Organizational forms of learning at school: main types. Forms of education in a modern school

In didactics, the forms of organization of the learning process are revealed through the ways in which the teacher interacts with students in solving educational problems. They are solved through various ways of managing activities, communication relationships. Within the framework of the latter, the content of education, educational technologies, styles, methods and teaching aids are implemented.

The leading forms of organization of the learning process are a lesson or a lecture (respectively, at school and university).

The same form of training organization can change the structure and modification, depending on the tasks and methods of educational work. For example, a lesson-game, a lesson-conference, dialogue, workshop. As well as a problem lecture, a binary lecture, a teleconference lecture.

At the school, along with the lessons, other organizational forms function (optional, study group, laboratory workshop, independent homework). There are certain forms of control: oral and written exams, control or independent work, credit, testing, interview.

In addition to the lecture, the university also uses other organizational forms of training - a seminar, laboratory work, research work, students' independent study work, practical training, internships in another domestic or foreign university. As forms of control and assessment of learning outcomes, exams and tests, rating system of assessment are used; abstract and term paper, thesis.

School Features lesson:

The lesson provides for the implementation of the learning functions in a complex (educational, developmental and educational);

Didactic lesson structure has a strict build system:

A specific organizational beginning and statement of tasks of the lesson;

Updating the necessary knowledge and skills, including checking homework;

Explanation of the new material;

Consolidation or repetition of the lesson;

Monitoring and evaluation of student learning outcomes during the lesson;

Summing up the lesson;

Homework;

Each lesson is a link in the lesson system;

The lesson complies with the basic principles of training; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

The basis of the lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

The features of the lesson are determined by its purpose and place in a holistic learning system. Each lesson has a specific place in the system of the subject when studying a specific school discipline.

The structure of the lesson embodies the laws and logic of the learning process.

Lesson types determined by the characteristics of the main tasks, the variety of substantive and methodological instrumentation and the variability of the ways of organizing training.

1. Combined lesson (the most common type of lesson in practice). Its structure: organizational part (1-2 min), verification of tasks before it (10-12 min), study of new material (15-20 min), consolidation and comparison of new with previously studied material, implementation of practical tasks (10-15 min) ), summarizing the lesson (5 min), homework (2-3 min).

2. The lesson in the study of new material is applicable, as a rule, in the practice of teaching high school students. As part of this type, a lesson-lecture, a problem lesson, a lesson-conference, a film lesson, a lesson-study are conducted. The effectiveness of a lesson of this type is determined by the quality and level of development of the new educational material by all students.

3. The lesson of consolidating knowledge and improving skills is carried out in the form of a seminar, workshop, excursion, independent work and laboratory practice. A significant part of the time is the repetition and consolidation of knowledge, practical work on the application, expansion and deepening of knowledge, on the formation of skills and consolidation of skills.

4. The lesson of generalization and systematization is aimed at the systematic repetition of large blocks of educational material on the key issues of the program, which are crucial for mastering the subject as a whole. When conducting such a lesson, the teacher poses problems for the students, indicates the sources of additional information, as well as typical tasks and practical exercises, tasks and works of a creative nature. During such lessons, the knowledge, skills and abilities of students are tested and evaluated on several topics that have been studied over a long period of a quarter, half a year, year of study.

5. The lesson of control and correction of knowledge, skills is intended to assess learning outcomes, diagnose students 'level of training, students' willingness to apply their knowledge, skills and abilities in various learning situations. It also involves making changes to the work of the teacher with specific students. Types of such lessons in school practice can be an oral or written survey, dictation, statement or independent solution of problems and examples, practical work, test, exam, independent or control work, test, test. All these types of lessons are organized after studying major topics and sections of the subject. Based on the results of the final lesson, the next lesson is devoted to the analysis of typical errors, knowledge gaps, and the definition of additional tasks.

In school practice, other types of lessons are also used, such as a competition lesson, consultation, mutual learning, a lecture, an interdisciplinary lesson, and a game.

Lecture. The general structural framework of any lecture is the wording of the topic, communication of the plan and recommended literature for independent work, and then strict adherence to the plan of the proposed work.

The main requirements for lecturing are:

The high scientific level of the information presented, which is, as a rule, of worldview significance;

A large amount of clearly and densely systematized and methodically processed modern scientific information;

The evidence and reasonedness of the opinions expressed;

A sufficient number of cited convincing facts, examples, texts and documents;

Clarity of presentation of thoughts and activation of thinking of listeners, raising questions for independent work on the issues discussed;

Analysis of different points of view on solving the problems posed;

Derivation of the main ideas and provisions, formulation of conclusions;

Clarification of terms and names; providing students with the opportunity to listen, comprehend and jot down information;

Ability to establish pedagogical contact with the audience; the use of didactic materials and technical means;

The use of basic materials of text, abstract, flowcharts, drawings, tables, graphs.

Types of lectures

1. Introductory lecture gives the first holistic view of the subject and guides the student in the system of work for this course. The lecturer acquaints students with the purpose and objectives of the course, its role and place in the system of academic disciplines and in the system of specialist training. It gives a brief overview of the course, milestones in the development of science and practice, achievements in this area, the names of famous scientists, outlines promising areas of research. At this lecture, methodological and organizational features of the work within the framework of the course are expressed, as well as an analysis of the educational and methodical literature recommended by students, the terms and forms of reporting are specified.

2. Lecture information. It is focused on the presentation and explanation to students of scientific information to be comprehended and memorized. This is the most traditional type of lecture in high school practice.

