Integrated lessons: their role, structure and experience
Everything in the world is bound by an imperishable chain,
All inclusive in one cycle:
Pick a flower
And somewhere in the universe
At that moment the star will explode and die...
L. Kuklin.
Currently, modern pedagogical science faces the problem of how to increase students' interest in learning. Last years were marked by active searches and the widespread use of methods that can significantly increase the effectiveness of training.
A significant role is given to non-traditional or non-standard lessons.
Let's start with the definition of "integration". In Ushakov's dictionary, "integration" is interpreted as the unification into a whole of any parts or elements in the process of development.
What is meant by integration in education? Among the didacts of a single point of view on the interpretation this concept No.
A more accurate and voluminous definition of integration is given in the work of Kulnevich S.V., Lakotsenina T.T. "Analysis modern lesson”: “Integration is a deep interpenetration, merging, as far as possible, in one educational material of generalized knowledge in a particular area.”
The concept of "integration" can have two meanings:
1) the creation of a holistic view of the world around schoolchildren (here integration is considered as the goal of education);
2) finding a common platform for the convergence of knowledge (here integration is a learning tool).
ABOUTEvery teacher has an experience of conducting integrated lessons. And although it requires a lot of preparation, the effectiveness of such lessons is quite high. The relationship of the two academic disciplines within 40 minutes should look harmonious and be understandable to the student.
Teachers can teach a lesson together or separately, but the result is achieved only by their joint, united efforts.
What tasks does the integrated lesson solve?
In my opinion, an integrated lesson allows you to solve a number of tasks that are difficult to implement using traditional approaches.
Here are some of these tasks:
increased motivation learning activities due to non-standard form;
consideration of concepts that are used in different subject areas;
organization of targeted work with mental operations: comparison, generalization, classification, analysis, synthesis, etc.;
showing interdisciplinary connections and their application in solving various problems.
Within the framework of an integrated course, teachers, having agreed among themselves, can determine in advance what is considered important and what is secondary in order to teach their students to rationally draw up work in a notebook, build oral answers correctly, instill in them the skills of self-control and self-esteem, etc.
Lessons based on such interaction of teachers are also integrated, although the material studied in them may not overlap with each other.
There are three levels of integration:
intrasubject – integration of concepts within individual academic subjects;
interdisciplinary - synthesis of facts, concepts, principles, etc. two or more disciplines, which should be used by the teacher when preparing an integrated lesson;
transdisciplinary – synthesis of components of the main and additional content of education.
Types and forms of integrated lessons:
Lesson assimilation of new knowledge
Forms of organization of training:
lectures,
conversations,
conferences,
seminars,
combined lessons.
The lesson should cover a large theoretical material of related courses. In such lessons it is rational to use independent work children with popular science, reference literature, drawing up tables, banners.
new material during the lesson, the guys compare with the already existing knowledge, compare them, synthesize, add from the previously known on the basis of associative thinking.
Application of knowledge in practice
Forms of organization of training:
role-playing and business games;
workshops;
project defense lessons;
journey;
excursion;
Creative search lesson
In these lessons, mobilizing theoretical knowledge, children are involved in experimental, research, search and partially search activities.
Children develop scientific views, a holistic worldview.
Creative search lesson
The creative search lesson assumes that children independently look for a solution to the problem, information to answer the question, additional information on this topic.
Search methods should be well thought out by teachers in advance and mastered by students in previous classes.
Such a lesson can be highly effective and meaningful.
Lesson of repetition, systematization and generalization of knowledge, consolidation of skills
This lesson has the greatest opportunities for integration and implementation of intersubject communications.
Forms of organization of training:
iterative-generalizing lesson;
dispute;
game (KVN, Happy event, Field of miracles, competition, quiz);
theatrical lesson (lesson-court);
lesson-improvement;
final conference;
final excursion;
overview lecture;
review conference;
conversation lesson.
A Lesson in Repetition and Generalization
A Lesson in Repetition and Generalizationcan be used when it is possible to generalize the material of related disciplines around one goal, combine topics of repetition and consolidate knowledge, skills and abilities in various subjects in one lesson or parallel lessons
Lesson of control and testing of knowledge and skills
Operational control in the lessons is carried out constantly, but special lessons are designed for detailed control.
F forms of organization of training:
lesson-test;
quiz;
contests;
review of knowledge;
protection of creative
works, projects;
creative report;
newspaper issue
Twhat lessons require special cooperation of subject teachers in compiling assignments that would provide for a close connection of issues with the surrounding life, and as a result, students would see the integrity of knowledge, their interrelationship in solving specific problems in the world around them
Lesson - edition e newspaper or scientific almanac
For him, groups of students and individual students are given tasks of a creative and exploratory nature according to the definitions of the topic.
The results of the work constitute the content of the proposed newspaper or almanac.
Control lessons on the course can take place as a defense creative works(projects) or offset.
Interesting tests are not only of the examination or olympiad type, but also an interview on a problem, solving problems of a problematic nature, a test-competition or auction
Stages development and preparation of integrated lessons
First step this work is:
study and coordination of curricula in subjects;
consideration of the integrable content of interrelated topics by subject;
choice of topic and purpose of the lesson with interdisciplinary content.
Curricula do not have to be identical, the main thing is to identify common directions of these topics; discuss and formulate general concepts, agree on the time of their study; this requires mutual consultation of teachers.
