Subject objectives of the lesson on Federal State Educational Standards. Approximate structure of each type of lesson according to the Federal State Educational Standard. Main stages of a school lesson

When determining the objectives of a particular lesson, the objectives of education, development and upbringing of students, which are still relevant today, are traditionally highlighted. But at the same time, it is necessary to recognize their general nature, vagueness and lack of focus on the final result as required by the new standard.

When planning the goals and objectives of a particular lesson in the modern conditions of the transition to training according to the Federal State Educational Standard, in our opinion, it is advisable to proceed from the requirements for the results of mastering the main educational program and take into account the planned results contained in the main educational program of a particular educational institution. When planning a lesson, it is important to take into account that the new standard is based on a system-activity approach, which provides for active educational and cognitive activity of students to master the competencies necessary for their further self-development and lifelong education. The activity paradigm of the standard provides for a level approach to the system of planned results and the identification, along with the basic one, of a promising level (the graduate will have the opportunity to learn) necessary for students to build an individual trajectory of their development.

It is important to understand that the system of planned results establishes and describes a set of educational, cognitive and educational and practical tasks that students solve during their studies. Particular attention is paid to tasks that are aimed at developing knowledge and competencies that are included in the final assessment (see Federal State Educational Standards, POPOU, pp. 61-66, “the student will learn”).

Fulfillment of the assigned tasks requires students to master the system of educational actions, both universal and subject-specific, which ultimately are specific learning outcomes. The task of personal development is organically connected with the learning process and is planned as personal results. Based on this, when formulating the goals and objectives of a particular lesson, it is important to focus learning on achieving the planned results specified in the educational program.

Namely, to receive:
- systematic knowledge about the essence and characteristics of the concepts, models, processes and phenomena being studied, cause-and-effect relationships;
-skills in independently obtaining and summarizing the information received, the ability to analyze, synthesize, compare, evaluate, classify, establish analogues, translate text information into graphs, diagrams, cartograms and other forms of generalization;
- skills of cooperation and communication in solving problem situations and organizing effective work in groups to solve common educational and applied problems;
- skills to present the results of your work in the form of text, oral communication, video material, presentation and other forms;
- skills in organizing cognitive activity from searching and attracting the necessary resources to monitoring the quality of task completion;
- the ability to analyze and evaluate one’s own activities depending on the assigned tasks, the presence of value and semantic attitudes, and argue one’s positions;
- ICT - competence necessary for effectively solving educational tasks aimed at achieving the planned learning outcomes.

At the same time, we consider it advisable to specify and differentiate educational tasks in the subject (geography), aimed at achieving the planned results of mastering the basic educational program of basic general education (BEPOO) prescribed in the new standard, depending on the content and goals of the lesson into subject, meta-subject and personal.

Lesson objectives:
Achievement subject planned results:
- formation of a system of knowledge about the Earth as a planet of people;
- ensuring a deep understanding of the integrity and heterogeneity of territories on the Earth’s surface;
- formation of a knowledge system about the main stages of Earth development;
- training in identifying the characteristics of nature and economic activities of people in various regions and countries of the world;
- formation of a system of knowledge about the diversity of culture, the peculiarities of life and life of the population belonging to different nations;
- mastering the skills of using various devices and tools (including electronic ones) to solve educational and applied problems;
- formation of skills to give qualitative and quantitative characteristics of the components of the geographical environment;
- mastering the skills to use a map as a language of international communication and as a means of studying geographical processes and phenomena;
- mastering the skills of presenting one’s activities to solve educational and applied problems;
- mastering techniques for ensuring one’s own safety and rules of behavior in the event of various types of natural disasters.

Achievement meta-subject planned results:
- set educational goals and objectives;
- plan ways and means of achieving educational and applied goals;
- choose the most effective ways to solve educational and cognitive problems;
- adjust your actions in connection with changes in learning and working conditions;
- evaluate the correctness of performance of educational and other tasks;
- be able to work with various sources of information, classify and generalize, identify similar processes and phenomena, draw conclusions and conclusions;
- develop and apply symbols, models and diagrams, diagrams and map diagrams to solve and design educational and cognitive tasks;
- receive information as a result of semantic reading of the text;
-work in a group to solve common educational problems;
- use oral and written speech to defend your point of view, your conclusions and conclusions;
- possess information and communication technologies for obtaining and processing information;
- apply ICT competencies to solve educational problems and applied problems;
- possess primary skills in educational, research and project activities.

