Why were integrated lessons introduced? Speech at the pedagogical council: “Conducting non-standard lessons using modern pedagogical technologies in order to increase students’ cognitive interest in humanities subjects”
Integrated lessons: their role, structure and experience
Everything in the world is connected by an imperishable chain,
Everything is included in one cycle:
Pick a flower
And somewhere in the Universe
At that moment the star will explode and die...
L. Kuklin.
Currently, modern pedagogical science is faced with the problem of how to increase students’ interest in learning. Recent years have been marked by active searches and widespread use of methods that can significantly increase the effectiveness of training.
A significant role is given to non-traditional or non-standard lessons.
Let me start with the definition of the concept “integration”. In Ushakov’s dictionary, “integration” is interpreted as the unification into a whole of any parts or elements in the process of development.
What is meant by integration in education? There is no single point of view among didactics on the interpretation of this concept.
A more precise and comprehensive definition of integration is given in the work of S. V. Kulnevich, T. T. Lakotsenin. “Analysis of a modern lesson”: “Integration is a deep interpenetration, a merging, as far as possible, in one educational material of generalized knowledge in a particular area.”
The concept of “integration” can have two meanings:
1) creating in schoolchildren a holistic understanding of the world around them (here integration is considered as the goal of learning);
2) finding a common platform for bringing together knowledge (here integration is a means of learning).
ABOUTEvery teacher has the experience of conducting integrated lessons. And although this requires a lot of preparation, the effectiveness of such lessons is quite high. The relationship between two academic disciplines within 40 minutes should look harmonious and be understandable to the student.
Teachers can conduct a lesson together or separately, but the result is achieved only through their joint, united efforts.
What problems does an integrated lesson solve?
In my opinion, an integrated lesson allows you to solve a number of problems that are difficult to implement within the framework of traditional approaches.
Here are some of these tasks:
increasing motivation for educational activities due to non-standard forms;
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.
As part of an integrated course, teachers, having agreed among themselves, can determine in advance what is considered important and what is secondary in order to teach their students how to rationally format work in a notebook, correctly construct oral answers, instill in them the skills of self-control and self-esteem, etc.
Lessons based on such interaction between teachers also belong to integrated ones, although the material studied in them may not overlap with each other in any way.
There are three levels of integration:
intra-subject – integration of concepts within individual academic subjects;
interdisciplinary – synthesis of facts, concepts, principles, etc. two or more disciplines, which is what the teacher should use when preparing an integrated lesson;
transdisciplinary – synthesis of components of basic and additional content of education.
Types and forms of integrated lessons:
Lesson on learning new knowledge
Forms of training organization:
lectures,
conversations,
conferences,
seminars,
combined lessons.
The lesson should cover a lot of theoretical material from related courses. In such lessons, it is rational to use children’s independent work with popular science and reference literature, compiling tables and banners.
During the lesson, the children compare new material with existing knowledge, compare it, synthesize it, add it from previously known on the basis of associative thinking.
Application of knowledge in practice
Forms of training organization:
role-playing and business games;
workshops;
project protection lessons;
journey;
excursion;
A lesson in creative exploration
In these lessons, mobilizing theoretical knowledge, children are involved in experimental, research, search and partial search activities.
Children develop scientific views and a holistic worldview.
A lesson in creative exploration
A creative search lesson assumes that children independently search for a solution to a given problem, information to answer a question, and additional information on a given topic.
Search methods must first be well thought out by teachers and mastered by students in previous classes.
Such a lesson can be highly effective and meaningful.
Lesson on repetition, systematization and generalization of knowledge, consolidation of skills
This lesson has the greatest opportunities for integration and implementation of interdisciplinary connections.
Forms of training organization:
repetition-summarizing lesson;
dispute;
game (KVN, Lucky Chance, Field of Miracles, competition, quiz);
theatrical lesson (lesson-court);
lesson-improvement;
final conference;
final excursion;
overview lecture;
review conference;
lesson-conversation.
Lesson on repetition and generalization
Lesson on repetition and generalizationcan be used when it is possible to generalize material from related disciplines around one goal, combining topics of repetition and consolidation of knowledge, skills and abilities in various subjects in one lesson or parallel lessons
Lesson of control and testing of knowledge and skills
Operational control in lessons is carried out constantly, but special lessons are designed for detailed control.
