Analysis of the lesson on the federal state education in elementary school by the head teacher. Analysis of an open lesson in elementary school according to the Federal State Educational Standard. How to analyze a lesson attended in elementary school

The general scheme for the analysis of a competence-oriented lesson may look as follows.

Scheme of analysis of a competence-oriented lesson

Criteria for the analysis of an innovative lesson.

In the conditions of an innovative lesson, the teacher, in addition to what he does in a traditional lesson, additionally implements some kind of innovation:

introduces new content, a new method of teaching or education,

conducts experimental research work based on a previously developed concept, etc.

Therefore, when conducting an innovative lesson, in addition to those indicators that are used to evaluate the effectiveness of a traditional lesson, indicators and criteria of an innovative lesson are additionally used.

When evaluating the effectiveness of the lesson, both 5- and 10-point scales can be used. It depends on which scale you prefer.

Indicators and criteria for an innovative lesson

To begin with, we denote that the Federal State Educational Standard is the Federal State Educational Standard, more precisely, a set of rules and requirements for modern system learning and knowledge. It aims to bring to a single form the entire educational and preparatory process throughout the Russian Federation.

Every 10 years in our country there is a returbation of views on the list of fundamentals for educating the population. Let's take a closer look at the latest edition of the Federal State Educational Standard, which is fundamentally different from classical teaching methods.

What are the goals of the new lesson system?

The analysis of any subject comes down to checking the professional skills of the teacher, through the prism of his activity, the ability of students to master the principles of independent understanding and use of the knowledge laid down in the course of teaching is assessed. GEF seeks not to complicate the work of a mentor, but to make it more systematic, clear and capacious. As a result of classes, students or schoolchildren should acquire the qualities of a versatile and proactive personality.

Methodical instructions help the teacher to form an interesting and cognitive lesson, and the soft approach of expert activity makes it possible to correct unnecessary mistakes in education. To do this, specialists conduct a complete analysis of some classes, identifying the strengths and weaknesses of the mentor, they determine what exactly to pay attention to and what should be omitted in the work. Thus, the teacher understands the reasons for poor digestibility of the material and takes a benchmark for high performance from the event.

What are the opportunities for teachers?

• The ability to choose the right goals and objectives so that students can logically come to them during the lesson.
• Obtaining the skills to build teaching in such a way that the result from the work will be maximum.
• The study of methods of capacious and informative reporting of information at the beginning of the subject, obtaining as a result practical application as confirmation of the assimilation of the material completely.
• Teaching students / schoolchildren flexible adaptive activities, independent in nature, for further ability to apply knowledge in any field.

How should a lesson be built according to the Federal State Educational Standard?

Let us turn to the scheme for analyzing the lesson on the Federal State Educational Standard, it states that each student must learn to formulate the topic of the current lesson, regardless of the teacher. The main and priority component of the task of the mentor is to arrange the work in such a way that the children independently come to understand the material.

To solve the existing shortcomings and the correct direction of the teacher, an action plan is described, according to which the lesson should follow. During the lesson, students cope with the tasks of the teacher according to the drawn up scheme, using the general, pair or independent execution of the prescribed.

In the course of instruction, the teacher identifies strong and weak sides students / schoolchildren, analyzes the information received and, on its basis, can issue individual tasks. Home exercises are chosen at the expense of the personal capabilities of each student and includes both ordinary and more complex tasks.

A form of checking the knowledge of children that differs from the classical style of conducting a lesson is reflection. It implies the principles of self-control and mutual control. This method is aimed at eliminating errors, shortcomings and misunderstandings by students in an independent manner. Children analyze gaps in the knowledge of classmates and their own, thereby consolidating and improving skills and literacy. At this stage, students evaluate both their own activities and the activities of other children.

During the lesson, the teacher is for students / schoolchildren the link between theory and practice, answers exciting questions and leads to the right decisions.

At the end of the lesson, the mentor asks indirect questions, thereby clarifying the amount of knowledge gained and the degree of their assimilation.

GEF lesson analysis scheme

New postulates in the system of conducting the educational process are written in the form of a plan, which differs greatly from the methods of the classical school of knowledge. For each participant in the educational case, the analysis of the GEF lesson will be individual. For example, having completely different motivational tasks, the head teacher must also highlight the goals of the event being held with students, the organization of activities and ways to convincingly influence students.

