Very often, the teacher becomes a kind of intermediate link between the students and the school administration. The Directorate puts forward more and more stringent requirements regarding the subject matter and content of classes, and the students, in response, simply sleep in the classroom, unable to perceive the boring and "dry" material of the curriculum, often developed by people far from pedagogy. This situation is observed in hundreds and thousands of schools. And, unfortunately, many teachers are already perceived as something ordinary and quite normal. However, there are also many opportunities to break this not very pleasant tradition. Don't believe me? Then today we will try to convince you otherwise.
As part of our today's article, we decided to put together several practical advice about how you can easily and simply do a lesson in primary school interesting and entertaining. Indeed, the degree of assimilation of the educational material largely depends on the attentiveness and interest of the students. This means that even the teacher himself should be interested in this. In this case, the interests of all interested parties converge at one point. The administration will be glad to strictly adhere to the curriculum, students - an interesting and exciting course of the lesson. And a teacher can quite count on a small bonus for the academic performance of his students at the end of the working month.
How to make a lesson interesting.
To make school lessons entertaining and interesting. It is necessary to adhere to the curriculum drawn up at the beginning of the year, while not forgetting that it can always be varied depending on a particular topic. The scientific literature contains a huge number of different techniques aimed at increasing students' interest in the course of the lesson.
1. The easiest and easiest way to make your lesson more enjoyable is to use a variety of techniques. This could be a computer, laptop, or (optimally) an electronic projector. Thus, you will be able to present the material presented in the form of slides that can be diversified with pictures and practical examples. It is quite remarkable that this method is perfect for teaching a lesson in almost any discipline. If you need to diversify a literature lesson (literary reading), you can show on the slides photographs of authors whose works are considered as part of a school lesson. If we are talking about conducting a lesson in natural history, then everything is completely simple: on the slides you can place photographs of animals, mushrooms, plants and many other objects of flora and fauna related to the lesson in question.
2. Divide the lesson clearly into segments. Don't be monotonous and monotonous. When preparing for a lesson, try to highlight a few of the most important fragments in it. This can be a homework check, the main part (presentation of new material), as well as a physical education, independent work schoolchildren, etc. There are a lot of options in this case. The main thing, as school psychologists note, is not to drag out each separate part of the lesson. Each segment should be no longer than 12 minutes. Some exceptions can only be the presentation of new material.
3. Try to behave outside the box - try to go outside the box. As practice shows, each student, one way or another, compares one teacher with another. And those, in turn, as a rule, conduct their studies for many, many years according to the same patterns. In this case, your task is to somehow stand out. Be recognizable. And then the children will always follow with special attention your actions during the lesson, already subconsciously expecting something new from you.
For example, you can simultaneously repeat the exercises you have completed during your physical education. It can be a multiplication table or foreign words. For those who do not cope with the task, you can give several additional exercises (squats - girls, push-ups - boys). Interesting and fun. In addition, in this way you can influence the whole class. The main thing in this case is not to overdo it. It is better to give the "dunno" only five additional exercises, so that the dynamics and the very principle of the poll blitz are constantly observed.
4. Try to talk with students, keep strong contact with them. It's also a great option to joke with them. However, in this case, everything is quite specific and depends on the personal characteristics of the teacher. In addition, for some contact with the audience, you can simply walk along the rows, presenting educational material. In the vast majority of cases, this little trick works one hundred percent. The students stop chatting and begin to listen to the teacher's words.
5. Try to use as many interesting and exciting games as possible during the lesson. These can be puzzles, charades, or even the most common crosswords, tasks for which will be the names of historical figures, the names of cities, the designation of certain representatives of flora and fauna. In this case, everything depends on the very subject in question. According to many researchers who have devoted their work to the issues of child pedagogy, it is during the game, in a relaxed and relaxed atmosphere, that children learn the educational material much better. In this case, you can diversify the lesson in a variety of ways. If the above methods do not suit you, we hasten to present to your attention another one. Find a small ball at home or in the school gym and arrange a blitz survey. Pass the ball through the rows, timing. The student, in whose hands the ball will be, when it expires, must answer one of the prepared questions. If possible, you can use a short melody together with the time count.
6. Let the students work on their own solutions to certain problems. Divide them into groups and give each team tasks of increased difficulty. These can be difficult questions on literature or regional studies, as well as "assignments with an asterisk" from school mathematics textbooks. After the allotted time, each group of students will have to present their answer (preferably in writing on a small piece of paper). These activities will teach children to act together and also instill in them a sense of partnership.