F Forms of training organization:
test lesson;
quiz;
competitions;
review of knowledge;
protection of creative
works, projects;
creative report;
newspaper release
TSuch lessons require special cooperation of subject teachers in drawing up assignments that would provide for a close connection of issues with the surrounding life, and as a result, students would see the integrity of knowledge, its interrelation when solving specific problems in the world around them
Lesson - edition e newspaper or scientific almanac
For this purpose, groups of students and individual students are given tasks of a creative and exploratory nature based on the definitions of the topic.
The results of the work constitute the content of the proposed newspaper or almanac.
Test lessons on the course can take place as a defense of creative works (projects) or a test.
Interesting tests are not only exam or olympiad type, but also an interview on a problem, solving problems of a problematic nature, a test-competition or auction
Stages development and preparation of integrated lessons
The first stage of this work is:
study and coordination of curricula in subjects;
consideration of the integrated content of interrelated topics in subjects;
choosing the topic and purpose of the lesson with interdisciplinary content.
Curricula do not have to be identical, the main thing is to identify common areas of these topics; discuss and formulate general concepts, agree on the time for their study; This requires mutual consultation between teachers.
The main task is to identify the goal of the future integrated lesson.Second stage
choosing the form of an integrated lesson;
drawing up a lesson plan;
determination of methods of monitoring and evaluation by schoolchildren of teaching methods and means.
Particular attention is paid to the interaction (interconnection) of the content of training, carrying out preliminary timing of the future lesson. When drawing up lesson notes, you should clearly allocate the amount of time allotted to each teacher and strictly adhere to these regulations.
Each teacher prepares his part of the lesson, taking into account the allocated time (presentation for students; handouts; assignments for the lesson; questions for self-test, etc.), and then all the collected material is combined into a single whole.
Third stage
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 organizing practical work for 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.
Must remember!
Every fourth lesson according to the calendar plan is integrated (conducted jointly or on one topic).
Joint integrated lessons are paid to all teachers teaching the lesson.
When compiling an integrated course, in addition to calendar and thematic planning, an explanatory note is drawn up, which reflects the goals, objectives of the course, and predicted results.
The integrated course is coordinated with methodologists in all subjects.
An integrated course is included in the curriculum
How to create an integrated course with computer science?
Computer science lessons are easiest to integrate with mathematics (algebra) and physics lessons.
1 course option:
In computer science classes in this course, you learn a programming language and write programs that solve problems in mathematics or physics for that class.
Course option 2:
In computer science lessons, you study spreadsheets and build diagrams, graphs, functions, make calculations to solve problems, and model mathematical or physical processes.
3 course option
Studying in lessons a text editor and spreadsheets and creating and designing combined documents - solving problems, researching and constructing graphs of functions; various diagrams; preparation of reports on the subject.
4 course option
Studying in lessons a presentation master or a program for creating animation and preparing projects and presentations on the subject.
Which items are easy to integrate with each other?
Computer science with almost any subject;
English with almost any subject;
Mathematics with physics;
History with literature, geography, MHC;
Drawing with computer science;
Biology with chemistry, geography;
Music with MHC, history
I wish you success!
Formation of scientific work skills in integrated classes at a specialized school
Biology teacher: Khamina Galina Nikolaevna Municipal Educational Institution Secondary School No. 25
Geography teacher: Zogol Galina Dmitrievna Municipal educational institution secondary school No. 25
The problem of professional self-determination of students is currently relevant. Work on pedagogical guidance in choosing a profession represents a number of areas, among which it is important to highlight the following:
Orienting students in the world of professions, in a variety of professionally important personal qualities, life work paths, and variants of activity styles;
Consulting on relevant issues;
Adaptation of a person to a profession (as a professional community and as a type of work).
The practical implementation of these areas are various forms, methods and techniques of the process of professional development of students in the school education system
School goals
Creating conditions to ensure the development of students’ abilities in their chosen areas, taking into account individual and psychological characteristics.