The main task is to identify the goal of the future integrated lesson.Second stage
choosing the form of an integrated lesson;
drawing up a lesson plan;
determination of methods of control and evaluation by schoolchildren of methods and means of teaching.
Particular attention is paid to the interaction (relationship) of the content of training, the preliminary timing of the time of the future lesson. When compiling a lesson summary, you should clearly distribute the amount of time allotted to each teacher and strictly adhere to this regulation.
Each teacher prepares his part of the lesson, taking into account the allotted time (presentation for students; handouts; assignments for the lesson; questions for self-examination, etc.), and then all the collected material is combined into a single whole.
Third stage
special attention should be paid to the organization of an integrated lesson: carefully consider the location of the necessary equipment so as not to be distracted by searching for it or hanging it up during the lesson;
think about the forms of organization practical work students and arrange tables accordingly;
lay out the necessary handouts and working material on the tables in advance.
All this is necessary for more rational use time allotted for the lesson.
Must be remembered!
It is integrated (conducted jointly or on one topic) every fourth lesson according to the calendar plan.
Joint integrated lessons are paid for by all teachers conducting the lesson.
When compiling an integrated course, in addition to calendar and thematic planning, an explanatory note is drawn up, which reflects the goals, objectives of the course, predicted results.
The integrated course is coordinated with the methodologists in all subjects.
An integrated course is included in the curriculum
How to write an integrated course with informatics?
Computer science lessons are the easiest to integrate with mathematics (algebra) and physics lessons.
1 course option:
In computer science lessons in such a course, you learn a programming language and write programs that decisive tasks in math or physics for that class.
Course option 2:
In computer science lessons, you study spreadsheets and build diagrams, graphs, functions, make calculations to solve problems, model mathematical or physical processes.
3 course option
Studying in the lessons of a text editor and spreadsheets and creating and designing combined documents - solving problems, researching and plotting functions; various diagrams; preparation of reports on the subject.
4 course option
Studying at the lessons of the master of presentations or programs for creating animation and preparing projects, presentations on the subject.
What items are easy to integrate with each other?
Computer science with almost any subject;
English with almost any subject;
Mathematics with physics;
History with literature, geography, MHC;
Drawing with computer science;
Biology with chemistry, geography;
Music with MHC, history
I wish you success!
1Developed metalinguistic abilities lead to a conscious attitude to language and speech. Bilingual children need to achieve such a condition in order to master the tool for the successful acquisition of several languages, including a foreign language. Purpose of the study: to obtain the results of a diagnostic and prognostic study of language and metalinguistic abilities and age-related trends in bilingual children that affect the acquisition of several languages, for further designing a system for the purposeful development of metalinguistic abilities in the framework of the study of the Russian language. The study was conducted on the basis of methods of analysis, generalization and comparison of different approaches of Russian and foreign authors; ascertaining psycholinguistic and methodological sections using the author's technological route, testing and oral interviewing of students, pedagogical survey, questioning of parents. The factors influencing the formation of coordinative bilingualism are revealed; the problem of metalinguistic transfer and the nature of interference processes are determined; indicators of insufficient formation of metalinguistic ability and language guessing in children are described. The results of the study, in their essence, do not contradict the data reflected in the works of Russian scientists, but there is a contradiction with the positions of foreign researchers in terms of the nature and condition of the development of metalinguistic abilities. The presented materials complement the available information in the study of bilingual children. Experimental data and the formulated conclusions will help the scientific and pedagogical audience to design and apply a system for the purposeful development of metalinguistic abilities in junior schoolchildren on the basis of teaching native (ethnic), Russian and English languages.
bilingual children
awareness of one's own bilingualism
metalinguistic ability
metalanguage transfer
interference
1. Zeitlin S.N., Chirsheva G.N., Kuzmina T.V. Language acquisition by a child in a situation of bilingualism: scientific monograph / Ed. M.B. Eliseev. SPb., 2014. 140 p.
2. Eviatar, Z., Taha, H., Shwartz, M. Metalinguistic awareness and literacy among semitic-bilingual learners: a cross-language perspective. Reading and writing. 2018 Vol. 31, issue 8. P. 1869-1891. DOI: 10.1007/s11145-018-9850-9.
3. Bialystok E. Metalinguistic dimensions of bilingual language proficiency. Language processing in bilingual children / Ed. E. Bialystok. Cambridge, 1991. P.113-140.
4. Moskovkin L.V. Psychological foundations of teaching methods for Russian as a foreign language. Part 2. [Electronic resource]. URL: http://oso.rcsz.ru/inf/psihologiche2.htm (date of access: 1.12.2018).
5. Gats I.Yu. Linguistic education of schoolchildren in the modern language situation. M., 2012. 202 p.
6. Almazova A.A., Babina G.V., Lyubimova M.M., Solovieva T.A., Ryabova N.V., Babina E.D. Identification of risk factors for the occurrence of writing and reading disorders: technological and prognostic aspects // Integration of education. 2018. Vol. 22 (No. 1). pp. 151-165. DOI: 10.15507/1991-9468.090.022.201801.151-165.
7. Wiejak K., Kaczan R., Krasowicz-Kupis G., Rycielski P. Working memory and reading ability in children-a psycholinguistic perspective. L1 Educational Studies in Language and Literature. 2017. Vol.17., SI ExFunct. P. 1-22. DOI: 10.17239/L1ESLL-2017.17.04.01.
