Article 15 of the Law of the Russian Federation "On Education" defines the curriculum "as a breakdown of the content of the educational program by training courses, disciplines and years of study."

The curriculum of a general education institution has a certain structure, which represents:

1. Operating mode of OS (indicate the number of classes in general and by level of education, the number of classes with in-depth study of individual subjects, the number of extended day groups, working hours and shifts, the duration of lessons).
2. Explanatory note(normative documents on the basis of which the curriculum was compiled, target orientation, strategic and tactical guidelines for updating the content of education, the profile of the educational institution, if the school is general education, but there are specific classes - KRO, compensatory education, profile, in-depth study of a particular subject, general characteristics invariant component - FC and RK, the use of the variable part in accordance with the profile of the school (class). the ratio is determined by: the social order and the general goals of education in a given school, the role of individual subjects in the implementation of the set goals; the originality of private goals, tasks and content of individual subjects and groups of subjects (educational areas) at each of the levels of education; interdisciplinary connections (their intended purpose, specific ways to implement studies, including within the framework of integrated courses); additional educational programs and services implemented at the expense of budget financing (i.e. provided to students free of charge) outside the PMU. The use of subject courses, special courses, elective courses as an integral part of the school educational program. It is important not only to indicate which disciplines, subjects, types of educational activities are introduced at the expense of the school component, but also to justify the expediency of their introduction. Programs additional education(circles, sections, etc.), implemented at the expense of budget financing (i.e., provided to students free of charge) outside curriculum.
3. A grid of hours broken down by learning levels(take into account the following: the weekly study load should not exceed the maximum allowable (SanPiN requirements), in primary and secondary schools, for each class, FC, RK and SC are indicated; in profile classes (10-11), subjects that are studied at the profile or in-depth level (each child studies at least 2 subjects, but no more than 3); the name of the elective courses is indicated in full.
4. Software and methodological support of the curriculum.Software - a list of those specific curricula for each of the subjects of the curriculum that are accepted for use in this OU. Methodological support - the means that are used to teach each of the subjects of the curriculum. Educational and methodological complex - a set of all methodological support for the subject of education (program, textbooks, study guides, atlases, notebooks with a printed base, etc.)

Information about the teaching and methodological support used for each subject is drawn up in the idea of ​​a table, which is attached to the curriculum

educational region	Items	Watch	Program	textbooks	Security of students
			View			Name

** Types of programs:

• Sample curriculum for elementary school.
• Approximate high school program (basic level).
• Approximate high school program (profile level).
• Author's program recommended by the Ministry of Education and Science of the Russian Federation (basic, profile, advanced level)
• Author's program approved by ZabKIPKRO, GNMC.
• A modified (adapted) program compiled by a teacher on the basis of a program recommended by the Ministry of Education and Science of the Russian Federation, ZabKIPKRO, GNMTs (changes are not more than 20%).

Individual curriculum in the conditions of a senior profile school (formation algorithm).

IEP - a set of subjects (courses) selected for mastering by students from the educational plan of the educational institution, compiled on the basis of the federal BUP.

1. Questioning of 9th grade students, their parents in order to determine the profile they prefer and the subjects that they want to study at an extended or in-depth level.
2. The choice of an organizational model of education, the definition of the main profiles, subjects that will be studied at the basic and profile level.
3. Development of a working version of the curriculum, identification of the needs of each student on the content of education in grades 10-11. At this stage, the administration develops and offers students in grade 9 a variant of the curriculum (subjects of the mandatory basic component and subjects offered to choose from according to the level of study - profile or basic), a list of elective courses and a memo for the student. High school students must choose at least 2 subjects studied at the profile or advanced level in their chosen profile. And optional items of an additional profile. When drawing up the curriculum, students consult with the deputy director, the class teacher.
4. Preparation of IEP, which must be agreed with the parents.
5. Processing and analysis of students' IEP data and identification of opportunities for their provision. The administration of the school compiles a summary table that summarizes the individual curricula of high school students, determining the number of interclass groups and their composition. Adjustments are being made to the IEP of students. For example, out of 100 students, only 3 people chose to study geography at the profile level, it is impossible to create a group, students are invited to adjust their curriculum.
6. Drawing up the curriculum of the school, its examination, coordination and approval.

