Systematic activity approach to the Russian language. Topic: "system-activity approach to the organization of the educational process in the context of the transition to fgos in the lessons of the Russian language and literature

The file contains an article with a presentation, which reveals the essence of the system-activity approach, its principles. A small analysis is given to new textbooks of the Russian language (on the example of a textbook edited by M.M. Razumovskaya). Some methods and techniques that can be used in the lesson to achieve the goals are considered.

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"system-activity approach and its implementation in the lessons of the Russian language"

System-activity approach in teaching.

Tell me and I will forget

show me and I will remember

Chinese wisdom

so as not to obscure the minds of pupils

lengthy discussions,

but to excite its own action.

Education of schoolchildren should be built

on the basis of the activities that shape them.

V. I. Zhuravlev,

professor of MOPI, academician of the Russian Academy of Education

According to the GEF of the new generation, the success of a modern person is determined by the focus on knowledge and the use of new technologies, active life position, installation on rational use of their time and designing their future, active financial behavior, effective social cooperation, a healthy and safe lifestyle. The implementation of these tasks is fully facilitated by a system-activity approach in training and education.

The idea of ​​the activity approach is that new knowledge is not given to children in finished form. Children "discover" them themselves in the process of independent research activities. (slide 3) They become little scientists making their own discovery. Our task when introducing material is not to explain, tell and show everything clearly and easily, but to organize research work children, so that the children themselves think of solving the key problem of the lesson and explain themselves how to act in the new conditions. Children independently find their mistakes, identify the cause of these mistakes, they are given the opportunity to independently correct the mistakes and make sure that their corrections are correct, learn to reflect on their activities. And this is so relevant now, since the child’s relationship with others, exactingness towards himself, attitude towards successes and failures depend on self-esteem and self-control.

The GEF is based on, which provides:

– formation readiness for self-development and continuing education;

– design and construction of the social development environment

– students;

– feature and students. (slide 4)

personal development.

lead the development. (slide 5)

Activity approach orients not only on assimilation of knowledge, but also

The main task of the teacher is to create conditions for the organization of such activities for schoolchildren, which would prepare them for independent life in society. (slide 6)

– Operation principle- thing is

– Continuity principle- means

– The principle of integrity (nature, society, oneself, the sociocultural world and the world of activity, about the role and place of each science in the system of sciences, the relationship of professions, etc.) (slide 7)

– Minimax principle is as follows: the school should offer the student the possibility of mastering the content of education and provide minimum(FGOS)

- - assumes , the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of pedagogy of cooperation, the development of dialogue forms of communication

– The principle of variability- involves the formation of students options and adequate decision-making in situations of choice

– The principle of creativity acquiring students' own experience creative activity(slide 8)

- schoolchildren have cognitive motive learning goal

- performance by students of certain actions ;

– identification and

- formation in schoolchildren – both after their completion and along the way;

– inclusion of the content of education in the context of solving significant life tasks. (slide 9)

– formation of readiness for self-development and continuous education;

- designing and constructing the social environment for the development of students in the education system;

- active educational and cognitive activity of students;

- building the educational process, taking into account the individual age, psychological and physiological characteristics of students (slide 10)

What is the main difference between the traditional education system and the modern one, which requires a system-activity approach to teaching?
- In the traditional system, knowledge was given ready-made, but now students must discover knowledge themselves, the teacher only organizes

student activity in information and educational environment.
- Unlike the traditional lesson, the modern lesson allows students to come to the discovery of new knowledge through a practical orientation. The teacher is not a mentor, but a friend who helps to cope with the problems that have arisen in the lesson.

In the modern lesson, the teacher needs to create conditions and direct the activities of his students to acquire knowledge in the process of their own activities in the lesson. (slide 11)

Modern lesson should form universal learning activities that provide students with the ability to learn, the ability for self-development and self-improvement. The general atmosphere in the school and the classroom contributes to the upbringing of positive motivation for learning: the student's involvement in various activities, the relationship of cooperation between the teacher and the student, the involvement of students in evaluation activities and the formation of adequate self-esteem in them.
It is at the lessons of the Russian language and literature that the formation of such basic competencies as general cultural, informational, and communicative takes place. This implies the relevance of the implementation of the system-activity approach in teaching the Russian language and literature.

When implementing a system-activity approach, a teacher cannot do without a modern textbook. A modern textbook should:

- provide "step by step" in the presentation of theoretical and practical material, algorithmize the actions of the teacher and student;

The Russian language textbook takes into account the possibility of achieving interdisciplinary learning outcomes and universal learning activities: regulatory, cognitive, communicative (it uses excerpts from works studied in literature lessons).

Instead of a rule in the educational process, a scientific method of action is proposed - this is a model of reasoning, a diagram, a table, etc. A fifth-grader gradually masters the way of understanding the theory and the mechanism of action. The gap between the theory and practice of teaching is bridged with the help of a focus on the assimilation of key skills. For example, the proposed method for determining the spelling of the checked vowels and consonants of the root using the rule is replaced in the textbook by the method for determining the spelling by relying on a closely related word. The textbook uses the best ways to form the most important general educational skills and abilities. For example, reliance on generalizing concepts and the corresponding key skills (the concept of spelling in grade 5, the key skill is to detect it).

The textbook contains tasks aimed at the formation and development of skills to define concepts, create generalizations, establish analogies, classify, establish causal relationships, build logical reasoning, inference and draw conclusions. This is facilitated by the systematic various kinds language analysis (spelling, lexical, morphological). The student acquires the ability to carry out various activities and independently acquire new knowledge, applying them in educational activities.

The content and teaching methods are aimed at developing the skills of independent planning and implementation of educational activities in cooperation with teachers and peers (the formulation of tasks involves joint activities: the heading “Learning to read ...”, “Learning to analyze ....”, “Learning to understand ...”, “Creating a text ... ”, “We are trying to edit ...”, “Improving the text ...”, etc., work in pairs.

Training is aimed at developing the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs. Three groups of concepts make up in the textbook theoretical basis teaching coherent speech: text, styles of speech, types of speech. The fifth-grader is offered various types of speech activity: reading, perception and analysis of the utterance, its reproduction and creation, as well as the improvement of his own utterance.

A prerequisite for creating a developing environment in the classroom is the stage of reflection. In modern pedagogy, reflection is understood as introspection of activity and its results. Reflection can be carried out not only at the end of the lesson, as is commonly believed, but also at any stage.

Based on the functions of reflection, the following classification is proposed:

– reflection of mood and emotional state (at the beginning of the lesson and at the end of the activity)

– reflection of activity (when checking homework, creative project protection)

– reflection of the content of the educational material (at the end of the lesson)

Methods and techniques that can be used to achieve your goals.

Beginning of the lesson - Non-standard entrance to the lesson. Delayed answer.

Associative line. Surprise! Fantastic supplement. Unannounced topic.

2. Actualization of knowledge - Chain of signs I take you with me. Well no. Step by step. Before after. Jockey and horse. Thick and thin question. Question words. Agree - disagree. game goal. Development canon. False alternative. Basket of ideas, concepts, names.

3. Learning new materials - Ping-pong "Name - Meaning". Catch the error.

Listen-talk-discuss Insert. Inventive problem Good-bad. Connections. Zigzag. IDEAL strategy. Your support.

Whole-part. Part-whole. ZHU. TRIZ constructor "Event"

TRIZ constructor "Combination of opposites".

4. Discussion and problem solving - Strategy "IDEAL". Fishbone strategy. Force analysis. Generators-critics. Venn diagram. Back brainstorm.

5. Solving educational problems - Morphological box. Create a passport.

situational tasks. inventive tasks.

6. Knowledge control, feedback - Method of mind maps. Jockey and horse. chain of signs. Venn diagram. Backpack.

7. Formation of the ability to ask questions - I want to ask. Thick and thin question. Question words. question for the text. Bloom Chamomile.

8. Reflection - "Telegram". Colored fields. Thoughts in time. Six hats. Sinquay. Rating. Haiku. Diamond. Before after. ZHU. Tell me who you are. Backpack. (slides 22-42)

In improving the teaching of the Russian language along with the lessons great importance It has extracurricular work by subject. The lesson cannot contain everything that interests students, and everything that is necessary for the practical mastery of the Russian language. Favorable conditions for meeting the individual interests of students and for instilling speech skills and abilities are created by multilateral extracurricular activities. In extracurricular activities, students go beyond the narrow framework of textbooks, acquire many vital skills - they learn to independently select and analyze material, use reference literature.

To achieve certain results in the study of the Russian language is possible only with the systematic inclusion of students in independent educational and cognitive activities. It is the activity method that ensures the continuity of self-development of the individual in the learning process. Obviously, it is impossible to realize the new goals of education if the student passively learns ready-made truths. Its independent search is necessary, in the course of which the experience of goal-setting, achievement of goals, reflective self-organization and self-assessment, the experience of communicative interaction is acquired.

Bibliography

1. Asmolov A.G. System-activity approach in the development of new generation standards / Pedagogy M .: 2009 - No. 4.

2. Dusavitsky A.K., Kondratyuk E.M., Tolmacheva I.N., Shilkunova Z.I. Lesson in Developmental Learning: A Teacher's Book. - M.: VITA-PRESS, 2008.

3. Korbakova I.N., Tereshina L.V. Activity method of teaching. - Volgograd: Teacher, 2008.

4. Melnikova E.L. Problem lesson, or How to discover knowledge with students: A guide for the teacher. M., 2002.

5. Polat E.S. New pedagogical and information technologies in the education system. - M., 2000.

6. Sukhov V.P. “System-activity approach in the developmental education of schoolchildren” Ufa, 2004

View presentation content
"System-activity approach and its implementation"

and its implementation in the classroom

Russian language and literature

in teaching

Tell me and I will forget

show me and I will remember

let me do it myself - and I'll learn.

Chinese wisdom

The basic rule of good practice is that

so as not to obscure the mind of the pupils with lengthy reasoning, but to excite his own action.

From the Charter of the Tsarskoye Selo Lyceum

The upbringing of schoolchildren should be based on the activity that forms them. .

V. I. Zhuravlev,

professor of MOPI, academician of the Russian Academy of Education

Learning activities -

independent the student's activity in acquiring knowledge, skills and abilities, in which he changes and these changes aware

GEF is based on system-activity approach which provides:

• formation readiness for self-development and continuing education ;
• design and construction social development environment students in the education system;
• active educational and cognitive activity students;
• building an educational process taking into account individual age, psychological and physiological feature th students

• In the system-activity approach, the category "activity" is one of the key places, and the activity itself is considered as a kind of system.
• The system-activity approach aims to personal development .
• Training should be organized in such a way that lead the development .

• Activity approach orients not only on assimilation of knowledge, but also on the ways of this assimilation, on patterns and methods of thinking and activity, on the development of the cognitive forces and creative potential of the student.
• The main task of the teacher is creation of conditions for the organization such schoolchildren's activities which would prepare them for independent life in society

Principles

• Operation principle- thing is the student, receiving knowledge not in a finished form, but obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills
• Continuity principle- means continuity between all levels and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of the development of students
• The principle of integrity- involves the formation of students generalized systemic view of the world(nature, society, oneself, the socio-cultural world and the world of activity, the role and place of each science in the system of sciences, the relationship of professions, etc.)