8. Bowey J., Grieve R., Herriman M., Myhill M., Nesdale, A. Metalinguistic awareness in children. Theory, Research and Implications. Springer-Verlag. Berlin; Heidelberg; New York; Tokyo, 1984. P. 12-36.
9. Jacobson R.O. Two aspects of language and two aphatic violations // Theory of metaphor: Collection: Per. from English, French, German, Spanish, Polish. lang. / Entry. Art. and comp. N. D. Arutyunova; Tot. ed. N. D. Arutyunova and M. A. Zhurinskaya. M., 1990. S.110-132.
10. Leontiev A.A. Possession and mastery of the language // Problems of studying bilingualism: a book for reading / comp. T.A. Kruglyakov. SPb. 2014. P.149-166.
11. Unarova V.Ya. Features of the development of metalinguistic abilities in younger schoolchildren in the conditions of Russian-Yakut bilingualism // Problems of ontolinguistics - 2018: materials of the annual international scientific conference(St. Petersburg, March 20–23, 2018); editorial board: T.A. Kruglyakova (editor-in-chief), T.A. Ushakova, M.A. Elivanova, T.V. Kuzmin. Ivanovo: LISTOS, 2018. S. 441-448.
12. Dobrova G.R. Variability of manifestations of metalinguistic activity in speech ontogenesis // Psycholinguistics. Psychology. Linguistics. Social Communication: Compendium scientific works Pereyaslav-Khmelnitsky State Pedagogical University named after Grigory Skovoroda. Pereyaslav-Khmelnitsky. 2012. V. 10. P. 181-188.
13. Dubinina D.N. Development of metalinguistic activity in preschool children // Psychology and Life. Traditions of cultural-historical psychology and modern psychology childhood: a collection of scientific articles. Minsk, 2010. S. 94-96. [Electronic resource] URL: https://elib.bspu.by/bitstream/doc/5466/1 (date of access: 11/13/2018).
14. Kruglyakova T.A., Mironova E.A. Language norms in the assessment of preschool children // Assimilation of the native (Russian) language by a child: interuniversity collection of works of young authors / Editorial board: S.N. Zeitlin (responsible editor), T.A. Kruglyakov. St. Petersburg, 1995. S. 49-51.
Bilingual speech is the object of various studies carried out by scientists of various profiles. Children's bilingualism in the Republic of Sakha (Yakutia) is a phenomenon that acquires new significance in the context of globalization, since it is precisely this phenomenon that is the optimal and natural path to multilingualism.
Bilingualism, as many scientists note, has a positive effect on the development of metalinguistic abilities in children: they easily recognize the arbitrariness of names through the use of two languages, they read better (not reading speed) and are phonologically developed, they have an analytical approach to oral and writing and more high level spelling literacy.
At the same time, metalinguistic abilities are closely intertwined with conscious actions with language. Metalinguistic skill is “the ability to use metalinguistic knowledge (knowledge of the language) for the analysis and conscious construction of speech units”, these are conscious practical actions for interpreting and transforming linguistic material, reflected in the form of independent judgments and in the theorizing of schoolchildren on a linguistic topic. The formation of metalinguistic ability is also one of the key prerequisites for mastering writing and reading. Reading is a linguistic, metalinguistic and metacognitive activity that requires conscious control. cognitive processes. Foreign researchers define metalinguistic knowledge as the ability to use language as an object of thought, as opposed to the simple use of a language system for understanding and producing phrases.
Purpose of the study. Manifestations of metalinguistic abilities are an indicator that the child "gropes" the language in his speech, shows a conscious attitude to language and speech in general. In our understanding - in the interlingual plan - metalinguistic skills contribute to the conscious delimitation of language systems, the assimilation of other languages on their basis, even if in a communicative situation the bilingual is completely immersed in one language system and culture. In our opinion, it is necessary to purposefully develop the metalinguistic abilities of bilingual children in the process of school education. To this end, we are designing a system for the development of metalinguistic abilities based on the materials of the native (ethnic), Russian and English languages of bilingual children, which would be used as part of the study of the Russian language in primary school.
Research methods and materials. To understand the peculiarities of the metalinguistic development of children, we conducted a study based on an interdisciplinary approach in the period from 2016 to 2018. The research field included teachers primary school and English, parents of first-graders, bilingual and monolingual students. In total, about 500 people took part. Experimental data provide information about the characteristics of children's bilingualism in the national region of Russia. Only a comprehensive study at the intersection of psycholinguistics, cognitive science, ontobilinguology and language teaching methods can give the most complete and reliable picture of speech ontogenesis and development in bilingual children, identify vulnerabilities requiring a special approach. In our study, we used methods of generalization and comparison of different approaches based on an analytical review of the works of Russian and foreign authors; ascertaining psycholinguistic and methodological sections using the author's technological route in several stages, testing and oral interviewing of students, pedagogical survey, questioning of parents.
Empirical data of students were processed and compared in qualitative and quantitative parameters (percentage distribution and ranking). The evaluation of the results was carried out according to the point system.
The formation of children's bilingualism is influenced by the principled attitude of parents to language education. For many urban Sakha children, the language of communication in the family circle is their native (ethnic) language, and outside the home - their native and Russian languages. This is evidenced by the results of our survey among parents of first-graders in urban schools at the first stage of a comprehensive study (Fig. 1).