Achievement personal planned results:
- fostering patriotism and love for one’s homeland;
- fostering a sense of responsibility for the quality of life of one’s people, the development of one’s native land;
- readiness for self-education and self-development;
- motivation for learning and the ability to build an individual educational territory;
- formation of a scientific worldview based on modern achievements of science and technology;
- formation of a respectful and friendly attitude towards the culture, religion and way of life of other peoples of Russia and the world;
- training in communicative competence skills;
- obtaining skills of adequate individual and collective behavior in order to ensure life safety in emergency situations of a natural and man-made nature;
- education of ecological culture and development of ecological thinking.

Thus, determining the objectives of the lesson in accordance with the requirements of the Federal State Educational Standard for the results of mastering the basic educational program will allow us to more systematically switch to training in accordance with the new standard. At the same time, it should be taken into account that the given formulations, differentiated depending on the three levels of requirements specified in the new standards (subject, meta-subject and personal), are approximate. The specification of educational tasks occurs depending on the topic being studied, the content considered in the topic, the selected teaching methods and techniques, as well as the form of the lesson and its structure. The selection of the content of educational material, the choice of teaching methods and techniques also need a new reading, taking into account the content of the new standards. These questions should be key when organizing methodological work, disseminating the work experience of creative teachers, conducting creative workshops, master classes, and scientific and practical conferences.

Goals and objectives of the project, lesson, master class. How to write them?

How to set lesson goals and objectives

More than once I have heard the question: how to correctly set and formulate the goals and objectives of a lesson. Let's say right away that there is no clear answer to this question. Well, our Government does not issue a decree on this topic. This means that there remains hope for our scientists and pedagogical methodologists. And here the picture is like this: how many scientists, so many opinions. Almost every course and seminar provides recommendations on the goals and objectives of the lesson. Everyone knows and understands that this is very important, and that a correctly set goal and selected tasks are the key to a good lesson. And, in principle, it doesn’t matter in what form they are formulated, but you have to submit lesson notes for various competitions, parades, reports, certification, finally. And here we have to listen to criticism about “illiteracy” and “methodological incompetence.” But gentlemen, methodologists, first agree on yourselves, and then find fault!

- the purpose of the lesson - one and expressed by a noun,
tasks - at least 3 and expressed by a verb. That is, objectives formulate what needs to be done to achieve the goal. This system has some inconveniences: the goal of a particular lesson is not always formulated by a noun, and there is not always one.

- the purpose of the lesson - some, expressed by imperfective verbs (what to do?). These are the so-called “global goals”, a certain ideal, guidelines for human activity. (to educate a conscious citizen of Russia). Tasks are local goals, that is, the goals of a specific moment of activity, are denoted by verbs of the perfect form (what to do?), and have diagnostic and operational properties.
The diagnosticity of a goal means that there are means and opportunities to check whether the goal has been achieved.
Operationality means that in the formulation of the goal there is an indication of the means to achieve it (to develop the ability to write and read decimal fractions).
In this case, 3 main local goals (tasks) of the lesson are also set:
- The purpose of training(involves the formation in students of new concepts and methods of action, a system of scientific knowledge. The educational goal should be as specific as possible;
- purpose of education involves the formation of certain personality traits and character traits in students;
- development goal involves the development of mental properties and qualities necessary in activity (thinking, memory, attention, cognitive skills, independence, etc.).

Another interesting way to set real, workable goals and objectives, this is a hint for all cases when you need to do this:
what is the problem? its solution is the goal
what are the causes of this problem? overcoming them is a task.
For example, children do not participate in competitions. Goal: to increase mass participation in competitions. why don't they participate? Poorly informed, no time due to overload in classes and large homework, no help from teachers, etc. Objectives: create a massive, visual and accessible system of information about ongoing competitions, check the level of homework and optimize it, increase financial incentives for teachers whose students take part in competitions, etc.

And now the main thing:
RESULT FORMULA
OBJECTIVE X CONTENT = RESULT
0 X CONTENT = 0
GOAL X 0 = 0
I think there is no need to explain this formula.
Source. metodsovet.ru

Item -Russian language

Lesson topic: "Writing combinations zhi-shi »

Class -2

Program "Planet of Knowledge"

Goals and objectives of the lesson

Option 1.