Principles system-activity approach

Minimax principle- is as follows: school

must offer the student opportunity to learn content

education at his highest level and provide

at the same time, its assimilation at the level of socially safe

minimum(FGOS)

The principle of psychological comfort- suggests

removal of all stress factors educational process ,

creating a friendly atmosphere at school and in the classroom,

implementation-oriented pedagogy

cooperation, development of dialogue forms of communication

The principle of variability- involves the formation

students ability to systematically enumerate

options and adequate decision-making in situations

The principle of creativity means maximum focus on

creativity in the educational process, purchase

students of their own experience of creative activity

• schoolchildren have cognitive motive (desire to know, discover, learn) and specific learning goal (understanding what exactly needs to be clarified, mastered);
• performance by students of certain actions to acquire missing knowledge ;
• identification and schoolchildren mastering the method of action that allows you to consciously apply the acquired knowledge;
• formation in schoolchildren the ability to control one's actions - both after their completion and along the way;
• inclusion of the content of training in the context of solving significant life tasks

in the basic school provides

• formation of readiness for self-development and continuous education;
• designing and constructing the social environment for the development of students in the education system;
• active educational and cognitive activity of students;
• construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students

Members

educational process

Teacher

Student

In the traditional

educational

process

broadcasts

education

education

in finished form

Organizes

activity

student in

information and

educational

Implements

activity

on assimilation

education

In the modernized

educational

process

The main task is to organize the student's activities aimed at achieving the results of education

Textbook - a tool for organizing the educational process

Modern textbook

A modern textbook should:

• contain an apparatus for introducing systemic-activity methods of teaching into the practice of teachers;

• provide "step by step" in the presentation of theoretical and practical material, algorithmize the actions of the teacher and student;

• contain tasks for the formation and development of meta-subject skills (generalize, establish analogies, classify, determine cause-and-effect relationships, build logical reasoning, inference, draw conclusions)

theoretical material

The activity aspect of presentation theoretical material

Strengthened the semantic aspect in the presentation of linguistic material

From the textbook M.M. Razumovskaya

Spelling work

Proclaimed:

Principle unity of consciousness and activity

Skill as an automated component

conscious activity

The Conscious Nature of Spelling Skill

Not learning the rules

and mastery of the mode of action

Spelling work

Reception interpretations

words through support

to closely related

helps to avoid

false analogies ,

which are typical

for spelling.

For example,

"from garage sing

from problems"

Working with text of linguistic content

The text is divided into micro-themes (paragraphs)

1. What does each paragraph say? (specify the meaning of unfamiliar words)

2. Write out a sentence that conveys the main idea.

3. Plan in paragraphs.

4. Give your examples.

5. Write down new terms.

6. Retell.

"Step-by-step" is incorporated in the methodological apparatus

scheme

connected texts

memo-instructions

tables

TEXT -

subject of study and unit of study

wording of assignments for exercises

dictionary entries

plans (text, oral utterance, language analysis)

aphorisms

epigraphs to chapters and paragraphs of the textbook

Text-centric principle

material supply

Spelling problems can't be solved

only through spelling

exercises. To solve these problems

necessary spelling work associate with

morphemic-analytical,

lexico-semantic,

and also with etymological

and conduct it on live speech material -

based on text.

Stepanova L.S.

Methods and techniques that can be used to achieve your goals

Non-standard entrance to the lesson

delayed answer

Associative series

Surprise!

Fantastic Supplement

unannounced theme

1. Beginning of the lesson

2. Update

knowledge

Feature chain

I take you with me

Well no

Step by step

Before after

jockey and horse

Thick and thin question

Question words

Agree - disagree

game goal

Developmental canon

False Alternative

Basket of ideas, concepts, names

Ping-pong "Name - Meaning"

catch the mistake

Listen-talk-discuss

Insert

Inventive task

Good bad

Connections

Zigzag

Strategy "IDEAL"

Own support

Whole-part. Part-whole

TRIZ constructor "Event"

TRIZ constructor "Combination of opposites"

3. Learning new things

material

Strategy "IDEAL"

Fishbone Strategy

Force Analysis

Generators-critics.

Venn diagram

reverse brainstorming

4. Discussion and

solution of problems

5 . Solution

Morphological box

Create a passport

training

tasks

Situational tasks

Inventive tasks

Mind map method

cluster

jockey and horse

Feature chain

Venn diagram

Backpack

6. Knowledge control, feedback

I want to ask you

Thick and thin question

Question words

question to the text

Chamomile Bloom

7. Formation of the ability to ask questions

« Telegram"

colored fields

Thoughts in time

six hats

Sinquay

Writing

Haiku

Diamond

Before after

Tell your me

Backpack

8. Reflection

Cluster / Mind map /

Mind Map / Mind Map

Cluster is a way of graphic organization of educational material.

• Highlight keyword text
• Make a model "Planet and its satellites"

Reception "Insert".

Adoption of technology development critical thinking. It is used to form such a universal educational action as the ability to systematize and analyze information. The authors of the reception are Vaughan and Estes.

"Insert" is: marking text with icons as it is read

Reception is used in three stages:

In the process of reading, students mark the text with icons (" V"- already knew; " + "- new; " - "I thought differently;" ? "- I do not understand, there are questions);

Then a table is filled in, the number of columns of which corresponds to the number of marking icons;

Discuss the entries in the table.

Thus, thoughtful, attentive reading is provided, the process of accumulation of information is made visible, the path from old knowledge to new.

Reception "Sinkwine"

This is a five-line poem in which the author expresses his attitude to the problem:

1 line - one keyword that determines the content of the syncwine; 2 line - two adjectives characterizing the keyword; 3 line - three verbs showing the actions of the concept; 4 line - a short sentence, which reflects the author's attitude to the concept; Line 5 - summary: one word, usually a noun, through which the author expresses his feelings and associations related to the concept.

Compiling a syncwine is an individual work, but first you need to compose it with the whole class. You can include syncwine in your homework, then when checking, the teacher will assess how correctly the students understood the meaning of the material studied.

Example. The theme of love in the work "Garnet Bracelet"

Fatal, non-reciprocal,

gets carried away, suffers, perishes.

May thy name be hallowed.

Fishbone technique (fish skeleton)

The head is the question of the topic, the upper bones are the basic concepts of the topic, the lower bones are the essence of the concept, the tail is the answer to the question. Entries should be concise, with key words or phrases that reflect the essence.

Example.

Russian language:

head - Spelling-vowels

upper bones - checked vowels, unchecked vowels, alternating vowels

lower bones - morpheme, rule

tail - know the conditions for choosing a letter.

Reception "Catch the mistake"

A universal technique that activates the attention of students.

Forms:

• ability to analyze information;
• the ability to apply knowledge in a non-standard situation;
• the ability to critically evaluate the information received.

The teacher offers students information containing an unknown number of errors. Students look for a mistake in a group or individually, argue, confer. Having come to a certain opinion, the group chooses a speaker. The speaker passes the results to the teacher or announces the task and the result of its solution in front of the whole class. To avoid dragging out the discussion, set a time for it in advance.

Example.

Russian language. The teacher gives several grammatical (syntactic or other) rules. One or more of them are incorrect. Find and prove wrong.

Literature. Story Students receive a series of citations with credits to the authors. Determine in which case the quote could not belong to this author. They prove their point.

Reception "Before-After"

Description: reception from technology of development of critical thinking. It can be used at the 1st stage of the lesson, as a technique that actualizes the knowledge of students. And also at the stage of reflection.

Forms:

• the ability to predict events;
• the ability to correlate known and unknown facts;
• the ability to express one's thoughts;
• ability to compare and draw conclusions.

In a table of two columns, the "Before" part will be filled in, in which the student writes down his assumptions about the topic of the lesson, about solving the problem, he can write down a hypothesis.

The "After" part is completed at the end of the lesson, when studied new material, an experiment was conducted, a text was read, etc.

Reception "Zigzag"

This strategy is appropriate to use to develop the following skills in schoolchildren:

Analyze the text together with other people;

Conduct research work in a group;

It is available to transfer information to another person;

Independently determine the direction in the study of a subject, taking into account the interests of the group.

Example.

The technique is used to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people.

Reception "Yes-no".

Universal reception of TRIZ technology: able to captivate both children and adults; puts students in an active position. Forms the following universal learning activities:

• the ability to link disparate facts into a single picture;
• the ability to organize existing information;
• the ability to listen and hear each other.

The teacher thinks of something (a number, an object, a literary hero, a historical person, etc.). Students try to find the answer by asking questions that the teacher can only answer with yes, no, and yes and no.

Ladder of success

If the teacher teaches a lesson in a traditional way, then you can highlight and write on the board the stages of activity. At the end of the lesson, invite students to evaluate their work at each stage in the form of steps leading to success.

Reception “Fantastic Supplement”

A universal technique aimed at attracting interest to the topic of the lesson. Reception involves the transfer of the educational situation to unusual conditions or

You can be transported to a fantasy planet; change the value of

then a parameter that usually remains unchanged; come up with a fantastic animal or plant; transfer the literary hero to modern times; look at a familiar situation from an unusual perspective.

Reception "Delayed answer"

A universal TRIZ technique aimed at activating the mental activity of students in the classroom.

Forms:

• ability to analyze and compare facts;
• ability to identify contradiction;
• ability to find a solution with available resources.

1 reception option. At the beginning of the lesson, the teacher gives a riddle ( amazing fact), the answer to which (the key for understanding) will be opened in the lesson when working on new material.

2 reception option. Give a riddle (surprising fact) at the end of the lesson to start the next lesson with it

Strategy “IDEAL”

This is a technology strategy for the development of critical thinking.

The strategy allows you to create:

• ability to define a problem;
• the ability to find and formulate ways to solve problems;
• the ability to choose a strong decision.

Example.

And I wonder what's the problem? It is necessary to formulate the problem. It is better if the wording begins with the word How .

D Let's find as many solutions to this problem as possible. All possible ways and means of solving the problem are proposed.

E is there good decisions? Good, effective solutions are selected from a variety of proposed solutions.

BUT now we choose the only solution. The strongest solution to the problem is chosen.

L Curious, how would that work in practice? Work is planned to implement the chosen solution.

Reception “Morphological box”

The technique is used to create an information piggy bank and the subsequent construction of definitions in the study of linguistic, mathematical concepts. The model is used to collect and analyze information on given features, identify essential and non-essential features of the phenomenon under study. The piggy bank is universal, can be used on various items

Example.

in Russian - the collection of parts of a word to construct new words; collection of lexical meanings of polysemantic words; compilation of synonymic and antonymic rows; a piggy bank of phraseological units and their meanings; a piggy bank of words containing a certain spelling; piggy bank of related words;

literature is a piggy bank of rhymes, metaphors; a piggy bank of personal qualities for the characteristics of heroes.

Reception “Create a Passport”

Reception for systematization, generalization of the acquired knowledge; to highlight the essential and non-essential features of the phenomenon under study; creating a brief description of the concept under study, comparing it with other similar concepts (Russian language, mathematics, the world around us, literature). This is a universal technique for compiling a generalized description of the phenomenon under study according to a certain plan

Example.

Can be used to create features:

in literature - heroes of literary works;

in Russian - parts of speech, members of sentences, parts of a word, lingua. terms..

Bloom's Chamomile Reception

Description: "Daisy" consists of six petals, each of which contains a certain type of question. Thus, six petals - six questions. Example.

Simple Questions - questions, answering which, you need to name some facts, remember and reproduce certain information: "What?", "When?", "Where?", "How?".

Clarifying questions. Such questions usually begin with the words: "So you say that ...?", "If I understand correctly, then ...?", "I may be wrong, but I think you said about ...?". The purpose of these questions is to provide the student with opportunities for feedback on what they have just said.

