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Forms of organization of training in a modern school. Organizational learning


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, developing and educating);

- didactic lesson structure  has a strict build system:

- a certain organizational beginning and statement of tasks of the lesson;

- updating the necessary knowledge and skills, including checking homework;

- explanation of new material;

- consolidation or repetition of the lesson;

- monitoring and evaluation of student learning outcomes during the lesson;

- summarizing the lesson;

- homework;

- the content of the lesson corresponds to the educational state standard, the curriculum of the relevant school discipline within the school curriculum;

- 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. During 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 question, dictation, statement or independent solution of problems and examples, practical work, test, test, 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, as a rule, is of worldview importance;

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;

Application 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 boils down to a detailed or brief commenting on the visual materials being watched (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 pre-planned mistakes 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 go through 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.

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.


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The activity of students in mastering the content of education is carried out in various forms of learning, the nature of which is due to various factors: the goals and objectives of the training; the number of students enrolled in education; features of individual learning processes; place and time of student work; provision with textbooks and teaching aids, etc.

General forms of educational organization.In modern didactics, organizational forms of training are divided into general and specific. There are three general forms of training organization: frontal, group and individual. Specific (private) forms of organization of training include: a lesson, a study tour, homework of students, elective classes, classes in production workshops and some others.

Consider the general forms of organization of training. At frontal (general class) form of workthe 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 work, to maintain the attention and activity of schoolchildren. However, frontal work does not take into account the individual differences of students. It is focused on the average student, so some students lag behind the given pace of work, while others are ahead and inactive.

At group learning organizationthe teacher manages the educational and cognitive activities of individual groups of students in the class (they are also called small groups).

Individual form of training organizationdoes not imply their direct contact with other students. In fact, this is an independent task for students, which can be different (individually selected for each student), and the same for the whole class. 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 considered general organizational forms of training are used, as a rule, in a complex, alternating in one lesson.

Sometimes talk about collective form of training organization.But neither the frontal nor the group forms of education are actually collective, although they are trying to present them as such. So, in frontal work, cooperation and comradely mutual assistance, distribution of duties and functions are almost eliminated. But not every group work is collective. According to X.Y. Liimetsa, collective work, arises only on the basis of differentiated group work and has the following features:

  • 1) the class (group) is aware of the collective responsibility for the assignment given by the teacher and receives an appropriate social assessment for its implementation;
  • 2) the organization of the assignment is carried out by the class (group) under the guidance of a teacher;
  • 3) there is a division of labor that takes into account the interests and abilities of each student in and allows everyone to better express themselves in common activities;
  • 4) there is mutual control and responsibility of each to the class and group.

According to V.K. Dyachenko, collective training is such training in which the team teaches and educates each of its members and each member of the team actively participates in the training and education of their teammates.

BASIC AND AUXILIARY FORMS OF EDUCATION IN A MODERN SCHOOL.

The main forms of educational organization

A lesson remains the main form of organization of education in a modern school. The reason for the "vitality" of the lesson is that this form of organization of training is very economically advantageous, since with the enrollment of students it ensures organizational clarity and continuity of the learning process.

Study tour (see further) -a form of educational organization in which students, under the direct supervision of a teacher or independently, but under his control, observe, investigate the surrounding reality or its artificial recreation (museum, greenhouse) in close connection with the program material being studied.

Self-training -organized homework in boarding schools and groups extended under the guidance of a teacher or educator.

The advantages of self-training:

  • a) it takes place in hours that are productive for independent work (usually after a rest or walk);
  • b) students can seek help from a teacher;
  • c) mutual control and mutual assistance can be organized.

However, self-training is not without drawbacks:

  • a) cheating and hints are possible that generate dependent moods of individual students;
  • b) those who completed the task, as a rule, are in the same room as others (they interfere, cause haste);
  • c) the process of preparing oral assignments is complicated.

Auxiliary forms of educational organization

Optional classes -a form of organization of extra-curricular education aimed at expanding and deepening the knowledge, skills and abilities of students in academic subjects in accordance with their requests, inclinations and abilities, satisfying the increased interest in the subject.

Optional classes are one of the main forms of differentiation of education in a modern school. In this regard, their importance increased after the Decree of the President of the Republic of Belarus of July 17, 2008 No. 15 “On Certain Issues of General Secondary Education”, which abolished specialized training.

Groups for elective classes are completed from students of the same class or parallel classes in the amount of at least 5 students in urban areas and at least 3 in rural areas. Students attend elective classes voluntarily, based on applications from their legal representatives, but the composition of optional groups remains stable throughout the year.

