this stage is to give the training of grammatical phenomena a speech character, taking into account, however, the difficulties caused, first of all, by the interfering influence of the corresponding skills of the native language, and the peculiarities of the formation of skills in school conditions, i.e. lack of a language environment and limited speech practice.
It should be noted that this must be a special - educational - speech that imitates the basic properties of natural speech, but differs from it in a number of qualities: a certain methodological organization of speech material and the sequence of its introduction into speech, as well as its educational nature.
This stage, in accordance with psychological data, can be divided into two interrelated periods: firstly, the period of stereotyping (standardization) of speech grammatical actions in order to create sufficiently automated and strong (stable) speech connections between grammatical form and its function in speech. These connections are established through fairly frequent use of the trained phenomenon in the same type of speech situations, more or less isolated from other grammatical phenomena that students already have a good command of and which do not cause them additional difficulties (and, therefore, errors in speech) (Nemov, 2001, s450).
Stereotyping is thus created by analogizing speech grammatical actions.
The main type of exercises that are most effective for the formation of such strong speech grammatical skills are conditional speech situational exercises of the same type.
At this stage of work, a speech stereotype of the trained phenomenon begins to form as the psychophysiological basis of its functioning in speech, as the basis for creating the most important quality of the skill - the transfer of speech actions into similar speech situations.
The goal of the second period of the automation stage is to form the labile qualities of speech grammatical skills in variable conditions of speech training, based on situational conditional grammatically oriented and authentic speech exercises varying within certain limits (Mirolyubova, 2002, p125).
This final period of the formation of speech grammatical skills is at the same time the initial period of the third stage - the inclusion of the skill of the trained grammatical phenomenon in the speech skills of monologue and dialogic speaking (http://5ka.ru/29/5044/1.html).
Specifics of middle school age: Middle school age (teenage) characterized by rapid growth and development of the entire organism. Intensive growth in body length is observed (in boys, an increase of 6-10 centimeters is observed per year, and in girls, up to 6-8 centimeters). Ossification of the skeleton continues, bones acquire elasticity and hardness. Muscle strength increases. However, development internal organs occurs unevenly, the growth of blood vessels lags behind the growth of the heart, which can cause disruption of the rhythm of its activity and increased heart rate. The pulmonary apparatus develops, breathing becomes rapid at this age. The volume of the brain approaches that of an adult human brain. The control of the cerebral cortex over instincts and emotions improves. However, excitation processes still prevail over inhibition processes. The increased activity of associative fibers begins.
At this age it happens puberty. The activity of the endocrine glands, in particular the sex glands, increases. Secondary sexual characteristics appear. The teenager’s body exhibits greater fatigue due to cardinal changes in it (Gabay, 2003, p. 11).
Teenager's perception more purposefully, organized and systematic than that of a younger student. The teenager’s attitude towards the observed object is of decisive importance.
Attention arbitrarily, selectively. A teenager can focus on interesting material for a long time.
Memorization in concepts directly related to the comprehension, analysis and systematization of information, comes to the fore.
Typical for adolescence critical thinking. Students of this age are characterized by greater demands on the information provided: “a teenager intensively demands evidence.” The ability for abstract thinking improves.
Showing emotions Teenagers are often quite turbulent. Anger is especially strong. This age is quite characterized by stubbornness, selfishness, withdrawal into oneself, acute feelings, and conflicts with others. These manifestations allowed teachers and psychologists to talk about the crisis of adolescence. Crisis phenomena are often associated with the formation of a holistic identity - the process of self-determination (E. Erickson, J. Marcia). The formation of identity requires a person to rethink his connections with others, his place among other people (Sandalova, 2001, p45).
During adolescence, intense moral and social formation of personality . The process of formation of moral ideals and moral convictions is underway. They often have an unstable, contradictory nature (Rogova, 2000, p45).
Communication between teenagers and adults differs significantly from the communication of younger schoolchildren. Teenagers often do not consider adults as possible partners for free communication; they perceive adults as a source of organization and support for their lives, and the organizational function of adults is perceived by adolescents most often as only restrictive and regulating. The number of questions addressed to teachers is reduced. The questions asked relate, first of all, to the organization and content of the life activities of adolescents in cases in which they cannot do without the relevant information and instructions from adults. The number of ethical issues is reduced. Compared with the previous age, the authority of the teacher as a bearer of social norms and a possible assistant in solving complex life problems is significantly reduced (Mukhina, 2002, p. 12).