Rice. 1. The language of communication between parents and children
Only 5% of parents communicate outside the home only in Russian, explaining this by the following reasons: “the child himself began to speak Russian”, “the child likes to speak Russian more”, “the child perceives Russian faster than Yakut”, “environment Russian-speaking”, “we (parents) are Russian-speaking”. But the difficulty lies in the fact that when communicating with their children in their native language, some parents often insert words in Russian into their speech. And this leads to a mixture of languages by the child himself, since the language association with a person is violated (one language - one person). The answers to the question of parents' compliance with the parity use of languages in their own speech are given below (Fig. 2).
Rice. 2. Compliance with language parity
Of the 32% of parents who use two languages depending on the communication situation, 18% of respondents admit that they mix languages consciously in their own speech in order to convey their thoughts faster and more clearly.
The next survey revealed that 78% of children at the age of 3-4 communicated with their parents in their native language (before entering the preschool educational institution), and by school age - 46% of children. These figures confirm the fact that the language of education and development in preschool age plays an important role in the development of a bilingual as a linguistic personality.
Next, we conducted an oral survey of children and their parents to obtain general information about the nature of the manifestation of metalinguistic abilities as a potency in preschool children. It is known that the metalinguistic ability manifests itself in almost all children, but is an extraordinary phenomenon. The loss of the ability to learn languages, the violation of metalinguistic operations, according to R.O. Jacobson, - evidence of aphasia. The results of the survey show that design (shaping and word formation) and word-creation (innovation in violation of the norm) activity in bilingual children is activated in two languages at once.
According to the development of speech ontogenesis in children in the direction “from unconsciousness to awareness”, we believe that the metalinguistic ability in bilingual children manifests itself with awareness to some extent of one’s own and others’ bilingualism due to observations of speech and linguistic phenomena. Note that this understanding comes to monolinguals and bilinguals in different ways and in different intensity.
We studied the process of becoming a conscious attitude towards languages in bilinguals in order to try to answer the question “when do languages arouse interest in children?”. According to Russian researchers, average age, in which a monolingual child begins to show interest in languages, is 3-4 years. We found out the average age of a bilingual child (in our case, Sakha), when he begins to show interest in languages, ask questions to his parents, therefore, to some extent, be aware of his use of two languages - this is 5-6 years. Translation activity begins to appear after the manifestation of interest in the language, by the age of 6-7.
Results of the study and their discussion. The results of our study showed a picture of how the linguistic and metalinguistic consciousness of children develops in dynamics and how this is reflected in their written and oral speech. Thus, we were able to identify three “pillars” of metalinguism, which are closely interconnected: 1) awareness, 2) analytical (comparative) approach, 3) cognitive activity. It becomes clear that purposeful development of metalinguistic understanding and skills is necessary. Our goal is to build a substantiated system for the formation of metalinguistic skills in the lessons of the Russian language, since in the future the language of instruction in all subjects, including a foreign language, is the Russian language.
According to the results of a sociological survey of parents, it should be stated that:
There are different models of bilingual education (“principledness”, “public influence”, “victims” kindergarten”, “mixed parenting”);
With all their desire to comply with certain principles, parents experience difficulty in balanced bilingual education of their child;
Most children clearly show an age trend “from the ethnic language to the Russian language” as a result strong influence environment language.
The results of the experiment lead to the conclusion that as long as the child does not realize his own bilingualism and does not recognize one (ethnic) language as his native language (while the main language of thinking can be Russian), he will have an obstacle in the development of language abilities, constantly mixing two languages. in consciousness and speech.
We have identified younger schoolchildren with insufficiently developed linguistic representations, and consequently, metalinguistic understanding - about 37.5% of children. We classified them in the group of children “with a lack of metalinguistic potential”, for whom, in order to develop metalinguistic abilities, we propose to use a set of exercises developed on the basis of our models and a bilingual dictionary of concepts as part of synchronous language learning, including in the process of teaching literacy. The proposed exercises are built on the basis of cognitive, comparative, conscious principles. This is the so-called "Bilingual Profile" with the possibility of integration into any educational systems. In our case, we are talking about interlingual activities in the classroom, when: 1) the object of special study is simultaneously two or three languages in their relationship (Yakut, Russian and English); 2) metalinguistic knowledge and skills are transferred from one academic subject to another. Conventionally, we divided the tasks into three groups: 1) aimed at the development of linguistic guesses; 2) transposition exercises; 3) exercises to prevent and eliminate interference.
In the developed set of exercises, we included materials in Russian and Yakut languages, as well as propaedeutic material in English, taking into account the fact that the study of a foreign language follows the reverse path “from consciousness to unconsciousness”. In our case, the study of two languages becomes the basis for the formation of multilingualism. In solidarity with the opinion of domestic scientists, we note that the skills acquired by students in their native and Russian languages should be transferred to teaching a foreign language.
It is from a conscious attitude to language and speech that schoolchildren need to build on when learning English. Questioning of primary school and English teachers confirms the well-known position regarding the intermediary language - the unanimous answer was "Russian". Although if training English language in a comparative way, then there is a reliance on the Yakut language, since the devices of these languages \u200b\u200bhave many points of contact, especially in phonetics and vocabulary.
It should be noted that researchers understand the child's metalinguistic activity in different ways. Some researchers believe that the metalinguistic age refers to the preschool age, while others argue that it manifests itself only in schooling. In many works, the topic is only indirectly touched upon, and they are mainly focused on preschool children. We are also interested school stage, although we are of the opinion that metalinguistic abilities need to be activated and developed in children from preschool age. The proposed technologies and methods do not provide effective development metalinguistic skills in younger students, and special methodological developments on the development of metalinguistic abilities for bilinguals are absent. The results of our research show that bilingual children have various kinds of metalinguistic manifestations. Our position correlates with the point of view of the ontolinguist G.R. Dobrova that metalinguistic activity includes not only verbalized reasoning about language, but also less verbal and less conscious manifestations that speak of language analysis, for example: noticing and understanding the difference in the pronunciation of sounds, corrections, self-corrections, innovations.