3. Review lecture - it is a systematization of scientific knowledge at a high level, which allows a large number of associative connections in the process of comprehending the information presented in the disclosure of intra-subject and intersubject communication, excluding detailing and concretization. As a rule, the core of the stated theoretical provisions is the scientific, conceptual and conceptual basis of the entire course or its major sections.

4. Problematic lecture. In this lecture, new knowledge is introduced through the problematic nature of a question, task or situation. At the same time, the process of cognizing students in cooperation and dialogue with the teacher is approaching research activities. The content of the problem is revealed by organizing a search for its solution or summing up and analyzing traditional and modern points of view.

5. Visualization lecture It is a visual form of presentation of lecture material by means of TCO or audio-video equipment. Reading such a lecture is reduced to a detailed or short commenting on the visual materials viewed (natural objects - people in their actions and actions, in communication and conversation; minerals, reagents, machine parts; paintings, drawings, photographs, slides; symbolic, in the form of diagrams, graphs, graphs, models).

6. Binary Lecture - it is a form of lecturing in the form of two teachers (either as representatives of two scientific schools, or as a scientist and practitioner, teacher and student).

7. Lecture with preplanned errors It is designed to stimulate students to constantly monitor the proposed information (search for errors: informative, methodological, methodological, spelling). At the end of the lecture, students are diagnosed and the mistakes made are analyzed.

8. Conference lecture held as a scientific and practical lesson, with a pre-set problem and a system of reports, lasting 5-10 minutes. Each presentation is a logically finished text, prepared in advance as part of the program proposed by the teacher. The totality of the texts presented will provide a comprehensive coverage of the problem. At the end of the lecture, the teacher summarizes the independent work and students' presentations, supplementing or clarifying the proposed information, and formulates the main conclusions.

9. Lecture consultation can take place in different scenarios. The first option is carried out according to the type of “questions and answers”. The lecturer answers during the lecture time to students' questions in all sections or the entire course. The second version of such a lecture, presented on the type of “questions-answers-discussion”, is a threefold combination: presentation of new educational information by the lecturer, raising questions and organizing the discussion in the search for answers to the questions posed.

In the practice of higher education, other types of lecture forms of instruction are also used.

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Pedagogy
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A couple of dozen years ago about the possibility of even thoughts could not arise. Everyone walked along the beaten track, first to kindergarten, then to school. Today, there are much more opportunities and ways to learn. Modern children are very different from several previous generations. That is why the education system is gradually revising not only the material taught at school, but the very form of presentation of this material.

The main forms of education in primary school

As before, active forms of education at school remain the most popular. Of course, distance learning is increasingly becoming an alternative for children with special needs (we are talking about various kinds of diseases or congenital pathologies, including mental ones), but if possible, parents try to choose full-time education at school.

With the frontal method of supplying material, the entire class works on one task, while the material is presented by the teacher in the classroom. To a greater extent, the effectiveness of work depends on the ability of the teacher to interest the class and involve everyone in the work. The disadvantage of this form of education in elementary school is that it does not take into account the individual characteristics of each student.
In group training, the teacher manages the cognitive activities of several students. These groups can be of several types: the whole class is divided into separate groups and each is given a specific task, it can be created for the duration of the task or for permanent work. It is important to consider the same inclinations of students when creating groups, level and skills.
There is an individual work of each student. In this case, the teacher gives one task to each student. In some cases, when compiling it, the level and capabilities of each student are taken into account. Externship can also be attributed to the school, but it is important to take into account the child’s abilities, because the load will be twice as much.

In fact, these techniques have been used by teachers for many years. The only difference is in new ways to convey material to students. Non-traditional forms of schooling can be divided into two groups. In the first case, the lesson remains the main form, but at the same time, the teacher offers information in more accessible and entertaining ways for children: filling out cards or crosswords, essays or role-playing games.

In the second case, the lesson ceases to be traditional in nature. Instead of a classical lecture, teachers use more interesting forms of learning at school: lessons in the form of conferences, round tables or discussions.

Distance learning at school

Not so long ago, with the phrase "correspondence form of education at school" only evening school came to mind. Today you can get an education at home or at a distance in several ways. Among the new forms of education at school, the following were most popular:

interactive television;
computer telecommunication networks;
tandem of CDs and the Internet.

Home schooling is most often carried out by e-mail, teleconferencing, or over the Internet. Among the other forms of education at school, this has a number of characteristic advantages. These primarily include learning at a time convenient for the student, he will be able to learn every part of the material exactly as much as he really needs.

Such forms of education in a modern school allow you to get an education at any distance from the school, to avoid a number of social problems. Unfortunately, progressive forms of distance learning at school will require the student a number of network skills, and parents to provide a certain material base.

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Introduction

1. Classroom education system

2. Other forms of school organization

3. Lesson as the main form of organization of study at school

4. Forms of working with students in the lesson

5. Additional and auxiliary forms of training organization

Conclusion

List of references

INTRODUCTION

The history of the development and formation of educational traditions is associated with certain educational systems that have developed in the process of development of society.

Each educational system bears the imprint of time and the socio-political system, the nature of social relations. For the purposes and tasks that she puts forward, one can see the ideals of a person of this era. In this regard, one should be guided by an understanding of the origins of traditions that have come down to us. In relation to the educational tradition, there is no evaluation criterion such as “bad” or “good”. Examples of specific education systems show that they all developed according to the logic of evolution of concrete historical, cultural, moral, ideological and life values. Throughout the history of the development of mankind, the family, church, society and the state have been and remain the focus of human education.

The main thing for each of the pedagogical systems is the orientation towards the education of a person who is ready and able to live in a society modern for him.

For many centuries in the world the idea of \u200b\u200beducating a person throughout his life has been developing and in different ways.