7. Make the lesson as varied as possible. Offer students various educational programs, use the possibilities of the Internet and additional sources, etc. Interesting ideas can be collected in a separate daddy. Over time, you will have a whole "arsenal" of interesting and exciting assignments that can be used in work with other students and another class.
8. And in conclusion - the most important rule that will perfectly help to make the lesson entertaining and interesting. As you prepare for the lesson, try to get creative with the concept. Find a child in yourself, give free rein to your imagination - and then interesting solutions will be found by themselves. Just be honest with yourself and your students.
Interesting ideas and professional success.
The teacher's ability to determine the goal, objectives and content of the lesson is an integral part of the educational process.This is a terrible danger - idleness at the desk; idleness six hours a day, idleness months and years. This corrupts, morally cripples a person, and neither the school team, nor the school site, nor the workshop - nothing can compensate for what is missed in the most important sphere where a person should be a worker - in the sphere of thought.
V.A. Sukhomlinsky
A child willingly does not stretch with early years to study. You have to force him or involve him until he has a thirst for knowledge. A child who has a desire for knowledge can be considered a human being, one can cherish the hope that he will strive to know God, understand himself and the world around him, that he will learn to acquire goodness without compromising his honor, and will avoid evil. Otherwise, he is destined to be in ignorance, at best he will receive very superficial knowledge.
Abay
It is well known that one of the main conditions for the implementation of activities, the achievement of certain goals in any area is motivation. And the basis of motivation is, as psychologists say, the needs and interests of the individual. Therefore, in order to achieve good academic success in schoolchildren, it is necessary to make learning the desired process. Let us recall that the French writer Anatole France noted: "The knowledge that is absorbed with appetite is better absorbed."
A well-known didactic, one of the leading developers of the problem of the formation of interest in the learning process - Shchukina G.I. believes that interesting lesson can be created due to the following conditions:
the personality of the teacher (very often even boring material explained by the beloved teacher is well absorbed);
the content of the educational material (when the child just likes the content of the given subject);
methods and techniques of teaching.
How to instill in students an interest in learning? How to intensify their cognitive activity in the lesson? How to make the learning process the most effective? Surely such questions arise before every teacher. Each of them, in the process of intensive searches, reflections, and trials, finds its own version of solutions.
Will the lesson be interesting for children, will they want to take in it Active participation depends on how well the teacher has thought through every detail of the lesson. When organizing a lesson, it is necessary to rely on its purpose. Clearly define what the student should take away from the lesson, what task the lesson will solve: whether it will be studying new material or a lesson in repetition, generalization and systematization of knowledge, a control lesson.
THE TRIPLE PURPOSE OF THE LESSON is a teacher-pre-programmed result to be achieved by the teacher and students at the end of the lesson.
The triune goal of the lesson is a complex composite goal that includes three aspects: cognitive, educational and developmental. The goal of the lesson formulates the key result that teachers and students should strive for, and if it is defined inaccurately or the teacher has a poor idea of the ways and means of achieving it, then it is difficult to talk about the effectiveness of the lesson
The triune goal of the lesson is the basis of expedient activities in the lesson not only for the teacher, but also for the students, giving it direction, to some extent this is the starting mechanism of the lesson. It determines the nature of the interaction between the teacher and students in the lesson, and is realized not only in the teacher's activities, but also in the activities of students and is achieved only when both sides strive for this. Therefore, the goal in the appropriate interpretation (only cognitive and in some cases developmental aspects) should be set before the class in the student's version.
TCU is that systematizing core, without which the lesson will never turn into an integral system.
TCU is too general. It cannot be achieved by itself. It is imperative to decompose (dismember) into the goals of stages and educational moments, if the lesson is clearly phased, or for the purpose of educational and educational moments, if the logical structure of the lesson is not associated with its division into stages. In other words, we are talking about building a "tree of goals" of the lesson, where the TCU will be the "general goal", and the tasks of teaching and educational moments - the boundaries of its achievement
Tasks are steps towards achieving a goal. The tasks of the lesson include: organizing interaction; assimilation of knowledge, abilities, skills; development of abilities, experience of creative activity, communication, etc. The objectives of the lesson should be formulated in such a way that it can be seen by means of which the set goals of the lesson were achieved.
What is the composition of the TCU? As we have already mentioned more than once, the purpose of the lesson is threefold and consists of three aspects. Let's consider each of them:
Cognitive aspect of TCU
This is the main and defining aspect of it. It consists of meeting the following requirements:
1. To teach and teach each student to independently acquire knowledge. Teaching others means showing them what they have to do in order to learn what they are taught!