Foreign researchers (E. Clark, D. Slobin, T. Tulviste) also spoke about the need for a purposeful formation of a metalinguistic understanding in a child as early as preschool age. Also, foreign researchers note that children's interest in language appears in the third year of life and begins to disappear at the age of 6-7, which negatively affects the further assimilation of language wealth. If we take the results of our study specifically of bilingual children, then the opposite position emerges: interest in languages (in isolation) and their implementation in speech by school age does not disappear, but acquires new outlines, turning into a qualitatively different interest when there is a clear differentiation of languages in the mind of the child . Russian ontolinguists also indicated 4-8 years as the peak of metalinguistic activity, which does not contradict the results of our study.
Conclusion. So, summing up the results of our study, we will outline a number of problems that we encountered in the process of experimental work:
1. The problem of understanding one's own bilingualism. It is characteristic that urban children very often in different situations mix languages. In order to reach the metalinguistic level, they need to achieve this kind of awareness.
2. The problem of intralingual and interlingual interference, intercalation. In order to avoid the interference process, it is necessary to optimally use the comparative method - intralingual comparison and interlingual comparison. In a positive way, not only linguistic phenomena can be transferred from one language, but also actions (the ability to divide words into syllables, compose a sound scheme, perform phonetic parsing etc.).
3. The problem of transfer, understanding of linguistic concepts (terms), identical in the systems of the native and Russian languages. Children actualize what they already know by identifying the name of this concept. On different languages it seems to them that these are different concepts, because they sound and are written differently.
Thus, metalinguistic activity is one of the types of cognitive strategy of linguistic intelligence, it is a cross-cutting segment in educational activities, which projects in the manifestation of the triad "language, thinking and speech" and leads to a conscious attitude to language and speech, when children demonstrate the rudiments of linguistic competence. Metalinguistic activity also contributes to the formation of "voluminous" linguistic thinking as a way out of a miniature linguistic picture of the world, the development of the potential for multilingualism - the readiness to learn other languages. It plays an important role in the development of a bilingual linguistic personality.
Bibliographic link
Unarova V.Ya. ON THE NEED FOR PURPOSE DEVELOPMENT OF META-LANGUAGE ABILITIES IN YOUNGER BILINGUAL SCHOOLCHILDREN // Contemporary Issues science and education. - 2018. - No. 6.;URL: http://science-education.ru/ru/article/view?id=28298 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Maslennikova Elena Petrovna
Mathematics teacher, GBPOU VO "Borisoglebsk road technical school"
Mikhailova Zinaida Dmitrievna
Lecturer in materials science, GBPOU VO "Borisoglebsk road technical school"
Integrated lesson "Volume of a cylinder"
LESSON PLAN #52
Teacher: Maslennikova Elena Petrovna
Mikhailova Zinaida Dmitrievna
Item: Mathematics + materials science
Subject: The volume of a cylinder.
Class type: combined
| Pedagogical technologies
(used in class) |
Information and communication technology, integrated learning technology | |
| Purpose of the lesson | Educational | Derive the formula for the volume of a cylinder; development of problem solving skills using the cylinder volume formula and its application in practice |
| educational and
developing |
Education of motives for learning, a positive attitude towards knowledge, the development of cognitive skills, create conditions that ensure the education of interest in future profession road builder | |
| Intersubject communications | Provide- | Mathematics ( school course), physics |
| Provided | Materials science, geology, transport facilities, physics, surveys and design of roads and airfields, construction of roads and airfields | |
| Competencies | Professional | PC 2.1. Participate in the organization of work in organizations for the production of road building materials. PC 3.2. Participate in the organization of control over the implementation of technological processes and the acceptance of completed work on the construction of roads and airfields. |
| Are common | OK 1. Understand the essence and social significance their future profession, to show a steady interest in it. OK 5. Use information and communication technologies in professional activities.
OK 9. Navigate in conditions of frequent change of technologies in professional activity. |
|
Lesson provision:
Use of ICT (information and communication technologies)
Computer, multimedia complex (interactive whiteboard, projector),
Presentation "Cylinder and its elements"
Visual aids and handouts: cylinder models; device SoyuzDorniya, pan scales with weights, measuring cylinder, spherical bowl, knife, sand, cement, water; rock cylinder (granite).
Literature: 1) Atanasyan L.S., Butuzov V.F., Kadomtsev S.B. etc. Geometry. 10-11 grades: textbook for educational organizations: base and profile. levels. - M.: Enlightenment, 2012
2) Pogorelov A.V. Geometry. Grades 10-11: a textbook for educational organizations: basic and profile. levels. - M.: Enlightenment, 2014
3) Korolev I.V., Finashin V.N., Fedner L.A. Road building materials, Moscow - 2012
4) Fomina R.M. Laboratory works on road construction materials, Moscow - 2012
| №№
stage |
Stages of the lesson, educational issues, forms and methods of teaching | Temporary regulation
stage |
| 1 | 2 | 3 |
| 1 | Organizational stage: | 2 minutes |
| - checking the readiness of students for the lesson; | ||
| - checking attendance; | ||
| — actualization basic knowledge(frontal survey) in order to lead the student to the formulation of the topic of the lesson | 10 min | |
| - What is this figure? (cylinder) | ||
| - Name the main elements of the cylinder (base, side surface, height or generatrix, radius) (presentation) | ||
| Look at the notes in the notebooks of past lessons and try to formulate the topic of the lesson yourself.( cylinder volume) | ||
| - topic message. | ||
| 2 | Motivational moment: | |
| — rationale for the need to study this topic for effective mastering of the discipline | 3 min | |
| — involvement of students in the process of setting goals and objectives of the lesson | ||
| - What are we going to do in class? What should be achieved? Lesson objectives?