Education in schools and universities in different historical eras was not the same. In the history of pedagogy courses, the content and teaching methods are considered in schools of the ancient world, in the Middle Ages, in the Renaissance, etc. The historical sequence describes the changes in school and university education in the course of the history of Russian pedagogy.

1. CLASS-LESSON LEARNING SYSTEM

Development at the turn of the XVI - XVII centuries. machine production, trade, culture (Renaissance) gave rise to the need for mass education, at least elementary. First, in the experience of the fraternal schools of Belarus and Ukraine, then a new form was born in the Czech Republic and other countries - collective classroom teaching system.It turned out to be very stable, being improved and modernizing, it has survived to the present day and remains the main form of organization of education at school.

Theoretically, the concept of a class-lesson teaching system, its most important characteristics were justified in the XVII century. “Father of pedagogy” - the great Czech humanist educator Jan Amos Komensky.

The classroom system is characterized by the following character traits:

Groups (classes) include students who are approximately the same in age and level of preparedness for learning. The teacher works with the whole class (frontally) or with groups within the classes, giving them different tasks.

The main form of training is a lesson - a training period of 40-45 minutes, which is a relatively complete unit of the educational process in terms of content and method of construction.

The entire content of education is divided into separate subjects.

The entire training period is divided into academic years, quarters, school days, holidays, and classes are conducted according to a single plan and schedule.

The teacher supervises educational activities, explains new material, gives assignments, and monitors their implementation.

The invention of the classroom system, which now seems natural and obvious to us, was at one time a revolution in education, which is compared with the invention of the wheel in technology, because it opened up the possibility of universal and relatively economical education (one teacher can teach up to 30 or more students). As for higher education, already in the first universities of Europe, starting from the XIII - XIV centuries, there were collective forms of training - lectures and seminars.

Advantagesclass-lesson system: a clear organization and orderliness of academic work, organizing and educating the role of a teacher, student interaction and the possibility of collective ways of working, the cost-effectiveness of training - combined with a number of serious disadvantages:the limited possibilities of an individual approach, orientation to the “average” student, work at a pace that is uniform for everyone, mainly the verbal (verbal) nature of activity, a certain artificiality in dividing all classes into 40-45-minute segments. The indicated “weaknesses” in the classroom system over the centuries have caused criticism and the desire to search for more advanced forms of learning.

2. OTHER FORMS OF EDUCATION AT SCHOOL

At the end of the XVIII - beginning of the XIX century. English priest A. Bell and teacher D. Lancaster made an attempt to expand the possibilities of mass education on the basis of modernization of the class-lesson system. Essence bell lancaster systemit consists in the fact that the teacher taught only a group of older students who, having received appropriate instructions, taught classes with younger students. One teacher, therefore, could teach hundreds of students.

Of course, winning in large numbers, training with such an organization lost a lot in quality. This explains the fact that the Bell Lancaster system was not widely used, although attempts to revive it in a peculiar way were observed quite recently.

Batavian systemappeared in the USA at the end of the 19th century. It was an attempt to correct such major shortcomings of the classroom lesson form as the focus on the average student and the insufficient consideration of the individual characteristics and capabilities of children. It was supposed to conduct selective training of students, dividing all classes into two parts. The first part is the conduct of ordinary lessons in which the teacher works with the whole class. The second part - individual lessons with those students who do not have time and are difficult to master the material, or with those who wish and can study the proposed material more deeply.

In search of a solution to the problem of individualization of education while maintaining its mass character and collective organization at the end of the XI - beginning of the XX century. the so-called mannheim system(by the name of the German city of Mannheim). Classes were differentiated by the composition of students, taking into account the level of their intellectual abilities and the success of educational activities: main classes for children with average abilities; classes for the disabled, auxiliary classes for mentally retarded children; classes for the most capable, who can continue their education in the next step.

The Mannheim system, which was a form of group differentiation of education, caused fair criticism related to the isolation of students in each group of classes, the limited social prospects of graduates of low- and middle-income groups, and the possibility of restricting and containing the development of those children who did not fall into the elite group. However, the principle of class-wise differentiation of students turned out to be quite acceptable; it is present in the modern organization of education both in the form of correctional classes, and in the form of classes for in-depth study of educational disciplines, and in the form of real and elite (by design - for gifted children) schools and classes.

Improving the classroom education system in Russia has led to the emergence of the so-called developmental education. One of the first attempts to realize the ideas of developing learning was undertaken by L.V. Zankov. In the 50s and 60s, he developed a new elementary education system. In a somewhat different vein, this idea was developed by DB Elkonin and V.V.Davydov. The main idea of \u200b\u200bthis system justified the possibility and expediency of training oriented to the child's accelerated development. Education can be considered fruitful only when it is ahead of the development of the child. Knowledge, skills and abilities are not the ultimate goal of learning, but only a means of developing students. The essence of training is in the self-change of the child. This system considers the child not as an object of the teaching effects of learning, but as a self-changing subject of learning. To date, this system seems to be one of the most promising.

The most radical of the widespread systems for organizing training on an individual basis was the system created at the beginning of the 20th century. teacher Elena Parkhurst. This system is called Dalton plan(by the name of the American city of Dalton) or individualized laboratory exercises. Reliance was placed on independent educational activities of students. They received study assignments for a year by month, studied in subject laboratories or workshops, where they could receive teacher advice, and then reported on the work done.

The color blind plan made it possible to adapt the learning pace to the real possibilities of the students, accustom them to independence, develop the initiative, and involve them in the search for rational methods of study. However, in general, this system led to a decrease in the level of training, because most students can’t do it on their own, without explaining the teacher, to master the tasks, to master the material deeply.