When studying the activities of the educational institution on the organization of the HSC, the following documents are provided:

1. Regulations on the HSC (school).
2. School work plan (with an analysis of work for the past academic year), which should include a control plan.
3. Criteria for evaluating the activities of teachers.
4. Job descriptions for managers.
5. Minutes of administrative meetings (at the director, head teacher, MO).
6. Orders on the organization of control, its results.
7. References on the results of control.
8. monitoring results, control works etc.
9. Cool magazines (optional) on special request.

When studying the state of pre-profile training and profile training.

1. Regulations on pre-profile training.
2. Regulations on profile training.
3. Regulations on admission to the 10th profile class.
4. Regulations on the "portfolio" of the student.
5. Program (model) for the introduction of specialized education in educational institutions,
6. Academic plan.
7. Timetable of training sessions.
8. Timetable of elective and optional courses.
9. Cool magazines for grades 9-11.
10. Elective course programs.
11. Materials of diagnostic procedures.
12. Minutes of parent meetings.
13. Plans of educational work of class teachers of grades 9-11.

When studying the organization of individual learning:

1. References PMPK, VKK, MSEK.
2. Orders.
3. Work programs for children.
4. Individual learning journals and class journals that list children.
5. The HSC plan, the final documents for the control of this area of ​​the school's work.

When changing the training program (from a general education program to a correctional one), a certificate from the Dar center is required. When registering for individual training without changing the program (injuries, exacerbation of somatic diseases, etc.), a certificate from the "Dar" center is not required. A VK certificate with three signatures is required.

As A.A. Svechin "The plan of operations must be flexible - have enough options to allow you to make a choice between crushing and starvation, between defense and offensive, between striking one or another state of an alliance hostile to us, depending on policy instructions."

The plan of operations, like the plan of war, must provide for various scenarios, including the worst.

“All the influences that we take into account in war are never exactly the same as they are imagined by those who personally have not carefully observed the war and have not got used to it,” wrote Clausewitz. - Often they are mistaken for many hours in calculating the march of some column, and it is impossible even to find out exactly what the delay depended on; obstacles often arise that could not be foreseen in advance; they often expect to reach a certain point with the army, but are forced to stop a few hours of the journey earlier; often the detachment we have allocated offers much less resistance than we expected, and the enemy detachment much more; often the funds of some province turn out to be more modest than we expected, etc. .

Based on this, it is absolutely necessary to constantly adjust the plan of operations in accordance with the changing situation in the theater of operations.

“No operational plan can extend beyond the first collision with the main enemy forces with even some certainty. Only the layman can believe that the course of the campaign represents the logical realization of the initial

ideas, ”said the Prussian and German military leader, Field Marshal Helmut Moltke (Senior).

“It is absolutely impossible to establish, at least with some certainty, a plan of operations that goes beyond the first collision with the main enemy forces,” confirms the words

Moltke French military theorist Marshal Foch. - Only a person completely estranged from the concepts of military art can see in the development of any campaign the implementation of a plan that has been predetermined in all details, and which is strictly adhered to to the very end. The commander, of course, always has before his eyes the main goal that he is pursuing, and does not lose sight of it, despite the need to make various private decisions, but he can never reliably determine in advance the ways in which he expects to get to it.

Operational art does not recognize hard decisions. In the Ulm operation of 1805, Napoleon made major additions to the original plan every 1-2 days, and Moltke did the same during the Sedan operation of 1870. One cannot hesitate to discard even the very originally established form of the operation if the situation shows a different, shortest path to goal or will achieve a larger result compared to the intended one.

“The plan should establish the first stage of approaching the goal of the operation and divide the general task of achieving this stage into a number of particular tasks, according to the main divisions of the front (or army) leading the operation,” pointed out the Soviet military theorist Svechin. - When attacking, the plan should clearly indicate the decisive directions on which the main efforts should be concentrated. In defense, if all actions are not limited to gaining time, but include the desire to bring the struggle to a crisis, in the same way the main task of the plan is to indicate the line at which the enemy must be decisively resisted, and where the plan expects a turning point in the overall development of the operation in our benefit" 75 .