Organizing the educational activities of adolescents is the most important and difficult task. A middle school student is quite capable of understanding the arguments of a teacher or parent and agreeing with reasonable arguments. However, due to the peculiarities of thinking characteristic of this age, a teenager will no longer be satisfied with the process of communicating information in a ready-made, complete form. He will want to check their reliability, to make sure that his judgments are correct. Disputes with teachers, parents, friends - characteristic feature of this age. Their important role is that they allow you to exchange opinions on a topic, check the truth of your views and generally accepted views, and express yourself. In particular, in teaching, the introduction of problem-based tasks has a great effect. The foundations of this approach to teaching were developed back in the 60s and 70s of the 20th century by domestic teachers. The basis of all actions in the problem-based approach is the awareness of the lack of knowledge to solve specific problems and the resolution of contradictions. In modern conditions, this approach should be implemented in the context of the level of achievements modern science, tasks of socialization of students (Tsetlina, 2001, p45).
Teenagers should be encouraged to compare, find common and distinctive features, highlight the main thing, establish cause-and-effect relationships, draw conclusions. It is also important to encourage independent thinking, the student expressing his own point of view (Gabay, 2004, p46).
Features of attention determine a particularly careful approach to the selection of material content when organizing educational activities. For a teenager great value will have interesting, fascinating information that stimulates his imagination and makes him think. But slight excitability, interest in the unusual, bright, often become the cause of involuntary switching of attention (Milrud, 2004, p67).
A good effect is achieved by periodically changing the types of activities - not only in class, but also when preparing homework. A variety of types of work can be a very effective means of increasing attention and an important way to prevent general physical fatigue associated with both academic workload and workload. general process radical restructuring of the body during puberty. (Rakhmanova, 2000, p90).
It is necessary to focus the attention of adolescents on the connection between acquired knowledge and practical life. It is known that before studying the relevant sections of the school curriculum, students often already have certain everyday ideas and concepts that allow them to navigate fairly well in everyday practice. This circumstance, in cases where their attention is not specifically drawn to the connection of the acquired knowledge with practical life, deprives many students of the need to acquire and assimilate new knowledge, since the latter has no practical meaning for them (Abramova, 2001, p. 12).
Moral ideals and moral beliefs of adolescents are formed under the influence of numerous factors, in particular, strengthening the educational potential of learning. However, due to the decline in the authority of teachers and parents as bearers of social norms and assistants in solving complex life problems, more attention should be paid to indirect methods of influencing the consciousness of adolescents. Do not present a ready-made moral truth, but lead to it, do not express categorical judgments that adolescents can take with hostility (Passov, 2000, p49).
System of assignments for independent work of students.
Subjects of abstracts and reports:
· Semantization of grammatical material in the author's school of Kitaygorodskaya.
· Methods of teaching grammatical skills at the middle stage of education.
· The place of grammatical skills in the system of teaching a foreign language.
· Interactive methods of teaching English grammar.
· Motivation management when teaching a foreign language.
List of additional literature:
1. Berman I.M. Teaching Methodology English language. – M.: graduate School, 2000.
2. Berman I.M. Methods of teaching English. – M.: Higher School, 2002.
3. Borodulina M.K., Karlin A.A., Lurie A.S. Teaching a foreign language as a specialty. – M.: Higher School, 2001.
4. Baryshnikov N.V. Methods of teaching a foreign language. - M.: 2002.
5. Bim I.L. Methods of teaching a foreign language. – M.: Education, 2001
6. Vitlin Zh.A. Contemporary issues teaching the grammar of foreign languages // Foreign languages at school, 2000.
7. Gabay T.V. Educational psychology. – M.: Academy, 2003.
8. Minyar-Beloruchev R.K. Primitive grammar for foreign language learners // Foreign languages at school, 2000.
9. Gez N.I., Lyakhovitsky M.V., Mirolyubov A.A. Methods of teaching foreign languages in secondary school. – M.: Higher School, 2002.
