mentors young teacher asked their pupils as it was the first lesson she pleased class."Yes, we worked well, - she said - an active, hands pulled."Experienced teachers discovered her secret.Before the lesson they are specially seated class in the middle row - strong students, the window - "mediocre" and closer to the door - the most feeble, "So who do you work?" Discouraged teacher realized that the activity was strong, and partly the average guys."And these will be able to work independently and, - noticed her.- You they do not really need. "This example of school practice results in the book "Jolly School" A. Yershov.The author does not specify what is the lesson.That does not matter, because whatever it may have been subject, whatever the types of lessons, indifferent students should not be.Yet particularly sad when this happens in the classroom literature, a subject that has many features of interest to all students, regardless of the number on which they sit.
main problem
problem of interest - the main in schooling.It is thanks to the interest the process of acquiring knowledge becomes the driving force of the intellectual, moral and emotional development of the individual.Understanding the importance of students studying the subject, their involvement in the process of self-knowledge search, a variety of training activities, the brightness of the material, emotional response and the interest of the teacher - the main indicators for the emergence of a sustainable learning thrust.But traditional types and classes do not provide a comprehensive implementation of these conditions.This is the main reason that motivates teachers to look for new, innovative approaches to the organization of school lesson.
unconventional lesson in how to solve
While Methodists try to create generally accepted classification, non-standard types of lessons already firmly entrenched in school practice.They have a lot of, and selecting from a variety of the option that is needed, the teacher can be guided only by intuition.This choice leads to significant gaps in the effectiveness of learning.It is spontaneous and unsystematic use;emphasizing form over substance.Nontraditional forms are used as a single lesson, which do not overlap with previous studies.
Against stamps and templates
in numerous publications, there are two parallel term that refers to the form and type of classes other than generally accepted, - "non-standard" and "non-traditional".This is the modern technique recognizes lessons:
- structuring of content and form, which is primarily the interest of students and contributes to optimal realization of their potential;
- where the teacher does not adhere to clear stages of the educational process and minimal use of traditional methods of lesson;
- teaching material in the form of related associations and emotions that help to create positive motivation of educational activity;
- who are not abused cliches of educational technology.
Unconventional perform traditional elements
traditional customary lesson lies primarily in its traditional structure: preparation for learning activities - checking homework - motivation - updated support knowledge - the study of new material - securing of material - an explanation of homework.These elements are present in the structure of most of the types of lessons.By varying the length of these elements, changing their order, you can not build non-standard types of lessons.This way you can get a variety of types of conventional lessons.The structure of the non-standard lesson differ unconventional performance of conventional elements.IV Malafaik notes in his "didactics": "Non-traditional tutorial - this development, the movement of the structure of the traditional lesson."
without abandoning the rules
Depending on the nature of learning activities are two types of non-standard class.
- with a predominance of logical forms in the organization of learning activities: lesson-study lesson-lecture, lesson presentation, seminar lesson, the lesson-report-lesson workshop lesson Protection essays and projects.
- with a predominance of emotionally-shaped organization of training activities: lesson-composition-class installation, lesson, story, lesson-improvisation lesson-journey (tour), play-lesson, the lesson-concert.
Such a number of different types of non-traditional occupations reflecting the desire to go beyond the sample.But overcoming the pattern does not mean rejection of all rules.The question of choosing the type and, therefore, the structure of the lesson can not be solved spontaneously.Each of these training sessions has its own face, its own unique structure, because "no two are exactly alike learned" (FF Bugayko).At the same time the teacher should remember that in the construction of school, regardless of their form (traditional or non-traditional), there are general patterns.Didactics and Methodists are the following factors affecting the modeling of the structure of the lesson of literature:
- program requirements that are specified directly to the lesson;
- sequential tasks (building blocks), which is achieved by performing a didactic purpose of the activity;
- the type of lesson that is defined by its purpose.
All custom elements of any learning process, in addition to structural, for it is mandatory and invariable.
