Russia's integration into the international community has led to changes in the economic and political spheres, as well as in the education system, which must meet world standards. Providing general educational training for students involves not only general development and improvement of linguistic and communicative competence, but also the formation of professional speech culture and culture of thinking. Work in this direction requires the search for new teaching methods and techniques. During the latter, the most effective are technologies, forms and methods of teaching that take into account the personality of the student, his interests, inclinations and abilities.
Finding ways to improve the education system
A novice teacher should generate his teaching energy in such a way as to maximally expand the little student’s ideas about the world, focusing on the individual characteristics of each child. The task of extreme importance is to develop a positive attitude and interest in learning in the student. These tasks, as is known, are implemented by a set of educational subjects, each of which is an important component of the content primary education. Disciplines allow you to expand and deepen students’ ideas about the world around them, help develop imaginative and logical thinking, children’s creative abilities, and contribute to the formation of general educational skills. But at the present stage of development national education even full use of program capabilities in all academic subjects will not give desired result. When carrying out the educational process, it is necessary to rely not only on traditional methods or proven achievements, but also to look for new approaches to solving problems. Nowadays, the problem of finding internal reserves for increasing the effectiveness of training is especially acute. Finding ways to improve the education system in primary school led to the revival of such a methodological phenomenon as an integrated lesson.
Relevance of the idea
In Russia, the principle of integration should be proclaimed as the main rule of educational reform, along with the concepts of humanization and democratization. The relevance of the idea of developing integrated lessons is that it is optimal for modern stage development national school, because at this stage there is a complication of the content of education, an increase in the volume of necessary information and a decrease in the time allotted for its assimilation. Many educational technologies based on integrative approaches are being developed and implemented abroad. However, the question of what a lesson in an integrated class is remains controversial. The problem of introducing such classes in primary school has been little studied, the principle of integration is not sufficiently reflected in existing textbooks, teachers, without a clear system methodological recommendations, are forced to solve these problems at the empirical level.
What subjects are suitable for implementing integration?
Often, when studying poetic works in reading lessons, the teacher can sing them to the children. When studying a verb in language lessons, you can give the task to look for these words in the texts of works studied in reading lessons, in the words of songs performed in music lessons. What a great way to combine the material from math and science lessons. An integrated lesson in music, fine arts, and labor training has great potential, since different types of artistic and aesthetic activities and design are successfully combined with the study of certain linguistic, natural concepts, and reading works of art. Considering that a student cannot perceive monotonous information for a long time, a combination of two or three academic subjects in a lesson ensures the activation of children’s cognitive activity, stimulates interest in learning, shows the interrelation of academic disciplines, and the connection with life. Of all innovative technologies It is precisely this that there is an opportunity for its widespread implementation at the initial stage of education, since teachers primary classes are multi-disciplinary and are capable of turning this technology into reality. And there are good reasons to hope for good results from the integration approach to learning. Therefore, this problem requires a more in-depth study, mastering the theoretical foundations of an integrated approach to learning. The idea of conducting at least one integrated lesson in school today is extremely relevant, as it contributes to the successful implementation of new educational objectives: allows the teacher and students to master a significant amount of educational material, achieve the formation of strong, conscious interdisciplinary connections, and avoid duplication in the coverage of a number of issues.
The essence of integrated learning
One of the areas of methodological enrichment of lessons in primary school is to carry them out on the basis of content integration. This is a requirement of the time, an opportunity to familiarize an individual with the achievements of culture and science, leading him to a new intellectual level. The basis of the dominant discipline for children is an understanding of the integrity of the world and awareness of oneself in it. An integrated lesson plan in primary school is relevant for pedagogical science. Scientists and practicing teachers are thinking about how to create a common platform for bringing together subject knowledge. The importance of knowledge integration has been repeatedly discussed in progressive pedagogy. Even during the Renaissance, scientists, speaking out against scholasticism in teaching, emphasized the importance of forming in schoolchildren holistic ideas about the relationship natural phenomena. This type of lessons became established in didactics and primary school methodology in the nineties. The integrated lesson conducted is primarily due to the teacher’s training as a specialist in many subjects, who perceives primary school systemically, and therefore can organizationally and methodically connect related topics in various subjects. The purpose of such a connection is an interesting, versatile study of concepts, events, phenomena that are important for younger schoolchildren.
Objectives of integrated lessons
Combined lessons aim to “compress” related material from several academic disciplines around one topic; reveal the general patterns of objects, phenomena, reflected in the corresponding academic disciplines; teach children to see the world as a whole and navigate it freely. An integrated lesson is based on strong interdisciplinary connections, makes it possible to demonstrate the integrity of education, and develop it at a new quality level. creative thinking, intelligence and emotional imaginative feelings of children of primary school age. As a result of integrative connections, a certain “conglomerate” of knowledge is created in the child, which increases its weight not as a result of excessive accumulation of information, but through a synthesis of views, positions, and even feelings. Today, the idea of developing integrated lessons attracts many scientists and practicing teachers. The didactic features of the integration of educational content have been studied. Primary school curricula and the 21st centuries. have been replenished with courses, the components of which are mixed lessons.
Signs of an integrated lesson
Current programs for primary schools allow us to conclude that all primary level subjects have a unique integration potential. The options for such lessons are varied. For example, you can conduct an integrated lesson in literature with not only two, but even three or four other subjects. What are the signs of such a lesson? First of all, this is a lesson that solves specific long-term problems of an integrated competition, because it is integral part. If the lesson is one from a specific topic, it solves a range of tasks that can only be accomplished through integration. But in any case, for example, an integrated lesson in mathematics cannot be isolated, “off-topic.” It, organically connected with the previous and subsequent lessons, is a component of the entire educational process. Of course, this list can be continued if you work creatively. It is worth noting the following: certain primary school subjects have their own characteristics. Thus, an integrated lesson in: biology, geography, literature and mathematics is considered the most successful and effective. Although sometimes in practice it turns out that you can successfully combine even completely incompatible things. It depends on how the teacher can “design” classes and choose the optimal forms and methods for implementing educational material. This process of “construction” requires significant creative effort from the teacher. Having determined the objectives of the lesson (educational, developmental, educational), you should compare the level of coverage of a certain concept in textbooks, the capabilities of each of the subjects combined in the lesson, options for use additional material. It should be noted that students, having attended, for example, an integrated lesson in mathematics, should be engaged not only in mathematical calculations, but also in various types of activities, and the selection of these types must be careful.