To adjust the learning process, experts are invited who, in the course of the lesson, fill out the analysis scheme for the lesson on the Federal State Educational Standard. Consider the main points assessed by a specialist:

• Goals and objectives. During the lesson, it is checked whether cognitive, mentoring and broadening the horizons activities have been completed. Whether the goal of the practical application of knowledge in solving questions and exercises has been achieved.
• Lesson plan. The structure of the lesson is assessed, what it consists of, how logically the presentation of the material is built, whether it complies with the norms of the Federal State Educational Standard.
• Content cognitive process. In this case, the experts look at the comparability of the subject matter with the age of the students. The scientific approach to conveying information to schoolchildren is evaluated in detail, whether it is rational. Does this method of teaching lead to independent actions of the children, how skillfully they can apply knowledge in practice. Experts look at teacher's use of methods problem learning how quickly students find a way out of the simulated situation.
• Evaluation of the psychological atmosphere during the lesson. For an expert, an important component of the lesson is the emotional climate in the team and with the teacher. Priorities are placed on having rest breaks and switching from one activity to another.
• Motivational activities. The presence of research activities during the lesson, practical experiments, the transfer of the theoretical part to real life is revealed.

Results

The main task of analyzing the lesson according to the Federal State Educational Standards is to bring and standardize the lesson plan under uniform standards for the implementation of the most efficient process learning. During the event, it will be easier for the teacher to build his educational presentation, which will increase the effectiveness of cognitive activity and reduce the number of misunderstandings educational material.

GEF LESSON ANALYSIS

Primary school teacher
Drezno Gymnasium
Guseva Irina Evgenievna

GEF LESSON ANALYSIS
Each lesson should be a task for the mentor, which he should do, thinking it over in advance: in each lesson he should achieve something, take a step further and make the whole class take this step.
K.D. Ushinsky.
Analysis (self-analysis) of a lesson (system of lessons) is a detailed and comprehensive consideration of it as a whole from a certain angle of view (aspect). The choice of aspects depends both on the analytical need and on the practical need that has arisen.
Ways to attend classes
1. Selective.
2. Thematic.
3. Parallel.
4. Comprehensive study of individual classes.
5. Target visit to the lesson with the invitation of a specialist.
The following forms of analysis and introspection of the lesson are used in an educational institution:
1. Brief (evaluative) analysis - overall score lesson functions, characterizing the solution of educational, upbringing and developmental tasks.
2. Structural (step by step) analysis - identification and evaluation of the dominant structures (elements) of the lesson, their expediency, which ensures the development of students' cognitive abilities.
The GEF lesson consists of 9 mandatory steps:
Organizing time, self-determination to activities.
Updating knowledge and fixing difficulties in activities.
staging learning task
Building a project to get out of difficulties
Implementation of the constructed project
Primary reinforcement with pronunciation in external speech
Independent work with self-test
Inclusion in the knowledge system and repetition
Reflection learning activities at the lesson, information about homework and performance.
3. Complete Analysis- a system of aspect analyzes, including an assessment of the implementation of the tasks of the lesson, the content and types of educational activities of students according to such characteristics as the levels of students' assimilation of knowledge and methods of mental activity, the development of students, the implementation of didactic principles and the effectiveness of the lesson.
4. Structural-temporal analysis - assessment of the use of lesson time for each of its stages.
5. Combined analysis - assessment (simultaneous) of the main didactic purpose of the lesson and structural elements.
6. Psychological analysis - the study of the fulfillment of psychological requirements for the lesson (ensuring the cognitive activity of students of the developing type).
7. Didactic analysis - analysis of the main didactic categories (implementation of the principles of didactics, selection of methods, techniques and means of teaching and teaching schoolchildren, didactic processing of the educational material of the lesson, pedagogical guidance of independent cognitive activity of students, etc.).
8. Aspect analysis - consideration, detailed and comprehensive study and evaluation from a certain point of view of any side or a separate goal / task of the lesson in relation to the results of students' activities.
Example aspects of the lesson:
the use of developmental methods in the classroom;
study of ways to enhance the cognitive activity of students;
development ways cognitive interest;
formation of schoolchildren's general educational skills and abilities;
verification and assessment of knowledge, skills and abilities of students;
ensuring the health-saving function of the lesson;
psychological climate at the lesson;
the level and nature of the use of ICT in the classroom;
organization of problem-based learning in the classroom, etc.
9. Comprehensive analysis - simultaneous analysis of the didactic, psychological and other foundations of the lesson (most often the system of lessons).
10. The most optimal and objective can only be a system analysis - a set of interrelated techniques and procedures used to study objects and processes that are complex integral systems.
Aspects of system analysis:
metaphysical (decomposition - dismemberment);
structural (relationships);
functional (providing functions);