2. To fulfill the main requirements for mastering knowledge: completeness, depth, awareness, consistency, consistency, flexibility, depth, efficiency, strength.
3. To form skills - accurate, faultlessly performed actions, brought to automatism due to repeated repetition.
4. To form skills - a combination of knowledge and skills that ensure the successful implementation of activities.
5. To form what the student should know, be able to as a result of work in the lesson.
"... it is advisable, when planning the educational goal of the lesson, to indicate what level of quality of knowledge, abilities and skills students are invited to achieve in this lesson: reproductive, constructive or creative"
DEVELOPING aspect of TCU
This is the most difficult aspect of the goal for the teacher, and he almost always has difficulty planning. How can this be explained? It seems that the difficulties are based on two reasons. The first is that often the teacher strives to form a new developmental aspect of the goal for each lesson, forgetting that the child's development is much slower than the process of teaching and upbringing, that the independence of development is very relative and that it is carried out largely as a result of properly organized training and education. It follows that the same developmental aspect of the lesson goal can be formulated for the triune goals of several lessons, and sometimes for lessons of the whole topic.
The developing aspect consists of several blocks.
A. Development of speech:
Enriching and complicating it vocabulary; complication of its semantic function (new knowledge brings new aspects of understanding); strengthening the communicative properties of speech (expressiveness, expressiveness); mastering by students of artistic images, expressive properties of the language.
SPEECH DEVELOPMENT is an indicator of intellectual and overall development pupil
B. Development of thinking
Very often, as a developmental aspect of TCU, the task is to teach students to think. This is, of course, a progressive tendency: knowledge can be forgotten, but the ability to think remains with a person forever. However, in this form, the goal will not be achieved, because it is too general, it needs to be planned more specifically.
Learn to analyze,
learn to highlight the main thing,
learn to compare,
learn to build analogies,
generalize and systematize,
prove and disprove,
define and explain concepts,
pose and solve problems.
Mastering these methods means the ability to think
B. Development of the sensory sphere. Here we are talking about the development of the eye, orientation in space and time, accuracy and subtlety of distinguishing color, light and shadow, form, sounds, shades of speech.
D. Development of the motor sphere. It provides for: mastering the motor skills of small muscles, the ability to control one's motor actions, develop motor dexterity, proportionality of movement, etc.
The nurturing aspect of the TCU
Truly, developmental learning cannot but be upbringing. “To teach and educate - like a“ lightning ”on a jacket: both sides are tightened simultaneously and firmly by the unhurried movement of the lock - creative thought. This unifying thought is the main thing in the lesson, "wrote E. Ilyin, a literature teacher of the 516th school in Leningrad, in Uchitelskaya Gazeta (02/10/81)
The lesson has the ability to influence the formation of very many personality traits of students. The upbringing aspect should provide for the use of the content of educational material, teaching methods, forms of organizing cognitive activity in their interaction for the implementation of the formation and development of moral, labor, aesthetic, patriotic, environmental and other qualities of the student's personality. It should be aimed at fostering the correct attitude towards universal human values, high feelings civic duty.
“Upbringing teaching is such teaching, in the process of which the purposeful formation of the pupils' attitudes planned by the teacher to the various phenomena of the surrounding life, which the pupil encounters in the lesson, is organized. The range of these relations is wide enough. Therefore, the educational goal of the lesson will simultaneously cover a number of relationships. But these relations are quite mobile: from lesson to lesson, keeping in mind one educational goal, the teacher sets various educational tasks. And since the formation of a relationship does not occur at one moment, in one lesson, and it takes time to form it, the teacher's attention to the educational goal and its tasks should be unquenchable and constant.
What moral objects does the student interact with in the lesson?
First of all, these are “other people”. All moral qualities reflecting the attitude towards another person should be purposefully formed and developed by the teacher in the lesson, regardless of his subject affiliation. The attitude towards “other people” is manifested through humanity, camaraderie, kindness, delicacy, politeness, modesty, discipline, responsibility, honesty; humanity is integral in relation to all other qualities. The formation of humane relationships in the classroom is an enduring task of the teacher.
The second moral object, the attitude to which the student constantly displays, is he himself, his "I". Self-reliance is manifested in such qualities as pride and modesty, self-exactingness, self-esteem, discipline, accuracy, conscientiousness, responsibility and honesty
The third object is society and collective. The student's attitude towards them is manifested in such qualities as a sense of duty, responsibility, hard work, conscientiousness, honesty, concern for the failures of friends, joy of empathy for their successes - all this shows the attitude of schoolchildren to the team, to the class. Respect for the property of the school and teaching aids, maximum efficiency in the lesson - in this the student manifests himself as a member of society.