“... the victory itself does not give unconditional security to the plans of the command,” argued the German Field Marshal Fon der Goltz, “and the latter must constantly reckon with the conditions of the moment and new opposing influences. The latter will lead to new battles, which, in turn, will change the situation, like a view in a kaleidoscope changes with each new push. Thus, the commander daily, and sometimes through

for several hours he is forced to coordinate his combinations with the newly created situation.

A correct operational plan can be drawn up only after reliable information has been obtained about the conditions of the situation, the state of friendly and enemy troops, available reserves, and so on.

“The plan of operations should include: a plan of initial operations and a plan of all auxiliary actions to it - the creation of an operational basis, concentration transportation, deployment cover and the operational deployment itself, as well as a supply plan,” writes A.A. Svechin in his fundamental military scientific work "Strategy". - The plan of operations proceeds from the existing data on the political and economic situation, from our ideas about the nature of the future war, about the armed forces of the enemy and ours, the probable enemy deployment, the strength and shape of our railway network, the conditions for our mobilization, the existing preparation of the border space .. Meanwhile, the prerequisites for the plan of operations are very changeable data - the political moment, the forces of the enemy, the views of the enemy leaders and their plans, the changing conjuncture in our country, for example, crop failures, or a fight diverting part of the armed forces in some distant or secondary theater; and these variable figures are valued very differently by the change of persons in charge of the high command. Naturally, due to these conditions, operational plans that follow from year to year can vary greatly, and even at the same time, several options for it can and should exist next to the main plan of operations.

ON DEVELOPING ANNUAL PLAN

Annual plan is a mandatory regulatory document of the preschool educational institution on a par with the Main General Education Program and the Charter. It is aimed at solving specific problems that contribute to the improvement of the activities of the entire teaching staff in the academic year. The annual plan has its purpose through problem solving.

In accordance with the tasks in plan concrete measures for their implementation should be determined.

The annual plan is drawn up taking into account the type of preschool institution and the professional level of teaching staff.

The following difficulties can be identified planning:

Inability to clearly define the specifics of goals and objectives for the next academic year;

Lack of relationship between annual tasks and mechanisms for their implementation;

Inability to analyze the results of the academic year;

Lack of a clear and at the same time simple model planning;

Weak implementation of the main principles of education and training (systematic, consistent, etc.);

Congestion (high density) plans or vice versa;

Unbalanced distribution of responsibilities between performers;

Uneven event scheduling;

Uneven distribution of activities between performers and by timing;

- unrealistic planning;

Lack of control and self-control, its relationship with annual targets;

Irrational composition of goals and objectives (the set of identified tasks does not fully ensure the achievement of the goal or the tasks intersect);

Putting forward as the goal of the process, not the result;

Too much focus on minor details.

Annual plan begins with writing an analysis of the work of the preschool educational institution for the past academic year. The main tasks of the activities of the PEI should logically follow from the problems that emerged during the analysis of the implementation Educational program and annual plan in the current academic year. In the introductory part, an analysis of the results of the work, the reasons for the failure to fulfill the previous annual plan, special difficulties in the work of educators, interesting experimental work, parents' opinions about the development prospects in the preschool educational institution. Recommended outline 2 - 3 tasks arising from plan development of the preschool educational institution and analysis of its work over the past period. It happens that this or that task is caused by an unsatisfactory state of affairs on a particular issue. After analyzing all the above parameters, discussing the results with the team, choosing the main areas in which the team will work in the upcoming academic year, we can proceed to the formulation of the main tasks of the preschool educational institution for the upcoming academic year. The essence of the analysis is not to give a list of what was done in the academic year, but to compare, compare, evaluate the results; determine the conditions for success; identify the causes that gave rise to the shortcomings, indicating their negative impacts and consequences.

Wording per annum tasks causes the greatest difficulties for senior educators, deputy heads, and heads, too. Tasks: the first of the third year, the second of the second year, the third new. The task is written with a verb, for example: to improve, form, create conditions, etc. One of the tasks of health saving.