Teacher as an integrator
The teacher must think through the stages of the lesson in such a way that they are not only methodically correct, but also become steps, overcoming which the child would not feel much difficulty, but would walk confidently, with interest and ease. To do this, you need to descend to the level of children’s perception and select didactic material in such a way as to illuminate a certain concept systematically, holistically, and use the capabilities of each subject. You also need to choose appropriate visuals so that they successfully complement the stages of the lesson. It should be noted that sometimes the educational material is so voluminous that all tasks cannot be completed within 40 minutes (when 3-4 subjects are integrated), then the combined lesson is carried out in 2-3 lessons. The teacher also prepares his students for integrated lessons in advance, having figured out what they should repeat and what tasks they should complete. Children are often asked to work in pairs or groups beforehand, and each child is given individual tasks. The teacher should strive to involve everyone as much as possible, but in such a way as not to overload the children. Conclusions can be drawn about the effectiveness of an integrated lesson based on the level of students’ mastery of concepts and their impressions of the lesson. For a teacher, the emotional state of students should be an important “catalyst” for determining the effectiveness of a lesson. Therefore, a successfully conducted lesson is a lot of work. modern teacher, especially if this lesson is non-standard, integrated.
Non-traditional and non-standard lessons
An alternative to the usual forms of training became “non-standard” lessons, the specifics of which were examined by leading researchers both in Russia and in the CIS. Researchers of this issue have determined that when using “non-traditional lessons” it is possible to achieve significant positive results in the formation of general educational skills, stimulating the cognitive interests of students, create prerequisites for the interaction of learning subjects, increase the success of underachievers, because such forms of learning allow taking into account the individual capabilities of a person, their real learning potential, create an atmosphere of “comfort” during educational process. The specificity of non-traditional forms of the learning process involves the development of adequate technology for each lesson, and this, in turn, requires a certain classification of them. Modern didactics There are such attempts to classify non-traditional lessons:
1) into two groups - “pulsating” and “non-standard lessons”;
2) depending on the implementation of the main components of training in solving its didactic tasks - for lessons in the holistic solution of learning problems
3) on ways to organize interaction during extended lessons.
Interdisciplinary connections
One of the ways to integrate secondary education is the use of interdisciplinary connections, which is reflected in the curriculum of the disciplines. The connection between curriculum subjects is necessary so that one subject helps students better understand another. For example, integrated lessons in geography and a foreign language will help you study world maps, both in Russian and in foreign languages. Interdisciplinary connections should take into account the existing interests of students and contribute to their expansion through interest in creative activity. If, during training, the content of various disciplines is integrated and schoolchildren are involved in various types of activities so that some image, theme or concept arises in their minds and imagination, then such an activity can be considered integrated. The systematic use of integrated lessons and problem-cognitive tasks of an interdisciplinary nature creates interest in creative activity in the knowledge that is included in the system of interdisciplinary connections. As is known, the relationship of objects is fruitful only if the principle of correlation of the content of objects is implemented. It is necessary to organize interdisciplinary connections in such a way that the consistency in teaching a particular discipline is not disrupted, so that this relationship contributes to the achievement of practical learning goals.
What are the benefits of integrated lessons?
The educational process is divided into cycles, where each is united by a theme. The topic covers a specific, easily separable field within the framework of the general subject and conceptual spheres. Each specific topic follows from the previous one and is the basis for the introduction of subsequent ones. For example, together integrated lessons " the world+ mathematics" are aimed not only at developing computational skills, but also have a cognitive orientation. Thus, the introduction of such activities into the educational process:
1. Creates favorable conditions for actualizing the student’s potential, his cognitive needs and intellectual abilities.
2. Promotes memorization against desire, when the material is kept in memory not because it needs to be memorized, but because it is impossible not to remember it, since the student is interested in the content of the material.
3. Leads to the use of children’s “internal reserves,” which, in turn, makes it possible to increase the effectiveness of learning.
As practice shows, it is most advisable to use non-standard lessons as final ones during the generalization and consolidation of knowledge, skills, or when introducing new topic. There is no need to abuse such forms of organizing the educational process, as this can lead to a loss of sustainable interest in the discipline being studied and the learning process itself. Preparation for a non-standard lesson can be carried out in accordance with the algorithm of collective creative activity: formulation of the purpose of the lesson, planning, preparation, delivery of the lesson, conclusions. It is necessary to consider the strategy and tactics of organizing the collective creative activity of students at each stage. Non-standard lessons destroy cliches in organizing the educational process and contribute to its optimization. In the process of preparing any type of lesson, various types of academic work: frontal, group, pair and individual.
Why are integrated lessons needed?
A meaningful and purposeful integrated lesson in primary school adds to the usual structure of primary school education novelty, originality, contributes to the formation of a holistic picture of the world, consideration of the subject from several sides, allows you to systematize knowledge, creates favorable conditions for the implementation of personally oriented, developmental education for younger schoolchildren. Further development of this problem is a detailed analysis of the positive and negative results of using integrated learning in the primary grades of the past and present. Thus, an integrated lesson in primary school deserves sufficient attention. It helps to increase the effectiveness of learning, because, relying on the knowledge acquired in studying other subjects, students find new logical connections in the educational material. And this, in turn, develops their interest in learning, activates their thinking, and makes their knowledge conscious and strong. In addition, interdisciplinary connections make it possible to rationally use the time allocated for studying educational material, significantly reducing the workload of students.
The methodological basis of modern teaching is integration (from the Latin integratio - restoration, replenishment...), which makes it possible to show students the “world as a whole”, overcoming boundaries scientific knowledge by discipline. Integrated lessons are those in which the topics of history and social studies, biology, geography, literature, etc. are interconnectedly studied. From the point of view of expediency, integration helps to strengthen interdisciplinary connections, reduce student overload, expand the scope of information received by students, reinforce motivation in learning, eliminating duplication and freeing up class time for studying another phenomenon.
The dream of every teacher is to raise a knowledgeable student who can think independently, ask himself questions and find answers to them, pose problems and look for ways to solve them.
I.G. Pestalozzi argued that the learning process should be structured in such a way as, on the one hand, to differentiate between individual objects, and on the other, to unite similar and related ones in our consciousness, thereby bringing great clarity to our consciousness and, after their complete clarification, increase to clear concepts.
An integrated lesson allows you to solve a number of problems that are difficult to implement within traditional approaches.
Here are some of these tasks:
- increased motivation educational activities due to the non-standard form of the lesson (it’s unusual, which means it’s interesting);
- consideration of concepts that are used in different subject areas;
- organization of targeted work with mental operations: comparison, generalization, classification, analysis, synthesis, etc.;
- showing interdisciplinary connections and their application in solving various problems.
An integrated lesson can be called any lesson with its own structure if it uses knowledge, skills and results of analysis of the material being studied using methods of other sciences or other academic subjects using new curricula. Consequently, the methodological basis of the integrated approach to learning is the formation of knowledge about the world around us and its patterns as a whole, as well as the establishment of intra-subject and inter-subject connections in mastering the foundations of modern science. To conduct an integrated lesson, it is necessary to clearly formulate the topic, goals, objectives, and concepts that unite system sciences.
Integrated lessons can be conducted at several levels: binary (simultaneous learning), conceptual-information (coordination by teachers of different subjects of information and conducting lessons separately) and distance (network).