(I have to learn the formula for the volume of a cylinder and learn how to apply it to solve problems) |
||
| 3 | Learning new material | 10 min |
| Derivation of the formula for the volume of a cylinder. | ||
| 4 | Consolidation. | 10 min |
| 4.1 | Solution of a typical problem. | |
| 4.2 | Solution of applied problems (calculating the volume of an object shaped like a cylinder) | |
| 5 | Cylinders around us, cylinders in road construction (presentation) | 10 min |
| 6 | Production of cylindrical specimens from cement-reinforced soils and determination of the average density of the specimens | 30 min |
| 7 | Reserve ( solving problems in materials science) | 10 min |
| 8 | Homework: | 2 minutes |
| L.1 pp. 163-164, derivation of the volume formula, task | ||
| 9 | Summing up the lesson: | 3 min |
| - discussion and evaluation of the results of studying the topic (reflection - students' opinion about the lesson); | ||
| - grading. |
Teacher:____________________________________________________
Questionnaire
(choose and underline the answer)
- During the lesson, I worked actively / passively
- I am satisfied/dissatisfied with my work at the lesson
3. The lesson seemed short / long to me
4. For the lesson I was tired / not tired
- My mood got better / got worse
- The material in the lesson was clear / not clear to me
Interesting/boring
- Homework seems easy/difficult to me
Integrated lesson "Volume of a cylinder"
One of the new directions for improving education in primary school is the organization and conduct of integrated lessons. An integrated lesson - (from Latin “full”, “holistic”) is a lesson in which the material of several subjects is combined around one topic. Such a lesson has a number of advantages: it contributes to the information enrichment of the content of education, thinking and feelings of students by including interesting material that allows you to learn the phenomenon or subject of study from various angles.
Integrated lessons should be distinguished from the integrated courses (subjects) already mentioned above. Integrated training courses are, recall, the union of several academic subjects around a certain core topic or main concepts. Integrated courses are gradually replacing individual items. So, for example, the initial course of mathematics and the Russian language are combined into the discipline "Literacy", information on history, geography, civic education - into the integrated courses "Native Land", "Your Universe"; information from physics, astronomy, chemistry, biology - into the integrated courses "Nature and people", "The world around us", etc. Very interesting integrated courses on ethnology, valeology, development of creative abilities, ethics, artistic culture, information culture have already been introduced into the curricula of domestic primary schools in the regional or school components and are being tested.
Integrated lessons differ from the traditional use of interdisciplinary links, which involve only occasional inclusion of material from other subjects. In integrated lessons, blocks of knowledge on different subjects are combined, subordinated to one topic. Therefore, it is extremely important to correctly determine the main goal of an integrated lesson. If common goal defined, then only the information that is necessary for its implementation is taken from the content of the objects. Until enough integrated textbooks have been created, the selection and systematization of material is not an easy task for a teacher.
Practice confirms that a combination of subjects provides a good basis for conducting integrated lessons already in the 1st grade:
Literacy education Getting to know the environment
Drawing
Acquaintance with the environment
Mathematics Labor
Drawing
Physical training
2nd grade around learning mother tongue the content of individual lessons of reading, drawing, familiarization with the environment, music can be integrated; around mathematics - familiarization with the environment, work, drawing, physical education; around music - reading, drawing, getting to know the environment, physical education, etc.
The requirements for planning, organizing and conducting integrated lessons are as follows:
Determination of the system of such lessons for the whole year in each class;
Careful planning of each lesson, highlighting the main and related goals;
Modeling (i.e. analysis, selection, multiple rechecking) of the content of the lessons, filling them only with content that supports the main goal;
Careful choice of the type and structure of the lesson, methods and means of teaching;
Involvement of teachers of various subjects and specialists in the implementation of integrated lessons.
Russia's integration into the international community has led to changes in the economic and political spheres, as well as in the education system, which must meet international standards. Ensuring the general educational preparation of students involves not only general development and improvement of linguistic and communicative competence, but also the formation of a professional speech culture and a culture of thinking. Work in this direction requires the search for new teaching methods and techniques. During the latter, the most effective are technologies, forms and methods of teaching that take into account the personality of the student, his interests, inclinations and abilities.
Search for ways to improve the education system
A novice teacher should generate his teaching energy in such a way as to maximize the understanding of the little student about the world, focusing on individual characteristics every child. The task of extreme importance is the formation of a student's positive attitude and interest in learning. These tasks, as you know, are implemented by a set of educational subjects, each of which is an important component of the content. primary education. Disciplines allow students to expand and deepen their understanding of the world around them, help develop figurative and logical thinking, creative abilities of children, and contribute to the formation of general educational skills and abilities. But at the present stage of development national education even the full use of the possibilities of programs in all academic subjects will not give the desired result. Carrying out the educational process, it is necessary to rely not only on the traditional methodology or proven achievements, but also to look for new approaches to solving problems. Now the problem of finding internal reserves to increase the effectiveness of training is especially acute. The search for ways to improve the education system in elementary school led to the revival of such a methodological phenomenon as an integrated lesson.