There were other quite numerous attempts to search for new forms of training: method of "educational units",when the basis of the organization is not the time of study and not a lesson as a form of work, but the topic is an educational unit; brigade methodhow to modernize the Dalton plan based on the group method of organizing the execution of tasks; student work method in dynamic(varying in composition) training couplesas an option for mutual learning by students of each other after instructing by a teacher (V.K. Dyachenko); the American “Trump plan”, according to which 40% of the time students spent in large groups (100-150 people), 20% in small groups (10-15 students) and 40% of the time was spent on independent work, project method(practical tasks), etc.

Based on the experience of the past and taking as a basis all the best and most progressive of their predecessors (the Dalton plan is a system for teaching children with unequal mental abilities; the Trump plan is a varied, free, open teaching, etc.), many teachers who are creatively suitable to their professional activities, they consider the following grounds as the main ones when choosing forms of training organization:

1) the identification of children that differ in the nature of perception of educational information, the type of communication with peers, teachers, etc .;

definition of those qualities that are included in the average quality of the class;

identifying who does not meet the qualities of the majority;

clarification of your teaching style;

identification of possible cases of collisions between students differing in their qualities, students and teacher, students and orientation of educational material, etc.

Another direction in improving the classroom system was associated with the search for such forms of organization of educational work that would remove the disadvantages of the lesson, in particular its focus on the average student, the uniformity of content and the averaged pace of educational progress, the invariability of the structure: a survey, presentation of a new task for house. A consequence of the disadvantages of the traditional lesson was the fact that it restrained the development of cognitive activity and independence of students. The idea of \u200b\u200bKD Ushinsky that children in the lesson whenever possible work independently, and the teacher supervised this independent work and gave him material at the beginning of the 20th century. tried to realize E. Parkhurst in the USA with the support of then-influential educators John and Evelyn Dewey. In accordance with the proposed Dalypon laboratory plan, or the Dalypon plan, E. Parkhurst, the traditional lessons in the form of lessons were canceled, the students received written assignments and after consulting the teachers worked on them independently according to the individual plan. However, work experience has shown that most students cannot afford it without the help of a teacher to learn independently. Widespread color blind plan is not received.

In the 20s. The color blind plan has been sharply criticized by domestic educators, primarily for its pronounced individualistic orientation. At the same time, it served as the basis for the development of a brigade-laboratory form of training organization, which almost replaced the lesson with its rigid structure. The brigade-laboratory method, in contrast to the color-blind plan, suggested a combination of the collective work of the entire class with the brigade (link) and individual work of each student. Work was planned at the general classes, tasks were discussed, preparations were made for general excursions, the teacher explained difficult topics and summed up the team work. When determining the task for the brigade, the teacher set the deadlines for the assignment and the required minimum work for each student, individualizing the tasks if necessary. At the final conferences, the team leader on behalf of the team accounted for the assignment, which, as a rule, was carried out by a group of activists, while the rest were only present at the same time. Marks were set equal to all members of the brigade.

The lecture and seminar system that originated with the creation of the first universities has deep historical roots, but it has not undergone significant changes since its inception. Lectures, seminars, practical and laboratory classes, consultations and practice in the chosen specialty are still the leading forms of training in the framework of the lecture and seminar system. Invariable attributes are colloquiums, tests and exams.

3. LESSON AS A BASIC FORM OF EDUCATION AT SCHOOL

A lesson is the basic structural unit of the educational process at school. It is characterized by the constant composition of the training groups, the relatively stable composition of teachers, the subject system of training, and the relative structural completeness of a certain training cycle (checking of the passed, learning a new one, exercises, learning control).

Despite the undeniable advantages of collective learning, the lesson is inherent, however, and serious internal contradictions. It must be emphasized that this is not about ill-conceived and irrational versions of the lesson, but about the lesson as such, the very form of classroom instruction.

The first contradiction is between the collective way of organizing training and the individual nature of perception, intellectual activity, emotional response, and the development of each student. This contradiction most often results in the search for average learning options and the use of certain compensating ways of working (consultations, differentiated tasks) for the weakest and most powerful students.

The second contradiction is between the regularity of the direct (from teacher to student) and the irregularity, episodic feedback (from student to teacher) communication: students all the time receive information, tasks, instructions, instructions from the teacher, the teacher acts on them by their behavior style, authority, approach; the teacher himself only selectively, during a conversation, listening to answers, observation, or occasionally (independent work, test, exam) receives information about the work, difficulties and successes of his students. Owing to this, the controllability of the educational process is significantly reduced, the number of pedagogical miscalculations and errors, and above all, missions of the student into the zone of proximal development, increases.

The third contradiction is between the tasks of developing diverse activities, including practically transforming ones, the tasks of including schoolchildren in real life and preparing them for tomorrow's life, creative work, and mainly the verbal nature of instruction. Students listen, read, watch, solve problems, at best think and feel, sitting at a desk, perceiving and expressing everything through the word. Collective teaching in the lesson contributes little to the formation of practical transformative activity.

The fourth contradiction is between the real volume of a particular educational material, the time needed to study it, and the standard "size", the time frame of the lesson. Hence the so-called dual lessons, and the ambiguously assessed “immersion” in a school subject, when a certain amount of time is devoted to a certain subject during a certain academic year.

In order for the lesson to be effective, the teacher must find ways to constantly resolve his leading contradictions. The harmony of the lesson, the entire system of lessons, and ultimately the effectiveness of training, depend on the degree of completeness and exhaustion of resolving contradictions.