Integrated lessons in social studies and biology, where the topics are studied: “Man discovers the world”, “Nature, society, man”, “Nature under the protection of the law”, “Genetic characteristics of nations and nationalities”, “Connection of generations”, “Man’s place in the system organic world”(Appendix No. 1) etc. seem no less effective and interesting. The experience of conducting such lessons shows how much more effective the results of the assigned tasks can be:
Cognitive: teach connections between events, facts, phenomena in time and space of evolution; draw all sorts of conclusions;
Developmental: teach to compare, generalize, contrast, in general, analyze, make logical conclusions;
Educational: to form a moral, morally conscious attitude towards everything that surrounds students from the understanding of events and phenomena by historians and writers, biologists, geographers, etc.
To ensure the best results of the set goals and objectives, it is proposed to use various methods and means of training. This could be: research work, problem lecture, educational discussion, search work, heuristic conversation, analysis and solution of situational problems, role-playing game, performing individual tasks during the lesson, working with reference diagrams, notes, practical and laboratory analysis etc.
The use of various methods, techniques and teaching aids helps to sharpen attention to theoretical material, cognitive thinking, familiarize students with current problems in society, and perceive the content of what is being studied in a new way. The implementation of the principles of integrative personal development education: personal approach, reflection, problem-solving, systematicity, dialogism is also important when conducting integrated lessons in history and social studies with other subjects.
Efficiency modern occupation using the binary method of integrating various subjects depends on the skill of teachers, which is manifested in how they interact with students and accept educational goals and objectives among themselves, select tasks and exercises, use multimedia teaching aids, and control the lesson situation every minute. In our opinion, when conducting integrated lessons, what comes to the fore is not the formal organization of the educational process to transfer the amount of knowledge, not the strict adherence to all traditional components of education, but the targeted, consistent, informational interaction of teachers and students,
(connections : student + teacher) receiving mutual satisfaction from meeting each other within the framework of a person-centered approach in the process of learning and self-development. None of the most advanced training educational programs, including integrated lessons, will by themselves ensure effectiveness if the level of information technology culture of teachers does not correspond to them.
It is known that the assimilation of knowledge about the world, about people, about nature occurs through perception, awareness of thinking programmed by evolution, and memorization.
Real opportunities for integrating knowledge about the diversity of human forms and forming positive relationships among schoolchildren towards anyone or anything are provided by integrated lessons in biology and social studies.
For example, integration of the topics: “Human races, their kinship and origin” (biology) and “Racism. The failure of racism”, (social studies) will help students maintain and recreate the integrity of the picture of the world, ensure awareness of the diversity of characteristics of human populations and recognition of the equality and inalienable rights and freedoms of all people on earth (Appendix No. 2).
Thus, the correct selection and structuring of the content of integrated lessons leads to a new organized, in our opinion, structure of the educational process, increased interest in the subjects being studied, and in the future self-educational work of students.
In integrated lessons, children work easily and absorb extensive material with interest. It is also important that the acquired knowledge and skills are not only used by schoolchildren in their practical activities in standard educational situations, but also provide an outlet for creativity and intellectual abilities.
Teachers who plan to include integrated lessons in their teaching activities should take into account the difficulties that may arise.
First, you should review the programs of those subjects that are supposed to be integrated in order to identify similar topics. They do not necessarily have to be identical, the main thing is to identify the general directions of these topics and indicate the purpose of the future integrated lesson. At the same time, we must not forget that the purpose of the lesson should be aimed at a deeper study of the material and practical reinforcement of theoretical knowledge, which is necessary for better assimilation of the material.
Secondly, if a lesson is prepared by 2 teachers, when compiling a lesson summary, you should clearly allocate the amount of time allocated to each teacher and strictly adhere to these regulations. This rule must be observed especially when teachers make their first attempts to conduct integrated lessons without sufficient experience of joint collaboration.
Inexperienced teachers very easily get carried away, forgetting that when conducting this type of lesson, the amount of time allocated to each teacher is halved, and they often do not have time to fit into the framework of one lesson.
Thirdly, you should pay special attention to the organization of an integrated lesson: carefully consider the location of the necessary equipment so as not to be distracted by searching for it or hanging it up during the lesson; think over forms of organization practical work students and arrange tables accordingly; Lay out the necessary handouts and work materials on the tables in advance. All this is necessary for a more rational use of the time allocated for the lesson.
Fourthly, we should not forget that conducting integrated lessons requires serious, thorough preparation from teachers for the lesson. Teachers must strictly adhere to lesson regulations and carefully consider the forms and methods of work in such lessons. Such lessons are more like a theatrical production, and therefore require the teacher to be able to improvise.
As for the number of integrated lessons, there can be no clear answer. It all depends on the teacher’s ability to synthesize the material, organically connect it with each other and conduct an integrated lesson without overloading the children with impressions and not being a mosaic of individual pictures.
Until integrated textbooks have been created in sufficient quantities, selecting and systematizing material is not an easy task for a teacher.
The relevance of research. In the Modernization Concept Russian education for the period until 2010, it was noted that one of the most important pedagogical conditions for modernization is the development of the cognitive abilities of schoolchildren. The solution to this problem is inextricably linked with the creation in a secondary school of an environment favorable for the development of intelligence, promoting the self-realization of the personal potential of students.
The research of P.P. is devoted to the study and development of intelligence. Blonsky, JI.C. Vygotsky, P.Ya. Galperina, V.V. Davydova, I JI.B. Zankova, A.V. Zaporozhets, A.N. Leontyeva, A.R. Luria, J. Piaget, A.S. Rubinshteina, D.B. Elkonina and others. Such domestic teachers as K.A. contributed to the development of the theory of activation of intellectual activity. Abulkhanova-Slavskaya, B.G. Ananyev, L.P. Aristova, A.A. Bodalev, A.A. Verbitsky, E.M. Vergasov, B.S. Danyushenkov, B.P. Esipov, I.A. Winter, B.C. Ilyin, Yu.N. Kulyutkin, V.I. Lozovaya, A.K. Markova, A.M. Matyushkin, M.N. Skatkin, T.I. Shamova, G.I. Shchukina and others.
In terms of pedagogical research, as a solution to the problem of enhancing the intellectual development of students, the organization of educational activities was proposed, taking into account their inclinations, interests, and abilities. At the same time, subject knowledge remained disunited, logical aspects prevailed to the detriment of historical, cultural and sociocultural ones. Currently, a search is underway for new forms, techniques and means of enhancing learning. An effective means of activating the intellectual development of students, in our opinion, can be the integration of areas of scientific knowledge of “double subordination”, i.e. arising at the intersection of humanities and natural sciences.