Tasks:
- create the most favorable conditions for the intellectual, moral and physical development of children;
- stimulate children's creative activity;
-develop mass, group, individual forms of extracurricular activities;
Use advanced technologies at work
- create conditions for the realization of creative abilities.
Principles of pedagogical activity
the principle of maximum diversity of opportunities provided for personal development;
the principle of increasing the role of extracurricular activities;
the principle of freedom for students to choose additional educational services, assistance, and mentoring.
the principle of individualization and differentiation of training;
the principle of creating conditions for students to work together with minimal participation of the teacher;
the principle of integration of intellectual, moral, aesthetic and physical development
the principle of scientificity and integrativeness
the principle of humanism and democracy.
Forms and types of organization of work with children
taking into account the inclinations and requests of students through the formation of electives, elective courses, consultations on subjects.
Organization and holding of intellectual games, competitions, scientific and practical conferences within the school.
Organization and holding of school Olympiads. Participation in regional and city Olympiads.
Organization of children's participation:
In creative competitions, sporting events;
In city and regional conferences.
Scientific work is carried out in various forms.
During its implementation, students must study and learn to use all available programs, which are studied not only in lessons, but also in additional classes.
The structure of scientific research at the school includes a triad of mandatory sections:preparatory work -> carrying out the actual research -> presentation of results.
Modern science has a steady tendency towards comprehensive research based on the involvement of science data not only from the humanities, but also from seemingly incompatible mathematical, natural and other sciences.
One of the most important principles of learning in the modern educational process is the use of interdisciplinary connections.
One of these forms is the research activity of students.
If in science the main goal is the production of new knowledge, then in education the goal of scientific activity is to acquire by students the functional skill of research as a universal way of mastering reality, developing the ability for a scientific type of thinking, activating the student’s personal position in the educational process on the basis of subjectively new knowledge (i.e. i.e. independently acquired knowledge that is new and personally significant for a particular student.).
By the end of the 10th grade, motivated students need to achieve the formation of an appropriate level of competence in scientific activity, namely, independent practical knowledge of research technology.
Topics of scientific work should be in the area of self-determination in accordance with the personal preferences of each student. Forms of work - individual or mini-group.
Working on scientific research makes it possible to build a conflict-free pedagogy, to relive the inspiration of creativity together with children again and again, to transform the educational process from a boring “forced exercise” into an effective constructive creative activity.
Formation of the foundations of students’ scientific activities
Types of educational and research activities of students:
At the lesson
Application of the research method of teaching (IMT) in lessons;
Integrated lessons;
Scientific homework.
After school hours
Elective courses;
Educational expeditions (hikes, trips, expeditions);
Electives and clubs;
Work in student research societies;
Participation in olympiads, competitions, conferences;
Educational projects.
The use of IMO in the classroom is the most important principle of developmental education, which involves the inclusion of internal mechanisms for revealing the student’s creative potential.
IMO can be defined as an independent (without step-by-step guidance from a teacher) solution by students to a new problem using such elements of scientific research as observation and independent analysis of facts, putting forward a hypothesis and testing it, formulating conclusions, laws or patterns.
There are many types of lessons that fall into the category of “non-traditional”, involving the use of scientific work:
Lesson - Research;
Lesson - laboratory;
Lesson - travel;
Lesson – creative report, etc..
The use of various forms of non-traditional lessons presupposes their level differentiation, according to which they can be mono-subject or inter-subject (integrated) in nature.
Main forms of extracurricular educational activities for school students
FormTasks
Elective
Taking into account the individual capabilities of students.
Increasing the degree of student independence.
Expanding the cognitive capabilities of students.
Formation of skills in research, creative and project activities.
Student conference
Development of skills and abilities for independent acquisition of knowledge based on work with popular science, educational and reference literature.
Generalization and systematization of knowledge in academic subjects.
Formation of information culture of students.
Subject week (decade)
Presentation of a wide range of forms of extracurricular activities.
Increasing students' motivation to study an educational field.
Development of students' creative abilities.
Scientific research activities
Involving students in research, creative and project activities.
Formation of analytical and critical thinking of students in the process of creative search and research.
Circles, sections
Development of creative and physical abilities and skills of students.
Assistance in vocational guidance.