Interpretive (explanatory) questions . Usually begin with the word "Why?" and aimed at establishing cause-and-effect relationships. Why do leaves on trees turn yellow in autumn? If the answer to this question is known, it "turns" from an interpretive question into a simple one.

Creative questions. This type of question most often contains the particle “would”, elements of convention, assumption, forecast: “What would change ...”, “What will happen if ...?”, “How do you think the plot will develop in the story after ...?".

Evaluation questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. "Why is something good and something bad?", "How does one lesson differ from another?", "How do you feel about the action of the protagonist?" etc.

Practical Issues . This type of question is aimed at establishing the relationship between theory and practice: "How can you apply ...?", What can be done from ...?", "Where in ordinary life can you observe ...?", "How would you acted in the place of the hero of the story?

Reception “Backpack”

The reflection technique is most often used in lessons after studying a large section. The bottom line is to record your progress in your studies, and possibly also in relationships with others. The backpack is moved from one student to another. Everyone not only fixes success, but also gives a specific example. If you need to collect your thoughts, you can say "I skip the move."

Example.

I learned how to plan

I figured out something like this

I finally remembered how the sacrament differs from the participle, etc.

Reception "Colored fields".

Acceptance of interactive learning. Used to create a psychologically comfortable environment in the classroom. Student doing written work, draws out the fields with colored pencils, and these colors have a semantic meaning:

red “Please check everything and correct all the mistakes,” he addresses the teacher,

green – “Please mark all the mistakes, I will correct it myself”,

blue - "Indicate the number of errors, I will find and correct them myself",

the black “Please don’t take this job seriously, I did it in a hurry.”

Example. Let's use it in Russian language lessons, such as a control dictation with a grammar task and work on mistakes.

Reception “Venn Diagram”

Description: The board (sheet) is divided into three parts. In the first column, children are invited to write down the common between 2 concepts, and in the other two - the distinctive features of each.

Reception "Rating"

Evaluation of student activities in class. The name of the reception in translation sounds like “correct”. The admission is introduced at the time of agreeing the assessment with the student.

Forms:

the ability to objectively and regularly evaluate their work.

After completing the work, the student puts himself a mark. For the same work marks the teacher. The fraction is written. The assessment is put in a diary, a notebook. Rating can be used to evaluate reports, individual homework assignments, creative assignments.

Example 1

The student grades 4, the teacher - 5. The result is a fraction 4/5.

Reception "Telegram"

Description: reception of actualization of subjective experience. A very short entry.

" Example. Briefly write the most important thing that I learned from the lesson with wishes to my neighbor in my desk and send (exchange). Write in a telegram a wish to the hero of the work, the lyrical hero of the poem. Write a wish for yourself in terms of what was learned in the lesson, etc.

Reflective phrases

In class, I learned...

it was interesting…

it was difficult…

I did assignments...

I realized that...

Now I can…

I felt that...

I purchased...

I learned…

I managed …

I'll try…

surprised me...

gave me a lesson for life...

I wanted…

Questionnaire

1. At the lesson I worked ……………………………….

2. With my work in class, I ………………………..

active / passive satisfied / dissatisfied short / long not tired / tired got better /

3. The lesson seemed to me ……………………….

not understandable useful / useless interesting / boring

4. At the lesson I …………………………………………

5.My mood ……………………………………..

6. The material was to me ………………………………….

• http://www.sch2000.ru/ - Center for system-activity pedagogy “School 2000…”.
• http://netedu.ru / - Portal "Network education. Expertise. Textbooks".
• https://sites.google.com/site/konstruktoruroka/home - Digital lesson designer (developer Selikhova Tatyana Yurievna . )
• http://www.openlesson.ru / - OPEN LESSON: www.openlesson.ru - about directing boring lessons in a modern school, the intricacies of a socio-playful learning style and business tips in a butterfly table for professionals (both young and already wise with pedagogical experience)
• http://festival.1september.ru/articles/subjects/1 - Festival of pedagogical ideas "Open Lesson".

Municipal budgetary educational institution

"Secondary school No. 9"

city ​​of Belovo, Kemerovo region

Related article:

"Activity approach in Russian language lessons

as the main condition for the implementation of the GEF"

prepared

teacher of Russian language and literature

Edakina Marina Restemovna

Belovo

2013

Activity approach in Russian language lessons

as the main condition for the implementation of the Federal State Educational Standard.

"The only path leading to

knowledge is activity.

B.Show

"Tell me

- and I'll forget.

Show me

– and I will remember.

let me do it myself

– and I will learn."

Chinese

wisdom

“We study for life, not for school.”
Seneca

modern society educated people are required, not so much armed with knowledge as able to extract it, to acquire it as the need arises in solving problems, to apply knowledge in any situation.

What do we observe today, looking at the modern student? The poverty of the dictionary, the limited and stereotyped constructions used in speech, the use of unambiguous words, the lack of logical analysis skills, the narrowness of horizons - this is not a complete list of the problems of the current student. In addition, the modern pace of life leaves its imprints on the thinking of students. Ready to sit in front of computer monitors for hours on end, they quickly get tired and lose interest in training sessions. Incredibly concentrated in the game, they are absent-minded and inattentive in the lesson, focusing only for a short time. Performing almost hundreds of test tasks every day, he has serious memory problems.

It is quite natural that in such an alarming situation there is a need to review the capabilities of well-known teaching methods in order to adapt them to changing conditions.

The traditional lesson is built on the principle: "Do as I do - and everything will be right." The inefficiency of this formula has been proven by time. Society needs modern youth who can identify problems, ask and independently find answers to the questions posed, draw conclusions, and make decisions. We need proactive people! And the systemic-activity approach in teaching is designed to help in the education of an active person: not only able to do something, but understanding what he is doing, why and how.

The system-activity approach is aimed at the development of the individual, at the formation of civic identity. Training should be organized in such a way as to purposefully lead development.

Only in the process of activity is the brain, memory activated, experience is acquired and accumulated. The student is being socialized...

Only during activity discoveries may appear and joy from them may be felt and motivation for further activities may be created.

The implementation of the technology of the activity method in practical teaching is provided by the system didactic principles described in detail in various sources.

All of them are applicable in the Russian language lesson, however, in my opinion, the principles of activity and creativity are still key. Thus, it is appropriate to talk about creative activity in the classroom, as a result of which the student not only discovers new knowledge for himself, but also creatively implements it.

The introduction of the system-activity method in the educational

the process of Russian language lessons

The system-activity approach is the basis of the Federal State Educational Standards of the second generation.

The priority of modern education becomes the student's own activity and the mastery of schoolchildren by universal methods of activity (universal educational actions).

What is activity? It's a process active interaction subject with an object, during which the subject satisfies any of his needs, reaches the goal.

In his theory of activity, A.N. Leontiev distinguishes in the structure of activity:

Need - the desire for the assimilation of knowledge;

Learning task - mastering the general way of solving all problems of this type (introduced in problem situations);

Motives (in motives the need for UD is specified);

Learning actions and operations (learning actions, with the help of which learning tasks are solved, are performed with the help of many different learning operations).

Activities can be divided into stages:

the process of involvement in activities;

goal setting process;

action design process;

process of implementation of actions;

the process of analyzing the results of actions and comparing them with the goals set.

After all, this is the structure of the lesson in SDP.

Only in activity does the development of cognitive abilities, basic mental neoplasms, occur. The better the learning conditions are created, the better the student will develop. With SDP, the teacher is the organizer and coordinator of students' independent cognitive activity.

What methods and techniques do I use in my lessons?

SDP involves the child's own activity. This is impossible without relying on his personal experience. A mandatory element in the lesson is appeal to the personal experience of children and their reflections on the topic under discussion.

To involve a child in activities, it is necessary to influence all spheres of his development: emotional, motivational and intellectual.

Of fundamental importance is impact on the emotional sphere. The main task is to create a certain emotional and aesthetic atmosphere by means of various types of art, to "immerse" children in this atmosphere, deep empathy, contemplation.

In order to see a child in the process of education, he must be opened, turned towards himself, included in the activity. A person is involved in any activity only when it is he needs it when he has certain motives for its implementation.

The lesson uses a variety of ways to develop motivation:

Organization of the educational process.

Here is important:

Novelty, practical significance of the submitted material;

Clear structuring;

Logical, bright, contrasting performance;

Rhythmic alternation of activities.

2. Use of non-traditional forms of education(in this lesson - the use of different means of art).

3. Problem situations.

The inconsistency of the material gives the effect of surprise and the desire to understand the problem (at the stage of working with vocabulary words, the use of texts with errors). This is due to the innate desire of the individual for harmony.

4. Culture of communication:

Humane attitude;

Trust in students

Variety of activities and full-blooded life in the classroom.

Impact on the intellectual sphere with the help of problematic questions and tasks leads to the use of various mental operations at each stage of the lesson: analysis, synthesis, comparison, generalization, classification.

The lesson uses the following modern ped. technology:

problem-dialogic technology (at the stage of updating knowledge and setting the topic of lesson goals);

mini-research technology (each type of activity is a mini-research)

assessment of educational achievements ( academic success) (self-assessment at each stage of the lesson);

cooperation technology (throughout the lesson);

ICT - technology .

In the lesson, the formation of UUD is underway:

cognitive UD (development of mental operations);

regulatory UD (setting the topic of the lesson, goals of activity, internal action plan, self-control, self-assessment);

communicative UD (development of coherent monologue and dialogic speech, the ability to listen, express one's opinion, work in cooperation);

personal UD (education of a sense of beauty, love for nature, art, native language, for the Motherland).

The structure of the lessons of maintaining new knowledge within the framework of the activity approach

1. Motivation for learning activities.
This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom. To this end, at this stage, his motivation for educational activities is organized, namely:

the requirements for it from the side of educational activity are updated (“must”);

conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);

thematic framework (“I can”) is established.

In the developed version, there are processes of adequate self-determination in educational activity and self-assertion in it, which involve comparing the student of his real "I" with the image "I am an ideal student", conscious subordination of himself to the system of normative requirements of educational activity and the development of internal readiness for their implementation.

2. Actualization and fixation of an individual difficulty in a trial learning activity.
At this stage, preparation and motivation of students for the proper independent implementation of a trial educational action, its implementation and fixation of individual difficulties are organized.
Accordingly, this stage involves:

actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;

actualization of the corresponding mental operations and cognitive processes;

motivation for a trial educational action (“must” - “can” - “want”) and its independent implementation;

fixing individual difficulties in the implementation of a trial educational action or its justification.

3. Identification of the place and cause of the difficulty.
At this stage, the teacher organizes the students to identify the place and cause of the difficulty. To do this, students must:

restore the performed operations and fix (verbally and symbolically) the place-step, the operation where the difficulty arose;

correlate your actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original task and tasks of this class or type generally.

4. Building a project to get out of the difficulty (goal and theme, method, plan, means).
At this stage, students in a communicative form consider a project for future learning activities: set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of an introductory dialogue, then a prompt one, and then with the help of research methods.

5. Implementation of the constructed project.
At this stage, the project is being implemented: the various options proposed by the students are discussed, and the best option is selected, which is fixed in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.
6. Primary consolidation with pronunciation in external speech.
At this stage, students in the form of communication (frontally, in groups, in pairs) solve typical tasks for a new method of action with pronouncing the solution algorithm aloud.

7. Independent work with self-test according to the standard.
During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized.
The emotional orientation of the stage consists in organizing, if possible, for each student a situation of success that motivates him to be included in further cognitive activity.