The most important moral category, the attitude to which must be formed and developed all the time and which is constantly present in the lesson, is work.
The student's attitude to work is characterized by the following qualities: responsible homework, preparation of his workplace, discipline and concentration, honesty and diligence. All this is subject to the influence of the teacher in the lesson.
And, finally, the fifth object, which is constantly present in the lesson as a moral value, is the Motherland. The attitude towards her is manifested in conscientiousness and responsibility, in a sense of pride in her successes, in concern for her difficulties, in the desire to achieve the highest success in mental development in order to benefit her, in a general attitude towards learning and her academic work. It is extremely important that the teacher reveals this high connection with the Motherland and constantly develops it among the children.
The set goals of activity are inextricably linked with the content of education, with its elements, with a specific subject content and affect its selection. The content can be used in whole, in part, or supplemented so as to contribute to the achievement of the intended level of assimilation by students of the relevant knowledge and skills.
Learning content in a general sense is a reflection of social experience, represented by knowledge, modes of activity, experience of creative activity and experience of an emotionally valuable attitude to the world.
The content of the educational material is the material that is subject to assimilation by students. All educational activities of students are carried out on this basis.
The content is recorded in the textbook. It serves as a concretization of educational material, the main source of knowledge and organization independent activity students. When developing a lesson, the teacher has the right to use any sources of knowledge, but there is a list of textbooks recommended by the Ministry of Education.
The achievement of the goal will directly depend on the motivation of the students. Therefore, make every effort so that the students have a desire to know what you are telling them. Make active use of your creativity, a variety of methods, techniques and learning tools.
Choose a lesson form. It is determined according to its goals and the age of the students.
Lesson forms are very diverse, each teacher brings something of his own. Lessons in the study of new material can be in the form of a presentation, including one prepared by the students themselves. The lesson of consolidating the material can be carried out in the form of a competition, a tournament. It can be both within one class and several parallel classes. You can also arrange a guided tour. This will contribute not only to the expression of interest of students in the lesson, but also to strengthen the unity of the class. The control lesson can be conducted in the form of an Olympiad, a quiz. A lesson in the application of knowledge can be organized as a lesson-reportage, lesson-judgment, auction, lesson-research. For a combined lesson, it is suitable to conduct it in the form of a workshop, seminar, consultation. Seminars, lessons of cooperation of different ages are also useful. But it should be remembered that such lessons should be conducted in the system, but not every day. Students, firstly, will have to prepare, and secondly, they will know that they will again have not just an interesting lesson, but a holiday. This also raises the authority of the teacher in the eyes of the students. A computer, a projector, an interactive whiteboard, tables, illustrations - the correct and appropriate use of this will only brighten your lesson.
Application different methods learning enhances cognitive interest students, and this is inextricably linked with the better assimilation of the studied material, the development of their creativity, attention, memory, thinking. The student will be happy to attend your lessons, knowing that they are always interesting.
Be sure to refer to the experience of students, this will help them feel like a part of the material being studied, and not just a listener.
Let the student give their opinion. This means that he reflects on the material, assimilates it.
Not all students are in a hurry to answer in the lesson. Perhaps they are just shy. Find out what these students are interested in and try to connect with them through their hobbies. They will trust you, which means they will begin to speak out in the classroom. You can also give these children individual tasks more often.
Lesson - home component educational process. The educational activity of the teacher and the student is largely focused on the lesson. That is why the quality of training students in a particular academic discipline is largely determined by the level of the lesson, its content and methodological content, its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own idea, setting and denouement, like any work of art.
Studying is not the most interesting activity, but it is very necessary. Learning is boring for many people. If you're no exception, read this article to learn how to make your studies fun.
Steps
Organize the educational process
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Find a company to study. If you are bored and easily distracted when doing alone, try group activities. You will all study the same material, you will have one common goal. Look at the children in your class and think about who you would like to study with.
Ask each other questions. One of the benefits of learning in a group is that your partner can explain things to you that you don't understand. If you have questions, ask a member of your group to help you understand what is not clear to you. The whole group will benefit from this discussion. If you did it yourself and did not understand a topic, then most likely you would get bored. In group lessons, you can interact with the material and with each other. Thanks to this, you can assimilate the material better.
Find a suitable place to study. This is one of the most important aspects of learning. Although the location you choose will not affect your interest in studying, at least you will not be distracted by trifles. Distractions can make learning even more boring because they remind you that you could be doing more interesting things than studying.