(System-activity approach)

The purpose of the lesson: to form and develop a value attitude towards joint educational and cognitive activities to determine and apply knowledge about the spelling of letters –And in combinationszhi and shi .

Tasks:

1.Subject

1. consolidate the ability to write words with a spelling letter and after z and w, graphically indicate the spelling.

2. Identify the essence and features of objects.

3. Draw conclusions based on the analysis.

Cognitive UUD:

1. Develop the ability to extract information from diagrams, illustrations, and texts.

2. Present information in the form of a diagram.

3. Identify the essence and features of objects.

4. Draw conclusions based on the analysis of objects.

5. Summarize and classify according to characteristics.

7. Find answers to questions in the illustration.

Regulatory UUD:

1. Develop the ability to express your assumptions based on working with the textbook material.

2. Evaluate learning activities in accordance with the assigned task.

3. Predict upcoming work (make a plan).

4. Carry out cognitive and personal reflection.

Communication UUD:

1Develop the ability to work in pairs.

2. Learn to present the result of your work;

3.Develop the ability to adequately evaluate your own work and the work of other students.

4. Develop the ability to construct a speech statement in accordance with the assigned tasks, to formalize your thoughts orally.

3. Personal results:

1. Develop the ability to express your attitude, express your emotions.

2. Evaluate actions in accordance with a specific situation.

3. Form motivation for learning and purposeful cognitive activity.

Option 2. (Competency-based approach)

Lesson objectives through planned results:

Lesson objectives: create conditions for students to develop key competencies:general cultural (the ability to set a goal for an activity, determine ways to achieve it, evaluate the results of an activity; the ability to resolve educational problem situations);educational and cognitive (finding, processing, using information to solve learning situations and problems),communicative (learn to work in pairs, interact with a partner to obtain a common result).

Tasks:

educational – to develop in students the ability to analyze sentences and find their basis; solve practical problems based on the learned rules;

developing – learn to analyze a learning task, choose the right ways to solve learning problems and situations;

educational – develop interest in the problem discussed in the lesson and activity aimed at solving educational problems and situations

Option 3. (Bloom's Taxonomy)

Level:

Student action:

Action verbs

1. Knowledge

Knows the concepts: "spelling",

Recognizes learned spelling in words

Systematize knowledge about studied spellings and untested spellings; Formulate a rule for writing words with vowel sounds after hissing zh and sh.

1. Understanding

Gives reasons for the choice of the correct spelling of the studied spellings.

Demonstrates existing knowledge

Classify words according to certain characteristics, studied spelling patterns - letters in words

1. Application

Demonstrates knowledge and skills in written and oral communication in a variety of learning situations

Apply the ability to write words with the studied spelling correctly and graphically denote it.

Analysis

Finds words in which the letter of the vowel after the sibilant must first be checked, and words with the spelling-letter of the vowel after zh and sh must be written.

Applies this knowledge when performing exercises.

Synthesis

Drawing up an algorithm for writing words with the studied spelling

Argument for the ability to see the studied spelling and graphically designate it

Assessment

Plans his activities at each stage of the lesson.

Evaluates the significance of the result obtained on the topic “Writing “zhi-shi” combinations.”

Fills out the reporting form

Produce yourself and mutually

about the price.

Draw conclusions about the correct use of words in written and oral speech.

Techniques for including students in the goal-setting process.

Stage

Stage name

Tasks

Teacher activities (teaching methods)

Student activity (forms of organization of educational and cognitive activities)

The nature of educational and cognitive activity (reproductive, constructive, creative)

Expected result (knowledge, skills, methods of activity)

1st

Preparing students to learn new material

Provide students with motivation to learn new material

Announces the topic and goals of the lesson, substantiates its significance for the development of cognitive activity, reveals the content of the lesson

Included in the process of goal setting through the techniques of “grouping” and “speculation”

Constructive

Ready to learn new material

2nd

Spelling minute

Develop an algorithm for determining and explaining the correct spelling of the studied spelling

Dictation recording:

Complete tasks, comment and justify their choice

Constructive

Represent the formulated concepts

3rd

Work according to the assignment from the textbook

Develop the ability to correctly write zhi-shi combinations

Distributes tasks in pairs:

Performing exercises according to the instructions of the textbook, with commentary.