Optional classes can be natural-mathematical, humanitarian, social studies, environmental, military-patriotic, musical, choreographic, artistic, theatrical or other orientation. They are carried out according to curricula approved by the Ministry of Education of the Republic of Belarus (see: www.adu.by), which do not duplicate curricula in academic subjects. The list of elective classes is updated annually. They are published by the teaching materials for optional classes.

In optional classes, various types of students' independent work are widely used (performing individual creative tasks, discussing student messages and reports, preparing and defending essays, conducting small studies, reviewing book novelties, etc.). At the same time, marks are not set, students' academic achievements are assessed verbally on a meaningful and evaluative basis.

Stimulating Activities -held outside school hours with the most capable, well-performing students.

In challenging classes, problems of increased difficulty are solved, scientific problems beyond the scope of the mandatory program are discussed, recommendations are given for self-mastering the issues of interest, schoolchildren are being prepared for participation in competitions and conferences.

Supporting Activities -held outside school hours in order to fill the gaps in knowledge, skills and abilities of students.

Incentive and supportive classes are conducted as necessary, with groups of at least 3 students.

Consultations -a special kind of auxiliary training, built on the basis of an individual approach to students and aimed at helping individual students to better understand and learn from the previously passed material that for some reason they were not sufficiently understood and learned at the time.

Consultations are carried out occasionally, as necessary. Distinguish between current, thematic and generalized consultations (the latter are organized, for example, in preparation for exams). Consultations at the school are usually group, but individual consultations are not excluded. Sometimes a special counseling day is practiced in schools.

Olympics -this is a friendly competition of students in the implementation of educational tasks of a creative nature (increased complexity, entertaining) in a particular subject.

The Olympiad helps to verify the quality of theoretical and practical training of students, stimulates them to work more actively on the assimilation of knowledge and skills, and helps to identify gifted students.

Student Conference -this is a complex form of summarizing the results, summing up the results of independent (under the guidance of a teacher) research activities of students. A characteristic feature of the conference is the preparation and reading by students of reports and messages. Student conferences can be held in various academic subjects and at the same time go far beyond the curriculum.

The conference is usually thematic in nature. Its task is to attract the attention of as many students as possible to the studied educational problem, topic. Therefore, the topic of the conference should be not only relevant, but also interesting, accessible to most students. The conference can be attended by both students of parallel classes and different parallels. The conference may involve teachers, representatives of science, art and industry.

Study Tour and Homework

A study tour is a form of educational organization in which students, under the direct supervision of a teacher or independently, but under his control, observe, explore the surrounding reality or its artificial reconstruction (museum, greenhouse) in close connection with the program material being studied.

This form of training organization is characterized by a high degree of student independence, visualization and objectivity in learning, the relationship of learning with life. On excursions, students learn to purposefully observe and analyze, under the guidance of a teacher or specialist, facts, phenomena in their relationship and interaction, compare them, generalize, and draw conclusions. Excursions largely contribute to the developmental tasks of students of cognitive interest, aesthetic qualities.

At the venue, excursions are allocated:

  • В to nature;
  • Ные museum (in museums, exhibitions, galleries);
  • Ш by historical places;
  • Лит literary and aesthetic (this type of excursions was offered by Yakub Kolas in his study guide “Methodology of native mova”);
  • Ø production (to industrial and agricultural enterprises, to nodes of transport and communications);
  • Ш complex (for example, local history).

The tour should be well prepared: the teacher selects the object, carefully studies the materials related to the topic of the tour, sets goals, draws up a detailed plan, develops a route, clarifies the questions to be clarified during the tour, prepares and distributes tasks among students, determines the procedure for summing up the tour.

The tour leader is also required to prepare students for it. The nature of the preparation may vary. This is a preliminary story or explanation, an indication of the objects for observation, sketching, drawing up diagrams, instruction on the order and rules of behavior of children during the inspection of the object, etc.

Homeworkperformed by the student on their own; it is organically linked to the classroom and its content.

Types of homework are diverse, the main ones are: memorization of material explained in the lessons on educational and other auxiliary literary sources; written and oral exercises; problem solving; conducting experiments; writing essays; production of models and drawings; drawing up various diagrams and diagrams; collecting exhibits (collections, herbaria), etc.

For homework, types of tasks are offered that students have already completed in the lesson on their own.