8. Inclusion in the system of knowledge and repetition.
At this stage, the limits of applicability of new knowledge are identified and tasks are performed in which a new way of acting is provided as an intermediate step.
Organizing this stage, the teacher selects tasks in which the use of previously studied material is trained, which has methodological value for the introduction of new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the studied norms, and on the other hand, preparation for the introduction of new norms in the future.

9. Reflection of educational activity in the lesson (total).
At this stage, the new content learned in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.

Modern Russian lesson

(Differences from the traditional lesson)

The traditional lesson is built on the principle: "Do as I do - and everything will be right." The inefficiency of this formula has been proven by time. Society needs modern youth who can identify problems, ask questions, independently find answers to the questions posed, learn, draw conclusions, and make decisions. We need proactive people! And the system-activity approach in teaching is designed to help in the education of an active person: not only able to do something, but understanding what he is doing, why and how.

If we consider technological approaches to the organization of a system-activity approach in teaching, the model of system activity proposed by Ph.D. A.V. Khutorsky:

1) the student studies the object (including heuristically),
2) creates as a result its own educational product,
3) with the help of a teacher, compares his product with a cultural counterpart,
4) rethinks its product and at the same time masters general cultural achievements,
5) process reflection. Self-evaluation, evaluation of results.

According to this structure, you can build both the entire lesson and individual stages of the lesson.

Consider, for example, a lesson in Russian for grade 6 on the topic: "Demonstrative Pronouns".

Lesson Objectives:

Checking the degree of assimilation of the categories of pronouns. The study in independent research activity of lexical and grammatical features of demonstrative pronouns.

Development of educational, cognitive, communicative and informational competences of students.

Education of the culture of speech, artistic perception of the world around.

The proposed lesson on the structure is combined, includes the stages of repetition, learning new material, consolidation.

Repetition. At this stage, a situation of emotional liberation is created, work is underway on the first teaching goal of the lesson - checking the degree of assimilation of the categories of pronouns. Quite a traditional beginning of the lesson, but an important element here is the independent setting of educational tasks and students' reflection.

The lesson starts with a question:

What's great about today?

The question allows schoolchildren to express different points of view, among which the theme of spring will definitely sound.

The text about spring is written in a notebook:

March 14 was considered by the people a great holiday, which was celebrated cheerfully and solemnly. On this day (March 1, old style) Ancient Russia celebrated the New Year. Girls and children on this day began to call spring: “Spring is red! What did you bring us? Red fly!

Class task:

Possible job options:

Find the pronouns, indicate the ranks.

Title the text. Continue text and etc.

Review session:

What is a pronoun?

What grades have you studied?

Remember what difficulties you identified for yourself on the topic “Pronoun Name” in the last lesson.

The last question is especially important, since it is personally significant, each of the students recalls his difficulties, pronounces them and indicates the degree of difficulty in mastering the previously studied topic.

Look after yourself. Prepare something. Who is there? Stay with them. Nobody got burned. How many books. Who to ask? Be friends with them. No difficulty. See something. How much did you do? Come down to you. Know nothing. Own something. The house next to the road. Come for you. No barriers. Someone to consult. Find out who did.

Come down to me. I do not have anyone to talk to. Some rustle. Determine whose nest. Stand next to her. Take it.

Mutual verification. After completing the task, a mutual check and evaluation of the result is carried out. The situation of success for the student is created through the absence of the evaluation criteria for the assessment of "2".

Reflection. Much more important at this stage is self-analysis by students of the results obtained based on the results of the test work. Possible questions for reflection:

Are you satisfied with your result or not and why?

What categories of pronouns could not be determined and why?

What exactly helped you get through your work today without fail?

Do your homework on this topic.

Introduction to the topic. The next stage of the lesson is aimed at achieving the educational goal of the lesson, since the analysis of the poetic text brings up the artistic perception of the world around, and at the same time, working with this text allows you to smoothly move on to studying new topic.

Work with the text of the poem by A. Akhmatova:

Before spring there are days like this:
Meadow rests under dense snow,
The trees rustle merrily and dry,
And the warm wind is gentle and resilient.
And the body marvels at its lightness,
And you don't recognize your home
And the song that was tired before,
Like new, eat with excitement.

Questions and tasks for working with text:

What feelings does lyrical hero? Are you familiar with these feelings? (Update.)

What artistic means help to create an image of the coming spring?

The meadow is resting - the personification;

Trees make noise - the personification;

Fun-dry - an epithet;

The wind is gentle and resilient - an epithet;

As new - comparison.

Find all pronouns in the text (such, his, his, the one that).

Name the famous categories of pronouns.

What are the characteristics of pronouns SUCH, TU? What role do they play in the text? (AT emphasize the word, emphasize its peculiarity.)

Can you suggest a name for these pronouns?

Here is the first open task, allowing the student to offer his own answer, unlike other options. After hearing options

write the topic of the lesson in a notebook.

Exploring a new lesson topic. The next stage of the lesson is work on a new topic: “Demonstrative pronouns”.

Consider the words. What do all these words have in common?

Divide the words into groups (each determines the number of groups independently)

This, this, here, now, such, so much, there, there, such, from there, that, then, so, that.

After the students distribute the words into groups, the answers and justifications for the proposed distribution are heard. Then the students are offered the teacher's version and given the task to explain the proposed distribution of words into groups (pronouns and adverbs):

itthissuchso manysuch isthatTogo

Such a task allows students to show both independence of thinking, express their points of view about demonstrative pronouns, and shows possible difficulties in studying this topic. Therefore, the next mandatory step is the goal-setting of students:

Goal setting questions:

Formulate a learning task for yourself when studying the topic "Demonstrative Pronouns".

Choose for yourself a convenient form for a brief summary of important information about demonstrative pronouns (supporting abstract, table, figure, etc.)

view of demonstrative pronouns .

Task: read the paragraphs from the textbooks:
M.T. Baranov - paragraph 77, p. 184.
V.V. Babaitseva - paragraph 131, p. 139.

What did you learn about demonstrative pronouns?

What is the difference between the points of view on the pronouns of the authors of different textbooks?

Draw your own conclusion.

During a conversation about different points of view, students are provided with background information on the board to correctly formulate an answer:

Baranov Mikhail Trofimovich, Ph.D.
Ladyzhenskaya Taisa Alekseevna, Ph.D.
Babaitseva Vera Vasilievna, Ph.D.
Chesnokova Liliya Dmitrievna, Ph.D.

Words to help:

allocates, considers, considers, relates, from the point of view, according to

Independent work: students are invited to make a short note in any form about demonstrative pronouns, based on the textbook by M.T. Baranov and a fragment from the textbook by N.S. Valgina (Appendix 1).

After independent work, the answer options are heard, discussed, and the teacher's option is also offered - a reference note (Appendix 2).

Questions for reflection:

What helped you in this?

What difficulties have arisen?

The stage of the lesson on the study of a new topic contributes to the development of educational and cognitive competence of schoolchildren through the goal-setting of the students themselves, solving a problem task, formulating conclusions, and

then reflection. Also, this stage of the lesson is aimed at developing the information competence of students through working with several sources, the ability to highlight the main information, to formulate their thoughts in a compact way is being developed. The development of the communicative competence of students is realized through an educational dialogue, tasks aimed at creating their own short notes, their protection, reviewing the speeches of classmates.

Consolidation. At the next stage of the lesson, through a heuristic task, the new topic is consolidated in practical activities, since the task is aimed at using demonstrative pronouns in speech.

Heuristic task: At the beginning of the lesson, today we talked about the fact that it is on this day that girls and children begin to call spring and sing songs. Such ancient ritual songs in the old days were called stoneflies or stoneflies-calls. Come up with your own stonefly calling for spring, be sure to use demonstrative pronouns in your text.

Alternative task - ex. 437.

Homework:

Find out what are the similarities and differences between demonstrative pronouns in Russian and English.

Be able to tell in your short record about demonstrative pronouns.

Exercise 439.

Final reflection:

During the lesson, students were given the opportunity to

not just creating your own educational product, but also comparing your educational result with cultural and historical analogues, the system organized work on goal-setting and reflection of students, which contributed to a meaningful and responsible attitude to the implementation of educational tasks.

Russian language lesson on the topic “Communion as a part of speech”, Grade 7.

1. Organizational moment.

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

II. Knowledge update.

Target: repetition of the studied material necessary for the “discovery of new knowledge”, and identification of difficulties in the individual activity of each student.

At this stage, a situation of emotional liberation is created, work is underway on the first teaching goal of the lesson - checking the degree of assimilation of the previously studied material. Quite a traditional beginning of the lesson, but an important element here is the independent setting of educational tasks and students' reflection.

The lesson is based on text. Such content of educational activity corresponds to the goal of competence-based teaching of the Russian language, which contributes to the formation of the language ability of the individual.

At the stage of updating knowledge, I often offer students work with a short poem. The analysis of the poetic text brings up the artistic perception of the surrounding world, and at the same time, working with this text allows you to smoothly move on to the study of a new topic. The requirements for texts are their compactness and artistic exemplary character.

For example, when studying the topic “Communion”, I offer texts saturated with adjectives that are already well known to children, and participles, which will only be discussed in the lesson.

When the yellowing field worries,
And the fresh forest rustles at the sound of the breeze,
And the crimson plum hides in the garden
Under the shade of a sweet green leaf;
When dew sprinkled with fragrant
Ruddy evening or morning at a golden hour,
From under the bush I silver lily of the valley
He shakes his head amiably.
M. Yu. Lermontov

Class task: Formulate for yourself a study task for this text.

Possible job options:

Read the poem aloud.

Title the text.

Determine the theme and idea of ​​the text. Give a reasoned assessment of the proposed texts.

What artistic means do the poets use?

Point out and explain the studied spellings and punctograms.

The tasks listed above are generally required to work with any kind of text in every class. Not only is there a development of communicative competence (mastery of all types of speech activity and the basics of the culture of oral and writing), in parallel, preparations are underway for the state final certification, the development of practical skills in text science (speech science), such as the ability to accurately perceive the content of the text read, its main problems; determine the main idea, the position of the author of the text; recognize linguistic means of expression, etc.

Introduction to the topic. Working with these texts allows you to smoothly move on to learning a new topic.

Name all the words that indicate the attribute of the subject. How were you able to identify them? (on the question of what? What? What?)

Exploring a new lesson topic.

Research task for the class:

Divide the words into groups, combining them according to common features (each determines the number of groups independently).

After the students distribute the words into groups, the answers and justifications for the proposed distribution are heard. Then the students are offered the teacher's version and given the task to explain the proposed distribution of words into groups.

When worried yellowing field,
And fresh forest roars at the sound of the breeze,
And hides in the garden raspberry plum
Under the shadow of a sweet green leaf;
When dew sprinkled with fragrant
Ruddy evening il morning at the golden hour,
From under the bush to me silver lily of the valley
He shakes his head amiably.
M. Yu. Lermontov

III. Statement of the educational task.

Target: discussion of difficulties (“Why are there difficulties?”, “What do we not know yet?”); pronouncing the purpose of the lesson in the form of a question to be answered ( What is participle as a part of speech?)

This task allows students to show both independence

thinking, to express their point of view, and shows possible difficulties in studying this topic. Therefore, the next mandatory step is the goal-setting of students.

Goal setting questions:

What do the words in both groups have in common? What part of speech do they explain? How are these words formed? What parts of speech are these words derived from?

IV. “Discovery of new knowledge”(construction of a project to get out of difficulty).

Conversation following the comparison of two texts:

What did you learn about the sacrament?

What is the difference between the points of view on the sacrament of the authors of different textbooks? What do they have in common?