10. Gabay T.V. Educational psychology. – M.: Academy, 2003.
Test tasks to test students' knowledge:
Grammar skill.
1. What is a grammatical skill and what is its role in teaching English?
2. What is the basis of grammatical material? What basic principles can be identified when selecting a grammatical minimum?
3. What didactic games can be identified that contribute to the most effective learning of grammatical material by middle-aged schoolchildren?
4. What are the psychological characteristics of middle school students?
5. How can you build the process of forming a grammatical skill?
Analysis example open class in the discipline "Biology". Topic "Enzymes"
Analysis of an open lesson
teacher Vorobyova Zh.A.
Group- TM-16
Date- October 21, 2016
Subject:"Enzymes"
Lesson objectives:
Methodical:
apply modern technologies, methods and means of teaching when conducting a lecture lesson. Activate learning processes by creating conditions for effective cognitive activity of students.
Didactic:
to form in students a solid knowledge of protein-enzymes. Study their properties, classification, mechanism of action and practical application.
Educational:
To instill elements of a culture of communication during joint project activities, to form a scientific worldview, a clear understanding of the role natural sciences in modern society.
Developmental:
r to develop in students rational techniques and ways of thinking, cognitive activity, the ability to compare, analyze and generalize. Develop skills in conducting research experiments
Type of lesson: problem-search using innovative technologies and active forms of learning
Methods and methodological techniques: verbal and visual methods, methods - frontal questioning, solving cryptograms, demonstration of video materials
Equipment. Personal computer, multimedia equipment
Lesson motto“The thinking mind is not happy until it
it is not possible to connect together the disparate facts he observes.” D. Hevesy
Sanitary and hygienic condition auditoriums - the auditorium is prepared for a lecture session and is equipped with a computer. The necessary educational material is laid out on the students' tables
Lesson structure includes stages:
1.Organizational moment
2. Communicating the topic and setting lesson goals
3. Updating basic knowledge
4. Motivation for learning activities
5.Learning new material
6. Generalization and systematization of the studied material
7. Summing up the lesson
Target of this lesson - the objectives of the lesson have been achieved, the topic of the lesson corresponds to the educational and work program disciplines
Lesson stages
Updating basic knowledge: The teacher successfully started the lesson with an epigraph and students’ independent goal setting, which activated the students’ thinking and set them up for work. The updating of basic knowledge was carried out in the form of an oral frontal survey.
Student survey: During the frontal conversation, the teacher touched on concepts related to the topic of the lesson, which made it possible to prepare students to perceive new material.
Motivation for learning: motivation for learning was carried out at the beginning of the lesson. The teacher emphasized the role of enzymes in everyday life.
Main part of the lesson: the presentation of new material took the form of an explanation using presentations, reports from students from creative groups with the defense of presentations and flash animations. The teacher closely connects the educational material of the topic with the educational goals of the lesson, cultivates elements of a culture of communication in the course of joint project activities, forms a scientific worldview, a clear understanding of the role of natural sciences in modern society. Students' presentations and projects successfully visualize the theoretical material of the lecture, which makes it much easier for students to perceive it. The teacher constantly involves students in the discussion of educational material, and students become active participants in the educational process. The teacher successfully distributed the students' projects, where the topic of the lesson was fully revealed.
Consolidating new material took place in the form of a frontal conversation, after which the students solved puzzles based on the pictures given by the teacher. The frontal conversation allowed us to generalize and consolidate the acquired knowledge. Solving the puzzle developed students' creative abilities. Throughout the lesson, students independently compiled a supporting summary, which included information about the structure of enzymes, the mechanism of action of enzymes, enzyme activity, cellular fermentation, etc., which significantly helped students generalize and draw conclusions when consolidating the material.
The final part of the lesson The teacher analyzed the prepared projects, the results of the frontal survey, commented on the students’ work in class, and pointed out the main mistakes of the students.
The material being studied is presented in the form of defense of projects by students of the group
In the process of studying, various forms and methods of working with students were used: solving cryptograms, defending projects, flash animation, presentations, comics, parables, videos about enzymes, comic fairy tales, syncwines, puzzles, etc.