We must try to make sure that the task is not very voluminous in plan its implementation and real for the solution, but also not very narrow, closing on very specific conditions for its implementation. Important at the very beginning of writing annual plan distribute all the work so that a balance is maintained between the various forms of work, both with children, and with parents, and with teachers.

planning :

(in this case, the year);

Main content plan;

Deadlines planned activities;

Responsible for implementation face plan.

Getting Started drawing up an annual plan for a preschool educational institution, it must be remembered that this plan designed for the entire teaching staff of the institution. It depends on each teacher whether his work contributes to the fulfillment of the intended goals and objectives. plan.

It must be remembered that annual plan- This is a living working document that can be corrected, adjusted in the course of work on its implementation. We must boldly make changes and additions, not be afraid to deviate from earlier planned activities. You just need to be able to prove, explain why you need to do this.

It should also be taken into account that annual plan requires the construction of a certain work with personnel, organizational and pedagogical work with children, building interaction with the family.

One of the important moments: select a spelling form plan. Form of writing planmay be very different:

calendar (broken down by months,

cyclical (contain a certain cyclicity of forms of work,

textual (have a textual description of the content,

tabular (have a tabular form of writing,

block-schematic (broken down into specific blocks of work).

Annual planshould include:

Description of organizational and pedagogical work (preparation of preschool educational institutions for the new academic year, qualitative and quantitative characteristics of teachers, placement by age groups, material support pedagogical process, organization of a subject-developing environment, etc.);

List of measures aimed at improving the pedagogical qualifications of educators;

Description of control measures for educational and educational work in the preschool educational institution, the work of all structures of the preschool educational institution;

Performance multifaceted work with parents;

List of measures aimed at improving the skills of service personnel;

Description of administrative and economic work in the preschool educational institution;

Schedule of medical and preventive work in the preschool educational institution;

List of production meetings and measures.

Stages plan:

I stage. First plan monthly repeated cases, determined by the specifics of the work of the preschool educational institution and the characteristics of each month of the academic year (for example, holding pedagogical councils, primary semi-annual and final diagnostics of preschool children, preparation and holding of holidays, etc.).

II stage. Per month planned Supplement the events with the traditional events for this preschool educational institution (for example, holding the holidays “Dad, Mom, I am a sports family”, “Competition of pedagogical ideas”, etc.).

III stage. Schedule new activities for the implementation of the goals and objectives, which are determined on the basis of an analysis of the activities of the preschool educational institution for the previous year. For density introspection annual planit is proposed to build a diagram: vertically indicate the number of events, horizontally - the months of the year.

Sections plan:

1. Work with personnel.

2. Organizational and pedagogical activity.

3. Control and analytical activities.

4. Organization of educational and recreational work.

5. Administrative and economic activities.

What is written in the sections

1.CHAPTER: PERSONNEL MANAGEMENT

1.1 Methodical work

teachers' councils;

Coordinating Councils (project advice);

Work of creative groups;

Briefings on maintenance and protection of life and health of children;

Questioning of teachers;

Formation of a subject-developing environment (Equipment of the pedagogical process, equipment methodical office);

The study and generalization of p.p.o. ;

Work in methodical office(creating a library methodical literature, systematization and classification of materials, organization of exhibitions for teachers, compiling card indexes, etc.. d.);

Exhibitions, reviews, competitions;

Seminars;

Seminars - workshops;

Consultations;

Collective views;

Overview of new products methodical and periodicals;

Other forms

1.2 Improving the professional skills of teachers

Passing advanced training courses (complex courses, modular courses;

mentoring;

School of Young Educators;

Self-education of teachers and its analysis;

Approbation and implementation of innovative technologies;

Participation in innovative projects;

Measures to prepare teachers for certification;

Other forms

1.3 Organization of control:

Front control;

Thematic control:

operational control.

2.CHAPTER:educational and health work:

(coordinated with plans of specialists(music leaders, physical education instructors, psychologist, social teacher, etc.):

Physical culture and health work (spartakiads, sports festivals, hiking, etc.);

Leisure, entertainment (holidays, entertainment, KVN, etc.);

Monitoring the development of the main general education program

According to most modern scientists, the process planning should lead to the creation of a unified system, in which it would be good to see:

Tasks of the activities of the preschool educational institution for a certain period (in this case, the year);

Main content plan;

Deadlines planned activities;

Responsible for implementation face plan.

