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  • Why is a lesson considered the main form of training organization? Other forms of learning in a modern school

Why is a lesson considered the main form of training organization? Other forms of learning in a modern school

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.

Rental block

A lesson is an organizational form of training within the classroom system, characterized by the relative completeness of the time-limited pedagogical process that the teacher conducts according to a certain schedule with a fixed schedule with a group of students of constant composition, of the same age and level of training.

During the lesson, the pedagogical interaction is built on the personal contact of the teacher with the students in the process of communication, the teacher directs and controls the activities of all students in the class, and also ensures the interactions between them. Therefore, learning in the conditions of the lesson can be considered a system aimed at achieving the educational goals of the teacher’s direct and indirect interactions and students.

Compared with other forms of learning organization, the lesson has specific and non-specific characteristics. Specific ones include: a group of students (class) that is relatively constant at all stages of the learning process, supervising the teacher’s cognitive activity of students taking into account their characteristics, observing class filling standards, mastering the basics of what was learned directly during the lesson. Non-specific characteristics of a lesson include those that manifest themselves in other organizational forms: the purpose of training, the content and methods of work, place of study, time of training, etc.

In the lesson, to ensure favorable learning conditions, various types of work organization are used, in particular, collective, individual and group. All of them are aimed at achieving educational goals by appropriate teaching methods and means.

Basic requirements for the modern lesson.

Requirements for a modern lesson in the context of the introduction of a new generation of GEF.

The fundamental difference of the modern approach is the orientation of standards on the results of mastering the basic educational programs. By results we mean not only subject knowledge, but also the ability to apply this knowledge in practical activities.

Requirements for a modern lesson - this is a well-organized lesson, in a well-equipped study, should have a good start and a good ending. The teacher should plan their activities and the activities of students, clearly articulate the topic, goal, objectives of the lesson: the lesson should be problematic and developing: the teacher himself aims to collaborate with students and knows how to direct students to collaborate with the teacher and classmates;

the teacher organizes problematic and search situations, activates the activities of students;

the conclusion is made by the students themselves;

minimum reproduction and maximum creativity and co-creation;

time-saving and health-saving;

the focus of the lesson is children;

taking into account the level and capabilities of students, which take into account such aspects as class profile, students' aspirations, children's mood;

ability to demonstrate the methodological skill of a teacher;

feedback planning;

the lesson should be kind.

The principles of educational technology in the classroom:

freedom of choice (in any educational or managerial action, the student is given the right to choose);

openness (not only to give knowledge, but also to show their boundaries, to confront the student with problems whose solutions lie outside the course being studied);

activities (the development of students' knowledge, skills, mainly in the form of activity, the student must be able to use his knowledge);

ideality (high efficiency) (maximize the opportunities, knowledge, interests of the students themselves);

feedback (regularly monitor the learning process using a developed system of feedback techniques).

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This topic belongs to the section:

Theory of Learning. Theory of education. Modern copyright schools

This material includes sections:

Informatization of education. Changing the role of teachers in the conditions of informatization of education. Multimedia didactics - what is it? The use of ICT in the teaching of history and social studies.

The main organizational form of education in a modern school is a lesson

A lesson is a form of training organization in which a teacher conducts classes with a group of students of a constant composition, of the same age level of training for a certain time and in accordance with the schedule

The lesson has the following features:

It is a completed and time-limited part of the educational process, during which certain educational tasks are solved;

Each lesson is included in the schedule and is regulated in time and in volume of educational material;

Unlike other forms of educational organization, it is a permanent form that provides students with a systematic assimilation of knowledge, skills;

Attending lessons is compulsory for all students, so they study the knowledge system, divided by class, in a certain logic;

It is a flexible form of training organization, which allows you to use various methods, organize frontal, group and individual educational activities of students;

The joint activity of the teacher and students, as well as the communication of a large permanent group of students (class) creates opportunities for uniting a team of children;

Promotes the formation of cognitive qualities of the person (activity, independence, interest in knowledge), as well as the mental development of students

In didactics, there are several approaches to classifying lessons based on the characteristics taken as the basis. According to the methods of conducting lessons-lectures, lessons-conversations, lessons-disputes, lessons of independent work. UCHN is new and others. At the stages of educational activity - introductory lessons, lessons of initial acquaintance with the material, lessons in the formation of concepts, the establishment of laws and rules, lessons in applying knowledge in practice, lessons in the repetition and generalization of material, control lessons, combined lessons.

successful in modern theory and practice of teaching is the classification, which is based on the didactic goal and place of the lesson in the general system of lessons (B. Yesipov, M. Makhmutov, V. Onishchuk). Being on the same positions, these authors offer a different number of types of lessons. According to the classification. V. Onischuk, distinguish the following types of tipi:

Lesson in the formation of skills;

Lesson in the application of knowledge, skills;

Lesson verification, assessment and correction of knowledge, skills;

Combined Lesson

Each type of lesson has its own structure (elements, steps), sequence (in what sequence these elements are included in the lesson), communication (how they are related)

V. Onishchuk introduced the concept of "micro-and macrostructure of the lesson" Macroelements are determined by the tasks of the lesson type. Such, in his opinion, are the stages of assimilation of knowledge: perception, comprehension, generalization, systematization. Since the logic of learning is itself, the macrostructure of lessons of this type is the same. The trace elements of the lesson structure include means and methods for solving didactic tasks at each of its stages.