Draw your own conclusion.

During a conversation about different forms of presenting educational material, students are offered background information on the board for the correct formulation of the answer:

Words to help: highlights, considers, considers, relates, from the point of view, according to.

Choose for yourself a convenient form for a summary of important information about the sacrament (basic abstract, table, drawing, etc.)

The teacher offers his form of recording only after the children express their own suggestions.

V. Primary fastening.

Target: pronunciation of new knowledge, recording in the form of a reference signal.

The definitions of the participle are given both in poetic form, which facilitates memorization, and authoritative Russian classics.

Here is my required property:

I bow like an adjective.
I answer all his questions.
I recall the verb by meaning.

Words by V. Dahl, creator of “ explanatory dictionary living Great Russian language”:

“A participle is a part of speech that participates in a verb in the form of an adjective.

A.S. Pushkin, the genius of our literature, spoke about participles:

“Participles... are generally avoided in conversation. We do not say: a carriage galloping over a bridge; a servant sweeping the room; we say: who jumps, who sweeps, and so on - replacing the expressive brevity of the sacrament with a sluggish turn.

After independent work, the answer options are heard, discussed, then the teacher's version is shown - a reference summary.

VI. Independent work with self-test according to the standard. Self-analysis and self-control.

At the end of this stage of the lesson, reflection is carried out:

Questions for reflection:

Were you able to solve your problem?

What helped you in this?

What difficulties have arisen?

The stage of the lesson on the study of a new topic contributes to the development of educational and cognitive competence of schoolchildren through the goal-setting of the students themselves, the solution of a problematic task, the formulation of conclusions, and then reflection. Also, this stage of the lesson is aimed at developing the information competence of students through working with several sources, the ability to highlight the main information, to formulate their thoughts in a compact way is being developed. The development of the communicative competence of students is realized through an educational dialogue, tasks aimed at creating their own short notes, their protection, reviewing the speeches of classmates.

VII. Inclusion of new knowledge in the knowledge system and repetition.

Consolidation. At the next stage of the lesson, through a heuristic task, the new topic is consolidated in practical activities, since the task is aimed at using participles in speech.

Exercise 1:

Try to replace the adjectives from the first column with the same-root participles.

Heuristic task:

Make up as many sentences as you can about your activities in the lesson and the work of your classmates using participles.

Based on the results of the implementation, the resulting answers are heard, assessment and self-assessment are carried out.

Homework:

Be able to tell in your short record about the sacraments.

Name the associative series with the word “Autumn” (autumn, leaves, sky, rain, clouds). Make up sentences in which these words will be used with the participle.

VIII. Reflection of activity (the result of the lesson).

What was the most useful thing for me in the lesson?

What was the most interesting part of the lesson for me?

What was difficult for me in the lesson?

What should I pay attention to in homework in preparation for the next lesson?

Create qualitatively new educational outcomes is possible only with the systematic inclusion of students in independent educational and cognitive activities. The possibility of creating your own educational product, working with various sources of information, other activities ensure the continuity of self-development of the individual in the learning process.

Obviously, it is impossible to realize the new goals of education if the student passively learns ready-made truths. It is necessary to search for it independently, in the course of which the experience of goal-setting, achievement of goals, reflective self-organization and self-assessment, and experience of communicative influence are acquired.

Teacher! He's always on the road

In worries, search, anxiety,

And never rest!

He judges himself more severely

He is all earthly, he is torn to the heights;

Do not count perhaps how many fates

Intertwined with his fate!

D. S. Likhachev.

Bibliography

1. Asmolov A.G. System-activity approach in the development of new generation standards / Pedagogy M .: 2009 - No. 4.

2. Dusavitsky A.K., Kondratyuk E.M., Tolmacheva I.N., Shilkunova Z.I. Lesson in Developmental Learning: A Teacher's Book. - M.: VITA-PRESS, 2008.

3. Peterson L.G., Kubysheva M.A., Kudryashova T.G. The requirement for drawing up a lesson plan according to the didactic system of the activity method. - M., 2006.

4. Polat E.S. New pedagogical and information technologies in the education system. - M., 2000.

5. Sukhov V.P. “System-activity approach in the developmental education of schoolchildren” Ufa, 2004.

2. Grigoriev M.I. Analysis of the poetic text - M .: "Student", 2003.

Used materials and Internet resources

1. Video cassette “Culture of Russia. silver Age", 2006
2. Ivanov I.S. "Great Russia" CD, 2007
3. Petrov T.I., song "Russia" (lyrics by I. Morkovkin, music by A. Zaikina)
4. http:// sitename. en

Systemic - activity

approach as a basis

organization of educational

process in Russian language lessons

Antipina

Marina Fedorovna,

teacher of Russian language and literature

MOU Kazachinskaya secondary school

GEF

At present, the main task of educational policy

state is to ensure modern quality

education on the basis of preserving its fundamentality and

meeting the prospective needs of the individual, society and

states. Sets guidelines for the development of the entire system

education (primary, basic, high school) Federal

State educational standard (standard of the second

generations).

The idea of ​​a student as a subject of educational and cognitive

activities justifies the need to rethink

goals, objectives and content schooling Russian language.

Subject-subject relations imply an active position

students, recognize their right to choose (including -

giving them responsibility for their choices).

Basis of the standard

The standard is based on a system-activity

approach conceptually based on providing

compliance with the leading educational activities of students

and their individual characteristics and age.

The system-activity approach also provides

formation of readiness for self-development and

continuous education of trainees, their active

educational and cognitive activities, as well as

Organization of the educational process, taking into account

individual, age,

psychological and physiological

characteristics of the students.

Operation principle

The principle of activity is that the student,

obtaining knowledge not in finished form, but obtaining it himself,

is aware of the content and forms of its activity,

actively participates in the educational process, which

contributes to the successful formation of its general cultural

and activity abilities. This approach requires

reorientation of the entire educational process from the position

traditional knowledge model of learning on a personal basis

oriented, which as a result of a change in position

student in the educational process to develop his

individuality, will provide him

implementation of creative and cognitive

interests, needs and inclinations.

Purpose of education

in accordance with GEF

It follows that one of the main goals

education in accordance with GEF becomes

no transfer educational information in the form of ZUNs,

and the development of the ability to learn independently,

development of competencies that are significant for this, achievement

claimed educational outcomes.

Changes

Federal state educational

standard includes modified content

education in all subjects. It offers

forms of educational activity of schoolchildren for each

from the sections of the course being studied.

Mastering the Russian language

The assimilation of the Russian language is focused on the synthesis of the language,

verbal and spiritual development students. Approximate

the program on the subject includes a list of linguistic concepts,

denoting linguistic and speech phenomena, indicates the features

functioning of these phenomena and names the main types of educational

activities that are practiced in the process of studying data

concepts. Thus, conditions are created for the implementation

activity approach to the study of the Russian language in secondary school.

Proficiency in Russian, the ability to communicate, to succeed in

the process of communication are those characteristics of the personality,

which largely determine the achievements of graduates

in almost all areas of life, contribute to their

social adaptation to the changing conditions of the modern world.

At the basic level, the problems associated with the formation

general culture, with developing and educational tasks

socialization of the individual.

Education Outcomes

and learning

The second generation standard introduces new

requirements and expected results of the overall

education . If earlier requirements were considered

only in the context of subject knowledge and skills,

then the set is now subject to normalization

personal, meta-subject and subject results.

Personal learning outcomes is the level

formed value orientation of graduates

school, reflecting their individual and personal

positions, motives of educational activity,

social feelings, personal qualities.

Intersubject communications

Meta - is mastered

when studying several or all subjects

universal learning activities, interdisciplinary

concepts. (For example, interdisciplinary connections between

subjects Russian language - native language, Russian language -

foreign language, Russian language - literature, etc.)

Mastering universal learning activities gives

students the opportunity for self-successful

assimilation of new knowledge, skills based on the formation

ability to learn. This possibility is provided by

that UUD are generalized actions that generate

motivation to learn and allow students

orientate in various subjects

areas of knowledge.

Subject Results learning

Subject learning outcomes are those acquired during

the study of a particular subject of knowledge, skills and abilities.

Of particular importance in the implementation of the Federal State Educational Standard is

reflection - the ability of consciousness to observe its own

work, acceptance by the student of his own

intellectual operations in the process of learning in the classroom,

self-assessment by students of their own learning activities.

Mastering by students of personally significant knowledge for them and

skills, contributes to a competency-based approach that orients

on the assimilation of skills, generalized methods of activity in

learning process based on

formation of universal educational activities (UUD),

designed to combine all academic subjects into a coherent

educational system.

Types of competencies

The types of competencies are named in the Federal

state educational standard of the Russian Federation and

are designated in the educational minimum as the main

components of the content of teaching the Russian language.

Based on this, students form the following

core competencies: linguistic, linguistic

(linguistics), communicative and cultural studies,

which ultimately ensures the unity of the linguistic

verbal, intellectual,

spiritual, moral, aesthetic

development of schoolchildren .

Language and linguistic competence

Linguistic and linguistic (linguistic) competence

includes knowledge about the basics of the science of the Russian language, about

Russian as sign system and public

phenomenon, elements of the history of the language, as well as information about

eminent linguists. Moreover, it assumes

mastering knowledge about language units (in terms of

structure and semantics) and the rules for their connection

(in terms of functioning in speech). The study

language as a system is considered within the framework of the system-

functional approach. The basis for this consideration

the analysis of linguistic phenomena in the trinity (meaning,

form, function), in terms of their interconnection,

Contextual conditionality and text-forming

specifics .

Language competence

Language competence is the ability of students to use words, their forms, syntactic structures in accordance with the norms of the literary language. These tasks traditionally are solved at school by introducing new layers of vocabulary, replenishing the phraseological reserve, enriching grammatical structure students' speech: morphological norms of coordination, control, construction of sentences of various types are assimilated, the speech of schoolchildren is enriched with synonymous constructions. Sections of the Russian language serve this purpose.

Linguistic competence

Sometimes this term is used as a synonym for language competence, but this concept is wider. It involves a deeper understanding of oral and written speech - its laws, rules, structure.

Linguistic competence provides the cognitive culture of the student's personality, the development of logical thinking, memory, imagination of students, mastering the skills of introspection, self-esteem.

Communicative competence

Communicative competence implies the ability for full speech communication in all spheres of human activity, in compliance with social norms of speech behavior. The main skill formed within the framework of communicative competence is the ability to create and perceive texts - products of speech activity. She is includes knowledge of the basic concepts of linguistics of speech - styles, types of speech, structure of description, narration, reasoning, ways of connecting sentences in a text, etc., skills and abilities of text analysis.

In other words, for language proficiency, the skills and abilities of using certain words, grammatical structures in specific conditions of communication, or communication are important.

Language norms

Regulates the use of language units in

certain speech situation language norm , which

considered as the result of speech activity.

The normativity of language means provides

functional-stylistic differentiation of the language.

The basis of literary norms are stylistically

neutral phenomena of different language levels:

phonetic, lexical, grammatical.

The expediency of using language units in that

or another speech situation is regulated by stylistic

norm.

Communicative competence

Communicative approach to teaching mother tongue

implemented in the process of formation and

improving communicative competence and

associated with teaching students the right

use of language tools in accordance with

norms of the literary language in all types of speech

activities: receptive (listening-reading),

productive (speaking-writing); forms (oral -

written language ) while creating your own

statements. Formation of communicative

competence depends on the ability of students

perceive someone else's speech and create your own

statement.