1Developed metalinguistic abilities lead to a conscious attitude towards language and speech. Bilingual children need to achieve such a condition in order to master the tool for successfully mastering several languages, including a foreign language. Purpose of the study: to obtain the results of a diagnostic and prognostic study of linguistic and metalinguistic abilities and age-related trends in bilingual children that affect the acquisition of several languages, for further design of a system for the targeted development of metalinguistic abilities within the framework of studying the Russian language. The study was carried out on the basis of methods of analysis, generalization and comparison of different approaches of Russian and foreign authors; stating psycholinguistic and methodological sections using the author's technological route, testing and oral interviewing of students, pedagogical survey, questioning of parents. Factors influencing the formation of coordinate bilingualism have been identified; the problem of metalinguistic transfer and the nature of interference processes are determined; indicators of insufficient development of metalinguistic ability and linguistic guesswork in children are described. The results of the study do not inherently contradict the data reflected in the works of Russian scientists, but there is a contradiction with the positions of foreign researchers in terms of the nature and condition of the development of metalinguistic abilities. The presented materials complement the existing information in the study of bilingual children. Experimental data and formulated conclusions will help the scientific and pedagogical audience to design and apply a system for the targeted development of metalinguistic abilities in primary schoolchildren based on teaching their native (ethnic), Russian and English languages.
bilingual children
awareness of one's own bilingualism
metalinguistic ability
metalinguistic transfer
interference
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Bilingual speech is the object of various studies carried out by scientists of various profiles. Children's bilingualism in the Republic of Sakha (Yakutia) is a phenomenon that is acquiring new meaning in the context of globalization, since it is the optimal and natural path to multilingualism.
Bilingualism, as many scientists note, has a positive effect on the development of metalinguistic abilities in children: they easily understand the arbitrariness of names due to the use of two languages, read better (not reading speed) and are more phonologically developed, they have an analytical approach to oral and writing and more high level spelling literacy.
Metalinguistic abilities are closely intertwined with conscious actions on language. Metalinguistic skill is “the ability to use metalinguistic knowledge (knowledge about language) for analysis and conscious construction of speech units”; these are conscious practical actions of interpretation and transformation language material, reflected in the form of independent judgments and in theorizing of schoolchildren on linguistic topics. The development of metalinguistic ability is also one of the key prerequisites for mastering writing and reading. Reading is a linguistic, metalinguistic and metacognitive activity that requires conscious control cognitive processes. Foreign researchers define metalinguistic knowledge as the ability to use language as an object of thinking, as opposed to simply using the language system to understand and produce phrases.
Purpose of the study. Manifestations of metalinguistic abilities are an indicator that the child “gropes” for language in his speech and shows a conscious attitude towards language and speech in general. In our understanding - in interlinguistic terms - metalinguistic skills contribute to the conscious differentiation of language systems, the assimilation of other languages on their basis, even if in a communicative situation a bilingual is completely immersed in one language system and culture. In our opinion, it is necessary to purposefully develop metalinguistic abilities in bilingual children during schooling. For this purpose, we are designing a system for the development of metalinguistic abilities based on materials from the native (ethnic), Russian and English languages of bilingual children, which would be used as part of the study of the Russian language in primary school.
Research methods and materials. To understand the characteristics of children's metalinguistic development, we conducted a study based on an interdisciplinary approach in the period from 2016 to 2018. The research field included primary school and English teachers, parents of first-graders, bilingual and monolingual schoolchildren. In total, about 500 people took part. Experimental data provide information about the characteristics of children's bilingualism in the national region of Russia. Only a comprehensive study at the intersection of psycholinguistics, cognitive science, ontobilingual science and language teaching methods can give the most complete and reliable picture of speech ontogenesis and development in bilingual children, and identify vulnerabilities that require a special approach. Our study used methods of generalization and comparison of different approaches based on an analytical review of the works of Russian and foreign authors; stating psycholinguistic and methodological sections using the author's technological route in several stages, testing and oral interviewing of students, pedagogical survey, questioning of parents.
Students' empirical data were processed and compared in qualitative and quantitative parameters (percentage distribution and ranking). The results were assessed using a point system.
The formation of children's bilingualism is influenced by the fundamental attitude of parents to language education. For many urban Sakha children, the language of communication within the family circle is their native (ethnic) language, and outside the home - their native and Russian languages. This is evidenced by the results of our survey among parents of first-graders in city schools at the first stage of a comprehensive study (Fig. 1).
Rice. 1. Language of communication between parents and children
Only 5% of parents communicate outside the home only in Russian, explaining this with the following reasons: “the child himself began to speak Russian”, “the child likes to speak Russian more”, “the child perceives Russian faster than Yakut”, “the environment Russian-speaking”, “we (the parents) are Russian-speaking ourselves.” But the difficulty is that when communicating with your children on native language some parents often insert words in Russian into their speech. And this leads to a mixture of languages by the child himself, since the language association with a person is disrupted (one language - one person). The answers to the question of parents’ compliance with parity in the use of languages in their own speech are given below (Fig. 2).
Rice. 2. Maintaining parity of languages
Of the 32% of parents who use two languages depending on the communication situation, 18% of respondents admit that they consciously mix languages in their own speech in order to convey their thoughts faster and more clearly.
The next survey revealed that 78% of children aged 3-4 years communicated with their parents in their native language (before entering preschool), and by school age - 46% of children. These figures confirm the fact that the language of education and development in preschool age plays a vital role in the development of a bilingual as a linguistic personality.
Next, we conducted an oral survey of children and their parents to obtain general information about the nature of the manifestation of metalinguistic abilities as potency in preschool children. It is known that metalinguistic ability manifests itself in almost all children, but is an extraordinary phenomenon. The loss of the ability to learn languages, a violation of metalinguistic operations, according to R.O. Jacobson, - evidence of aphasia. The results of the survey show that design (shape formation and word formation) and word creation (innovation in violation of the norm) activities in bilingual children are activated in two languages at once.
According to the development of speech ontogenesis in children in the direction “from unconsciousness to awareness,” we believe that metalinguistic ability in bilingual children manifests itself with awareness to some extent of one’s own and others’ bilingualism due to observations of speech and linguistic phenomena. Let us note that such understanding comes to monolinguals and bilinguals in different ways and in different intensities.
We studied the process of developing a conscious attitude towards languages in a bilingual in order to try to answer the question “when do languages arouse interest in children?” According to Russian researchers, average age The age at which a monolingual child begins to show interest in languages is 3-4 years. We found out the average age of a bilingual child (in our case, Sakha) when he begins to show interest in languages, ask questions to his parents, and therefore become aware to some extent of using two languages - this is 5-6 years. Translation activity begins to appear following the expression of interest in language, by the age of 6-7 years.
Research results and discussion. The results of our study showed a picture of how the linguistic and metalinguistic consciousness of children develops in dynamics and how this is reflected in their written and oral speech. Thus, we were able to identify three “pillars” of metalinguistics, which are closely interconnected: 1) awareness, 2) analytical (comparative) approach, 3) cognitive activity. It becomes clear that targeted development of metalinguistic understanding and skills is necessary. Our goal is to build a well-founded system for the formation of metalinguistic skills in Russian language lessons, since in the future the language of instruction in all subjects, including foreign languages, will be Russian.