Genetic (origin and possibility of further development).
Requirements for the preparation and attendance of the lesson
1. Examine the class journal, which gives an idea of ​​the progress of students in a given subject over a certain period.
2. Identify the topic that was studied in the previous lesson.
3. Pay attention to the regularity and timeliness of assessing students' knowledge.
4. Analyze each lesson individually with each teacher.
5. Conduct a discussion of the lesson in a principled and demanding manner, but correctly and kindly.
6. Argue comments that are unpleasant for the teacher with facts and provisions from the theory of pedagogy and psychology.
General Guidelines for Lesson Analysis
1. You can not give all teachers the same recommendations (what is suitable for one, it is inappropriate for another).
2. Any recommendations for improving the teacher's work should be based on his achievements and strengths.
3. It is necessary to encourage the creative conduct of the lesson, to encourage the teacher to independently develop its structure and methodology.
4. It should be assessed how rationally the methods and methods of teaching chosen by the teacher were used, for example, how appropriate in these conditions were certain types of conversation, independent work.
5. Comments and recommendations to the teacher should be clearly formulated and recorded in the certificate based on the analysis of the lesson.
GEF lesson analysis scheme
Class__________________________________________________________________
Item_______________________________________________________________
Teacher _______________________________________________________________
(name, category)
Author of the textbook _________________________________________________________
Theme of the lesson _____________________________________________________________
Type of lesson _______________________________________________________________
Number of students in the class _______________________________________________
Attendance at the lesson
Stages of analysis Scores
1. The main objectives of the lesson: educational, developmental, educational. Are the objectives of the lesson set by the teacher being implemented?
2. Organization of the lesson: the type of lesson, the structure of the lesson, the stages, their logical sequence and dosage in time, the correspondence of the construction of the lesson to its content and the goal.
3. How does the teacher provide motivation for studying this topic (learning material)
4. Compliance of the lesson with the requirements of the Federal State Educational Standard:
4.1. Orientation to new educational standards.
4.2. The focus of activities on the formation of UUD
4.3. Use of modern technologies: design, research, ICT, etc.
5. Content of the lesson:
5.1. Scientific correctness of the coverage of the material in the lesson, its compliance with age characteristics
5.2. Compliance of the content of the lesson with the requirements of the program.
5.3. Connection of theory with practice, use life experience students to develop cognitive activity and independence.
5.4. The connection of the studied material with the previously covered material, interdisciplinary connections.
6. Lesson methodology:
6.1. Actualization of knowledge and methods of activity of students. Problem solving, creating problem situation.
6.2. What methods were used by the teacher. What is the share of reproductive and search (research) activities? Compare the ratio: the approximate number of tasks of a reproductive nature: (“read”, “retell”, “repeat”, “remember”) and the approximate number of tasks of a search nature (“prove”, “explain”, “evaluate”, “compare”, “ find the error)
6.3. Correlation between the activities of the teacher and the activities of students. Volume and nature of independent work.
6.4. Which of the following methods of cognition does the teacher use (observation, experience, search for information, comparison, reading, etc.)
6.5. Application of dialogue forms of communication.
6.6. Creation of non-standard situations when using the knowledge of students.
6.7. Implementation feedback: student-teacher.
6.8 Combination of frontal, group and individual work.
6.9 Implementation of differentiated learning. Availability of tasks for children different levels learning.
6.10. Means of education. The expediency of their use in accordance with the topic, the stage of training.
6.11. Use of visual material: as an illustration, for emotional support, for solving learning problems. Visual material is redundant, sufficient, appropriate, insufficient.
6.12. Formation of skills of self-control and self-assessment.
7. Psychological foundations of the lesson:
7.1. Consideration by the teacher of the levels of actual development of students and the zone of their proximal development.
7.2. Implementation of the developing function of learning. Development of qualities: perception, attention, imagination, memory, thinking, speech.
7.3. The rhythm of the lesson: the alternation of material of varying degrees of difficulty, a variety of types of educational activities.
7.4. The presence of psychological pauses and discharge of the emotional sphere of the lesson.
8. Homework: the optimal volume, the availability of instruction, differentiation, the presentation of the right to choose ..
9. The presence of new elements in pedagogical activity teachers (lack of pattern)