The basis of teaching the Russian language

The basis of teaching the Russian language at the present stage

is text-centric principle, which the

assumes that the basic unit of learning becomes

text as a result of speech activity, means

training, formation of all types of competencies.

Introduction to school curriculum concepts text

led to a change in emphasis in teaching the native language

and transferring them from language education to

speech development - the most important part

implementation of student-centered learning and

an integral part of liberal arts education.

The role of the text

The text is the basis for creating a developing speech

environments with high potential. The text reveals

regularities of the Russian language are being studied,

one of the basic principles of mastering native speech is

the principle of assessing the expressiveness of speech, which, according to

according to the famous scientist of the twentieth century, professor

L.P. Fedorenko, provides assimilation not only

semantic content of language units, but also understanding

their expressive (stylistic) function. In the process

perception of the text develops the emotional sphere

the student's brain, the ability to feel is formed,

experience appropriate emotions

emotional connotations.

Text analysis

Text analysis is the main basis for

formation of students' skills to create their own

verbal or written expression, and

to train the ability to carry out all types of speech

activities.

Thus, the text is not only didactic

unit, a means of learning, but also an indicative

basis for any kind of speech activity:

listening, reading, speaking, writing.

Text-based learning is a way from speech

activities to comprehend and analyze language units in

the unity of their meaning, form, function .

National cultural component

At present, when one of the urgent problems of society is the revival of spirituality, "the national-cultural component in the teaching of the Russian language is becoming one of the important means of developing the spiritual and moral world of the student, his value-oriented culture ...". An important premise of this approach is that language as a national phenomenon is integral part culture that forms national identity, which is realized in the word.

Language

• Language is seen as a product cultural development person. cultural studies an approach in teaching involves familiarization with culture in the broadest sense of the word. Language and culture are defined as the most important social phenomena that have an activity character, since they exist only in the sphere of human activity. Language, not being a form of culture, serves as the main means of its expression, the material basis for the creation of any cultural values, an instrument for the accumulation, storage and transmission of information.

Cultural competence

The study of the Russian language in the cultural aspect, the use of texts of a cultural orientation makes it possible to deepen students' knowledge of the relationship between language and culture as a factor in the national mentality and the formation of the national identity of the younger generation, contributes to the formation cultural competence schoolchildren.

Application of competencies

It is the use of linguistic, linguistic, communicative competencies in the lessons of the Russian language and literature that creates the conditions for the development of an intellectual, creatively gifted, moral personality capable of communicating in any cultural space. Without the development of these competencies, there cannot be a competitive, tolerant personality, because, starting from the middle level, from simple (language text analysis) and ending in high school with linguistic analysis or text interpretation, plot analysis, students develop practical skills.

Competence approach

The concept of "competence-based approach" has become more familiar to us over the years, but this has not made it any clearer. Let's try once again to figure out together what is its advantage over the traditional approach, what methods a teacher can use to form students' competencies.

An education focused only on the acquisition of knowledge means, at the present time, an orientation towards the past. In a changing world, the education system should form such new qualities of a graduate as

• initiative,
• innovation,
• mobility,
• flexibility,
• dynamism and
• constructiveness.

Requirements for a future professional

A future professional should have a desire for self-education throughout his life, master new technologies and understand the possibilities of their use, be able to make independent decisions, adapt in the social and future professional sphere, solve problems and work in a team, be prepared for overload, stressful situations and be able to get out of them quickly

The task of the school

Competence in business is a set of everything that allows a person to successfully cope with the tasks set by life itself. This, of course, knowledge, skills, skills. But at the same time, it is impossible to be competent outside the experience of a real case. For example, competence in driving a car includes both knowledge and skills, but acquired in the experience of one's own activity, and not extracted from some textbook. The task of the school is not to stuff the child with this or that educational knowledge, but to make him actively successful, to teach him to acquire individual experimental competence in any business he undertakes.

Key competencies

In the process of learning at school, the child must develop key competencies. If they are formed, it means that a person has a certain special resource for achieving a high level of competence in any kind of activity. There are not so few key competencies, but they all consist of four elementary competencies:

• informational - willingness to work with information;
• communicative - readiness to communicate with other people;
• cooperative - willingness to cooperate with other people;
• problematic - Willingness to solve problems.

The main goal of the competence-based approach in teaching the Russian language

The main goal of the competence-based approach in teaching the Russian language and literature is to form a comprehensively developed personality of the student, his theoretical thinking, linguistic intuition and abilities, mastering the culture of speech communication and behavior.

• Achieving the results of mastering the Russian language course at the personal, subject and meta-subject level.
• Implementation of system-activity and competency-based approaches in the process of teaching the Russian language.
• Actualization of the educational function of the subject "Russian language".

Personal Outcomes

• Understanding the Russian language as one of the main national and cultural values ​​of the Russian people, which determines the role of the native language in the development of intellectual, creative abilities and moral character personality;
• Awareness of the aesthetic value of the Russian language, respect for the native language, the need to preserve the purity of the Russian language as a phenomenon of national culture, the desire for speech self-improvement;
• A sufficient amount of vocabulary, the assimilation of grammatical means for the free expression of thoughts and feelings in the process of verbal communication, the ability for self-esteem based on observation of one's own speech.

• Build productive speech interaction with peers and adults;
• Own all types of speech activity;
• Adequately perceive oral and written speech; possession of different types of reading;
• Precisely, correctly, logically and expressively state your point of view on the problem posed;
• Observe in the process of communication the basic norms of oral and written speech and the rules of Russian speech etiquette, etc.

• formulate a problem;
• Put forth arguments;
• Build a logical chain of reasoning;
• Find evidence that confirms or refutes the thesis;
• Carry out a bibliographic search;
• Extract the necessary information from various sources;
• Define primary and secondary information, etc.

• Set and adequately formulate the purpose of the activity;
• Plan the sequence of actions and, if necessary, change it;
• To exercise self-control, self-assessment, self-correction, etc.

• understanding of the main functions of the language;
• understanding the place of the native language in the system of the humanities and its role in education in general;
• mastering the basics of scientific knowledge about the native language; understanding the relationship of its levels and units;
• mastering the basic concepts of linguistics: language and speech, speech communication, oral and written speech; monologue, dialogue and their types; the situation of verbal communication; colloquial speech, styles of speech, language of fiction, genres of speech, types of speech; basic units of the language, their features and features of use in speech;

• mastering the main stylistic resources of the vocabulary and phraseology of the Russian language, the basic norms of the Russian literary language (orphoepic, lexical, grammatical, spelling, punctuation), the norms of speech etiquette and using them in their speech practice when creating oral and written statements;
• identification and analysis of the basic units of the language, grammatical categories of the language, the appropriate use of language units is adequate to the situation of verbal communication;
• carrying out various types of word analysis, syntactic analysis of phrases and sentences, multidimensional analysis of the text in terms of its main features and structure, belonging to certain functional varieties of the language, features of language design, use of expressive means of the language;

• understanding of the communicative and aesthetic possibilities of lexical and grammatical synonymy and their use in one's own speech practice;

• awareness of the aesthetic functions of the native language, the ability to evaluate the aesthetic side of a speech statement in the analysis of texts of fiction.

Results, not subject to formalized final control and certification

• - value orientations a graduate, which reflect his individual and personal positions (religious, aesthetic views, political preferences, etc.); - characteristics of social feelings (patriotism, tolerance, humanism, etc.); - individual psychological characteristics of a person

The results that subject to verification and certification

• scientific knowledge and ideas about nature, society, man, sign and information systems;
• skills of educational, cognitive, research, practical activities, generalized methods of activity;
• communication and information skills;
• the ability to evaluate the objects of the surrounding reality from certain positions;
• ability to control and self-control;
• ability to creatively solve educational and practical tasks.

• it is expedient to use work with text more widely;
• to develop the skills of rational reading of educational, popular science, journalistic texts, forming on this basis the general educational skills of working with a book;
• to teach text analysis, paying attention to the aesthetic function of language;
• to teach written retelling, interpretation and creation of texts of various styles and genres;
• regularly conduct multidimensional analysis of the text.

Literature lessons

• Previously, the main task in relation to the student in literature lessons was reduced to the formula "Read and retell." Now it is necessary to teach the search for information, its use. The task of the teacher - to develop in schoolchildren such reading skills as searching, choosing, evaluating information from texts used in extracurricular situations.

On formation reading literacy, affects the expressive reading aloud of texts of different types, styles and genres and the use of different types of reading (viewing, introductory, in-depth).

Literature lessons are a space for the creative activity of students. When studying the text "Teachings of Vladimir Monomakh" (Grade 7 "A"), the students made up their own teachings: these were teachings to their sister, brother, classmates and even to themselves. When studying epics, the children prepared mini-projects “About Russian heroes”. Based on the fables of I.A. Krylov, they prepared a staging of fables

(5 "A" class).

5 "A" class Literature lesson Fables of I.A. Krylov

5 "A" class Lesson extracurricular reading "Visiting a fairy tale" teacher - Antipina Marina Fedorovna

7 "A" class Lesson-game in the Russian language "Clever and clever" teacher - Antipina Marina Fedorovna

Grade 11 Russian language lesson "Vocabulary". Formal business style. teacher - Antipina Marina Fedorovna

Russian language lesson 9 "A" class teacher Potapova Elena Mikhailovna

The modern lesson is

• A good modern lesson is a time when a student discovers himself, makes discoveries, looks for the right solutions, doubts, rejoices. Using the system-activity approach in the lessons, it is necessary to solve the following tasks:

- effective accumulation by each student of his own personal experience;

- development of creative abilities;

Differentiated training tasks and forms of work, encouragement to independently search for ways to solve the problems posed;

- implementation of personality-oriented orientation;

- help the student to independently plan their activities;

- Encourage children to self-assessment, analysis and correction of mistakes.

• - Changing the Role of the Teacher- Recognition of the value of the personality of each student, his right to reveal his own creative potential, his own learning priorities. - Organization of educational activities, allowing each student to reveal their abilities.- The use of monitoring to correct the knowledge of students. Correction of own pedagogical approaches, techniques and teaching methods. - Openness of the teacher to new ideas. Creative search.- Understanding that the student is in the center of attention, in the center of pedagogical activity and pedagogical efforts.

Everyone

creative

"Designing lessons of the Russian language and literature based on a system-activity approach to teaching"

The four pillars on which education is based: learning to know, learning to do, learning to live together, learning to be.

Jacques Delors

Introduction

At present, a new education system is being formed in Russia, focused on ascent into the world educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational and cognitive process.

The concept of modernization of Russian education emphasizes the need to focus education not only on the assimilation of a certain amount of knowledge, but also on the development of his personality, his cognitive and creative abilities. A general education school should form an integral system of universal knowledge, skills and abilities, as well as independent activity and personal responsibility of students.

The FGOS IEO is based on a system-activity approach to teaching reading literacy in the lessons of the Russian language and literature. It provides active educational and cognitive activity of students, forms a readiness for self-realization, organizes educational cooperation with adults and peers in cognitive activity.

It is at the lessons of the Russian language and literature that the formation of such basic competencies as general cultural, informational, and communicative takes place. This implies the relevance of the implementation of the system-activity approach in teaching the Russian language and literature.

Relevance

When developing federal state standards of the second generation, the formation of general educational skills and abilities, as well as methods of activity, the level of development of which largely determines the success of all subsequent education, becomes a priority for primary general and basic general education. Currently, the use of techniques and methods in teaching that form the ability to independently obtain new knowledge, collect the necessary information, put forward hypotheses, draw conclusions and conclusions is becoming increasingly relevant in the educational process. General didactics and private methods within the framework of the subject call for solving problems related to the development of schoolchildren's skills and abilities of independence and self-development. And this involves the search for new forms and methods of teaching, updating the content of education.