Don't make yourself comfortable. If you get too comfortable while studying, you will likely get bored very soon and fall asleep. Do not learn your lessons while lying down. Sit at a table in a hard chair, not an overstuffed chair. Otherwise, sleepiness is unlikely to give you the opportunity to focus on the educational process.
Set goals for yourself. One of the reasons why you might be bored is because you don't have a clear idea of what you need to do. Plan ahead and decide for yourself what you need to do. Think about what exercises you need to do and how long each exercise will take. This way, you will have a clear goal to help you fight boredom. Knowing when you can get back to playing video games or hanging out with friends will help you aim to complete tasks as quickly as possible.
Alternate items. To avoid getting bored, you can add variety to the learning process. It is unlikely that you were only asked one item. Therefore, alternate subjects while studying. For example, study history for 45 minutes, math for 45 minutes, and English within 45 minutes. Then go back to history. Make sure you don't waste all of your time on one subject. If you frequently alternate items, you won't get bored.
Exercise when you feel cheerful. Start your studies when you are most active and do not feel tired or sleepy. You will be able to better assimilate the material. If you practice at the same time every day, you will develop a habit. Thanks to this, the study process will not be boring for you, and you will be willing to complete tasks.
Take breaks. Studying for several hours, especially when you are preparing for an important exam, can lead to the fact that very soon you will get tired of everything. Try to break up your study time into small breaks. If you have to sit while studying, take breaks to do simple things. physical exercises... Reward yourself every hour with a 10-minute break, during which you can play basketball or take a short run around the house. This will give you an adrenaline rush and keep you focused on the task at hand. Plus, the less time you spend in one place, the less likely you are to get bored with what you do.
Make the learning process fun. You can turn the study of a boring subject into a game. You can even sing while trying to memorize difficult formulas or facts. This will make the learning process fun and enjoyable. Plus, you're less likely to get bored if you focus on making games or flash cards.
Reward yourself. One way to get things done faster is to remember that this will be over soon. Tell yourself that some delicious ice cream is waiting for you after your studies, or you will start the next level in a video game. After class, you can chat with your friends. However, promise yourself that you will only be able to receive the reward if you really focus on the material while studying.
Take notes. Taking notes as you study will keep you from getting bored and distracted. As you read a chapter in a textbook, write a short synopsis of it. This will not only help you avoid distractions, but also you will be able to remember better material, since by writing down the information you repeat it again.
Set aside electronic devices. if you have cellular telephone or a laptop, put them aside during class. Put your phone in your bag and leave your laptop at home if you go to the library to study. If you remove temptations, you will not be distracted and bored.
Joint classes
Non-standard forms of education in primary school
or how to make the lesson interesting.
At all times, teachers were constantly looking for ways to revitalize the lesson, trying to diversify the forms of explanation and feedback.
It is necessary to use non-standard forms correctly and skillfully. The effectiveness of the educational process at school primarily depends on the right choice forms of organization of training in the subject.
When choosing the forms of work, it is necessary to take into account the conditions in which the educational process unfolds. Availability of diverse didactic material, special equipment allows you to personalize the learning process. Also, the content of the educational material, which can have different difficulty, different novelty, influences a lot. It is important to take into account how the form contributes to the manifestation of an active position of each student, which is expressed in the defense of his opinion, the ability to prove, argue the corresponding position, defend his point of view, and show a sense of collectivism.
I believe that non-standard lessons are one of the important teaching aids, since they form students' steady interest in learning, relieve tension, stiffness, which are inherent in many children, help to form the skills of educational work, in fact learning activities... Non-standard lessons have a deep emotional impact on children, thanks to which they develop stronger, deeper knowledge. Non-standard forms of lessons that I used in my practice: "Magic Tangle" lesson-game, "brain-ring" lesson, travel lesson, lesson - research, lesson - creative workshop, lesson - unusual plants, lesson - fairy tale "Whirlwind" , lesson - game, lesson - meeting, lesson - competition, lesson - competition, lesson with elements of theatricalization, lesson - excursion to the store, lesson - building a new house, lesson - winter holiday.
Each teacher has his own “proprietary” methods and techniques in the “methodological piggy bank”. The solution of the tasks set by me in the classroom is facilitated by "active methods and techniques of teaching."
In my work, I use the following methods:
Methods for organizing and implementing educational and cognitive activities of students.
Methods of verbal transmission of information, auditory perception of information.
Topic "Sentence, phrase, word"
Fabulous guests came to visit us with questions. Cockerel is very worried about what our speech consists of? Answer, children.
Methods of visual transmission of information and visual perception of information.
For example, a lesson in visual geometry, grade 3.