Total: For each criterion, points are given from 0 to 2: 0 - the criterion is absent, 1 - it is manifested partially, 2 - in full.
CONCLUSION
The modern lesson is a synthesis of traditions and innovations. This is the process and result of the activity of a teacher who has mastered and continues to master the products of traditional and innovative methods.
In today's lesson:
1. The teacher not only recognizes the student's right to his own judgment, but is also interested in it.
2. New knowledge looks true not only because of the authority of the teacher, scientist or textbook author, but also because of the proof of its truth by a system of reasoning.
3. The material of the lesson includes a discussion of different points of view on solving educational problems, reproduces the logic of the content of the lesson, shows ways to apply the knowledge being studied in practice.
4. Communication with students is built in such a way as to lead them to independent conclusions, to make them accomplices in the process of preparing, searching and finding knowledge and options for its use.
5. The teacher builds questions to the input material and answers them, raises questions from students and stimulates an independent search for answers during the lesson. Ensures that the student thinks with him.
The lesson analysis scheme helps both in building training session, as well as self-analysis open lesson. Focusing on the requirements, you can adjust your work in such a way as to prevent violations in the structure modern lesson.

IMO MKU "Center for providing general and additional education» Saksky District of the Republic of Crimea

Features of the structure of a modern lesson in primary school in accordance with GEF

“The lesson is a mirror of the general and

pedagogical teacher culture,

measure of his intellectual wealth,

indicator of his outlook, erudition "

V.A. Sukhomlinsky

The lesson is the guarantor of stability educational institution, its structural and organizational core, one might say, the skeleton of the entire educational process. No wonder it was accepted by schools almost all over the world. In connection with the changes that are taking place in education, the question of what the lesson should be is very relevant today.

Modern lesson, innovation,

Technology, problem situations,

Methods, forms, techniques,

What are we ready to apply in the modern lesson?

Modern- this is completely new, and not losing touch with the past, in a word - relevant, i.e. important, essential for the present time.

What is a modern lesson, what are the differences between a modern lesson and a traditional one, what is the structure of a modern lesson? Let's try to answer the questions asked.

Characteristics of changes in the activities of a teacher working according to the Federal State Educational Standard

So, in the modern lesson, the teacher leads students along the path of subjective discovery, he manages the problem-search or research activities of students, creates the conditions for students to have a motive for self-change, personal growth.

In traditional lessons, the student has to listen, look only at the teacher, and in the modern lesson - an activity approach. All knowledge in the modern lesson children receive through activity organized by the teacher.

What factors influence the need to introduce a modern lesson? New educational standards have appeared, are being introduced information Technology, new social demands of the family, society and the state.

The formation of the personality of schoolchildren, first of all, takes place in the classroom. The main goal of the teacher is to arouse emotional interest in children, to create conditions that maximize the creative abilities of students. Think over the structure of each lesson so that children can discover new things for themselves, pay attention to the most important, important thing, so that everyone achieves success to the best of their abilities and capabilities. Give the most insecure students a chance. Constantly improve the intensive methods of new education: independent "building" of knowledge through the creative search for solutions and discoveries.

In my work, I am constantly looking for ways to educate and develop an active, courageous, determined personality in a child. A person who knows how to extract knowledge herself and apply it in non-standard situations.

In my practice, I use the following educational technologies:

Health saving technologies contribute to the formation healthy lifestyle life. They are used during the lesson in the form of physical education minutes. At the lessons of the world around me, I teach to monitor my health, using the topics: “Teeth and care for them”, “My daily routine”, “Healthy food is a great mood” and others.

Computer techologies. I actively use ICT in my practice. I use presentations based on multimedia presentations not only myself, but also involve students in this. With the help of ICT, children learn new ways of collecting information and learn how to use them, their horizons expand, and the motivation for learning increases. Also, when conducting lessons and preparing for them, I use the materials of a new generation of a single collection of digital educational resources posted on the website: http://school-collection.edu.ru

Knowledge of ICT allows me to use the computer for different purposes:

As a visual aid educational process. as a means of developing and preparing various kinds educational and methodological material (lesson planning, methodological developments, test papers and other types of work).