The relevance of the idea
In Russia, the principle of integration should be proclaimed as the basic rule of reforming education along with the concepts of humanization and democratization. The relevance of the idea of developing integrated lessons is that it is optimal for modern stage development national school, because at this stage there is a complication of the content of education, an increase in the volume of necessary information and a decrease in the time allotted for its assimilation. Many educational technologies based on integrative approaches are being developed and implemented abroad. However, the question of what is a lesson in an integrated classroom remains controversial. The problem of introducing such classes in primary school has been little studied, the principle of integration is not sufficiently reflected in existing textbooks, teachers, without a clear system of methodological recommendations, are forced to solve these problems at the empirical level.
What subjects are suitable for implementing integration
Often, when studying poetry in reading lessons, the teacher can sing them to children. Studying the verb in language lessons, you can give the task to look for these words in the texts of works studied in reading lessons, in the words of songs performed in music lessons. And how wonderful to combine the material of the lessons of mathematics and natural science. The integrated music lesson has great potential, visual arts, labor training, because different types artistic and aesthetic activities and design are successfully combined with the study of certain linguistic, natural concepts, with reading works of art. Given that the student cannot perceive monotonous information for a long time, the combination of two or three subjects in the lesson ensures the activation of the cognitive activity of children, stimulates interest in learning, shows the relationship of academic disciplines, connection with life. Of all innovative technologies it is in this that there is the possibility of its wide introduction on initial stage education, since primary school teachers are multi-subject and they are able to translate this technology into reality. And there are good reasons to hope for good results of the integration approach to learning. That's why this problem requires more in-depth study theoretical foundations an integrated approach to learning. The idea of holding at least one integrated lesson at school today is extremely relevant, since it contributes to the successful implementation of new educational tasks: it enables the teacher, together with the students, to master a significant amount of educational material, to achieve the formation of strong, conscious interdisciplinary connections, to avoid duplication in covering a number of issues.
The essence of integrated learning
One of the directions of methodological enrichment of lessons in primary school is to conduct them on the basis of content integration. This is the requirement of the time, the opportunity to familiarize the individual with the achievements of culture and science, bringing it to a new intellectual level. The basis of the dominant discipline for children is the understanding of the integrity of the world and awareness of oneself in it. The integrated lesson plan in elementary school is relevant for pedagogical science. Scientists and practicing teachers are thinking about how to create a common platform for convergence of subject knowledge. The importance of knowledge integration has been repeatedly discussed in progressive pedagogy. Back in the Renaissance, scientists, speaking out against scholasticism in education, emphasized the importance of forming schoolchildren's holistic ideas about the relationship natural phenomena. This type of lessons was established in the didactics and methodology of elementary school in the nineties. The conducted integrated lesson is primarily due to the training of the teacher as a specialist in many subjects, who perceives the elementary school systemically, and therefore can organizationally and methodically connect related topics in various subjects. The purpose of such a connection is an interesting, versatile study of a concept, event, phenomenon that is important for younger students.
Goals of integrated lessons
Combined lessons aim to “compress” related material of several academic disciplines around one topic; to uncover general patterns objects, phenomena, are reflected in the corresponding academic disciplines; to teach children to see the world as a whole and freely navigate in it. An integrated lesson is based on strong interdisciplinary connections, makes it possible to demonstrate the integrity of education, develop creative thinking, intelligence and emotional figurative feelings of children of primary school age at a new qualitative level. As a result of integrative connections, a certain “conglomeration” of knowledge is created in the child, which increases its weight not as a result of excessive accumulation of information, but through the synthesis of views, positions, even feelings. Today, the idea of developing integrated lessons attracts many scientists and practicing teachers. The didactic features of the integration of the content of education are investigated. Primary school curricula and XXI centuries. replenished with courses, the components of which are mixed lessons.
Features of an integrated lesson
The current programs for elementary school allow us to conclude that all primary education subjects have a kind of integration potential. There are a variety of options for these lessons. For example, you can conduct an integrated lesson in literature not only with two, but even with three or four other subjects. What are the signs of such a lesson? First of all, this is a lesson that solves specific long-term tasks of an integrated competition, because it is its integral part. If the lesson is one of a certain topic, it solves a range of tasks that can be performed only through integration. But in any case, for example, an integrated lesson in mathematics cannot be isolated, “fall out on the topic”. It, organically connected with the previous and subsequent lessons, is a component of the entire educational process. Of course, this list can be continued if you work creatively. It is worth noting that certain academic subjects Primary schools have their own characteristics. Thus, an integrated lesson in biology, geography, literature and mathematics is considered the most successful and effective. Although sometimes in practice it turns out that you can successfully combine even completely incompatible things. It depends on how the teacher will be able to "design" classes, choose the best forms and methods of implementation. educational material. This “construction” process requires a significant amount of creative effort on the part of the teacher. Having determined the tasks of the lesson (educational, developing, educational), one should compare the level of coverage of a certain concept in textbooks, the possibilities of each of the subjects combined in the lesson, use cases additional material. It should be noted that students, having visited, for example, an integrated lesson in mathematics, should be busy not only with mathematical calculations, but also with various types of activities, and the selection of these types should be careful.