Area of a Right Triangle
Children examine a right-angled triangle, make assumptions about finding its area. Then an experiment is carried out and it is proved that a triangle can be completed to a rectangle. (See Attachment)
Methods of transferring information through practical activities.
For example, a lesson in Russian, grade 3.
Topic "Spelling suffixes -ik, -ek"
Look at this object and tell me what kind of fairy tale did we find ourselves in? ("The Golden Key or the Adventures of Pinocchio")
Write down the phrase golden key in a notebook.
What spelling are found in words?
Key word sort by composition.
Why is the suffix -ik written in it?
Make a sentence with this word.
Methods of stimulating and motivating students.
Emotional Techniques
For example, in math lessons, children solve multilevel problems. In Russian lessons, they choose from the proposed tasks the one that they like best.
Cognitive methods.
For example, a lesson in Russian, grade 3.
Topic "Adjectives"
After learning new material, children select adjectives of the same root for the vocabulary words and come up with a story with these words.
Composing fairy tales, stories, poems on a given topic.
Creation of a problematic situation. For example, the lesson around the world, grade 3.
The theme "Wildlife and inanimate nature"
At the beginning of the lesson, the children are asked problematic questions:
Can we say that living and inanimate nature and the world around us are one and the same?
Is a pot with a flower objects of nature or objects of the world around us?
Social methods.
When working in a group, a consultant is selected who exercises control. This form of work leads to the creation of a situation of mutual assistance.
Control and self-control methods.
Oral
For example, a lesson in Russian, grade 2.
Topic "Consolidation of knowledge about verifiable and unverifiable vowels in the root of the word"
When repeating theoretical material I use a frontal survey.
Explain what an unstressed vowel means?
Why do unstressed vowels need to be checked?
How to check the spelling of an unstressed vowel at the root of a word?
Is it always possible to check the spelling of an unstressed vowel in the root? How is it done in this case?
Methodical techniques:raising problematic questions,problem situations,working with cards, communicative attack, game moment, a gift for work in the lesson, telegram, letter, talking on the phone, relay race, photo eye, selective reading, reading proverbs “vice versa”, crossword puzzles, non-traditional beginning of the lesson, beginning of the lesson with elements of theatricalization and others ...
Also in my practice I use not only non-standard forms of education, but also new information technologies (NIT). I know what's behind the new ones information technology- future. The use of BAT can transform the teaching of traditional academic subjects by rationalizing child labor, optimizing the processes of understanding and memorizing educational material, and, most importantly, raising by immeasurably more high level children's interest in learning.
I especially enjoy teaching lessons using a computer presentation. Such lessons significantly save time, the material is presented with a large amount of clarity. Children participate with interest in the educational process. Moreover, more interest develops if the children themselves participate in the preparation of presentations for the lessons.
In 2006, my children and I took part in the city competition of student projects. The topic of the research project: "Three whales in the economy" (world around, grade 3).
It is aimed at educating and respecting people of labor through acquaintance with the city's enterprises and the professions of parents. The project was carried out for three weeks. The goal of this project is not only to gain practical knowledge on this topic, but also to instill information skills and teamwork.
In addition, the children learned to use new computer programs and to summarize their thoughts. The children were asked the question: "What is required for the production of goods and services?" The whole class was divided into three groups: journalists, guides, environmentalists. Each group researched a specific topic. You see them on the screen. The result of the children's work was:
Booklet “What does labor mean for a person?”;
Multimedia presentation about the enterprises of our city;
Magazine: “All sorts of professions are important, all kinds of professions are needed”;
Posters for the protection of natural resources.
In the process of work, students developed experience with computer technology, experience in computer programs, research activities.
As a result, the children learned about large enterprises of our city, such as Kronostar LLC, Sharyinsky DOK LLC, railway, power grids, post office, bank. And also about the activities of private entrepreneurs.
The guys did a great job: collecting material about the city's enterprises, interviews with parents, publishing the magazine "All sorts of professions, all kinds of professions are needed", creating a booklet "Trud" and presentations "What is capital?" The project was successfully defended. The Three Whales of the Economy project took first place.
Output. The essence of all of the above methods, forms and methods of teaching is to get a high result in the lesson with the least effort and time, so that the lesson will raise children to the next step in their mental growth, development and education.
My experience of innovative work
Mukhamedzyanova Alsu Varisovna - teacher of history and social studies.
Work experience: 28 years
Education information : Graduated from Kazan State Pedagogical Institute in 1981
How to make a lesson interesting? What forms of work can really reveal the creative possibilities of both the teacher and the student? How can you get the most out of your teacher's efforts? These and other questions, and the search for solutions, are of concern to everyone who works at the school.