In class I, homework is not set. Textbooks, notebooks of students are stored in the classroom. In the II-IV classes, homework is not set for the weekend, holidays and vacations. Homework on labor training and music is not set.

The main reason for the overload is the volume of homework that is not consistent with tasks in other subjects. The amount of homework should not exceed 30% of the amount of work done in the classroom.

The need for homework should be justified. If the teacher can organize the work so that students learn all the necessary material in the lesson, he can abandon homework for some period.

Homework can be frontal, differentiated or individual. This means that, while preserving the main content of the homework, it is possible to partially differentiate or individualize its purpose, volume, method of implementation.

An indispensable condition for the successful completion of homework by students is the preparation of students for its implementation under the guidance of a teacher.

The homework message should be accompanied by the necessary briefing.

To help students, the teacher develops and offers instructions for performing certain types of homework (how to solve the problem, how to memorize a poem, how to prepare a retelling plan, how to do work on mistakes, etc.).

When doing homework, basic hygiene requirements must be observed. For students of II classes after 20 minutes of classes, a break of 5-10 minutes is required. During the break, it is useful to do some physical exercises, gymnastics for the eyes. In class III, the duration of classes (without a break) can be increased to 30-35 minutes, and in IV - up to 40-45 minutes. But during this time there should be a physical pause for 2-3 minutes. During a long (10-minute) break, students in grades III-IV can do small homework (for example, watering flowers, dusting).

The teacher is obliged to familiarize parents with the time standards that are allocated for homework, with an approximate mode of the day, with the correct organization of the workplace. The teacher explains to parents how to properly help students with homework.

Homework, whatever kind it may be, should be realized by each student, both in terms of its content and in terms of ways and means of its implementation. Therefore, the teacher should thoroughly instruct the class on the ways of its rational implementation. In the practice of the school’s work, the following types of instruction were given when assigning home lessons: a proposal to perform in the same way as similar work was done in the classroom; explanation of how to complete the task in 2-3 examples; analysis of the most difficult elements of homework.

Homework is general class (frontal, compulsory for all students) and individual.

In order for homework to become effective, efficient, the teacher must be strictly guided by the following basic didactic requirements:

  • 1) homework should flow from the material explained in the lesson in accordance with the program;
  • 2) the teacher should set homework at the end of the lesson, after the material has been thoroughly explained and comprehended by the students;
  • 3) the volume of homework should be strictly dosed and correspond to the established regime of the day, the permissible load of students of a given age, hygiene standards;
  • 4) homework should be evenly distributed on the days of the week;
  • 5) at the beginning of the next lesson, the teacher is obliged to check the class’s homework and take into account the quality of its implementation when evaluating each student.

In order not to overload students with homework, it is advisable to build them on the principle of "minimum-maximum." Minimum tasks are mandatory for everyone. Maximum tasks are optional, designed for students interested in the subject, having a penchant for it.

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.

  1. 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 teacher's ability 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.
  2. 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.
  3. 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 here 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.

In the school educational process, various organizational forms of learning are used. They are divided into several types, each of which has certain features.

The holistic picture and the quality of students' knowledge obtained in the learning process, the ability to successfully apply them in practice, largely depends on the ability of the teacher to organize the process itself. For the qualitative organization of the educational process, filling it with meaningful and structural elements, modern pedagogy and didactics have come to a number of forms and types of training.

However, not everyone understands what organizational forms of learning are. Therefore, it would be nice at the very beginning to talk about this concept in more detail.

According to the researcher M.A. Molchanova, the definition of the form of training is based on the philosophical category of content and form, which is explained by the fact that the form of training as such undoubtedly carries a combination of methods, techniques, types of training, thereby expanding its content. B. T. Likhachev presents the form of training, first of all, as the interconnection and mutual transition of information in the process of cognition between two objects, namely, the teacher and the student. The scientist I.F. Kharlamov believes that such a form cannot be clearly defined due to the variety of its components, but researcher Yu. K. Babansky writes that the form of training is nothing more than an external expression of any content. Despite a lot of different opinions, any form of organization of training has an integrative function and represents a certain construction consisting of elements of the structure of education.

Successful training, regardless of the chosen form and type of organization as a whole, depends on the training system, as well as on the structure of the educational process. If you give knowledge to students is chaotic, without leaning on a specific plan, without using the methods and methods that oblige you to use the form of training, this will lead to the fact that instead of knowledge there will be a mess in the head and complete confusion.