Gaming technologies preserve the cognitive activity of the child and facilitate the complex learning process, contribute to both the acquisition of knowledge and the development of many personality traits. I think that good, smart and entertaining game activates the attention of children, relieves psychological and physical stress, facilitates the perception of new material.

Design technologies used by me in the classroom, extracurricular activities, extracurricular activities. I do not “impose” information on students, but direct their independent search, for example: “Do you know everything in order to complete this project? What information do you need to get? What sources of information should be consulted? In other words, I act according to the principle: "... do nothing for me, direct me in the right direction, push me to a decision, and I will do the rest myself." I pay special attention to the development of children necessary qualities:

Business relationships, ability to interact in groups, plan joint work, agree on ways to share responsibilities,

The ability to present oneself, objectively evaluate one's work, listen to the opinion of project participants, respond constructively to criticism from their comrades.

Communication technologies that I use allow students to develop the following skills:

- ability to work in a group;

- express your personal opinion;

- listen to the opinion of comrades;

- create a favorable psychological climate,

an atmosphere of mutual assistance and tolerance.

The use of this technology ensures the effective nature of the activities of each student, provides an opportunity to provide students with prompt assistance at any stage of the lesson. An effective form of organization of learning is cooperation, interaction with another person. Working in a group of peers, the child has the opportunity to express their thoughts more freely. In the course of such work, "weak" students have the opportunity to speak out without being afraid to make a mistake, ask any questions, feel their involvement in solving problems that they cannot cope with alone. For “strong” students, this is not only a great opportunity to show their abilities, but also to act as an adviser, assistant to a “weaker” one, to feel responsible for overall result.

The transitional stage to group work is work in pairs. When working in pairs, each student should explain. Which answer did he choose and why? Thus, work in pairs (later - fours) puts the child in the conditions of the need for active speech activity, develops the ability to listen and hear. In the course of such work, the child learns to evaluate the results of his own activity. This is facilitated by the system of questions. Working in pairs allows you to consolidate the material, check the level of knowledge, identify possible gaps, eliminate them and systematize the knowledge of students, allows the student to evaluate their own progress in mastering new material and test the ability to teach others.

The value of the method of group work in the classroom is that: group work makes the student set goals and find ways to achieve this goal;

Research technologies I like the fact that not only strong students can take part in them, but also children who have learning difficulties. It's just that the level of research will be different. The motivation of research activity is realized through the formation of cognitive activity among students, the development logical thinking, creativity, horizons, oral and writing, the ability to generalize and systematize information, communication skills, the formation of observation and attention, the ability to work with artistic text And scientific text.

Children conduct research at technology lessons when replanting indoor plants and planting seedlings of tomatoes (observing their growth and development), when making applications. At the lessons of the surrounding world, the guys conduct research on various topics, prepare messages. If in elementary school a student does not receive the basics of working with various types of sources, does not learn how to analyze them on his own, then in the future it will be problematic to work on an essay in the middle link.

The use of these technologies offers new approaches to the learning process, primarily activity-based and student-oriented.

Consider the approximate structure of the lesson in the framework of the activity approach.

Motivation for learning activities.Organizing time.

Target: the inclusion of students in activities at a personally meaningful level. "I want because I can."

At this stage of the lesson, I form personal UUD. This is a positive attitude to the process of cognition, the moral values ​​of students: benevolence, kindness, love:

Students should have a positive emotional orientation.

Inclusion of children in activities;

Work methods:

At the beginning of the lesson I say good wishes children; I propose to wish each other good luck (clapping in the palms of each other with a neighbor on the desk);

I invite the children to think about what is useful for successful work in the lesson; children speak out;

The motto, the epigraph of this section is "From little luck begins great success";

I set up the children for work, talk with them about the lesson plan (For example: “let's get acquainted with a new computational technique”, “write an independent work”, “repeat the solution of compound problems”, etc.)

II. Knowledge update.

Target: repetition of the studied material necessary for the "discovery of new knowledge", and the identification of difficulties in individual activities every student. At this stage of the lesson, I form Cognitive UUD- students carry out analysis, comparison, generalization.

Regulatory UUD- supervise learning activities; notice mistakes.