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Note |
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Basic Lesson Components |
1. Organization of the lesson. 2. Goal setting. 3. Highlighting the main thing in the lesson. 4. Timely control. 5. Active employment of students. 6. Independent work. 7. Practical work. 8. Clear lesson structure. 9. Lesson density. 10. Effectiveness. 11. Level of training. |
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Forms and methods of work. |
1. Problem-search. 2. Verbal and visual. 3. New forms and methods. 4. Individual differentiated approach. | |||
A master's student must attend at least three training sessions by leading teachers of the Department of Tourism and Social and Cultural Services and analyze them according to the proposed plan.
Lecture lesson analysis diagram
When assessing the quality of a lecture, primary consideration should be given to the following:
1. Scientific content.
2. Expressiveness and accessibility of speech.
3. Correspondence of the method of developing the thesis to the level of preparedness of the listeners.
4. Correct selection of material for a given audience, compliance with the program.
5. Correspondence of means of activating attention and mental activity to the composition of the audience.
6. The impact of the lecturer’s personality on the audience.
Scheme of lecture analysis (according to A.M. Dikunov)
General questions:
1. Attendees:
2. Full name teacher
3. Date of visit, time
4. Specialty, subject
5. Number of students per lecture
6. Lecture topic
Final rating scale:
100 – 90 – excellent;
89 – 90 – good;
79 – 70 – satisfactory;
less than 70 – bad
When assessing the quality of a lecture, the visitor emphasizes in the diagram qualitative and quantitative indicators that correspond to his opinion about the observed pedagogical process. Then the quantitative indicators are summed up to form a final score. There is no doubt that each quantitative assessment must be reasoned, and when assigning the final assessment, it is advisable to take into account the general idea of the success of the lecturer in solving the main educational, educational and developmental tasks.
When determining the final grade of a lecture listened to, you should pay attention to the success of solving such important requirements as problem-solving, scientific character, connection with life, and the presence of a professional orientation of the lecture. Subject to successful completion of the listed requirements for the lecture, its professional significance increases.
Scheme of analysis of the seminar (practical) lesson
General information– type of class, contingent, place of classes, teacher.
Rational use of forms, methods, and teaching techniques aimed at effectively achieving the educational goals of the lesson.
The presence of contact between the teacher and students, creating an atmosphere of friendliness and demandingness.
Use in class active methods training, technologies for student personality development.
Implementation of continuity between topics, types of classes, and in the selection of educational material.
System for receiving feedback (survey, testing, etc.).
Methodologically sound use of demonstration and handout material.
Teacher's pedagogical technique.
General conclusions about the effectiveness of the lesson.
To improve pedagogical skills, a teacher must be able to correctly and thoroughly analyze any lesson. This is especially important for young teachers, who thus gain experience in teaching subjects and teaching experience in general. The following tips and diagrams will help make your analysis easier.
Scheme comprehensive analysis classes
Date, group.
Number of students (total, absent, present).
Preparing the audience for the lesson (order, blackboard, TSO).
Curriculum - work plan (compliance)
Connections: between topics, interdisciplinary.
Organization at the beginning and end of the lesson.
Preparing students for the lesson (time spent).
State the topic and purpose of the lesson.
Correspondence of the structure of the lesson to its type.
Logical sequence between lesson elements.
Rational distribution of time for each element of the lesson.
Methods for testing knowledge.
Clarity of question formation.
Objectivity and motivation of assessments.
Methods of encouragement.
Quality of identified knowledge.
The connection between theory and practice.
Professional orientation in the formation of specialists for the state tax service of Ukraine.
Scientificity.
Availability.
The effectiveness of the methods and techniques used to present the material.
General information about classes
Date, group, last name, first name, patronymic of the teacher, how many students in total, how many absentees.
Classroom furnishings and equipment: order, cleanliness, whether the board is prepared, clarity, TCO.
The lesson started and ended on time.
Lesson topic. Purpose of the lesson (as the teacher determines the purpose of the lesson).
Purpose of attending class.