APPENDICES K ANNUAL PLAN:

Training plan

Plan administrative work (if not included in the general plan)

Plan interaction with the school

Plan work with parents (if not included in the general plan)

Graduate course schedule

Grading schedule for teachers

Plan on self-education of teachers

Promising work plans of specialists

Experimental work program (if such work is in progress)

Plan work of a creative or working group

Plan interaction with public organizations.

Other (based on the characteristics of the institution)

AT PLAN OF WORK WITH PARENTS:

General parent meetings;

Group parent meetings;

Open days;

Questioning;

Design visually - information stands;

Consultations;

Proper and balanced nutrition is the key to good health. And if your goal is to get stronger and build more muscle, then without a nutrition plan you will not achieve them. Following the suggested recommendations, you will be able to plan your own diet.

Eat more often and in smaller portions

Eating a couple of times a day and eating everything that lies on a huge plate in large quantities, you harm your body. You will recover worse after training, and of course this will lead to an increase in fat mass. And about the increase in muscle mass, you can generally forget. Do you need it?

To gain muscle mass, you need to monitor your diet. Training alone will not be enough. Eat often, in small portions, choose wholesome and healthy foods. For example, protein-rich, low-fat foods (turkey, chicken, egg white), healthy fats (nuts, omega-3, 6), complex carbohydrates rich in fiber (beans, legumes, vegetables, unpolished brown rice).

By following a meal plan, you will be full of strength and energy throughout the day.

It turns out that you need to eat 5-6 times a day and each meal should consist of complex carbohydrates, protein and healthy fats. A lot of? Looks like your portions are too big. Try to eat a small amount of food every 2-3 hours.

By following this meal plan, you will be full of strength and energy throughout the day. Your body will receive the necessary nutrients to recover between workouts, and you will be in a great mood.

Eat protein at every meal

By eating sweets and unhealthy trans fats, you run the risk of gaining body fat, fluctuating blood sugar levels, and with it, your mood. And most importantly, your body will not recover well after training.

The lesson is a form of implementation of pedagogical influences, where direct and systematic communication between the teacher and students takes place, aimed at activating the cognitive abilities of students.

Modern Lessons differ in a wide variety of forms of organization of training. The lesson is often called the teacher's laboratory - the most difficult, because. work goes with "human material" and requires forecasting the capabilities of students, methodological development of the material, education of those personal qualities, those social and moral qualities that they need.

The lesson effectiveness formula includes two components:careful preparation andmastery of .

The basis of preparation for the lesson is the knowledge and use of didactic principles of teaching:

Consciousness and activity;

visibility;

Consistency and consistency;

strength;

scientific;

Links between theory and practice.

The rules for implementing the principles of teaching are also called the rules of pedagogical skill. The rules for implementing the principles are the stages of professionalism. It turns out that a good teacher is good because he brings to life all the multifaceted requirements.

To make the lesson more effective, you must:

Studying the curriculum and thematic plan. It is necessary to clearly define the goals of each lesson, taking into account its place in the system of lessons on the topic and the course as a whole, i.e. plan not one lesson, but all lessons in interconnection.

Determination of the methodological features of the topic. Based thematic planning the purpose, content, features of the methodological construction of each lesson are determined.

Determining the nature of the presentation of educational material.

Preparation of psychological and pedagogical diagnostics of the characteristics and capabilities of the group.

Selection:

• Educational and educational tasks solved in the classroom;

  Knowledge and skills acquired by students;

  Teaching methods adequate to the studied material;

  Necessary teaching aids;

  Content, volume, methods of performing and fixing independent (class and extracurricular) work.

Depending on the goals and content of the educational activity, the teacher determines the type of lesson and the form of organization of the lesson, forms the structure, allocates time between the elements of the lesson, and chooses the sequence of his actions.

Thus, when preparing for a lesson, two tasks are distinguished: the first is the design of teaching technology in the lesson, and the second is a plan for the implementation of the developed project. The resulting lesson plan is reflected in the lesson plan.