Self-realization of students in extracurricular activities.
results:
- providing opportunities for students of educational institutions to take part in subject regional Olympiads, non-governmental educational institutions;
- ensure the participation of schoolchildren in various regional and Russian research competitions (ChIP, Biology Championship, “The World in the Palm of Your Hand,” “Golden Fleece,” “Portfolio” and others);
A modern lesson in the context of the introduction and implementation of the Federal State Educational Standard.
Slide 1.
Good afternoon, dear colleagues! Today, as part of the Unified Methodological Day, we gathered at the pedagogical council on the topic “Modern lesson in the context of the introduction and implementation of the Federal State Educational Standard.” We have to figure out what to expect from students, how to prepare for lessons, how work will happen in class. To work at the meeting, you are divided into groups according to the ShMO.There are questions on your desks. Answer them at the end of the teachers' meeting (Appendix 1).
Slide 2.
The following speakers will speak at today's pedagogical council:
* Fiklistova T.V. and Korzhakova E.A. on the issue “Requirements for a modern lesson.”
*Dykina Yu.V. will share his experience of working under the Federal State Educational Standard.
* Korzhakova E.A. will conduct a workshop.
Slide 3.
Federal State Education Standard isnorms and requirements that determine the mandatory minimum content of educational programs, the maximum volume of teaching load, the level of training of graduates, as well as the basic requirements for ensuring the educational process.
The pressing question today is what a lesson should be like in modern conditions. Vasily Aleksandrovich Sukhomlinsky connected the lesson with the pedagogical culture of the teacher: “The lesson is a mirror of the general and pedagogical culture of the teacher,
a measure of his intellectual wealth, an indicator of his horizons and erudition.”
Many books, articles, dissertations have been written about the lesson, and discussions are ongoing. The goals and content of education change, new means and technologies of teaching appear, but no matter what reforms are carried out,the lesson remains an eternal and main form of learning . The traditional and modern school rested on it. No matter what innovations are introduced, only in the classroom, as hundreds and thousands of years ago, do the participants in the educational process meet: teacher and student.
Any lesson has enormous potential for solving problems posed by society. But these problems are often solved by means that cannot lead to the expected positive result. For both students and teachers, a lesson is interesting when it is modern in the broadest sense of the word. Modern is both completely new and not losing touch with the past, in a word – relevant.Current– means important, essential for the present time. And also - effective, modern, directly related to the interests of people living today, urgent, existing, manifested in reality. In addition, if the lesson ismodern, then it certainly lays the foundation for the future.
Slide 4.
Let's consider the requirements for a modern lesson in the context of the introduction of a new generation of Federal State Educational Standards.The fundamental difference of the modern approach is the orientation of standards on the results of mastering basic educational programs. Results mean not only subject knowledge, but also the ability to apply this knowledge in practical activities. Modern society needs educated, moral, entrepreneurial people who can:
Analyze your actions, make decisions independently, predicting their possible consequences;
Be distinguished by mobility;
Be capable of cooperation;
Have a sense of responsibility for the fate of the country, its socio-economic prosperity.
Slide 5.
What are the requirements for a modern lesson? This is a well organized lesson, in a well equipped classroom. A lesson should have a good beginning and a good ending. The teacher must plan his activities and the activities of his students, clearly formulate the topic, purpose, and objectives of the lesson:
The lesson should be problematic and developmental: the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates;
The teacher organizes problem and search situations, activates the activities of students;
The students themselves make the conclusion;
Minimum reproduction and maximum creativity and co-creation;
Time-saving and health-saving;
The focus of the lesson is on children;
Taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, and the mood of children;
Ability to demonstrate the methodological art of a teacher;
Feedback planning;
The lesson should be good.
Slide 6.
The teacher must adhere to the principles of pedagogical technique in the classroom, namely:
Freedom of choice (in any teaching or control action the student is given the right to choose);
Openness (not only to provide knowledge, but also to show its boundaries, to confront the student with problems whose solutions lie outside the scope of the course being studied);
Activities (students mastering knowledge, abilities, skills mainly in the form of activities, the student must be able to use their knowledge);
Ideality (high efficiency) (maximum use of the opportunities, knowledge, interests of the students themselves);
Feedback (regularly monitor the learning process using a developed system of feedback techniques).