The time and place allocated to each structural element of the lesson is determined by the construction of the lesson. The structure of the lesson should ensure the successful solution of its educational tasks, the activation of cognitive new activities of students, consistent with the nature of the educational material, the didactic and methodological tools that the teacher uses. Therefore, in determining the structure of the lesson, the teacher must take into account the topic and the history of the historical, appropriate methodological tools and techniques, the specific conditions in which the lesson will be held, and the level of preparedness of the students is gaunt.

In almost all types of lessons, there are such structural elements: introductory part, checking homework, learning new material, fixing new material, reporting homework, for an acinth lesson.

1. Introductory part. This element of the lesson should provide a favorable external environment, the psychological attitude of students for normal work. The previous organization of the class provided for the mutual greeting of the teacher and students, verification of attendance, the external condition of the room, workplaces, work position and appearance of students, organization of attention.

2. Checking homework. This part of the lesson consists of checking a written assignment, which is carried out by various methods depending on the goal, and an oral examination of knowledge, which is carried out with the help of the previously discussed methods.

3. Learning new material. It assumes either teacher’s messages using verbal teaching methods, or independent work of students with textbooks, teaching aids, etc. When explaining new material, the teacher should make sure that all students see and hear (you can sit if you are tired), he should not walk around the classroom, speak loudly, clearly, measuredly. His speech should be understandable to the appropriate age. The explanation should be based on the previous experience of students, the selection of material in the material, without enthusiasm as a secondary time should follow the sequence of presentation, viewing oristovuvaty illustrative material.

Learning new material allows students to acquire a variety of skills. The structure of their formation has its own characteristics. Its main components are the analysis and assimilation of the rule underlying the action of skills, overcoming difficulties in its application, improvement of action skills, consolidation of the achieved level of impact of skills and its use in practice, achievement of mastery in its use.

The most important means of forming skills are exercises. They must be purposeful, systematic, long-lasting, diverse and constant.

4. Fastening new material. This element has the goal of establishing a strong relationship between only acquired knowledge and previously learned, verification of the formation of scientific concepts, development of the ability to put knowledge into practice. This is achieved through a variety of exercises and independent practical work of students.

5. Post homework. The teacher should think through its contents so that it is concrete, feasible for students. Homework should not be given hastily when the bell rang from the lesson. A special hour is allotted for communications and homework explanations.

6. The end of the lesson. This structural element is declared and occurs as directed by the teacher.

The main components of each type of lesson include:

a) lesson in the assimilation of new knowledge: verification of homework, updating and correction of basic knowledge; communication to students of the topic, purpose and objectives of the lesson; motivation for teaching students; students' perception and awareness of factual material, understanding of the relationships and dependencies between the elements of the studied; generalization and systematization of knowledge; lesson summary, homework alert

b) a lesson in the formation of skills: the verification of homework, updating and correction of supporting knowledge, skills; informing students of the topic, goals and objectives of the lesson and the motivation for teaching students ;, study of new material (introductory, motivational and cognitive exercises) initial application of new knowledge (test exercises); students applying their knowledge independently in standard situations (training in the rules according to the model, instructions for the assignment); creative transfer of knowledge and skills to new situations (creative exercises); lesson summary and homework posts

c) a lesson in the application of knowledge, skills and abilities: checking homework, updating and correcting basic knowledge, skills; communication of the topic, goals and objectives of the lesson and the motivation for teaching the schoolchild; comprehension of the content of the sequence of application of methods for performing actions; students completing tasks independently under the supervision and with the help of a teacher; students' report on work and theoretical justification for half the results; lesson summary and homework posts

d) a lesson of generalization and systematization of knowledge: communication of the topic, goals and objectives of the lesson and the motivation for teaching students; reproduction and generalization of concepts and assimilation of the corresponding knowledge system; in general, lennon and the systematization of basic theoretical principles and the corresponding ideas of science; lesson summary and homework posts

d) a lesson for testing and correcting knowledge and skills: communicating the topic, goals and objectives of the lesson, motivation for teaching students; testing students' knowledge of factual material and basic concepts, checking chap. Libin students 'understanding of knowledge and the degree of their generalization, students' use of knowledge in standard and modified conditions; collection of work performed, their verification, analysis and evaluation; lesson summary and homework report

e) a combined lesson: verification of students completing homework of a practical nature, verification of previously acquired knowledge; communication of the topic, goals and objectives of the lesson and the motivation for teaching students; cn of admission and students' awareness of new material of comprehension, generalization and systematization of knowledge; lesson summary and homework messages.

The structure of each lesson is variable, involving the use of its components depending on the age of the students, their preparation, the content of the educational material, teaching methods, location of the lessons, etc. C. This means that the teacher must plan each lesson creatively.

During any type of lesson, he uses different types of educational work: frontal, group, paired and individual. Each form of this work has its own methodology for its organization.

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.

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 “survivability” of the lesson is that this form of organization of training is very economically advantageous, since with the enrollment of students it provides 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 training outside of class time, 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 needed when groups of at least 3 students are full.

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 artificially recreate it (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:

  • Ш into 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, indicating objects for observation, sketching, drawing up diagrams, briefing 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, these 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.