Sample Lesson Plan Outline

The lesson plan is prescribed in accordance with thematic plan work program disciplines and thematic plan.

The lesson plan is given in Appendix 1

The date.

FULL NAME. teacher.

Academic discipline.

Speciality.

Course, Group.

Section name.

Lesson topic and lesson number (take the name of the topic from the one you developed calendar- thematic planning in accordance with thematic plan of the work program of the discipline , write out the serial number of the lesson from your calendar thematic planning ).

The complex goal of the lesson: a) educational( formation of knowledge, skills, special and general educational skills ) ; b) developing; c) educational

Lesson type( The type of lesson is determined by the purpose of organizing the lesson, i.e. its purpose).

Types of theoretical teaching lessons (according to M.I. Makhmutov):

lesson learning new educational material.

a lesson in improving knowledge, skills and abilities.

lesson of generalization and systematization of knowledge.

a lesson in the control of knowledge, skills and abilities.

combined.

Types of hands-on learning lessons (according to M.I. Makhmutov):

lesson on the initial formation of skills and abilities.

a lesson in improving skills and abilities.

lesson on the implementation of complex tasks (works).

Conduct form (lecture, seminar, conversation, practical lesson, laboratory work, independent work, practical work, debate, excursion, role-playing game, conference, mixed (several types of activities approximately the same in time), seminar, business game, problem solving, research, etc. ).

Educational visual aids and TCO (here you list equipment and devices for demonstrations, laboratory work and workshops, include a list technical means(TCO) that you plan to use in the lesson (media projector, computer, screen, multimedia board, DVD It is allowed to include in this section a description of didactic materials and visual aids (training material, tests, posters, tables, audio cassettes, videos, presentations, various electronic aids, etc.). For computer science lessons, the software used can be included here.

Interdisciplinary connections.

During the classes(indicate the components of the lesson in the order in which they are planned to be conducted depending on the form of organization of the educational process, the type of lesson, the structure of the content of the educational material, the choice of teaching methods).The structure of the course of the lesson depends on the type of lesson chosen.

Organizational part (greeting, checking absentees, motivation and stimulation of students' activities, target setting, activation of the necessary knowledge ( updating), message of the topic of the lesson ).

Main part ( The main questions of the topic, the sequence of their presentation, methods and methods of teaching, the use of TCO and teaching materials for each point of the main part of the lesson ).

Summing up the lesson. (Conclusions on the lesson, reflection (consolidation of knowledge (in any form suggested by the teacher)), analysis of typical mistakes, assignment for independent work )

Dosage of time for each part of the lesson.

Literature ( used to prepare for the lesson ).

It is most effective when all three didactic tasks are solved in the lesson, but it can be different (depending on the goals and type of lesson).

Form of activity depends on the method and method used. For example: conversation, independent work, work with a book, watching a video, etc.

Ways to organize activities teacher and students (according to Molchan L.L.):

Frontal.

Individual.

Paired.

Collective.

Depending on the results of diagnostics (reflection), the teacher plans collective, group and individual ways of teaching.

The technology of the lesson can be both traditional and non-traditional. It is recommended to use innovative pedagogical technologies (research, information-communicative, modular-competency, cooperation, etc. .), which allows you to change the learning process.

Means of education are tools for the activity of the teacher and students. Teaching aids can be verbal, printed, sound, screen, voluminous, technical.

Teaching methods - a path of research or knowledge, a way to achieve a goal, an activity ordered in a certain way, subordinated to the solution of a specific problem.

In didactics, the teaching method means an orderly way of achieving educational goals.

teacher's working methods (story, explanation, conversation);

methods of work of students (exercises, independent work);

by source of knowledge: a)verbal methods (the source of knowledge is the spoken or printed word); b)visual methods (the source of knowledge is observed objects, phenomena, visual aids); in)practical methods (students gain knowledge and develop skills by performing practical actions).

Didactic Methods (according to Lerner I.Ya.)

Information-receptive.

Reproductive.

Problematic: problematic presentation; heuristic; research.

learning techniques - part of the method, its stage. Mastering techniques means finding a way to implement a method, a sequence learning activities entrenched in skills and habits.