Form pairs of words with a letter at the end And after and And w

Perform tasks in accordance with instructions

Constructive, creative

Protecting the results of work in pairs

4th

Role-playing game

"Photographer

Apply acquired knowledge in a changed situation

Gives tasks to couples

"Remember the words"

They check - who remembered and wrote the most words?

Creative

Apply the acquired skills to correctly use words with the studied spelling in oral and written speech

5th

Verification work.

Apply acquired knowledge and self- and mutually evaluate

– Take dictation and mark the spelling.

.

They write from dictation, (Self-, mutual-) evaluate according to the “key”

Reproductive

Evaluate themselves and each other

6th

Summing up, reflection

Summarize the results of the groups' report. Assess the level of achievement of the goals set at the beginning of the lesson

Supervises the work of group leaders

Discuss the work of everyone in the group, fill out reporting forms

– What did you need to do?

– Did you manage to complete the task?

– Did you do everything right or were there any mistakes?

– Did you compile everything yourself or with someone's help?

Now the initial goal is compared with the results obtained!

Constructive

The forms are filled out, the work of group members is assessed objectively.

Planned educational results achieved

Questions

Yes

No

Is the requirement defined for this purpose?

Can most students complete

Is it possible to evaluate

The student performs

Verbs are specific

Slide 2

Goal setting

• The process of formulating a goal and the tasks arising from it
• Components of goal setting
• Justification and goal setting
• Determining ways to achieve them
• Designing the expected result

View all slides

Turmankina Olga Alekseevna,

Teacher of Russian language and literature MOAU LYCEUM No. 6 in Blagoveshchensk

HOW TO FORMULATE A LESSON TOPIC IN ACCORDANCE WITH NEW EDUCATION STANDARDS

Many teachers know how important an accurate and succinct formulation of the lesson topic is, however, we do not always pay due attention to this problem. For most students, the title of a lesson is nothing but boring and dry variety.Currently, the use in teaching of techniques and methods that form the ability to independently obtain knowledge, collect the necessary information, put forward hypotheses, draw conclusions and conclusions is becoming increasingly relevant in the educational process.And in accordance with the new standards, it is necessary, first of all, to strengthen the child’s motivation to understand the world around him, to demonstrate to him that schoolwork is not about obtaining knowledge abstracted from life, but, on the contrary, about the necessary preparation for life, recognizing it, searching for useful information and skills its applications in real life. Based on the above, it is preferable for the children to identify the topic of the lesson themselves, but the teacher must lead the child to the correct conjectures in every possible way.

Of course, the formulation of the lesson topic depends on the type of lesson. Under the conditions of the introduction of the Federal State Educational Standard, 6 types of lessons are distinguished:

1. Lesson of “discovering” new knowledge;

2. Lesson on the integrated application of knowledge and skills;

3. Lesson of general methodological orientation;

4. Lesson on updating knowledge and skills;

5. Lesson of control of knowledge and skills;

6. Lesson on correcting knowledge, skills and abilities.

If this is a lesson in “Discovery” of new knowledge, then the teacher can formulate the topic of the lesson himself and give it in finished form. But it should be interesting, capable of intriguing the child. It should be such that he wants to know about everything that is said in it.

Topic is the name of the lesson. And you and I act as an onomathete.

Onomathet ( ὀνοματοθέτης - creator or maker of names) - the representation of a mythological or philosophical image of a deity or person who gives and establishes names for everything that exists, or for individual objects or living beings. In short - the one who gives names .

So let's look at a few examples. Russian language lesson of “discovery” of new knowledge. The general topic is “Adjective”.

A number of adjectives are given: cranberry, raspberry, tomato, sour, sweet, salty. Children are asked to combine them according to their characteristics and write them into two groups:

VIEW

TASTE

Cranberry

Crimson

Tomato

Sour

Sweet

Salty

Now you need to choose a suitable noun for them.

JUICE

Make two sentences.

1. I love cranberry, raspberry, and tomato juice.

   I love sweet raspberry juice.