Based on the results of a sociological survey of parents, it should be stated that:
There are different models of bilingual education (“principled”, “social influence”, “victims” kindergarten", "mixed education");
Despite their desire to adhere to certain principles, parents experience difficulty in providing a balanced bilingual education for their child;
For most children, there is a clear age trend “from the ethnic language to the Russian language” as a result of the strong influence of the language of the environment.
From the results of the experiment, the conclusion follows that until the child realizes his own bilingualism and does not recognize one (ethnic) language as his native language (in this case, the main language of thinking may be Russian), he will have an obstacle in the development of linguistic abilities, constantly mixing two languages in consciousness and in speech.
We have identified younger schoolchildren with insufficiently developed linguistic understanding, and therefore metalinguistic understanding - about 37.5% of children. We included them in the group of children “with a deficiency of metalinguistic potential,” for whom, in order to develop metalinguistic abilities, we propose to use a set of exercises developed on the basis of our models and a bilingual dictionary of concepts as part of synchronous language teaching, including in the process of learning to read and write. The proposed exercises are based on cognitive, comparative and conscious principles. This is the so-called “Bilingual Profile” with the possibility of integration into any variable educational systems. In our case, we are talking about interlinguistic activity in the classroom, when: 1) two or three languages simultaneously become the object of special study in their interrelation (Yakut, Russian and English language And); 2) metalinguistic knowledge and skills are transferred from one academic subject to another. Conventionally, we divided the tasks into three groups: 1) aimed at developing linguistic guesswork; 2) transposition exercises; 3) exercises to prevent and eliminate interference.
In the developed set of exercises, we included materials in Russian and Yakut languages, as well as propaedeutic material in English, taking into account the fact that learning a foreign language is based on way back"from consciousness to unconsciousness." In our case, the study of two languages becomes the basis for the formation of multilingualism. In solidarity with the opinion of domestic scientists, we note that the skills acquired by students in their native and Russian languages should be transferred to teaching a foreign language.
It is from a conscious attitude towards language and speech that schoolchildren need to start when learning English. A survey of primary school teachers and English language teachers confirms the well-known position regarding the intermediary language - the unanimous answer was “Russian language”. Although, if you teach English in a comparative manner, then there is a reliance on the Yakut language, since the structures of these languages have many points of contact, especially in phonetics and vocabulary.
Let us note that researchers understand the metalinguistic activity of a child in different ways. Some researchers believe that metalinguistic age refers to preschool age, while others argue that it manifests itself only in schooling. Many works only indirectly touch on the topic, and they are aimed mainly at preschool children. We are interested in school stage, although we are of the opinion that metalinguistic abilities need to be activated and developed in children from preschool age. The proposed technologies and methods do not provide effective development of metalinguistic skills in primary schoolchildren, and special methodological developments There are no studies on the development of metalinguistic abilities for bilinguals. The results of our research show that bilingual children have various types of metalinguistic manifestations. Our position correlates with the point of view of ontolinguist G.R. Dobrova that metalinguistic activity includes not only verbalized reasoning about language, but also less verbal and less conscious manifestations that speak about language analysis, for example: noticing and understanding the difference in the pronunciation of sounds, corrections, self-correction, innovation.
Foreign researchers (E. Clark, D. Slobin, T. Tulviste) also spoke out about the need for purposeful formation of metalinguistic understanding in a child even in preschool age. Foreign researchers also note that children’s interest in language appears in the third year of life and begins to disappear at 6-7 years, which negatively affects the further acquisition of linguistic wealth. If we take the results of our study specifically of bilingual children, then an opposite position emerges: interest in languages (in isolation) and their implementation in speech by school age does not disappear, but takes on new shapes, turning into a qualitatively different interest when a clear differentiation of languages occurs in the child’s mind . Russian ontolinguists also indicated 4-8 years as the peak of metalinguistic activity, which does not contradict the results of our study.
Conclusion. So, summing up the results of our research, we will outline a number of problems that we encountered in the process of experimental work:
1. The problem of realizing one’s own bilingualism. It is characteristic that city children very often mix languages in various situations. In order to reach the metalinguistic level, they need to achieve this kind of awareness.
2. The problem of intralingual and interlingual interference, intercalation. In order to avoid the interference process, it is necessary to optimally use comparative techniques - intralingual comparison and interlingual comparison. Not only linguistic phenomena, but also actions (the ability to divide words into syllables, compose sound scheme, fulfill phonetic analysis etc.).
3. The problem of transfer and understanding of linguistic concepts (terms) that are identical in the systems of the native and Russian languages. Children update what they already know by identifying the name of this concept. On different languages they think it's different concepts because they sound and are written differently.
Thus, metalinguistic activity is one of the types of cognitive strategy of linguistic intelligence; it is a cross-cutting segment in educational activities, which projects the manifestation of the triad “language, thinking and speech” and leads to a conscious attitude towards language and speech, when children demonstrate the rudiments of linguistic competence. Metalinguistic activity also contributes to the formation of “dimensional” linguistic thinking as a way out of the miniature linguistic picture of the world, and the development of the potential for multilingualism - readiness to master other languages. She plays important role in the formation of a bilingual linguistic personality.
Bibliographic link
Unarova V.Ya. ABOUT THE NEED FOR TARGETED DEVELOPMENT OF METALINGUISTIC ABILITIES IN JUNIOR BILINGUAL SCHOOLCHILDREN // Modern problems of science and education. – 2018. – No. 6.;URL: http://science-education.ru/ru/article/view?id=28298 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Maslennikova Elena Petrovna
Mathematics teacher, State Budgetary Educational Institution of Higher Education "Borisoglebsk Road College"
Mikhailova Zinaida Dmitrievna
Teacher of materials science, State Budgetary Educational Institution of Higher Education "Borisoglebsk Road College"
Integrated lesson “Volume of a cylinder”
LESSON PLAN No.52
Teacher: Maslennikova Elena Petrovna
Mikhailova Zinaida Dmitrievna
Item: Mathematics + materials science
Topic: Volume of a cylinder.
Type of lesson: combined
| Educational technologies
(used in class) |
Information and communication technology, integrated learning technology | |
| Purpose of the lesson | Educational | Derive the formula for the volume of a cylinder; developing problem solving skills using the formula for the volume of a cylinder and its application in practice |
| Educational and
developing |
Fostering motives for learning, a positive attitude towards knowledge, developing cognitive skills, creating conditions that ensure the development of interest in future profession road worker | |
| Interdisciplinary connections | I provide- | Mathematics ( school course), physics |
| Provided | Materials science, geology, transport structures, physics, surveys and design highways and airfields, construction of roads and airfields | |
| Competencies | Professional | PC 2.1.Participate in organizing work in organizations producing road construction materials. PC 3.2. Participate in the work on organizing implementation control technological processes and acceptance of completed work on the construction of roads and airfields. |
| Are common | OK 1. Understand the essence and social significance of your future profession, show sustained interest in it. OK 5. Use information and communication technologies in professional activities.