Receptions are divided intobrain teaser (statement of the problem, identification of signs, comparisons, conclusions, generalizations);

organizational (recording the plan, answer according to the plan, answer at the blackboard, demonstration, observation according to the plan, division of work into operations);

technical (questions on the board, questionnaires, attaching pictures to the board, using tables, asking questions).

Lesson effectiveness

Implementation of the lesson plan;

A measure of the implementation of the objectives of the lesson;

Levels of assimilation of knowledge and ways of students' activity;

• 1st assimilation at the level of perception, understanding, memorization;

  2nd application in a similar and similar situation;

  3rd application in a new situation, i.e. creative.

General assessment of the results and effectiveness of the lesson.

Attachment 1

Lesson Plan #__

Date: _____________ Full name teacher ____________________________

by discipline/module:______________________________________________

Chapter: ____________________________________________________________

Topic: _____________________________________________________________

For group ______ course ______ specialty _______________________

Goals:

1._________________________________________________________________

2:_________________________________________________________________

3. ________________________________________________________________

Type of lesson: _________________________________________________________

Form of the lesson: ____________________________________________

Educational visual aids and TCO:____________________________________

Interdisciplinary connections ___________________________________________

DURING THE CLASSES:

I. organizational th moment:

1) Greeting and checking those present;

2) Activation of the necessary knowledge ( update),

3) Motivation and stimulation of students' activities;

4) Target setting;

5) Post the topic of the lesson.

II. Main part ( The main questions of the topic, the sequence of their presentation, methods and methods of teaching, the use of TCO and teaching materials for each item of the main part of the lesson)

III.Summing up the lesson.

Conclusions on the lesson (summarizing the work, reporting grades for the lesson);

Reflection (consolidation of knowledge (in any form suggested by the teacher), analysis of typical mistakes);

Assignment for independent workstudents during extracurricular hours __________________________________________________________

Teacher: ________________

Annex 2

(to help a novice teacher)

The first thing to start preparing for the lesson:

clearly define and formulate for himself its theme;

determine the place of the topic in the curriculum;

determine the leading concepts of the topic;

identify for yourself that part of the educational material that will be used in the future.

Determine and clearly formulate for yourself and separately for students the target setting of the lesson, to designate in this regard the teaching, developmental and educational functions of the lesson.

Plan the learning material for the lesson. For this you need:

Select literature on the topic. If we are talking about new educational material, you should try to include a university textbook, an encyclopedic publication, a monograph, a popular science publication on the list. Select from the available material only that which serves to solve the tasks in the simplest way.

Select study assignments that aim to:

recognition of new material;

reproduction of new material;

applying knowledge in familiar situations;

application of knowledge in unfamiliar situations;

creative approach to knowledge.

Arrange learning tasks in accordance with the principle "from simple to complex". Create three sets of tasks:

assignments that lead the student to the reproduction of educational material;

tasks that contribute to the understanding of educational material;

tasks that contribute to the consolidation of educational material

Think about the "zest" of the lesson. Each lesson should contain something that will cause surprise, amazement, delight - something that students will remember when everyone has forgotten. It could be interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known, and so on.

Group the selected educational material. To do this, consider in what sequence the work with the selected material will be organized, how the change in the types of students' activities will be carried out. The main thing when grouping the material is the ability to find such a form of organizing a lesson that will cause increased activity of students, and not a passive perception of the new.

Plan the control of educational activities, why consider:

what to control;

how to control;

how to use control results.

Should be remembered that the more often the work of everyone is monitored, the easier it is to see typical mistakes and difficulties.

Prepare equipment for the lesson. Make a list of teaching aids, instruments, technical training aids, check if everything works.

Think over homework: its content and recommendations for implementation.

The prepared lesson is reflected in the outline plan / technological map, containing 2 main parts: formal and substantive.

The formal part reflects: date, number of the lesson, topic, goals (training, education, development), equipment, type and type of lesson, sequence of stages, literature.

The content part includes the texts of all tasks, new educational material, recommendations for doing homework, a table indicating the types of activities of the teacher and students at each stage of the lesson.

Attention! A novice teacher is recommended to include an analytical part in the lesson summary - introspection of the lesson.