Communicative UUD- exchange opinions; respect each other's opinions;

Updating ZUN and mental operations(attention, memory, speech);

First, the knowledge necessary to work on new material is updated. At the same time, effective work is underway on the development of attention, memory, speech, and mental operations.

Then a problem situation is created, the purpose of the lesson is clearly spelled out.

III. Self-determination to activity. Statement of the educational task.

Target: discussion of difficulties (“Why are there difficulties?”, “What do we not know yet?”); pronunciation of the objectives of the lesson in the form of a question to be answered, or in the form of a lesson topic. At this stage, I form the following UUD: regulatory - the ability to set learning objectives based on the correlation of what is already known and learned by students; actions in accordance with the task.

Cognitive - hypotheses, their discussion, evidence;

Methods for setting a learning task: a dialogue that encourages from a problem situation, a dialogue leading to a topic.

IV.Learning new knowledge and ways of doing things.

Target: performance of tasks and discussion of the project of their decision.

Here I form personal UUD - the ability to express a positive attitude towards the process of cognition; show attention, desire to learn more.

Communicative UUD - the ability to build productive interaction and cooperation with peers and adults; clearly and clearly express one's opinion, build speech structures.

Cognitive UUD - problem posing and solving; the ability to analyze, verify, record information; classify objects (combine into groups according to essential feature)

Methods of work: dialogue, group or pair work:

Organization of independent research activities;

Derivation of the algorithm.

Children receive new knowledge as a result of independent research conducted under the guidance of a teacher. They are trying to express the new rules in their own words.

At the end, the discussion is summed up and the generally accepted formulation of new algorithms of actions is given.

V . Fizminutka

We form personal UUD– we carry out the prevention of fatigue, actively participate in a physical education session.

VI . Primary fastening.

The stage of consolidating knowledge and methods of action

Target: pronunciation of new knowledge, recording in the form of a reference signal. Everyone must make a conclusion for himself that he already knows how.

At this stage, I create communicative UUD- Possession of a monolgic and dialogical speech; cognitive UUD- independent creation of ways to solve problems of a creative and exploratory nature; personal- readiness for cooperation and friendship; regulatory - the formation of a mindset to find ways to resolve difficulties.

Ways: frontal work, work in pairs;

Means: commenting, marking with iconic symbols, performing productive tasks.

In the process of primary consolidation, tasks are performed with commenting: children pronounce new rules in loud speech.

VII. Reflection of activity

Target: students' awareness of their SD (learning activity), self-assessment of the results of their own and the whole class.

At this stage of the lesson, I form cognitive UUD- the ability to navigate the knowledge system; regulatory UUD- the ability to evaluate their own activities in the lesson; personal UUD- show interest in the subject.

VIII . Summary of the lesson.

At this stage of the lesson, I form regulatory UUD: accepting and maintaining learning objectives.

Questions:

What was the task?

Were you able to solve the task?

How?

What were the results?

What else needs to be done?

Where can new knowledge be applied?

IX . Homework.

Regulatory UUD - students take a lesson.

Advantages of the modern lesson.

The desire of the teacher to independently plan lessons.

Knowledge of the principles of didactics, interconnections and relationships.

Accurate and at the same time creative implementation of the program and methodological requirements for the lesson.

Knowledge of lesson typology

The use of play when it serves to better fulfill the educational objectives of the lesson.

Accounting for learning, learning, educational and educational opportunities for students.

The wording, in addition to the topic of the lesson, is the so-called “lesson name”.

Planning the educational function of the lesson.

Comprehensive lesson planning.

Highlighting the object of lasting assimilation into the content of the material and working out exactly this in the lesson.

Thinking through, at least for oneself, the value bases for choosing the content and interpreting the educational material in the lesson.

Helping children to discover the personal meaning of the material being studied.

Reliance on interdisciplinary connections in order to use them to form a holistic view of the knowledge system among students.

Practical orientation of the educational process.

Inclusion of creative exercises in the content of the lesson.

Choosing the optimal combination and ratio of teaching methods.

Knowledge of various developmental learning technologies and their only differentiated application.

A combination of class-wide forms of work with group and individual.

Implementation of a differentiated approach to students only on the basis of diagnosing their real educational achievements.

Formation of oversubject methods of educational activity.

Work on the motivation of educational activity - the formation of motivation for cognition.