Finally, one should also point out some artificiality of the lesson form of instruction. In real life, a child communicates not only with peers, but also with older and younger children, rejoices, gets upset, experiences various life situations. In the lesson, he must "disconnect" from the real world, go into a different, somewhat artificial world, which does not always work out, especially for a younger schoolboy. And perhaps this is far from always always productive. It is not by chance that in humanistic pedagogy the principle of the connection between learning and life is not interpreted in a narrowly applied way (to rely on life experience and teach to apply knowledge), but in a moral-constructive, educational plan: a lesson is a piece of life that a child must live fully with all his concerns and joys (Sh.A. Amonashvili).

In resolving this contradiction between the conventions of schooling, its detachment from living life, and the complexity, full-bloodedness of life itself, including the spiritual life of a student, this is one of the main reserves of truly humane productive education. It is characteristic that whenever it came to replacing the lesson with other forms of training, the lesson had internal reserves for improvement, more modern and advanced ways to resolve its contradictions.

Since the lesson incorporates and implements ideas about the goals of instruction, its content and methods, it turned out to be quite dynamic, able to absorb something new that appears in the theory and practice of instruction.

We point out the most important, in our opinion, ways and factors of updating this old form of education, which has already a 350-year history.

In-depth understanding of the objectives of the lesson.In the system of developing training in the lesson, educational (mastery of specific material and methods of activity), developing (formation and development of abilities and other personality qualities) and educating (formation of values \u200b\u200band relationships) tasks are defined and solved. Often, the totality of these tasks is called the triune goal of learning.

Improving the means and methods of organizing the activities of students in the lesson on the basis of a modern understanding of the nature and nature of training:

a harmonious combination of knowledge, practice and communication in the lesson;

gradual development and increase of students' independence and level of their activity;

a combination of inductive and deductive methods of working on material with an increase in the latter as students accumulate life and cognitive experience;

the use of modern methods of transmitting information, including audiovisual media;

strengthening the proportion of practical work in the structure of the lesson itself;

overcoming orientation on the "average" student, the possibility of choosing an individual way of studying the material in the lesson and in subsequent homework, in laboratories, classrooms, libraries, at home.

3.Search for a flexible and variable structure and extension of the typology of the lesson.Traditionally, the lesson has developed as a four-element structure, including checking homework or interviewing, explaining or learning new things, fixing and exercises, homework. Such a structure is logically justified and has a right to exist. However, it is often advisable to carry out not all of its stages in a lesson, but to focus on only one of them: repetition, accounting for knowledge, analysis of new material, exercises, generalizations, and verification of what is learned. Then, along with the traditional four-element lesson, called the combined lesson, other types of lessons are planned and conducted - a lesson in repetition, a lesson in the study of new material, a generalized lesson, a lesson in exercises and practical application of the lesson.

Traditionally, the typology of lessons is most often built on the basis of the completeness of the representation (composition) of its structural elements. With this approach, the following types of lessons are distinguished: introductory, learning new material, consolidating knowledge and exercises (developing and improving skills), repeat-generalizing, control and verification. And of course, the most common is a combined lesson containing all or several structural elements.

According to the leading method, a lesson is a lecture, a lesson is a dispute, a movie lesson (or video), a game lesson, a lesson, travel, etc.

Finally, according to the didactic plan (approach), along with the traditional types of lesson (combined, informational, problematic), a lesson of a unified type (“Lipetsk”), an integrated (intersubject) lesson, a problem lesson and several others are distinguished.

The so-called Lipetsk lesson became widely known in the late 50s and early 60s of our century. Teachers of Lipetsk, based on the theoretical developments of proponents of active learning (M.A. Danilov, I.T. Ogorodnikov) and interpreting them in their own way, suggested combining the structural stages of learning (repetition, learning new things, reinforcing, exercises) and sharing it to stages in accordance with the allocated "blocks", portions of educational material. Each stage of the lesson is the study of a block containing a certain portion of information. It includes the repetition of the past (in relations with the new), and the study of the new, and its consolidation. The whole lesson was conducted by active methods, students participated in the conversation, performed exercises, commenting on them, wrote small independent works, participated in mini-discussions and at the end of the lesson received an assessment for all the work in the lesson - the final lesson score.

The Lipetsk lesson, in the form in which it arose and was widely promoted, did not take root due to the fragmentation and frequent change of activities, which prevented one from concentrating, thinking, looking for solutions, and because of the desire of its authors to make such a lesson (it was called “mixed »Or a lesson of a combined type) with a new template instead of the template of the previous, combined lesson. However, an impetus was given to the search for active and flexible forms of conducting the lesson, an incentive to deploy methodological creativity.

The fate of another innovation turned out to be more enviable - a problematic lesson that first arose in the experience of teachers in Tatarstan, where the famous scientist-teacher M.I. was the Minister of Education, theorist and organizer of this type of training. Makhmutov, and then spread throughout the country.

The problem lesson has a structure corresponding to the stages of the search activity: statement (or joint nomination) of the problem, updating or acquiring the knowledge that is missing for solving, hypothesizing, searching for a plan, options for a possible solution, implementing and verifying the solution. The problem lesson imitates a situation of scientific or practical search, developing the creative qualities of the personality of students.

You can point to many other areas of improving the lesson, because it synthesizes the entire educational process. The lesson, like a mirror, reflects both new views and new teaching aids. Film lessons, lessons in the form of a school lecture, and a mini-game have long come into life. In recent years, integrated (intersubject) lessons have been increasingly practiced. In the lesson, she acquired citizenship rights along with frontal work, when the teacher works immediately with the whole class, group and individual (for different tasks or based on different instructions) work with students.