Such scholars as Ch. Kupesevich and I. P. Podlasy in their works on pedagogy classify organizational forms of training according to the following indicators: the location of the classes; the number of students; duration of classes. Based on these indicators, the following organizational forms of training are obvious: in terms of number - individual and collective, in place - class and extra-curricular, and in duration - a classic lesson, a paired lesson or a shortened paired lesson.

Modern researchers I.F. Isaev, A.I. Mishchenko, E.N. Shiyanova and others distinguish several forms of organization of schooling, namely: individual, class-lesson and lecture-seminar. However, it is most advisable to present all forms of organization of the learning process in the form of a three-dimensional model, where the general forms of organization, internal and external, will be its sides, bearing the semantics of the species and covering the totality of elements, i.e., filled with content.

It is worth considering the content of each form of training organization in more detail.

The presented model demonstrates that the general form of organization of the school learning process contains a combination of individual, paired, collective, group and frontal forms. Individual and pair forms of education are more relevant to the extra-curricular process, while group, collective and frontal forms are very close to organizing school education.

So, the group form of training involves the presence of a group of students consisting of three or more people. This form of learning not only finds application in modern school education, but is also successfully implemented in such types of school process as a seminar or laboratory lesson.

The frontal and collective forms of learning presuppose the presence of a large group of students, moreover, such a group should be mutually learning, i.e., directly contact with each other and the teacher in order to transfer educational material and exchange knowledge gained. These forms of training, unlike group teaching, are broader in the pedagogical field, however, they also have a number of difficulties associated primarily with the number of students and the forms of organization of their educational process. The next side of the three-dimensional model is responsible for the organization of the forms of the educational process, namely, the external forms of educational organization.

External forms of organization of instruction in a school include such forms of instruction as a lesson, a didactic game, a seminar, a practical lesson, a lecture, and laboratory work. It is worth considering them in more detail.

A lesson is the main form of the educational process, the main task of which is to solve didactic problems in the learning process. The lesson has a definite structure and includes the availability of means and methods of delivering the necessary information for the purpose of assimilation and consolidation by students. As an external form of learning, the lesson unfolds as part of the curriculum and program. In modern pedagogy, it is customary to distinguish types of lessons and distinguish between a lesson-conversation, a lesson-lecture, a lesson-excursion. This distinction is associated with the different content of the lesson, as a form of the educational process.

A lecture is one of the oldest forms of teaching, which is also used in the modern education system. At school, this form of education is called a lesson-lecture, but is essentially filled with the same content as a lecture in higher educational institutions. The task of the lesson is to introduce students to new material, to give them the most complete and structural concept of the issue under consideration. A lecture, as a type of organization of educational activity, is also usually divided into types. So, they distinguish between an introductory lecture, a lecture-discussion, built on the principle of a question-answer or a visual lecture using visual aids or video materials.

A didactic game is a type of collective educational activity, realized in the form of a game, but possessing a number of features that define it as a form of training. One of the defining signs is the formulation of a problem that needs to be solved, the ability of students in the form of a game to present it in various areas of social life, as well as direct contact with a teacher who plays the role of a guideline and evaluates the implementation of didactic-game goals from the outside.

Unlike the didactic game, the seminar has a more complex character and is aimed at independent and in-depth study by students of a particular educational task. The aim of the seminar is to systematize and consolidate the theoretical knowledge of students by studying a sufficient number of sources on the problem being studied. The main goal of the seminar is to develop analytical and synthetic abilities in students, increase the culture of speech, and form a scientific worldview.

A practical lesson is one of the modern forms of teaching at school, aimed at consolidating theoretical knowledge and is expressed in the application of acquired skills in practice. The value of such classes is, first of all, in revealing the correct understanding, information obtained earlier and making, if necessary, the necessary amendments and corrections.

Laboratory work is a type of organization of educational activity that is similar in purpose to a practical lesson, but which has as its basis the goal of implementing such functions as the development of research skills in students, the enrollment by students of the system of methods of the experimental and practical field of study, a significant expansion of the possibilities of applying theoretical knowledge to practice.

The conference is one of the types of organization of school education, which makes it possible for students to prove themselves in the field of science and express their opinions by resorting to scientific analysis and synthesis.

All of the listed external forms of modern school education are closely related to the third side of the learning model - internal forms. Internal forms of training take place in the organization of the teacher and the structural design of the entire educational process. So, the internal forms of education include both the compulsory presence of introductory and planned classes, as well as lessons to consolidate the material, as well as practical classes and assessment acquired in the learning process of knowledge and skills.