The essence of the teacher's activity is creativity. Not immediately, bit by bit, bit by bit, my experience is formed.
Recent years have been marked by an active search and widespread use of methods that can significantly increase the effectiveness of teaching history. Innovative technologies play an important role in this. The relevance of the use of innovative technologies at the present stage is obvious, especially taking into account the new trends in the education system, which give room for teachers to innovate and implement their own heterogeneous ideas and solutions.
The real lesson is the search for the truth by the teacher and the students together. At all times, a thinking person who is able to solve important matters was appreciated. There are many areas of pedagogical innovation. They mainly pursue one goal: to maximize the activation of the student himself in the implementation of educational tasks, to bring the teacher and student closer together.
I studied and practiced non-standard approaches to solving historical problems, new techniques and means, their successful improvisation. Over time, I have developed new forms of lessons: "lesson - panorama", "lesson - research", "lesson - discussion", "integrated lesson", "lesson - excursion", "lesson - game".
The choice of the form of lessons depends on many circumstances: the age characteristics of the students, their level of training, the teacher's contact with the students.
The most valuable and interesting for historical perception, stimulating mental activity, are seminars, disputes, lessons on the analysis of primary sources. In such lessons, students are involved in an independent search for truth, the intellectual energy of students finds a way out in their own activity, which is expressed in the need to resolve disturbing questions, A variety of forms of lessons increases the emotional reaction of students, contributes to the development of cognitive activity theatrical, game lessons, the integration of historical material with literature, geography, music. Mastering knowledge using such techniques requires activity and volitional efforts from students, makes it possible to recreate the atmosphere of a certain phenomenon of the past, to imagine its participants.
In the lower grades (5-6), lessons can be successfully conducted - games, travel. There is only one prerequisite - the game is not fun. It should contribute to a deeper assimilation of what has been learned, the effectiveness of training in general. Don't be afraid of games. It should only be remembered that children love and know how to play, so games will help and teach. In games, the fantasy, imagination of children is most fully revealed. In the process of game learning, a live display of the features of historical reality takes place, the interaction of participants in the educational process is built in a special way, teaching history becomes emotionally more attractive for students, turning to historical material becomes not a duty, but develops into a hobby. In the course of the game, filled with culturally meaningful communication, the relationship between the teacher and the students is built through the establishment of cultural and semantic ties, which make it possible to gain personal meaning in the study of history, to realize their involvement in the rich and diverse world of history.
I would like to give an example of a lesson-game "Journey through Ancient Egypt". The purpose of the lesson is to repeat and systematize the material covered about Ancient Egypt, to promote the development of students' creative abilities. Equipment: map "Ancient Egypt", game tasks on separate sheets, game piece - a boat. The rules of the game - "scribes" - the students travel on the mission of the pharaoh. During the trip, the guys remembered natural conditions Ancient egypt, about the occupations of the Egyptians, about culture. Traveling along the Nile is full of dangers and obstacles. Students will have to overcome five Nile rapids, and this is possible only by completing tasks that await on the thresholds. At correct execution assignments you can continue the path. The ultimate destination of the trip is Memphis, the capital of Ancient Egypt. And then you can go to the palace to the Pharaoh. Travel route from the sources of the Nile to the city of Memphis with stops at all rapids.
The use of game learning technologies contributes to a deeper assimilation of knowledge that goes beyond the school curriculum, arouses interest in the material being studied, while developing ingenuity and resourcefulness. The most important factor in the learning and free creativity of the student, which requires mental stress, emotional comfort and the formation of the ability to find alternative solutions to the problem based on their own choice, is the game activity of students.
In high school - more complex forms of non-traditional lessons. Such lessons allow children to discover new qualities and abilities in themselves, help them to look differently at historical science, go beyond educational dogmas, broaden your horizons.
Jan Amos Comenius said: "Everything that is interconnected should be taught in the same connection." Integration, in my opinion, is always creativity, a non-standard lively approach to the learning process. “The ancients did not know the enmity between science and art. In a round dance of nine muses, Erato, the patroness of the elegy, walked alongside Clea, who was in charge of history. " These are the words of Bryusov. Like the ancients, literature and history went side by side, complementing each other and mutually enriching. So in my lesson, history and literature are combined. For example, I have developed a benefit performance lesson integrated with literature on the topic: “Russian Diaspora, which I conducted in the 9th grade. I introduced the children to the reasons that prompted our compatriots to leave Russia, showed the students the inexhaustibility of the heritage of the Russian Diaspora.