Target:

development of interest in the subject;

acquisition of research experience;

development of the ability to creatively design and convey the necessary information to an interested audience;

development of the ability to work independently, in pairs, in groups, etc.;

obtaining additional knowledge on the topic;

development of monologue speech skills (according to given samples)

Tasks:

the study theoretical substantiation problems of designing modern lessons of the Russian language and literature based on a system-activity approach;

development of lessons in the Russian language and literature based on a system-active approach;

generalization of the results of the work

Part 1. Systemic-activity approach as a means of realizing the modern goals of education

I hear - I forget, I see - I remember,

I do - I learn.

Chinese wisdom

Insufficiency of any amount of knowledge for a successful solution life problems today is obvious to everyone, therefore, the student’s personality, his ability to “self-determination and self-realization”, to independent decision-making and bringing them to execution, to a reflective analysis of his own activity, comes to the fore. Thus, the priority for the purposes of education has shifted towards the formation of activity abilities. Under these conditions, more and more attention is drawn to the system-activity approach, which includes all types of activities (self-determination, norm-setting and norm-realization), a reflexive analysis of one's own activity, and also systematically trains communication skills, thereby ensuring the formation of children's readiness for self-development. .

The system-activity approach is aimed at the development of the individual. What distinguishes the educational system is that it focuses on the zone of proximal development, that is, the area of ​​potential opportunities that allow the student to come into contact with an adult and, under his guidance, solve tasks at a higher level. Access to the zone of proximal development is carried out through setting learning objectives. The teacher directs the search for answers to a question or a learning task: help is expected, not a hint. The student's activity within his zone of proximal development provides for the use of additional information from auxiliary sources (dictionaries, reference books, encyclopedias), with which the student works independently. The student's work, taking into account the zone of proximal development, contributes to the actualization, self-control, self-regulation and planning of one's own activities under the control and assistance of the teacher.

The main pedagogical task: organizing the conditions that initiate children's action

The school today is rapidly changing, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. So today important not so much to give the child as much knowledge as possible, but ensure its general cultural, personal and cognitive development, to equip such an important skill as the ability to learn. In fact, this is the main task of the new educational standards, which are designed to realize the developing potential of general secondary education. Structurally fulfill the tasks of educationXXIcentury helps system-activity approach.

Today, the "technology of the activity method of teaching", developed under the guidance of Dr. pedagogical sciences, Professor Lyudmila Georgievna Peterson.

The activity approach is a teaching method in which the childѐ Nok does not receive knowledge in a ready-made form, but extracts them himself in the process of his own educational and cognitive activity.

The fundamental difference between the technology of the activity method and the traditional technology of the demonstration-visual method of teaching is that the proposed structure describes the activities of not the teacher, but the students.

The implementation of the technology of the activity method in practical teaching is provided by the following system of didactic principles:

1) Operating principle- lies in the fact that the student, receiving knowledge not in a finished form, but obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills.

2) The principle of continuity- means continuity between all levels and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of the development of children.

3) The principle of integrity- involves the formation by students of a generalized systemic understanding of the world (nature, society, oneself, the sociocultural world and the world of activity, the role and place of each science in the system of sciences).

4) Minimax principle- consists in the following: the school must offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and at the same time ensure its assimilation at the level of a socially safe minimum (state standard of knowledge).

5) The principle of psychological comfort- involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of pedagogy of cooperation, the development of dialogue forms of communication.

6) The principle of variability- involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

7) The principle of creativity- means maximum orientation to creativity in the educational process, the acquisition by students of their own experience of creative activity. 3

Typology of lessons in the didactic system of the activity method

The lessons of activity-oriented goal-setting can be divided into four groups:

lessons of "discovery" of new knowledge;

reflection lessons;

lessons of a general methodological orientation;

developmental control lessons.

1. The lesson of "discovery" of new knowledge.

Activity goal: formation of students' ability to a new way of action.

Educational Purpose: expansion of the conceptual base by including new elements in it.

2. Lesson of reflection.

Activity goal: the formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional norm (fixing their own difficulties in activity, identifying their causes, building and implementing a project to overcome difficulties, etc.).

Educational Purpose: correction and training of the studied concepts, algorithms, etc.

3. Lesson of a general methodological orientation.

Activity goal: formation of students' ability to a new mode of action associated with the construction of the structure of the studied concepts and algorithms.

Educational Purpose: revealing the theoretical foundations for constructing content-methodological lines.

4. A lesson in developmental control.

Activity goal: formation of students' ability to implement control functions.

Educational Purpose: control and self-control of the studied concepts and algorithms.

Theoretically justified mechanism of control activity assumes:

presentation of a controlled variant;

the presence of a conceptually justified standard, and not a subjective version;

comparison of the tested variant with the standard according to the agreed mechanism;

evaluation of the comparison result in accordance with a predetermined criterion.

Thus, the lessons of developmental control involve the organization of the student's activities in accordance with the following structure:

students writing a version of the control work;

comparison with an objectively justified standard for the performance of this work;

students' evaluation of the comparison result in accordance with previously established criteria.

The division of the educational process into lessons of different types in accordance with the leading goals should not destroy its continuity, which means that it is necessary to ensure the invariance of the teaching technology. Therefore, when building a technology for organizing lessons of different types, the activity method of teaching and provide a corresponding system of didactic principles as the basis for building the structure and conditions of interaction between the teacher and the student.

To build a lesson within the framework of the Federal State Educational Standard, it is important to understand what the criteria for the effectiveness of a lesson should be, regardless of which typology we adhere to.

1. The objectives of the lesson are set with a tendency to transfer the function from the teacher to the student.

2. The teacher systematically teaches children to carry out a reflexive action (to assess their readiness, to detect ignorance, to find the causes of difficulties, etc.)

3. A variety of forms, methods and techniques of teaching are used, which increase the degree of activity of students in the educational process.

4. The teacher owns the technology of dialogue, teaches students to put and address questions.

5. The teacher effectively combines reproductive and problem-based learning, teaches children to work according to the rule and creatively.

6. At the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).

7. The teacher achieves understanding of the educational material by all students, using special techniques for this.

8. The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress.

9. The teacher specifically plans the communicative tasks of the lesson.

10. The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression.

11. Style, tone of relationships, set in the lesson, create an atmosphere of cooperation, co-creation, psychological comfort.

12. At the lesson, a deep personal influence "teacher - student" is carried out (through relationships, joint activities, etc.).

RO based on SDP acts as a full-fledged innovative one. It really transforms TO into a developing one, which is not difficult to identify when comparing them.

Traditional learning	Innovative developmental education
1) is based on the principle of accessibility;	1) relies on the zone of proximal development;
2) the student acts as an object of PD;	2) the student acts as the subject of their own LL;
3) focused on the assimilation of a certain amount of knowledge;	3) is aimed at mastering the methods of cognition as the ultimate goal of teaching;
4) develops ordinary thinking, an empirical way of knowing	4) develops theoretical thinking and theoretical way of knowing;
5) when solving specific practical problems, students learn private methods;	5) learning tasks come to the fore, solving them, students learn the general ways of mental activity
6) as a result, an individual is formed - a person capable of performing activities.	6) a personality capable of independent creative activity is formed.

Let's compare a lesson in the activity approach mode with a traditional lesson on a number of elements:

Elements comparisons	Traditional lesson	Lesson in the activity approach mode
Formulation of the topic of the lesson	The teacher tells the students	Formed by students
Setting goals and objectives	The teacher formulates and tells the students what they should learn	Students themselves formulate, defining the boundaries of knowledge and ignorance
Planning	The teacher tells the students what work they need to do to reach the goal	Students planning ways to achieve the intended goal
Practical activities of students	Under the guidance of a teacher, students perform a number of practical tasks (the frontal form of organizing activities is more often used)	Students carry out educational activities according to the planned plan (group and individual forms of organizing activities are used)
Exercising control	The teacher supervises the implementation of practical work by students	Students exercise control (forms of self-control, mutual control according to the proposed coupon are used)
Implementation of the correction	The teacher, in the course of performing and following the results of the work performed by the students, corrects	Students formulate problems and correct them on their own.
Evaluation	The teacher evaluates the work in the lesson	Students participate in the evaluation of activities based on its results (self-assessment, assessment of the results of the activities of comrades)
Lesson summary	The teacher asks the students what they remember	Reflection is underway
Homework	The teacher announces and comments (more often - the task is the same for everyone)	Students can choose a task from the ones proposed by the teacher, taking into account individual abilities.

Obviously, the transition to new educational standards involves the improvement of the lesson - the main form of organization of education. What technologies can be used to implement the activity approach in the classroom?

The mechanism for implementing the system-activity approach is such technologies as:

Information and communication technologies (communication - communication)

Technology based on the creation of a learning situation (solving problems that are practically significant for studying the world around)

Technology based on the implementation of project activities

Technology based on the level differentiation of learning

Activity method technology

The activity method is a method in which the child does not receive knowledge in a finished form, but obtains it himself in the process of his own educational and cognitive activity.

The technology of the activity method involves the following sequence of steps in the lesson:

	Lesson stages	The organizing role of the teacher
	Motivation for learning activities	They create conditions for the student to have an internal need to be included in the activity (“I want”) and to highlight the content area (“I can”).
	Actualization of knowledge and fixation of an individual difficulty in a trial action.	Organizes the preparation of students for the independent implementation of a trial educational action: 1) updating knowledge, skills and abilities sufficient to build a new way of action; 2) training of appropriate mental operations. At the end of the stage, a difficulty is created in the individual activity of the students, which is fixed by them themselves.
	Identification of the place and cause of the difficulty	Organizes the students to identify the place and cause of the difficulty: 1) organizes the restoration of the operations performed and fixing the place, step where the difficulty arose 2) identifying the cause of the difficulty - what specific knowledge, skills are not enough to solve the original problem of this class or type.
	Building a project to get out of trouble	It organizes the process of discovering new knowledge, where students in a communicative form think over the project of future educational actions: they set a goal, build a plan to achieve the goal, choose a method for solving a problem situation.
	Implementation of the constructed project	Organizes: discussion of various options proposed by students; the choice of the optimal variant, which is fixed verbally and symbolically. Clarifies the nature of the new knowledge.
	Primary reinforcement with pronunciation in external speech	Organizes the assimilation by students of a new method of action when solving typical problems with their pronunciation (frontally, in pairs or groups).
	Independent work with self-test according to the standard	Organizes independent performance by students of a task for a new mode of action and self-examination based on comparison with the standard. Creates, if possible, a situation of success for each student.
	Inclusion in the knowledge system and repetition	Organizes the identification of the boundaries of the application of new knowledge, the repetition of educational content necessary to ensure meaningful continuity.
	Reflection of educational activity.	Organizes students' assessment of their own activities, fixing unresolved difficulties in the lesson as directions for future learning activities, discussion and recording of homework.

Under the conditions of application of the activity method, the attitude of schoolchildren to the world more and more often does not fit into the usual scheme “I know - I don’t know”, “I can - I can’t” and is replaced by the parameters “seek and find”, “I think and learn”, “I try and do”.

In order for students' knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, develop their cognitive activity - this is the function of the teacher.