OK 9. To navigate the conditions of frequent changes in technology in professional activities. |
|
Lesson provision:
Use of ICT (information and communication technologies)
Computer, multimedia complex (interactive whiteboard, projector),
Presentation “Cylinder and its elements”
Visual aids and handouts: cylinder models; SoyuzDornii device, cup scales with weights, measuring cylinder, spherical bowl, knife, sand, cement, water; cylinder made of rock (granite).
Literature: 1) Atanasyan L.S., Butuzov V.F., Kadomtsev S.B. and others. Geometry. Grades 10-11: textbook for general education organizations: basic and profile. levels. – M.: Education, 2012
2) Pogorelov A.V. Geometry. Grades 10-11: textbook for general education organizations: basic and profile. levels. – M.: Education, 2014
3) Korolev I.V., Finashin V.N., Fedner L.A. Road construction materials, Moscow – 2012
4) Fomina R.M. Laboratory works on road construction materials, Moscow – 2012
| №№
stage |
Stages of the lesson, educational questions, forms and methods of teaching | Temporary regulation
stage |
| 1 | 2 | 3 |
| 1 | Organizational stage: | 2 minutes |
| — checking students’ readiness for class; | ||
| — checking attendance; | ||
| — updating background knowledge(frontal survey) in order to lead the student to the formulation of the topic of the lesson | 10 min | |
| -What figure is this? (cylinder) | ||
| — Name the main elements of the cylinder (base, lateral surface, height or generatrix, radius (presentation) | ||
| - Look at the notes in your notebook from previous lessons and try to formulate the topic of the lesson yourself.( cylinder volume) | ||
| — topic message. | ||
| 2 | Motivational moment: | |
| — justification for the need to study this topic for effective mastery of the discipline | 3 min | |
| — involving students in the process of setting goals and objectives of the lesson | ||
| - What will we do in class? What should they achieve? Lesson objectives?
(I must learn the formula for the volume of a cylinder and learn how to apply it to solve problems) |
||
| 3 | Learning new material | 10 min |
| Derivation of the formula for the volume of a cylinder. | ||
| 4 | Consolidation. | 10 min |
| 4.1 | Solution of a typical problem. | |
| 4.2 | Solution applied problems (calculating the volume of an object shaped like a cylinder) | |
| 5 | Cylinders around us, cylinders in road construction (presentation) | 10 min |
| 6 | Production of cylindrical samples from cement-strengthened soils and determination of the average density of the samples | 30 min |
| 7 | Reserve ( solving problems in materials science) | 10 min |
| 8 | Homework: | 2 minutes |
| L.1 pp. 163-164, derivation of the volume formula, problem | ||
| 9 | Summing up the lesson: | 3 min |
| — discussion and evaluation of the results of studying the topic (reflection - students’ opinions about the lesson); | ||
| - grading. |
Teacher:____________________________________________________
Questionnaire
(choose and underline the answer)
- During the lesson I worked actively/passively
- I am satisfied/dissatisfied with my work in class
3. The lesson seemed short/long to me
4. During the lesson I was tired / not tired
- My mood has gotten better / worse
- The material in the lesson was clear/not clear to me
Interesting/boring
- I find my homework easy/difficult
Integrated lesson “Volume of a cylinder”
Report on the topic:
« Conducting non-standard lessons using modern pedagogical technologies in order to increase students’ cognitive interest in humanities subjects”
The 21st century is the century of high computer technology. What do you need to modern man in order to feel comfortable in new socio-economic living conditions? What role should school play, and what should it be like in the 21st century, in order to prepare a person for a full life and work? It is quite obvious that using only traditional teaching methods, it is impossible to solve this problem; at school it is necessary to create and are already creating conditions that can provide the following opportunities: - involvement of each student in an active cognitive process; - joint work in cooperation to solve various problems; - extensive communication with peers from other schools and regions. - Therefore, at present there is a need to organize the learning process on the basis of modern information and communication technologies, where electronic means are increasingly used as sources of information. After all, only new information technologies will make it possible to most effectively realize the opportunities inherent in new pedagogical technologies. How to make biology lessons interesting? This problem has long attracted the attention of teachers. The diversity of searches for its solution is reflected both in the attraction of bright, unusual didactic material, arousing interest in its content, and in the use of non-standard tasks that arouse interest in the very forms of work. Therefore, I chose next topic on self-education: “Non-standard forms and methods of conducting biology lessons as a means of increasing cognitive activity using ICT.” I will try to justify my choice of this topic.
Relevance self-education topics
The age of computer technology is gaining momentum and, perhaps, there is no longer a single area human activity where it would not find its application. Pedagogical technologies have not remained aloof from the general process of computerization. Therefore, I believe that the use of information and communication technologies (ICT) in the educational process is actual problem modern school education. Today it is necessary that every teacher of any school discipline could prepare and teach a lesson using ICT. Now the teacher has the opportunity to make a non-standard lesson even more vibrant and exciting. The computer allows you to create conditions for enhancing the learning process: improving content, methods and organizational forms. In modern education, a problem has arisen - information overload of students. The contradiction between the need to improve the quality of education and taking into account the needs of students in using modern technologies states the relevance of this topic. The search for effective ways to resolve the above contradiction led to the definition of a topic and hypothesis: if you use ICT and multimedia presentation in the classroom as a means of creating an entertaining situation, then interest in learning activities and the quality of education will increase. The most important condition that contributes to the emergence of an interested attitude towards educational activities is the motivation of educational and cognitive activities of schoolchildren, as well as their active and conscious actions aimed at mastering the material. The use of these technologies in teaching biology and chemistry is also explained by the need to solve the problem of finding ways and means of activating the cognitive interest of students, developing their creative abilities, and stimulating mental activity. A feature of the educational process using computer tools is that the center of activity becomes the student, who, based on his individual abilities and interests, builds the process of cognition. The teacher often acts as an assistant, consultant, encouraging original discoveries, stimulating activity, initiative and independence.
Purpose my job is to raise cognitive activity students in the classroom, studying and using in the educational process non-standard forms and methods of conducting biology lessons using ICT. Raising a creative, active personality who knows how to learn and improve independently.
Based on the goal, the following are set: tasks:
Promote the development of cognitive interest;
Increase motivation to study;
Develop Various types students' thinking;
Develop Creative skills students;
Create comfortable conditions for learning;
Implement a differentiated approach;
use laboratory and practical work in lessons;
Conduct excursions with access to natural sites;
In the process of pedagogical activity I came to the conclusion that one of the most effective ways to introduce innovative technologies (and their individual elements) into the learning and education process is the use of non-traditional lessons.