The purpose of the lesson is to acquaint students with one of the most dramatic and undiscovered pages of the history of the Fatherland. Helping students not only figure it out. but about and understand the reasons and meaning of emigration. Its influence on the development of Russian and foreign culture. Develop intelligence in students. To form the ability to logically consistently present educational material on the example of biographies and destinies of cultural figures, their works, to instill in students a love for the homeland, moral culture and aesthetic taste.
The lesson captured with new content, surging thoughts. Pupils, imbued with the theme, joined in the conversation excitedly talking about the fate of the writers and poets I. Bunin, M. Tsvetaeva, K. Balmont, about the unusual life story of the famous artist N. Roerich, about the singer Chaliapin. Which is the pride of Russia, the embodiment of the best features of the Russian people, their deep talent. The lesson called the children into a frank conversation. Living most of the abroad, many have not been able to find peace and solitude in it. The homeland has always been relentless before my eyes. This is evidenced by their poems, letters, memories. All this sounded in the lesson.
Events, phenomena described in verses, arouse students' interest in the topic under study, help to recreate a special, emotional atmosphere in the lesson, without which the formation of love for the subject is impossible. Sometimes a poetic text about complex events explains so simply and easily that it disappears in a verbose explanation, an opportunity opens up for aesthetic and moral education. Using poetry in a history lesson is not an end in itself. I myself really love poetry and read by heart the texts that are relevant to the topic in the lesson.
The creative abilities of schoolchildren, the ability to independently acquire knowledge can be developed when they actively participate in the search for truth. School seminars play an important role in this regard. Disputes, lessons of analysis of primary sources and other forms of work, called non-standard. Studying for me is a kind of creative process, a process of mutual commitment. I allow my students freedom of thought, fantasy, independence. Each of my lessons is not just a study of the "legends of deep antiquity." This is analysis, empathy, reflection, argument. In each lesson, I strive to put students in a situation of choice in order to show the ambiguity, alternativeness, variability of the historical process. This happens in an interesting way in high school, where emotions are expressed especially vividly, vividly, sharply.
Me and all the teachers who use modular technology are attracted by its focused orientation, differentiated approach, the formation of self-education skills in students, step-by-step solution of the set educational tasks by the children.
In the classroom, schoolchildren work on technological maps which are composed of educational elements. Learning elements are presented as tasks or creative assignments.
In addition to the technological map, each student has a control sheet, in which he gives himself a grade, taking into account the number of points scored. The teacher's role is to manage the learning process, advise, assist and support the students. By the end of the lesson, the teacher gets a very clear picture of how the children cope with the tasks received in the lesson.
I conducted a modular lesson - a 9th grade workshop on the topics "Collectivization", "The Crisis of Developed Socialism"
The advantages of modular training are that a differentiated approach to teaching each student is actually introduced, depending on the level of his mental abilities, individual characteristics.
The advantages of non-traditional lessons are many. This is the rejection of the monotony of ordinary history lessons, and the motivation for teaching students, and more effective educational and educational opportunities for the lesson. With a skillful combination of traditional and innovative methods, students receive not only knowledge, but develop mentally, acquire the skills to apply it to life. they can more easily correlate historical events, processes with a period, epoch, learn to analyze, compare based on a comprehensive study of sources, generalize and evaluate the events and activities of historical figures. In addition, they acquire skills in working with historical documents, social and political literature and periodicals. This approach develops will, perseverance. All this ultimately affects the quality of knowledge.
One of the tasks of my lessons is to educate a patriot, a citizen, a person who knows the history of his people and is proud of it. Let the children see ancient Kiev in the lesson, hear crying and groaning in Russian villages from the raids of the Polovtsy and Khazars, experience a real emotional shock when they tell about the deaths of Ryazan and Vladimir. Let their hearts be filled with pride for the great ancestors of Alexander Nevsky, Dmitry Donskoy, and admire Andrei Rublev's Trinity.
School history lessons should awaken a growing person to think, arouse a desire to dare, to be spiritually involved in the deeds of the people, to find the highest meaning of life in serving the Motherland. We need to follow in the footsteps of previous eras, but not blindly, but creatively seek the best that our ancestors were looking for and create a fundamentally new one.
I really hope that the activity shown by my students in the classroom will continue in independent life. A person will be successful if, from an early age, kindness, sensitivity and humane feelings are formed in him.
Using innovative methods, I strive to enhance the cognitive activity of students, increase the emotional saturation of the lesson, which helps to reveal the abilities of children. I want to ignite in children the desire to be worthy of great ancestors and to know their history well, and so that the students can mentally exclaim: "This is our history, the history of a mighty and great people!"