Slide 7.
Under the conditions of the introduction of the Federal State Educational Standard, there are main types of lessons. This:
A lesson in learning new material is a traditional (combined) lesson, lecture, excursion, research work, educational and work workshop. The goal is to study and initially consolidate new knowledge.
A lesson to consolidate knowledge is a workshop, an excursion, laboratory work, an interview, a consultation. The goal is to develop skills in applying knowledge.
A lesson in the integrated application of knowledge is a workshop, laboratory work, seminar, etc. The goal is to develop the ability to independently apply knowledge in a complex, under new conditions.
A lesson in generalizing and systematizing knowledge is a seminar, conference, round table, etc. The goal is to generalize individual knowledge into a system.
A lesson in control, assessment and correction of knowledge is: a test, a test, a colloquium, a review of knowledge, etc. Aims to determine the level of mastery of knowledge, skills and abilities.
Slide 8.
A renewing school requires teaching methods that:
We would form an active, independent and proactive position of students in learning;
First of all, we would develop general educational skills and abilities: research, reflective, self-evaluation;
We would develop not just skills, but competencies, i.e. skills directly related to the experience of their application in practical activities;
We would prioritize the development of students' cognitive interest;
We would implement the principle of connecting learning with life.
Slide 9.
No applicationICTthere can be no modern lesson.
ICT is information and communication technologies.
The introduction of ICT is carried out in the following areas:
Creating presentations for lessons;
Working with Internet resources, COR resources;
Use of ready-made training programs;
Development and use of your own proprietary programs.
Slide 10.
ICT today has great opportunities:
Creation and preparation of didactic materials (task options, tables, memos, diagrams, drawings, demonstration tables, etc.);
Creation of monitoring to track the results of training and education;
Creation of text works;
Generalization of methodological experience in electronic form, etc.
Almost all teachers have a personal space on the educational and methodological portal “The First of September”; many teachers maintain their own website, where they reflect the CTP, assignments in subjects of various nature, both academic and extracurricular work, for example, reflect significant events in the class.
Slide 11.
Sergey Iosifovich Gessen,Russian neo-Kantian philosopher, teacher, jurist, publicist and co-editor of the Logos magazinesaid that“The real lesson begins not with the bell, but long before it.”
That is, from a note or, in modern language, from a technological map of a training session.
Technological lesson map - what is it?
The concept of “technological map” came to education from industry. A technological map in a didactic context represents a project of the educational process, which presents a description from goal to result using innovative technology for working with information. The essence of project pedagogical activity in the technological map is the use of innovative technology for working with information, describing tasks for the student to master the topic, and designing the expected educational results.
The technological map has the following distinctive features:
Interactivity,
Structuring,
Algorithmic when working with information,
Manufacturability and generalization.
To fully and effectively use technological maps, you need to know a number of principles and provisions that will help you work with it. A technological map is a new type of methodological product that ensures effective and high-quality teaching of educational courses at all levels of schooling and the ability to achieve the planned results of mastering the basic educational programs of the modern education system in accordance with the second generation Federal State Educational Standard. Training using a technological map allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal educational actions), in accordance with the requirements of the Second Generation Federal State Educational Standard, and significantly reduce the time for preparing a teacher for a lesson. The technological map is intended for designing the educational process by topic.
Slide 12.
A technological lesson map is a way of graphically designing a lesson, a table that allows you to structure a lesson according to parameters chosen by the teacher. Such parameters can be the stages of the lesson, its goals, the content of the educational material, methods and techniques for organizing the educational activities of students, the activities of the teacher and the activities of students.
Technological maps reveal general didactic principles and algorithms for organizing the educational process, providing conditions for mastering educational information and developing personal, meta-subject and subject skills of schoolchildren that meet the requirements of the second generation Federal State Educational Standard for educational outcomes.
Slide 13.
The structure of the technological map includes:
topic name;
the goal of mastering educational content;
planned result (information-intellectual competence and controllability);
basic concepts of the topic;
meta-subject connections and organization of space (forms of work and resources), technology for studying this topic.