The benefits of non-standard lessons
- Non-standard lessons help to get rid of labels on students: each student finds himself in a non-standard situation and can show himself from an unknown side.
- Non-standard lessons help to increase students' interest in the subject.
- Non-standard lessons develop thinking, logic, teach children to reason, make decisions and be responsible for their own actions.
- Non-standard lessons help children find contact with each other, teach them to work in a team, are a good prevention of conflicts between children (although conflicts can occur in the classroom), non-standard lessons teach them to communicate.
1.Use of modern ICT technologies in the classroom.
The quality of student preparation is determined by the content of education, technologies for conducting a lesson, its organizational and practical orientation, its atmosphere, therefore it is necessary to use new pedagogical technologies in the educational process.
Forms of using ICT when conducting non-standard lessons
1. Use of ready-made electronic products.
2. Use of multimedia presentations.
3. Use of Internet resources.
4. Using SMART Board software (software designed for an interactive whiteboard).
5. Use of ICT in combination with the project method.
6. ICT combined with modular training(MO).
What is the impact of using information and communication technology on the learner?
ICT helps to increase cognitive interest in the subject;
ICT contributes to the growth of student achievement in the subject;
ICT allows students to express themselves in new roles;
ICT develops skills for independent productive activity;
ICT contributes to creating a situation of success for every student.
What is the impact of the use of information and communication technology on teachers? ICT gives:
Saving time in class;
Depth of immersion in the material;
Increased motivation for learning;
Integrative approach to teaching;
Possibility of simultaneous use of audio, video, multimedia materials;
The possibility of developing the communicative competence of students, because students become active participants in the lesson not only at the stage of its implementation, but also during preparation, at the stage of forming the structure of the lesson;
Attraction different types activities designed for the active position of students who have received a sufficient level of knowledge in the subject to independently think, argue, reason, who have learned to learn, and independently obtain the necessary information.
Software for lessons using ICT:
1) electronic textbooks;
2) reference and educational materials;
3) virtual laboratory workshops;
4) educational presentations and videos;
5) test programs and simulators;
6) game programs;
7) training programs;
8) interactive maps and diagrams;
9) computer modeling.
2. The concept of a non-standard lesson
Recently, non-standard forms of lessons have been gaining an increasingly stronger position in teachers’ practice. A student studying in such a lesson develops more successfully and is an active subject of learning, and this activity is conscious. The child knows what he should do and what the results of his activities will be. The student is actively involved in the process, he shows interest in learning, which improves the quality of learning.
The effectiveness of non-standard lessons lies in the fact that they allow you to use various shapes organizing student activities: group, pair, individual. The content of the material being studied goes beyond school curriculum. Children have to work with additional literature, publish newspapers, compose crosswords and puzzles, write fairy tales and poems. This contributes to the development of students' creative abilities.
Another important feature of cognitive activity in preparation for such lessons is significant positive emotions; the student becomes a partner in creativity and enjoys the results of his work. The students themselves evaluate the activities in such lessons, and for them this is more significant than the teacher’s assessment.
A non-standard task is a very broad concept. It includes whole line signs that make it possible to distinguish tasks of this type from traditional (standard) ones. The main distinguishing feature of non-standard tasks is their connection “with activity, which in psychology is called productive,” creative. There are other signs:
Students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);
Unusual working conditions;
Active reproduction of previously acquired knowledge in unfamiliar conditions.
Non-standard tasks can be presented in the form of problem situations (difficult situations from which one must find a way out using acquired knowledge), role-playing and business games, contests and competitions (based on the principle “who is faster? Bigger? Better?”) and other tasks with elements entertainment (everyday and fantastic situations, dramatizations, linguistic tales, riddles, “investigations”).
Non-standard forms and methods of teaching will ensure that classes are entertaining, take into account the individual characteristics of the group, use the content of educational material, intensify cognitive activity, find time reserves, and establish the process of cooperation between teacher and student. Non-standard lessons cultivate a general culture and a culture of opinions, the ability to competently develop one’s own active, highly moral position.
Non-standard lessons are always holiday lessons, when all students are active, when everyone has the opportunity to express themselves and when the class becomes a team. And it is precisely in such a lesson, as Cicero said: “The eyes of the listener and the eyes of the speaker will light up.”
Preparation for non-traditional lessons is carried out very carefully, and this, as a rule, requires a lot of effort and time on the part of both the teacher and the student. In my practice, I most successfully use several non-traditional lesson forms: workshop, quiz, research, travel, dialogue based problematic situation, business game, test. The choice depends on several conditions: firstly, I take into account age characteristics students, secondly, tasks, goals, content of training in connection with the topic being studied.
Creative principles of non-standard lessons:
***Rejection of templates in lesson organization and formalism in delivery.
***Maximum involvement of class students in active activities during the lesson.
***Not entertainment, but fun and passion as the basis for the emotional tone of the lesson.
***Support for alternativeness and plurality of opinions.
***Development of the communication function in the lesson as a condition for ensuring mutual understanding, motivation to action, and a feeling of emotional satisfaction.
*** “Hidden” differentiation of students according to educational opportunities, interests, abilities and inclinations.
***Use of assessment as a formative (and not just a resultant) tool.
The main function of a non-traditional lesson in the education system is to create the necessary didactic background for the manifestation and satisfaction of personal needs of students and teachers.
In addition, we can highlight a number of functions , which a non-standard lesson performs:
educational – development of memory, attention, language skills, perception of various types of information;
entertaining– creating a favorable atmosphere, transforming the lesson into an exciting activity;
communicative– team building, establishing positive emotional contacts;
developing – harmonious development of personal qualities;
psychotechnical- developing skills to prepare one’s physiological state for more effective activities and assimilation of more information;
educational – psychotraining and psychocorrection of personality manifestations in conditional (game) models of life situations;
relaxation – relieving emotional stress.
This functional load of the lesson allows you to use elements of several effective pedagogical technologies at once (person-centered training and education, differentiated, problem-based, dialogue, reflective, etc.) or any one (in accordance with goals and objectives).
3. Types of non-standard lessons.
Analysis of pedagogical literature made it possible to identify several dozen types of non-standard lessons. Their names give some idea of the goals, objectives, and methods of conducting such classes. I will list the most common types of non-standard lessons.
1.Classification of non-standard lessons(from analysis of pedagogical literature)
2. Classification of non-standard lessons
1. Integrated lessons, in which material on several topics is given in blocks.
2. Interdisciplinary lessons, in which the goal is to combine homogeneous material from several subjects.
3.Theatrical lessons, which are conducted within the framework of the curriculum and according to the established schedule.
4. Sugestopedic lessons on influencing the subconscious (not yet widely used due to the lack of technological developments).
5.Lessons with students of different ages (in small schools or transferring blocks of material studied according to the program in different classes).