Place of this lesson in the system on the topic or in the course as a whole
Compare the curriculum for this subject with the work plan. Find out how many hours are allocated to the topic to determine the correctness of the distributed material.
The connection of this lesson with the previous one, how it is carried out.
Type and structure of the lesson
Does the structure of the lesson correspond to the chosen type and its appropriateness from the point of view of the topic under study as a whole. The sequence of individual parts of the lesson (logical, illogical). Ensuring the integrity and completeness of the lesson (summarizing).
Compliance with the program and level of science. Connection with modernity. Enough material is used for educational purposes and interdisciplinary connections.
Methods and techniques of teaching in the classroom
Do the methodological techniques correspond to the content, type, and purpose of the lesson?
Implementation of didactic principles: consciousness, activity, visibility, accessibility of knowledge. How visibility and TSO are used. Organization of independent work of students in the classroom (type, place, methodology).
How students’ mental abilities develop, how cognitive activity is activated: creating problem situations, setting cognitive tasks, etc. Techniques for providing feedback.
Instilling in students the skills and abilities of self-education (working with books, manuals, literature).
Assessment of students' knowledge. Quality of knowledge. Homework: when it was given, volume, preparation for its completion.
To what extent and by what methods were students involved in active mental activity? Motivation.
Teacher behavior
Ability to control an audience and organize it for work. Style and tone in the work (cheerfulness, liveliness, etc.).
Taking into account individual characteristics of students. Pedagogical tact. Speech culture. Observation.
Organization of the lesson
Availability of a lesson plan and the degree of its implementation.
Providing lessons with visual aids, TSO, teaching aids, special equipment; the effectiveness of their use,
Fulfillment of basic psychological and hygienic requirements for the lesson. Compliance with occupational health and safety regulations.
Rational use of time.
Optimal connection between frontal, group and individual forms of work in the classroom.
Availability and efficiency of feedback.
State of educational documentation.
The teacher’s knowledge of the subject and the level of his teaching skills.
The quality of the teacher’s speech (intensity, imagery, emotionality, general and specific literacy, clear diction, optimal tempo, etc.).
Pedagogical culture, tact and appearance of the teacher.
In-class learning
The degree of achievement of the main didactic goal of the lesson.
The degree of implementation of the scientific principle, the depth of assimilation.
The connection between training and practice, with the chosen specialty of a specialist from the State Tax Service of Ukraine.
Problems in learning.
Availability of training. Implementation of a differentiated approach.
Implementation of the principle of systematic teaching.
Optimal use of teaching methods. their compliance with the content of education in the lesson, its purpose, as well as the age and development of the students.
The effectiveness of using control over knowledge, skills and abilities and the level of requirements at which they are assessed.
Optimal homework.
Education in the classroom
The degree of achievement of the goal in the lesson.
Implementation of interdisciplinary connections.
Development of social activity.
Using opportunities for career guidance, economic, legal and labor education.
Nurturing moral relations between students.
The level of aesthetic impact of the lesson on students.
Formation of a culture of mental work.
The educational significance of the teacher’s position in relation to students (interested, indifferent). The style of their relationships (authoritarian, liberal, indifferent).
The educational significance of the teacher’s personality as a whole.
Student activities
The degree of achievement of the lesson goal.
The degree of students’ assimilation of knowledge, the formation of skills and abilities provided for by the program requirements when studying this topic.
Level of effectiveness and efficiency of educational activities.
Creative activity of students, interest in classes and in the subject as a whole.
Availability of independent work skills. Ability to work with auxiliary sources (educational, reference, fiction).
The ability to highlight what is important and essential.
The ability to plan, analyze and evaluate the effectiveness of one’s own activities and the activities of one’s colleagues.
Ability to generalize and systematize.
Development of written, graphic and special skills of students.
Optimal pace of educational activities.
Organization and discipline of students in class.
Lesson results
Achieving the goal. Execution of the plan. Volume and quality of knowledge. Educational and educational significance of the lesson. What is the most interesting thing about conducting this lesson? What can be borrowed to be put into practice by other teachers. What a teacher needs to work on.
Offers
Advise on how to avoid negative aspects (recommend literature, attend classes of other teachers) (Additions 2-3)