Having written them down on the board, ask the children what they think, in which sentence are the definitions homogeneous and in which are heterogeneous? Then the lesson question is formulated, and from it follows the topic “Homogeneous or heterogeneous definitions?” It often happens that the topic corresponds to the problematic issue. The topic itself can be in the form of a question. Headlines formulated as alternative questions create problematic situations and encourage students to closely monitor the developing conflict. “O or Yo?” , “E or I?” Let's turn to the history lesson: “Greece or Macedonia? Philip or Demosthenes? (compare with the traditional title of the topic: “The Decline of Greece and its Subjugation to Macedonia.” “Raid or Invasion?” (“Tataro - Mongol Invasion of Rus'”) When the educational material has a large emotional charge, a spiritual mood is needed, already in the first minutes of the lesson it is necessary to create its name, which can be borrowed from famous artistic and historical texts “Where did the Russian land come from...”, “Moscow was not built at once!” In history and literature lessons, titles should intrigue and captivate, because any writer knows that in the basis of any work is a conflict. So the title should reveal the inexhaustibility of knowledge, awaken imagination and independence.

A lesson in consolidating or updating knowledge and skills; here it would be a sin not to give the children the opportunity to come to the topic themselves. Again, the general theme is “Adjective”, there is a ball on the board or in your hands. Children are given cards of different colors and cards that depict football, basketball, tennis, and volleyball balls. The task is to unite in groups depending on the attribute, then compose three sentences.

Green, red, blue balls are bouncing around the school yard.

Football, volleyball, and basketball balls are waiting in the wings before competitions.

A green tennis ball deftly bounces through the net.

Children feel well the difference between the characteristics of an object (color, purpose). The topic “Homogeneous and heterogeneous definitions” can be easily formulated.

Topics formulated in the form of an aphorism, catchphrase, saying, riddle, etc. look very advantageous. In a Russian language lesson, when studying the constant morphological features of a noun, one of the topics can be designated as follows: “It’s given to you, but others use it?” (Name). The question immediately arises: “Guys, what is a name? Give examples, call each other by name. The name belongs to the person, his property, every girl and boy in our class has! Formulate the topic of the lesson." “Proper nouns or common nouns.”

There are a lot of phrases and expressions on social networks to point out people’s illiteracy. I chose one of them for the topic of the lesson: “If you don’t know the cases, don’t be stupid!” Children read, laugh, look for mistakes. Since we are working with nouns, it will not be difficult for them to formulate a standard topic themselves, “Declination of nouns.”

It has already been indicated that topics on literature, even in a magazine, cannot be written down as follows: I. S. Turgenev “Mumu,” and even more so, given in this form to children. The cluster helps very well here - a tool created in order to think effectively. The meaning of this technique is an attempt to systematize existing knowledge on a particular problem; it can be used at various stages of the lesson. Micro-themes depart from the main theme, choose any one. The children made it up themselves and chose it themselves. This is what I need.

The options for headings I have listed, of course, do not exhaust all their diversity, but I believe that attention to this problem creates new opportunities for humanization in the unity of its content and interpersonal sides of a single educational process.

In conclusion, I would like to turn again to onomate.

Even in primitive society, the name was not some kind of game or entertainment, but an absolute cultural necessity, tightly connected with the inner essence of a person. For primitive man, a proper name was not a label or tag, but a kind of symbol, connected, in a complex way, with the nature of the individual. The mythological awareness of a proper name, as a mythical internal substance, manifests itself in some cultural and historical traditions, in which naming a newborn takes the form of guessing its essence, which is a kind of magic. The name seemed to be the mysterious essence of a thing or person; to know a name meant to have power over what is named; to pronounce a name, to call by name - could mean to create, revive, destroy, take possession. In our case, by giving a meaningful, understandable, reasonable name to the lesson, we have the opportunity to have power over it, also to revive it and convey it to children in an interesting, accessible way, so that they remember it, assimilate it and want to remember it.

As a well-known example for modern people, one can cite the phrase “What you call a ship, so it will sail” from the book, aptly noted by the writer. The book describes a case when the first two letters of the name and the yacht fall off from a yacht intended for a round-the-world regatta and named for this occasion “Victory” (the attempt of Vrungel’s team as an onomat to give the essence a proper name and thus win victory in the regatta) falls off is forced to embark on a journey called "Trouble", which leaves the crew to overcome numerous problems along the way . - Arkhangelsk, 1998

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