- Discussion lesson. A dispute initiated by a teacher on a socially significant and controversial topic. Children express different points of view on the stated topic; it is not necessary to come up with their personal point of view; children may be deliberately given a point of view with which they do not agree, but within the framework of the lesson they must defend it.
- Business game . Played in class life situation or a problem, and within the framework of the lesson it is “played out” and solved.
- Lesson-conference. This type of lesson is most in demand in high school. Children are informed in advance about the topic of the conference, the class is divided into groups, each of which receives a topic for preparing a report.
- Lesson-meeting . A third party (writer, scientist, veteran, traveler, military man, foreigner, etc.) is invited to the lesson.
- Lesson-concert, performance. Such lessons are most suitable for literature lessons, literary reading, and foreign languages.
- Integrated lesson. Lessons taught in two or more subjects at once, often by two teachers (literature and physics, English and biology - the more unexpected the combination, the more interesting). The task of an integrated lesson is to show the connection between various subjects, between the subject and real life.
- Lesson game . A lesson in which children play, for example, analogues of television games: “Own Game”, “Who Wants to Be a Millionaire” (excellent student), “What? Where? When?" and others. Such lessons are great for consolidating and summarizing knowledge on a subject, as initial or final lessons at the beginning or end of a quarter.
- Lesson Study. The difference between this lesson is that when solving a problem in class, a hypothesis is put forward, and further actions are reduced to an algorithm. As a result of the work, children must formulate conclusions and interpret the results of their activities.
4.Preparation of a non-traditional lesson
The formula for lesson effectiveness includes two components: thorough preparation and skill in delivery. A lesson that is poorly planned, insufficiently thought out, hastily designed and not coordinated with the students’ capabilities cannot be of high quality. Preparation of a lesson is the development of a set of measures, the choice of such an organization of the educational process that, in given specific conditions, ensures the highest final result.
In preparing teachers for a lesson, they highlight three stages:
DIAGNOSTICS FORECASTING DESIGN
In this case, it is assumed that the teacher knows the factual material well and is fluent in his subject. He maintains and expands his own so-called thematic folders or workbooks, where he enters the latest information that has appeared in the field of the subject he teaches, problematic questions and assignments, test materials, etc. To successfully prepare a lesson, I emphasize once again, it is important that you The teacher had no problems with actual assignments so that he could confidently master the educational material.
Preparatory work comes down to “adjustment” educational information to the capabilities of the class, assessment and selection of such a scheme for organizing cognitive work and collective cooperation that will give the maximum effect.
Diagnostics consists of “clarifying” all the circumstances of the lesson: the capabilities of students, the motives of their activities and behavior, requests and inclinations, interests and abilities, the required level of training, the nature of the educational material, its features and practical significance, lesson structure, - as well as in a careful analysis of all the time spent in the educational process - on repetition (updating) of basic knowledge, assimilation of new information, consolidation and systematization, control and correction of knowledge and skills. This stage ends with the receipt of a diagnostic lesson card, which clearly shows the effect of the factors that determine the effectiveness of the lesson. .
Forecasting is aimed at assessing various options for conducting a future lesson and selecting the optimal one according to the accepted criterion.
Design (planning) is the final stage of lesson preparation, and it ends with the creation of a program for managing the cognitive activity of students.
A management program is a short and specific, arbitrarily compiled document in which the teacher records important aspects of process management for him: who and when to ask, where to introduce the problem, how to proceed to the next stage of the lesson, what scheme to rebuild the process in case of pre-foreseen difficulties and etc. The control program differs from the traditional lesson plan in a clear, specific definition of control actions.
5. Effectiveness of using non-traditional methods of work
Not traditional forms lesson is one of the forms of active learning. Conducting non-traditional lessons contributed to increasing the effectiveness of teaching and made it possible to bring together and put into practice all the principles of teaching using various means and methods. For students, a non-traditional lesson is a transition to a different psychological state, this is a different style of communication: positive emotions, a feeling of themselves in a new capacity, and therefore new duties and responsibilities.
These lessons allowed students to develop their creative abilities and personal qualities, appreciate the role of knowledge and see its application in practice, feel the interconnection of different sciences, independence and a completely different attitude towards their work. Students' interest in the subject they are studying, science, has increased significantly. In the process of conducting these lessons, favorable conditions are created for the development of the skills and abilities of quick thinking and the presentation of brief but accurate conclusions.
It is important to use non-traditional forms in chemistry lessons when studying classes inorganic compounds, because their skillful use encourages active learning activities, evokes a lot of positive emotions, and contributes to the formation of schoolchildren’s learning motivation. It is in such lessons that children are especially interested. Against the backdrop of positive emotions, children better assimilate educational material, and students’ performance increases significantly. In non-traditional lessons, it is possible to make every child work. The formation of positive motivation for schoolchildren’s learning, increased activity in the lesson, and cognitive activity was determined by the fact that we used didactic games During the lessons, various tasks for the development of thinking and memory, the active perception of children were awakened by the visuals used in the lesson. Crossword puzzles, riddles used in lessons, and methods of encouraging children also played a big role.
Non-traditional lessons contribute to the development of teamwork skills, a sense of responsibility and mutual assistance. In such lessons, children learn to respect their comrades, coordinate their actions with the actions of their partners, and communicate with each other. Unconventional shape makes the lesson lively, and the communication sincere, helps to reach the mind and heart of every child, and arouses creative interest in the subject. Non-traditional lessons contribute to the formation of learning motivation and act as a means of increasing the interest and activity of younger schoolchildren; non-traditional lessons are distinguished by variety, clarity, consistency, and a creative approach.
1. Non-standard lessons should be used as final lessons when generalizing and consolidating the knowledge, skills and abilities of students;
2. Too often resorting to such forms of organizing the educational process is inappropriate, as this can lead to a loss of sustainable interest in academic subject and the learning process;
3. A non-traditional lesson should be preceded by careful preparation and, first of all, the development of a system of specific training and education goals;
4. When choosing forms of non-traditional lessons, the teacher must take into account the characteristics of his character and temperament, the level of preparedness and the specific characteristics of the class as a whole and individual students;
5. It is advisable to integrate the efforts of teachers when preparing joint lessons, not only within the framework of the subjects of the natural and mathematical cycle, but also in the subjects of the humanities cycle;
6. When conducting non-standard lessons, be guided by the principle “with children and for children,” setting one of the main goals to educate students in an atmosphere of kindness, creativity, and joy.
When preparing and conducting unusual (non-standard, non-traditional) lessons, it should be remembered that, to a large extent, their effectiveness will be ensured under the conditions if teacher:
***non-standard lesson is accepted as one of the leading means of teaching;
***has a good command of the methodology (technology) for conducting non-traditional lessons;
***skillfully uses non-traditional and traditional forms of work;
***has the ability to diagnose, select content, and design a didactic process within the framework of a non-standard lesson;
***includes non-standard lessons in the system of its work.