The teacher as an integrator
The teacher should think over the stages of the lesson in such a way that they are not only methodically correct, but also become steps, overcoming which the child would not feel great difficulty, but would walk confidently, with interest and ease. To do this, you need to go down to the level of perception of children and so pick up didactic material to illuminate a certain concept systematically, holistically, to use the possibilities of each subject. You also need to choose the appropriate visualization so that it successfully complements the stages of the lesson. It should be noted that sometimes the educational material is so voluminous that it is impossible to complete all the tasks within 40 minutes (when 3-4 subjects are integrated), then the combined lesson is carried out at 2-3 lessons. The teacher also prepares his students for integrated lessons in advance, having figured out what they should repeat, what tasks to complete. Often they offer children to work in pairs, groups, give individual tasks to each child. The teacher should strive to involve everyone as much as possible, but in a way that does not overload the children. On the effectiveness of the integrated lesson, conclusions can be drawn on the level of students' assimilation of concepts, their impressions of the lesson. For the teacher, the emotional state of the pupils should be an important "catalyst" for determining the effectiveness of the lesson. Because a well-conducted lesson is a lot of work. modern teacher, especially if this lesson is non-standard, integrated.
Non-traditional and non-standard lessons
An alternative to the usual forms of training was "non-standard" lessons, the specifics of which were considered by leading researchers both in Russia and in the CIS. The researchers of this issue have determined that when using "non-traditional lessons" it is possible to achieve significant positive results in the formation of general educational skills, stimulate the cognitive interests of students, create prerequisites for the interaction of learning subjects, increase the success of underachievers, because such forms of education allow taking into account the individual capabilities of a person, their real educational potential, create an atmosphere of "comfort" during educational process. The specificity of non-traditional forms of the learning process involves the development of an adequate technology for each lesson, and this, in turn, requires a certain classification. Modern didactics includes such attempts to classify non-traditional lessons:
1) into two groups - "pulsating" and "non-standard lessons";
2) depending on the implementation of the main components of learning in solving its didactic tasks - for lessons of a holistic solution of learning problems
3) according to the ways of organizing interaction in prolonged lessons.
Intersubject communications
One of the ways to integrate secondary education is the use of interdisciplinary connections, which is reflected in curricula disciplines. Communication between subjects curriculum is needed so that one subject helps students to better understand the other. For example, integrated lessons of geography and a foreign language will help to study world maps, both in Russian and in a foreign language. Interdisciplinary connections should take into account the existing interests of students, contribute to their expansion due to interest in creative activity. If during the training the content of various disciplines is integrated and students are included in different kinds activity so that some image, theme or concept arises in their minds and imagination, then such an activity can be considered integrated. The systematic application of integrated lessons and problem-cognitive tasks of an interdisciplinary nature forms an interest in creative activity in the knowledge that is included in the system of interdisciplinary connections. As you know, the relationship of objects is fruitful only if the principle of correlation of the content of objects is implemented. It is necessary to organize interdisciplinary connections in such a way that the sequence in the teaching of a particular discipline is not violated, so that this relationship contributes to the achievement of practical learning goals.
What are the benefits of integrated lessons
The educational process is divided into cycles, where each is united by a theme. The topic covers a certain, content-wise, easily separable industry within the framework of a common subject and conceptual sphere. Each specific topic follows from the previous one and is the rationale for the introduction of subsequent ones. For example, together integrated lessons " the world+ mathematics" are aimed not only at developing computational skills, but also have a cognitive orientation. Thus, the introduction of such classes into the educational process:
1. Creates favorable conditions for the actualization of the student's potential, his cognitive needs and intellectual abilities.
2. Promotes memorization against desire, when the material is kept in memory not because it needs to be memorized, but because it is impossible not to remember it, since the student is interested in the content of the material.
3. Leads to the use of "internal reserves" of children, which, in turn, improves the effectiveness of learning.
As practice shows, it is most expedient to use non-standard lessons as the final course of generalization and consolidation of knowledge, skills, or when introducing new topic. It is not necessary to abuse such forms of organization of the educational process, as this can lead to the loss of sustainable interest in the discipline being studied and the learning process itself. Preparation for a non-standard lesson can be carried out in accordance with the algorithm of collective creative activity: the formulation of the goal of the lesson, planning, preparation, conducting the lesson, conclusions. It is necessary to consider the strategy, tactics of organizing the collective creative activity of students at each stage. Non-standard lessons destroy cliches in the organization of the educational process, contribute to its optimization. In the process of preparing any type of lesson, various types are used. academic work: frontal, group, steam room and individual.
Why integrated lessons are needed
A meaningful and purposeful integrated lesson in primary school introduces into the usual structure of primary school education novelty, originality, contributes to the formation of a holistic picture of the world, consideration of the subject from several sides, allows you to systematize knowledge, create favorable conditions for the implementation of personally oriented, developing education for younger students. Further development of this problem is in a detailed analysis of the positive and negative results of using integrated education in the primary grades of the past and present. Thus, the integrated lesson in elementary school deserves sufficient attention. It helps to increase the effectiveness of learning, because, based on the knowledge acquired in the study of other subjects, students find new logical connections in the educational material. And this, in turn, develops in them an interest in learning, activates thinking, makes their knowledge conscious, strong. In addition, interdisciplinary connections make it possible to rationally use the time allotted for the study of educational material, significantly reduces the workload of students.