The technological map allows you to see the educational material holistically and systematically, design the educational process for mastering the topic taking into account the purpose of mastering the course, flexibly use effective techniques and forms of working with children in the lesson, coordinate the actions of the teacher and students, organize independent activities of schoolchildren in the learning process; carry out integrative monitoring of the results of educational activities.
Slide 14.
Creating a technological map allows the teacher:
comprehend and design the sequence of work to master the topic from goal to final result;
determine the level of concept development at this stage and correlate it with further training (inscribe a specific lesson into the lesson system);
determine the possibilities for implementing interdisciplinary knowledge (establish connections and dependencies between subjects and learning outcomes);
identify universal learning activities that are formed in the process of studying a specific topic and the entire educational course;
correlate the result with the purpose of learning after creating a product - a set of technological maps.
Slide 15.
Advantages of the technological map:
the use of ready-made developments on topics frees the teacher from unproductive routine work;
time is freed up for the teacher’s creativity;
real meta-subject connections and coordinated actions of all participants in the pedagogical process are ensured;
organizational and methodological problems are eliminated (a young teacher, replacing lessons, implementing the curriculum, etc.);
the quality of education is improved.
Slide 16.
The use of a technological map provides conditions for improving the quality of training, since:
the educational process for mastering a topic (section) is designed from goal to result;
effective methods of working with information are used;
stage-by-stage independent educational, intellectual, cognitive and reflective activities of schoolchildren are organized;
conditions are provided for the application of knowledge and skills in practical
activities.
When self-analyzing a lesson, the teacher often simply retells its progress and finds it difficult to justify the choice of content, methods used and organizational forms of teaching. In the traditional plan, mainly the content side of the lesson is described, which does not allow for a systematic pedagogical analysis of it. The form of recording a lesson in the form of a technological map makes it possible to maximally detail it even at the preparation stage, to evaluate the rationality and potential effectiveness of the selected content, methods, means and types of educational activities at each stage of the lesson. The next step is to evaluate each stage, the correctness of the selection of content, the adequacy of the methods used and forms of work in their totality. Using a technological map, you can conduct not only a systemic, but also an aspect analysis of a lesson (tracing the map vertically).
For example:
teacher’s implementation of lesson goals;
the use of developmental methods, ways to enhance the cognitive activity of students;
implementation of assessment and control.
Slide 17-20.
In order to clearly trace the changes that occur when teaching a lesson according to the Federal State Educational Standard, let’s analyze the table:
Organize children's activities:on searching and processing information;
generalization of methods of action;
setting a learning task, etc.
Formulating tasks for students (determining children’s activities)
Formulations: decide, write down, compare, find, write down, complete, etc.
Formulations: analyze, prove (explain), compare, express in symbols, create a diagram or model, continue, generalize (draw a conclusion), choose a solution or method of solution, research, evaluate, change, invent, etc.
Lesson form
Mainly frontal
Mainly group and/or individual
Non-standard lesson delivery
The teacher conducts the lesson in a parallel class, the lesson is taught by two teachers (together with computer science teachers, psychologists and speech therapists), the lesson is held with the support of a tutor or in the presence of the students’ parents
Interaction with parents of students
Occurs in the form of lectures, parents are not included in the educational process
Awareness of parents of students. They have the opportunity to participate in the educational process. Communication between teachers and parents of schoolchildren can be carried out using the Internet
Educational environment
Created by the teacher. Exhibitions of student works
Created by students (children produce educational material, give presentations). Zoning of classrooms, halls
Learning outcomes
Subject results
Not only subject results, but also personal, meta-subject results
No student portfolio
Creating a portfolio
Primary assessment – teacher assessment
Focus on student self-esteem, formation of adequate self-esteem
Positive grades from students on tests are important
Taking into account the dynamics of children's learning outcomes relative to themselves. Assessment of intermediate learning outcomes
Slide 21.
So what is a modern lesson that meets the requirements of the Federal State Educational Standard of the new generation?
The modern lesson is:
lesson using technology (computer, overhead projector, interactive whiteboard, etc.);
a lesson in which an individual approach is provided to each student.
lesson containing different types of activities.
a lesson in which the student should feel comfortable.
a lesson in which activities should stimulate the development of the student’s cognitive activity.
A modern lesson develops creative thinking in children.
a modern lesson educates a thinking student-intellectual.