4. FORMS OF WORK WITH STUDENTS IN THE LESSON

In modern didactics, organizational forms of training, including compulsory and optional, classroom and homework, are divided into frontal, group and individual.

In frontal education, the teacher manages the educational and cognitive activities of the entire class working on a single task. It organizes the cooperation of students and defines a common pace for all. The pedagogical effectiveness of frontal work largely depends on the teacher’s ability to keep the entire class in sight and not to lose sight of the work of each student. Its effectiveness increases if the teacher manages to create an atmosphere of creative teamwork, to maintain the attention and activity of schoolchildren. However, frontal work is not designed to take into account their individual differences. It is focused on the average student, so some students lag behind the given pace of work, while others are weary of boredom.

In group forms of teaching, the teacher controls the educational and cognitive activities of groups of students in the class. They can be divided into unit, brigade, cooperative-group and differentially-group. Link forms of training involve the organization of educational activities of permanent groups of students. In the brigade form, activities are organized specially designed to perform certain tasks of temporary groups of students. A cooperative-group form involves dividing a class into groups, each of which performs only a part of a common, as a rule, voluminous task. The differentiated-group form of training has the peculiarity that both permanent and temporary groups unite students with the same learning abilities and the level of formation of educational skills. Group work also includes students' pair work. The teacher supervises the activities of training groups both directly and indirectly through his assistants - managers and team leaders, whom he appoints taking into account the views of students.

Individual instruction of students does not imply their direct contact with other students. In essence, it is nothing but the independent fulfillment of the tasks identical for the whole class or group. However, if the student performs an independent task given by the teacher, taking into account educational opportunities, then this organizational form of education is called individualized. For this purpose, specially designed cards may be used. In the event that the teacher pays attention to several students in the lesson while others are working independently, then this form of training is called individualized-group.

The organizational forms of training considered are common. They are used as independent and as an element of a lesson, a seminar and other classes.

In modern general educational practice, two common organizational forms are most often used: frontal and individual. Much less often in practice, group and pair forms of training are used. However, neither the frontal nor the group forms of education are actually collective, although they are trying to present them as such. Batavian lesson

The whole variety of organizational forms of training from the point of view of solving their educational goals and the systematic use of them is divided into basic, additional and auxiliary.

5. ADDITIONAL AND AUXILIARY FORMS OF TRAINING ORGANIZATION

Additional classes are held with individual students or a group in order to fill knowledge gaps, develop skills and satisfy increased interest in the subject.

When lagging behind in studies, it is first of all necessary to reveal its reasons, which will determine specific forms, methods and methods of working with students. This may be lack of learning skills, loss of interest in the subject or general slow development. In additional classes, experienced teachers practice various types of help: clarification of certain issues, attaching weak students to strong ones, and re-explaining the topic. Moreover, in some cases, greater use of visibility is required, and in others, verbal concretization.

To satisfy cognitive interest and a deeper study of certain subjects with individual students, classes are held where problems of increased difficulty are solved, scientific problems that go beyond the scope of compulsory programs are discussed, recommendations are given for independent development of the problems of interest.

Additional classes are closely related to consultations. Unlike the former, they are usually episodic, as they are organized as necessary. Distinguish between current, thematic and generalizing (for example, in preparation for exams or tests) consultations. Consultations at school are usually group consultations, which does not exclude, of course, individual consultations. It is often practiced to set aside a special consultation day, although often this is not particularly necessary, since teachers and students are in constant communication and have the opportunity to stipulate the time for consultations as needed.

The need for homework of students is due not so much to solving purely didactic tasks (consolidating knowledge, improving skills, etc.), but to the tasks of forming the skills of independent work and preparing students for self-education.

Auxiliary forms of educational organization. These include those that are aimed at satisfying the multilateral interests and needs of children in accordance with their inclinations. This is primarily electives and various forms of club and club work.

An effective form of differentiated training and education are electives. Their main task is to deepen and expand knowledge, develop the abilities and interests of students, and conduct systematic career guidance work. The distribution of students by electives is voluntary, but the composition remains stable for a year (or two years).

The elective works according to a certain program, which does not duplicate the curriculum. An effective elective in the classroom is a combination of lectures by its leader with various types of students' independent work (practical, abstract works, conducting small studies, reviews of book novelties, group discussions, performing individual tasks, discussing student reports, etc.).

Testing and evaluating knowledge in elective classes is more teaching than controlling. A mark is set only if it is the result of a lot of work done by students, and is most often set as a set-off.

Classes in hobby groups and clubs, as well as elective classes, require a certain program of activities. However, this program is less strict and allows for significant adjustments to be made depending on the wishes of the children, the changing circumstances of the activity and other factors. Circle and club work is based on the principles of voluntariness, development of initiative and initiative of children, romance and play, taking into account age and individual characteristics.

Along with permanent forms of organization of extracurricular activities, episodic events such as Olympiads, quizzes, contests, shows, competitions, exhibitions, expeditions, etc. are of great importance in the structure of the integral pedagogical process.

CONCLUSION

In the past decade, scientific research has actively affirmed the view of amateur performances as a pedagogical phenomenon, numerous studies have convincingly shown that classes in creative associations can significantly affect various personality qualities, social activity, creativity, general culture, collectivism and much more . Children's choreographic groups today cause the greatest interest among all genres of children and their parents. Having the largest quantitative composition in the system of children's art, they have a very significant educational potential, determined by the nature of choreographic art and the unusual possibilities of building the pedagogical process. To date, there is still no complete theoretical development of the problems and many practical issues of building the artistic and pedagogical process in children's creative groups and the management of choreographic groups, so the study of these issues is very important. The identification of the characteristics of the children's choreographic collective as a kind of pedagogical system, and the leadership of the choreographic collective in the initial stages requires further research and development.