All sides of the considered types of organizational forms of modern school education have common goals, one of which is the development of new knowledge, consolidating it in practice, developing the necessary skills, implementing and systematizing knowledge and skills, as well as monitoring and evaluating the received material. The independent work of students and extracurricular forms of classes, which undoubtedly contribute to a wider perception and consolidation of educational information, also play an important role in achieving these goals.

Organizational forms of learning at school can be different, but you must fulfill all the requirements, listen carefully to the teacher, do a lot, and then the student will be able to leave school with a wealth of knowledge. They will certainly come in handy for him in later life.

Despite the various types of organizational forms of training, all of them are still aimed at giving maximum knowledge to students. To achieve this, one must also rely on one's own strengths.

28. Forms of education in a modern school.

The implementation of training requires knowledge and skillful use of various forms of organization of the educational process, their continuous improvement and modernization.

Currently, the following forms of organization of educational work are used in a modern school: lesson, excursions, classes in educational workshops, forms of labor and industrial training, elective classes, homework, forms of extracurricular educational work (subject groups, studios, scientific societies, olympiads, competitions ) In the main directions of school reform, the need to expand the forms of academic work is indicated. Along with the lesson, one should practice lectures, seminars, interviews, workshops, and consultations more widely.

29. Classroom system and its alternatives.

The school provides a class-lesson learning system. It is based on the idea of \u200b\u200bcreating stable age-appropriate school classes and the need for a systematic study with these classes throughout the school course of a certain educational content. The class-lesson system of instruction contributes to the implementation of the main task of the socialist school - to give general education to all children of the people at a high level. It provides an opportunity to work on a single curriculum, systematically and systematically provide socially necessary education. The stable composition of the class as the basis of the class-lesson system of instruction creates teaching teams, goals and mutual assistance relationships contribute to the achievement of all students to the highest level of achievement.

The class-lesson system provides the organization of systematic subject teaching. It provides for the specialization of teachers, and due to the fact that each of them teaches one or two subjects, a high level of education can be provided.

The class-lesson teaching system makes it possible to conduct uniform training throughout the country according to state curricula. All schools have the same curriculum. Each training course is systematically built and divided into specific sections. The organizational unit of the system is a lesson. Thanks to a well-visible construction, a class-lesson teaching system provides a high degree of public control.

For the class-lesson teaching system is characterized by appropriate material and technical equipment of the premises in which lessons are held. This applies not only to traditional classrooms, classrooms, lessons can be held at enterprises, in museums, in cultural and sports institutions. The class-lesson teaching system ensures its close connection with the life of society.

30. Lecture and seminar form of training.

31. Lesson - as the main form of organization of training.

A key element of the classroom education system is the lesson. (The class-lesson teaching system is the highest form of group learning.) A lesson is a form of organizing training with a group of students of the same age, permanent composition, a lesson on a fixed schedule and with a uniform curriculum for all. A lesson is considered as the main form of organization of the pedagogical process, since not only the organization of educational and cognitive activity is possible here, but also the intellectual development of the child’s personality, management of the development of abilities, the formation of the students ’worldview, the need for knowledge, as well as its upbringing. The purpose of the lesson is the assimilation of new material as part of a broader content, the conscious perception of information, remembering and consolidating it, and using it in practical activities. The lesson creates favorable opportunities for combining frontal, group and individual work of children. A lesson is always multifaceted, because all the components of the learning process interact in it - pedagogical goals, didactic tasks, content, methods, technical equipment, etc. The lesson should be a logical unit of the topic, section, course. Based on this, we can distinguish the features of the lesson that distinguish it from other forms of learning: didactic goals (correspond to the learning functions); a certain amount of educational material; the constant composition of students, the same age; leadership by the teacher of student activities; the sequence of different activities of the teacher and students, depending on the structure of the lesson; limited time; a clear scheduled time; compulsory attendance of the lesson; implementation in an optimal ratio of all didactic principles; reliance on the achieved level of knowledge.

Given these general requirements for the lesson, didactic requirements are specified. They correspond to educational upbringing and organizational requirements for the lesson: a clear definition of educational tasks; definition of the content of the lesson in accordance with the program, the objectives of the lesson; choice of teaching methods (active methods); the presence of intersubject communications; use of the latest achievements of science; development of all spheres of personality; assimilation of knowledge, development of skills; development of a scientific worldview; clear lesson planning; Compliance with the structure of the lesson; multimedia approach to learning; adherence to the principles of training.


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