Appendix 3

Self-analysis is a kind of reflective activity of the teacher, his reflections on his professionalism. It's like a report to yourself.

The peculiarity of the self-analysis of the lesson is that it should be carried out through the perspective of the group and specific students. Real introspection is thinking about what you need to do in terms of your professional development. No one can convince the teacher that he needs to do more in this direction than himself.In self-analysis of the lesson, the teacher is recommended to look for answers to the following questions:

Were you able to implement the planned training session? To what extent? How high quality? Were there deviations from the plan? Have the students mastered the material?

How was the activity of the teacher and the activity of students organized in the lesson? Were you able to implement the declared activities within the declared topic of the lesson? Who worked harder - the teacher or the students? Were the students active during the lesson? Have you taken the initiative? Are the goals and objectives of the training session correctly defined, are the features of this training group taken into account?

Did the chosen methods manage to form students' motivation for learning activities in this lesson and give them a target setting?

How optimal for the realization of the purpose of the lesson were the chosen forms, methods, methods of organizing educational activities; Are the subtasks of each type of activity correctly defined (as the expected result after completing certain tasks, exercises, tasks, etc.)?

Is the time ratio of the stages of the training session optimally determined?

Did you manage to correctly determine the tasks, place, forms and methods of control? What is its effectiveness? Was there a motivation for the grades?

Did you manage to organize the work of students to assess their own activities in the classroom from the standpoint of achieving the target setting?

What is the degree of achievement of the objectives of this training session?

What were the best moments in class? Did you manage to captivate students, to interest them?

What problems were raised, did the statement of the problem itself attract the attention of students?

What was new, unexpected for students in the educational material, the way it was presented? What were the discoveries in the lesson?

What went wrong in class? What needs to be fixed and how? What could be improved in the organization of the lesson, in the content and methods of work?

Note!

In introspection, it is valuable to show not how we achieve success, but what problems we face, which solutions turn out to be effective and which are less effective, how this will affect work in the future, what will increase in the training sessions, and what will you move away from .

Appendix 4

Indicators for assessing the quality and effectiveness of training sessions

(according to T.I. Shamova)

№ p/n

Characteristics of the lesson

Indicators

Lesson Objectives Announced

Organized actions of students to accept activities

Correspondence of the content of the educational material with the objectives of the lesson.

Teaching methods provided:

a) motivation of activity;

b) cooperation between teacher and students;

c) control and self-control.

Compliance with teaching methods:

a) the content of the educational material;

b) the objectives of the lesson.

Forms of cognitive activity provided:

a) student cooperation;

b) the inclusion of each student in activities to achieve the goals of the lesson.

The forms of organization of cognitive activity are selected in accordance with the methodological support, the content of the educational material, and the objectives of the lesson.

The level of achievement of the objectives of the training session:

a) cognitive aspect;

b) educational aspect;

v0 developing aspect.

Evaluation is carried out in points:

2 points - fully implemented

1 point – implemented partially

0 points - not implemented

The effectiveness of the training session is calculated by the formula:

E at = ( N * 100%): 26, whereN– the sum of points given by the expert, 26 – the maximum possible sum of points.

If aE at – 85% and no marks 0 – the lesson is excellent

If aE at from 65% to 84% - the lesson is good

If aE at from 45% to 64% - the lesson is satisfactory

Appendix 5

Verbs by goal levels

Levels in B. Bloom's taxonomy

Verbs for formulating indicators

Knowledge

Organize, collect, define,

describe, reproduce, enumerate,

name, introduce, formulate, communicateenumerate, enumerate

Understanding

Compare, install

differences, explain, summarize, reformulate,

review, choose,paraphrase

transfer,give examples

Analysis

Analyze, differentiate, recognize, separate, identify, illustrate, outline, indicate, establish (link), select, separate, subdivide, classify, compare

Synthesis

Categorize, connect, compose, collect, create, develop, invent, rewrite, summarize, tell, compose, systematize, manufacture, manage, formalize, formulate, solve, describe, draw conclusions

Grade

Evaluate, compare, infer, contrast, criticize, conduct, distinguish, explain, justify, interpret, relate, summarize, support