The lesson assumes cooperation, mutual understanding, an atmosphere of joy and passion.
Speech by Dykina Yu.V. on the issue " From the experience of working under the Federal State Educational Standard."
Slide 22.
Workshop.
You have lesson notes on your desks. You will work in groups. Group work time is 10 minutes. At the end of time, 1 representative from the group speaks and voices the goals of the lesson and the learning activities.
Exercise:
1) Set lesson goals.
2) Formulate the UUDs that are formed and developed in this lesson.
There are “UUD” reminders on the tables to help you. (Appendix 2).
Slide 23.
Reflection.
The main thing that a lesson should provide is the creation of a comfortable environment for students and a feeling of comfort for the teacher.
“Comfort” - translated from English - support, strengthening
“Comfort” is an environment that provides convenience, tranquility, and coziness.
To conclude our teaching council, let’s play a little “Associations” game. (Appendix 3).I suggest you remember everything that was discussed during the teachers’ meeting and draw a line, as it were, choosing the main thing in the lesson on the Federal State Educational Standard. For each letter of the word “comfort”, choose an association word that characterizes this lesson. Time to complete the task is 5 minutes.
Slide 24.
The result of the groups' work.
TOCompetence
Criticality
Creativity
Culture
ABOUT
Organic, thorough
Recoil, optimal
Opening
Responsibility
Educated, aware
M
modeling
motivation
methodology
master
F
Fantasy
formation
functional
foundation
ABOUT
Rest, meaningful
Opening, organized
education
Support, insight
R
Joy
development
Height
Result, reflection
T
Warm
Creation
Talent
pace
Submit answers to questions.
Slide 25.
A lesson is a cell of the pedagogical process. All its sides are reflected in it, like the sun in a drop of water. If not all, then a significant part of pedagogy is concentrated in the lesson.
Successful lessons to you!
Slide 26.
The time for the teachers' meeting has expired...
We, colleagues, are grateful to you
For the warm welcome
And they worked hard!
Slide 27.
This concludes our teaching council. Thank you very much everyone!
Annex 1.
For me the goal was _____________________________________________________ _____________________________________________________________________
I succeeded ____________________________________________________________ ___________________________________________________________________________
It was interesting to me ______________________________________________________ ________________________________________________________________________
It would be better if ________________________________________________________________ ________________________________________________________________________________
Appendix 2.
Types of UUD
Personal UUD provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:
self-determination - personal, professional, life self-determination;
meaning formation is the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it;
moral and ethical orientation is the action of moral and ethical assessment of the assimilated content, ensuring personal moral choice based on social and personal values.
Regulatory UUD provide students with organization of their educational activities. These include the following:
goal setting - as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;
planning - determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions;
forecasting - anticipation of the result and level of assimilation; its temporal characteristics;
control in the form of comparing the method of action and its result with a given standard in order to detect deviations from it;
correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its actual product;
assessment - highlighting and awareness by the student of what has already been learned and what still needs to be learned, assessing the quality and level of learning;
self-regulation as the ability to mobilize strength and energy; the ability to exert volition – to make a choice in a situation of motivational conflict and to overcome obstacles.
Cognitive UUD include general educational, logical actions, as well as actions of posing and solving problems.
General educational universal actions:
independent identification and formulation of a cognitive goal;
search and selection of necessary information; application of information retrieval methods, including using computer tools;
structuring knowledge;
conscious and voluntary construction of a speech utterance in oral and written form;
choosing the most effective ways to solve problems depending on specific conditions;
reflection on methods and conditions of action, control and evaluation of the process and results of activity;
semantic reading; understanding and adequate assessment of the language of the media;
formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.
A special group of general educational universal actions consists ofsign-symbolic actions :
modeling;
transformation of the model in order to identify general laws that define a given subject area.
Logical universal actions:
analysis;
synthesis;
comparison, classification of objects according to selected characteristics;
summing up the concept, deriving consequences;
establishing cause-and-effect relationships;
building a logical chain of reasoning;
proof;
putting forward hypotheses and their substantiation.
Statement and solution of the problem:
problem formulation;
independent creation of ways to solve problems of a creative and exploratory nature.