Creating conditions for the manifestation of independence of students

Rational use of teaching aids (textbooks, manuals, technical means).

Inclusion of computers in pedagogical technologies.

Differentiation of homework.

Knowledge and application of health-saving and health-developing technologies.

Ensuring favorable hygienic conditions.

Ensuring aesthetic conditions

Communication is a combination of exactingness and respect for the personality of the student.

The image of the teacher.

The ratio of rational and emotional in working with children.

The use of artistic skills, pedagogical technique and performance skills

A clear adherence to the plan of the lesson and the willingness to flexibly rebuild its course when the learning situation changes.

Regular analysis of the learning outcomes obtained in the lessons.

Evaluation and self-assessment of the teacher's work

So what is the modern lesson?

This lesson is knowledge, discovery, activity, contradiction, development, growth, a step towards knowledge, self-knowledge, self-realization, motivation., interest, professionalism, choice, initiative, confidence, need

You can talk for a long time about what the lesson should be like.

One thing is undeniable: it must be animated by the personality of the teacher.

Even if you don't go out into the white light,

And in the field outside the outskirts, -

While you are following someone,

The road will not be remembered.

But wherever you go

And what a mess

The road that he was looking for

Will never forget

The lesson, developed in accordance with the new GEF, has a number of differences from the traditional one. What should be considered in its analysis? What requirements should a modern lesson meet? What does a sample GEF lesson analysis scheme and an expert's worksheet look like?

The main characteristics of the modern lesson

• The topic of the lesson is formulated by the students. The task of the teacher is to bring students to the understanding of the topic.
• Students independently set goals and objectives. The teacher only asks leading questions, offers tasks that help students correctly formulate practical goals.
• Students, with the help of a teacher, develop a practical plan to achieve the goal.
• Students complete the learning activities according to the plan. The teacher organizes work individually, in pairs, in groups, advises students.
• The correctness of the tasks is checked with the help of self-control, mutual control.
• The resulting shortcomings, errors, students correct on their own, they themselves explain the essence of the difficulties.
• Students themselves evaluate the results of their activities (self-assessment), and the results of the activities of their comrades (mutual assessment).
• Reflection stage: students discuss their progress in achieving the goal of the lesson.
• Homework tailored to individual features students, suggesting the possibility of choosing an exercise, different levels of complexity.
• Throughout the lesson, the teacher plays the role of an adviser, advising students at every stage.

In this regard, the analysis of the lesson also changes.

Sample GEF Lesson Analysis Scheme

The main points that the expert takes into account when analyzing a modern lesson: goals, organization of the lesson, ways to motivate students, compliance with the requirements of the Federal State Educational Standard, lesson content, methodology, psychological moments.

The expert card indicates the full name of the teacher, the full name of the educational institution, class, name subject, author of teaching materials / textbook, topic of the lesson, date of visit.

Below is an exemplary diagram-sample of the analysis of the GEF lesson.

At the discretion of the expert, in the column "Number of points" opposite each sub-item, marks are made or points are given from 0 to 2, where 0 - the complete absence of the criterion, 1 - the partial presence of the criterion, 2 - the criterion is presented in full.

Note

In the column “How is the lesson organized?”, Analyzing the structure of the lesson, it is necessary to take into account the variety of types of lessons according to the Federal State Educational Standard (lesson of mastering new knowledge, complex application of knowledge and skills (reinforcement), updating knowledge and skills (repetition), systematization and generalization of knowledge and skills, control, correction, combined lesson), each of which has its own structure.

In the column “To what extent does the lesson meet the requirements of the Federal State Educational Standard?”, it is necessary to evaluate the results presented in the form of universal learning activities. The expert indicates certain types of actions and the group to which they belong. For example:

• Regulatory: students independently determine the purpose of the lesson, draw up a plan, act according to the plan, evaluate the result of their work.
• Cognitive: students extract information from the proposed sources, analyze / classify / compare it, etc.
• Communicative: students clearly formulate their position, are able to understand others, read explicit information or subtext, and cooperate.
• Personal: students are guided in the value system, choose the right directions, are able to evaluate actions, find motives for perfect actions.

The presented example of a lesson analysis scheme can serve as an expert's working map. It is quite detailed, allows you to reflect most fully the most important components of the modern lesson on the Federal State Educational Standard.