LIST OF REFERENCES

1. V. Slastenin V.A. and other Pedagogy: Textbook. allowance for students. higher ped textbook. institutions / V. A. Slastenin, I. F. Isaev, E. N. Shiyanov; Ed. V.A. Slastenina.- M.: Publishing Center "Academy", 2002. - 576 p.

2. I. Zagvyazinsky - Learning Theory: Modern Interpretation: Textbook. allowance for students. higher ped textbook. institutions. - M.: Publishing Center "Academy", 2001-192 p.

3. V.A. Sitarov - Didactics: Textbook. Manual for students. higher ped textbook. institutions / Ed. V.A. Slenin. - M.: Publishing Center "Academy", 2002. - 368 p.

4. P.I. Pidkasisty, M.L. Portnov - The art of teaching. Second edition. The first book of the teacher. - M .: Pedagogical Society of Russia, 1999.

5. LV Kurilenko - Activization of cognitive activity of schoolchildren in the conditions of innovative educational processes: Textbook. Samara: Publishing House "Samara University", 1998.95 p.

6. Pedagogy: pedagogical theories, systems, technologies: P 24 Textbook. for stud. higher and wednesday Textbook institutions / S.A. Smirnov, I.B. Kotova, E.N. Shiyanov et al .; Ed. S.A. Smirnova - 3rd ed., Rev. and add. - M.: Publishing Center "Academy", 1999. - 512 p.

7. Dyachenko V.K. The organizational structure of the educational process and its development.- M. Pedagogy 1989.- 159s.

8. Podlasy IP - Pedagogy: Textbook. for students of higher ped. textbook. institutions .- M.: Education: Humanity. ed. VLADOS Center, 1996.- 432s.

9. Yakovlev N.M. Methods and techniques of the lesson at school: to help a novice teacher / N.M. Yakovlev, A.M. Sohor. - 3rd edition, revised and supplemented. - Moscow: Education, 1985 .-- 208 p.

10. Makhmutov, M. I. Modern lesson / M. I. Makhmutov. - 2nd ed., Rev. and add. - M .: Pedagogy, 1985 .-- 184s.

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FORMS OF EDUCATION AT SCHOOL AND UNIVERSITY

The leading forms of organization of the learning process are a lesson or a lecture (respectively, at school and university).

School Features lesson:

The lesson provides for the implementation of the learning functions in a complex (educational, developmental and educational);

Didactic lesson structure has a strict build system:

A specific organizational beginning and statement of tasks of the lesson;

Updating the necessary knowledge and skills, including checking homework;

Explanation of the new material;

Consolidation or repetition of the lesson;

Monitoring and evaluation of student learning outcomes during the lesson;

Summing up the lesson;

Homework;

Each lesson is a link in the lesson system;

The lesson complies with the basic principles of training; in it, the teacher applies a certain system of teaching methods and means to achieve the goals of the lesson;

The structure of the lesson embodies the laws and logic of the learning process.

Lesson types determined by the characteristics of the main tasks, the variety of substantive and methodological instrumentation and the variability of the ways of organizing training.

In school practice, other types of lessons are also used, such as a competition lesson, consultation, mutual learning, a lecture, an interdisciplinary lesson, and a game.

The main requirements for lecturing are:

The high scientific level of the information presented, which is, as a rule, of worldview significance;

A large amount of clearly and densely systematized and methodically processed modern scientific information;

The evidence and reasonedness of the opinions expressed;

A sufficient number of cited convincing facts, examples, texts and documents;

Clarity of presentation of thoughts and activation of thinking of listeners, raising questions for independent work on the issues discussed;

Analysis of different points of view on solving the problems posed;

Derivation of the main ideas and provisions, formulation of conclusions;

Clarification of terms and names; providing students with the opportunity to listen, comprehend and jot down information;

Ability to establish pedagogical contact with the audience; the use of didactic materials and technical means;

The use of basic materials of text, abstract, flowcharts, drawings, tables, graphs.

Types of lectures

6. Binary Lecture - it is a form of lecturing in the form of two teachers (either as representatives of two scientific schools, or as a scientist and practitioner, teacher and student).

In the practice of higher education, other types of lecture forms of instruction are also used.

Summary

A lesson at the university, a lecture, has been adopted as the main forms of organizing the learning process at school.

Among the large number and variety of types of organization of the learning process at school and university, each type or type solves a certain set of didactic tasks and fulfills its purpose. Their diversity in practice speaks of the creativity and skill of school teachers and teachers of higher educational institutions who are interested in the effectiveness of their work.

Questions and tasks for self-control

1 What is a lesson and what are its characteristics?

2. What is common and what is the difference between a lesson and a lecture? How do you understand: a lesson is a lecture?

3. Give examples of different types of lesson and types of lectures.

the history of the development of forms of educational organization.

class-lesson teaching system (co).

lecture and seminar co.

lesson like a ped. system.

Another element of the didactic system is the form of organization of training. In the philosophical dictionary “form” (lat.) - 1) the external shape, 2) the mode of existence and expression of content, 3) structure, structure. All these aspects are reflected in the didactic concept of form. The form of learning is understood as the design of the learning cycle, implemented in the interaction of the teacher and the learner to master the content. Thus, the form of training is a variant of the compositional construction of the training segment, denoting the external side of the organization (who, when, where and how to learn). Being an external characteristic of the didactic process, the form, however, is directly related to the goal, content, methods and teaching aids. The basis of the classification of forms of learning put the following features:

number and composition of students

place of study

duration of study.