Communicative UUD provide social competence and consideration of the position of other people, communication or activity partners, the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults. Types of communicative actions are:
planning educational cooperation with the teacher and peers - defining goals, functions of participants, methods of interaction;
asking questions - proactive cooperation in searching and collecting information;
conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision making and its implementation;
managing the partner’s behavior - monitoring, correction, evaluation of the partner’s actions;
the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.
Appendix 3.
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 does a modern person need 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 variety of searches for its solution is reflected both in the attraction of bright, unusual didactic material that arouses interest in its content, and in the use of non-standard tasks that arouse interest in the very forms of work. Therefore, I chose the following topic for 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 of human activity where it has not found 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 an urgent problem of modern school education. Today it is necessary that every teacher in any school discipline can 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 the use of 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 work is to increase the cognitive activity of students in the classroom, study and use 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 different types of thinking in students;
Develop students' creative abilities;
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 my teaching activity, I came to the conclusion that one of the most effective ways to introduce innovative technologies (and their individual elements) into the process of teaching and upbringing 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 learning (ML).
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;
Involving different types of 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 the use of various forms of organizing student activities: group, pair, individual. The content of the material being studied goes beyond the scope of the 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 a number of features 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 on a problem situation, business game, test. The choice depends on several conditions: firstly, I take into account the age characteristics of the students, and secondly, the 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 . During the lesson, a life situation or problem is reproduced, and within the framework of the lesson it is “played out” and solved.
- Lesson-conference. This type of lesson is most in demand in high school. Children are informed in advance about the topic of the conference, the class is divided into groups, each of which receives a topic for preparing a report.
- Lesson-meeting . A third party (writer, scientist, veteran, traveler, military man, foreigner, etc.) is invited to the lesson.
- Lesson-concert, performance. Such lessons are most suitable for literature lessons, literary reading, 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 “adapting” educational information to the capabilities of the class, assessing and choosing 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, the structure of the lesson - as well as attentive analysis of all 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
Non-traditional lesson forms are 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 of 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, cognitive activity was determined by the fact that we used didactic games in the lessons, various tasks for the development of thinking and memory, the active perception of children was awakened by the visualization 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. The non-traditional form makes the lesson lively, and the communication sincere, helps to reach the mind and heart of each 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 ones 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 the 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 a non-standard lesson;
***includes non-standard lessons in the system of its work.
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 international standards. Providing general educational training for students involves not only the general development and improvement of linguistic and communicative competence, but also the formation of a professional speech culture and a 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 realized by a set of educational subjects, each of which is an important component of the content of 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 of national education, even full use of the capabilities of programs in all academic subjects will not give the 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. The search for ways to improve the education system in primary schools has 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 the current stage of development of the national school, because at this stage the content of education is becoming more complex, the volume of necessary information is growing and the time allocated for its assimilation is decreasing. 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 of 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 the innovative technologies, this one has the opportunity for its widespread implementation at the initial stage of education, since primary school teachers have many subject areas and are able to translate 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, since it contributes to the successful implementation of new educational tasks: it 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 grades is to conduct them on the basis of content integration. This is a requirement of the time, an opportunity to familiarize a person with the achievements of culture and science, bringing 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. The 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 interconnection of 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 and phenomena that are reflected in the relevant 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 creative thinking, intelligence and emotional imaginative feelings of children of primary school age at a new qualitative level. 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 the integrated competition, because it is its 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, and options for using 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 for a 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 the 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 includes the following 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 activities. 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 around us + mathematics” are aimed not only at developing computational skills, but also have a cognitive focus. Thus, the introduction into the educational process of such activities:
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 in the process of generalizing and consolidating knowledge, skills, or when introducing a 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 the organization of the educational process and contribute to its optimization. In the process of preparing any type of lesson, various types of educational work are used: frontal, group, pair and individual.
Why are integrated lessons needed?
A meaningful and purposeful integrated lesson in primary school introduces novelty and originality into the usual structure of primary school education, contributes to the formation of a holistic picture of the world, consideration of the subject from several sides, allows for the systematization of knowledge, and 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 durable. In addition, interdisciplinary connections make it possible to rationally use the time allocated for studying educational material, significantly reducing the workload of students.
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