In connection with these signs distinguish: individual, group and collective forms of work, school and extracurricular, classroom and extracurricular. This classification allows you to streamline the forms of learning, not being strictly scientific. Another classification is highlighted, which is based on the signs:

number of trainees

correlation of individual and collective types of work

degree of independence and specificity ped. guides.

In connection with these signs distinguish: individual learning, class-lesson system, lecture-seminar system.

The system of individual education took shape in a primitive society and existed until the beginning of the 18th century. Its essence is the transfer of information from senior to younger. With individual training, the teacher, studying with the trainee, directly or indirectly helps him in the independent development of the material. Individual learning dominates family learning. Starting from the 16th century, individual instruction is transformed as an individual group. With this system, the teacher deals with a group of children, each of whom works on an individual program, i.e. the teacher teaches 10-15 students of different ages and different levels of preparedness who are in the same room, but takes turns working with them. This form of training allowed students to start the school year at different times and master the learning material at different rates. As an exception, the teacher organized the entire group to work together. By the end of the 16th century, the inefficiency of the individual-group form of training became apparent. The classroom lesson, described at the beginning of the 17th century by the great Czech teacher Jan Kamensky in his book Great Didactics, became a more perfect system.

The classroom system is characterized by the following features:

the permanent composition of the group (classes), uniting approximately the same level of preparedness and age of students

the availability of curricula and programs that regulate the content of education in each class

strictly defined class schedule

combination of individual and collective forms of work

teacher lead

systematic review and assessment of homework

the main unit of lessons (lesson) is devoted to the study of one topic

Subsequently, the theory of the lesson was finalized in the writings of such well-known scientific teachers as Ushinsky (organizational structure of lessons, typology of lessons), Dysterweg (principles and rules of instruction). Thus, the classroom system is more than 420 years old. And throughout this time, the lesson was modified in two directions: 1) in terms of the number of students, 2) in terms of management. At the end of the 19th century, the so-called mutual learning system was formed (the authors are the English scientist Lancaster and the priest Belle), which is also called the Belle-Lancaster system. The essence of this system is as follows: at the same time it was possible to train up to 600 students. Initially, under the guidance of a teacher, students received theoretical knowledge, and then under the supervision of monitors (assistants) received special. knowledge and instructions, prepared independently. Subsequently, they reported to the teacher. Such a system made it possible to train a larger number of students with a small number of teachers.

At the end of the 19th century, on the basis of the same class-lesson system, a form of selective education appeared, which is known under two names: the Botava system in the USA and the Mannheim system in Western Europe (Germany). The essence of this system is that the teacher conducts one part of the class with the class, and the second part individually, if the student needs them. In an individual lesson, more powerful students could help the teacher. The positive is that students differentiate into strong, weak, and moderately successful. The disadvantage is that the teacher in his work focuses on the average student. But by the 20th century, an individual form of training stood out, which was first applied by Elena Parkers in the American city of Dalton and was called the Dalton Plan. The lessons were canceled. The students received written assignments, consultations with the teacher and individually had to fulfill them. The teacher advised, organized workshops. It turned out that there was no schedule. Experience has shown that not all students can teach without a teacher and therefore the color blind plan is not widespread.

In the 1920s, the modification of the Daltons, a brigade-new method, developed in the USSR. The team received the assignment, the teacher advised, and then the commander monitored the implementation of these assignments. It turned out that systematic tasks were not given, but, as a rule, activists performed tasks, and lads could “sit out”, and for the high result the whole team received 5. In 1932, this method was banned.

The lecture and seminar system originated with the advent of the first universities (10-11 centuries), but has not undergone any changes since then. Within the framework of the lecture-seminar system, classes are allocated aimed at the theoretical preparation of students (lectures, seminars) and forms of training aimed at practical training - workshops, term papers and theses. The lecture and seminar system is accompanied by tests and exams. The requirements in the modern lecture are highlighted:

humanistic orientation of the material

scientific and informative

evidence and argumentation

imagery of examples, facts

emotional presentation

the need to intensify the mindset of listeners

methodical processing of material

the use of teaching aids and various didactic materials

A lecture can be of various types: introductory, review-repeat at the end of a course or topic, review systematics of a large material, information (daily). Currently, attempts are being made to non-traditional forms of lectures. In the 60s XX century, an attempt was made to modify the lecture-seminar system by Trump, who proposed the organization of classes in 3 stages:

a highly qualified teacher in front of a large audience (100-150 people) using technical means gives lectures. Such classes take 40% of the time.

40% of the study time, a huge group is divided into groups of 20 people, and assistants work out the most difficult and key moments of the material.

Trainees independently perform these tasks. In the American system, this plan is still widespread.

A lesson is the main form of education in high school. A lesson is a form of organization of the educational process in which the teacher organizes cognitive or other types of activities of trainees, taking into account their characteristics, using methods, means and forms of work necessary for all students to master the material studied. The most used typology of the lesson is the classification according to the didactic purpose (author Esipov):

Lesson in mastering new knowledge

The lesson of the fastened material

Repetition lesson

Lesson on the systematization and synthesis of new material

Assessment and Verification Lesson

A combined lesson aimed at solving several didactic problems.

The structure of a typical combined lesson is:

Organizing time

Checking homework

Survey on material passed

Learning New Material

Pin New Material

Homework.

The lesson necessarily combines individual, group and collective forms of work. The teacher supervises the independent work of students. Forms of organization of training are accompanied by appropriate forms of control - examinations, tests, exams.