Part 2. Practical part

1. Russian language lesson in grade 7 on the topic "The concept of the participle"

LESSON TYPE: a lesson in the formation and primary consolidation of new knowledge

LESSON OBJECTIVES:

- Tutorials:

1. analyze and characterize the general grammatical meaning, morphological features of the participle, determine its syntactic function

2. to form the spelling competence of students

3. to form the ability to distinguish gerunds from other parts of speech

- Developing:

1. Development of a sense of language through the analysis of texts of different styles

2. development of educational, informational and communication skills

3. development of the ability to give self-assessment of one's activities

- Educational:

1. to form a personal-value attitude to the past and present of their homeland

2. to promote the education of interest in the lessons of the Russian language

Equipment: textbook, computer, multimedia projector, handouts

Planned results:

Subject - show a positive attitude to the correct oral and written speech; know and observe the norms of the Russian literary language; know the morphological features of the verb, define it in the sentence; understand the meaning of adverbs in speech; find them in the text; carry out independent writing of the text.

Metasubject:

- Personal- express a positive attitude towards the process of cognition; evaluate their own learning activities; accept and learn social role student

- cognitive- reproduce from memory the information necessary to solve the educational problem; find information using reference literature; consciously and voluntarily build a statement in oral form; structure knowledge; build reasoning

- Regulatory- accept and save the learning task; plan their action in accordance with the task; correct the activity after its completion, based on the assessment and nature of the errors; analyze their work; assess the level of learning activity.

- Communicative- are able to coordinate various positions in cooperation; control the actions of the partner; form your own opinion and position.

DURING THE CLASSES(accompanied by presentation)

Organizing time. Motivation for learning activities.

Guys, let's start our lesson with a game.

I you he she -

A friendly family together.

Smile to the neighbor on the right

Smile at the neighbor on the left.

We're friends.

Let's continue the lesson in a good mood

(The organizational moment allows you to positively set up students, organize their attention. At this stage, the ability to internally organize yourself, concentrate is formed)

2. Call stage

Is it easy to draw a night landscape? Why? And what, besides the night, can you see?

The Russian artist A. I. Kuindzhi, who was known as a master of light, not only knew how to paint such landscapes, but also created real masterpieces. In front of one of them people stood in prayerful silence. This is "Moonlight Night on the Dnieper". (slide with a reproduction of the picture)

Let's collect the working material for the picture. Let's write in a line.

1) beckons, open, rose, tightening

2) high, arched, dark, top

3) torn, shining, spread out, dying

Find the spelling in each word, explain the spelling.

And now let's play.

GAME "FOUR EXTRA"

What do all the words in a line have in common? Think.

Discuss everything you know about the topic with a classmate and complete the "Know" column of the marking chart.

(Table - ZHU. The purpose of its application: 1) teaching the ability to determine the level of one's own knowledge; 2) awakening of interest in obtaining new information; 3) learning the ability to correlate new information with their established ideas)

Examination.

What word is missing? Can you guess what part of speech this is? What do you think the topic of the lesson is?

ANNOUNCEMENT OF THE TOPIC OF THE LESSON, FORMULATION OF THE OBJECTIVES OF THE LESSON.

(Fill in the "I want to know" box)

3. Making sense of the content

Student activities.

Let's go to the textbook.

a) read the paragraph, make notes in the text:

Learned new

Surprised

Let's discuss. (At this time, ask students to prepare 4 questions - 2 for each two pairs)

TEACHER'S COMMENT.

In this term, we are familiar with the second part, but what does the first mean?

We can find it in such words as active, capable. Turning to the dictionary, we learn that the term arose in the 17th century, consists of two parts (dee + participle) and can be explained as involvement in the action. Indeed, this form denotes an additional action of the verb, and in terms of grammatical features it is similar to an adverb, because. does not change.

Checking questions.

Fill in the "Learn something new" column. Examination.

Who will try to create a gerund cluster?

Example of a Compiled Cluster

(The "Cluster" technique is used when you need to collect from students all the ideas or associations associated with a concept)

3. PHYSICAL MINUTE

4. REFLECTION

Student activity: primary consolidation of new material.

Write down the offer. Find spellings in endings:

The sparkling, full moon illuminates the vast expanse that stretches out under the mysteriously shining sky.

Find the grammatical basis. What object is active? What action does it take? What additional action does it perform? Put a question to the additional action. What part of speech is in front of you?

Problem: Why is it important to find a grammatical basis in a sentence with a gerund?

Let's supplement the table with what we learned new.

CONTROL OF THE GAINED KNOWLEDGE, SKILLS, SKILLS: analysis of a literary text.

Read to yourself first. Read expressively.

The night flew over the world

Dreams on people casting;

From a dark azure riza

The stars were falling, sparkling.

Joyfully the waves murmured

Reflecting her image;

The rye leaned more

The meadow grass smelled...

The flutter of slightly whispering leaves

And nightingale trills,

In a chorus of laudatory merging,

They rang in the quiet air. (A. Pleshcheev)

What did you imagine when you read the poem?

Find gerunds in the text (strong - a phrase with a gerund), mark which verbs they explain (the text is projected on the screen), what object act in the sentence?

Examination.

Do participles help the poet to depict a picture of the night? How?

Please note that, using gerunds as additional actions, the author softens the colors, visual and auditory representations, thereby achieving a more complete image of the summer night picture.

What term would you suggest for a phrase with a gerund?

a) Find the adverb correctly

b) Found the gerund incorrectly

3) Caused difficulty:

Couldn't tell a gerund from a verb

Couldn't tell a gerund from a participle

5. Summing up the lesson. Working with signs

So what have you learned?

What surprised you in class?

What rating would you give yourself?

6. Homework: Paragraph, ex. according to the textbook or text using gerunds on the topic: "Night in the picture of Kuindzhi"

2. Literature lesson in grade 7 on the topic "Pushkin, about Pushkin, with Pushkin."

Lesson Objectives:

Tutorials:

Recall the basic information about Pushkin, introduce some pages of the poet's biography;

To consolidate the ability of students to interpret the text, to analyze it comprehensively;

Continue teaching declamatory reading;

Developing:

To develop interest in the further study of the work of A. S. Pushkin;

To develop the thinking of students by organizing non-traditional lessons;

Promote the development of creative imagination;

To develop cognitive activity, the ability to work with additional literature, using the capabilities of a computer, the Internet;

Educational:

To instill in students responsibility, organization, independence, a sense of collectivism;

Continue work on the formation of feelings of patriotism on the material of literary local history associated with the name of A. S. Pushkin;

Education of aesthetic taste in students.

Equipment:

Portrait of A. S. Pushkin;

Multimedia projector with screen;

Presentation;

Musical accompaniment: Medtner's romance to the words of Pushkin; - Handout.

DURING THE CLASSES

Introduction by the teacher.

And again autumn outside the window,

And a leaf is spinning in a yellow waltz.

We are in our class.

The lesson starts.

Outside the window is autumn. Which of the Russian poets has autumn their favorite season? (Pushkin) That's right. I suggest you talk today about Pushkin, about his poetry. Pushkin comes to us in early childhood and does not leave until the end of his life. Our love for him does not weaken, his poems are getting closer, dearer, more necessary.

The theme of our lesson is "Pushkin, about Pushkin, with Pushkin"

(Preparation for conscious perception of the material, stimulation of cognitive interest, transformation of the learning content into personally significant)

Working with an epigraph.

The epigraph to our lesson will be the words of Semyon Stepanovich Geichenko, a man who for many years was the director of the Pushkin Reserve in Mikhailovsky.

Pushkin is always ------ and always ------.

(Slide: skipped phrase)

Before you learn the statement of a connoisseur of Pushkin's work, try to make your own assumptions.

It would seem simple words, but what a wise thought.

Pushkin is always a discovery and always a mystery.

(Slide: complete sentence)

How do you understand this statement? Why exactly is it said about Pushkin?

So what is the challenge before us today? Correctly. To make your little discoveries and learn the secrets of Pushkin's works is the task of our lesson. At the end of the lesson, we will return to the epigraph and share our impressions.

(Reproduction of knowledge, skills, life experience necessary for the assimilation of new material. Evaluation by the teacher of the level of preparedness of students)

3. At the portrait of Pushkin.

We are at the portrait of Pushkin. Let's light candles of memory that will burn throughout the lesson, warming and uniting us.

The poetess V. T. Dorozhkina has a poem "In front of the portrait of Pushkin." Listen to an excerpt from this poem (read by a prepared student):

Writing poetry is certainly not fun,

When love guides

And the ghostly glory does not seduce,

And in my thoughts - forever young piit ...

... Alone with paper - until dawn.

Outside the windows - no sound, no fire ...

Am I worthy of being a poet?

And strictly Pushkin looks at me.

What thoughts and feelings do you have when you look at the portrait of Pushkin? (reading home creative works “At the portrait of Pushkin”)

4. Pushkin's paths.

Today we will try to make discoveries and unravel the secrets of Pushkin's creativity. To do this, I invite you on a journey. Take with you knowledge, imagination, ingenuity. Willingness to work alone and with everyone.

(Slide: Pushkin's ways)

Today's lesson was prepared not only by me, but also by your classmates. The guys worked in creative groups and their messages will help us make a journey along the paths of the poet's work.

Pushkin's roads... Country roads. Blurred in autumn. Dusty in summer. In winter - lost in the snow haze. In the spring - more like rivers. Roads of the eternal traveller.

And it all started the same way as everyone else, from the road of childhood.

(Slide: Moscow. Pushkin is a child)

Call Moscow! And talk about our right to be called a great people, because Pushkin was born among this people!

(bells ring)

Years will pass, and the great poet A. S. Pushkin will address his native city with such heartfelt words.

Student:

Moscow! How I love you!

My holy home!

How often in sorrowful separation.

In my wandering destiny

Moscow! I thought about you!

Childhood has passed. The road of adolescence led Pushkin to the Lyceum.

Pupil: Pushkin spent six years at the Lyceum, living without a break in Tsarskoe Selo.

(Slide: Lyceum picture)

These were wonderful unforgettable years of friendship, poetry, love. All his life the poet will remember them with tenderness, delight.

Student: In the Lyceum, Pushkin found comrades, with whom he kept friendship for life. He especially fell in love with Pushchin, Delvig, Kuchelbeker.

(Slide: Pushkin's friends)

My friends, our union is beautiful!

He, like a soul, is inseparable and eternal

Unshakable, free and carefree

He grew together under the shadow of friendly muses ...

Lyceum years passed quickly, six years behind. Parting with friends, they were already directed to the future, full of hope, faith, love.

(Slide: young Pushkin)

Guys, Pushkin the lyceum student was your age. And you probably want to know what he was like, how he studied, what he dreamed of?

Working with the text of the memoir of I. I. Pushchin “Notes on Pushkin” (card with text)

Why didn't the strict math teacher punish Pushkin? (he saw the future great poet in the little curly lyceum student)

And you will comment on this slide yourself. (Slide: Pushkin on the exam)

Creative workshop.

How beautiful are Pushkin's poems1 We would like to unravel the secret of their impressive power. Let's go to the creative workshop of the poet.

(Slide: creative workshop)

I really want each of you to feel like a master, big, or maybe small, but definitely a Master. Onward to new discoveries!

Let's write the word "poem" on the board.

What words does it attract to itself and what associations does it evoke? (poet, stanza, artist of the word). What is the peculiarity of the morphemic composition of the word? (the word has two roots: verse- and creation-). And related words are such words: poetry, creativity, create). Listen carefully. How beautiful it sounds - "the creation of poetry." Yes, writing poetry is a real art.

The teacher opens the book. There is a dried flower.

What associations do you have when you see this flower?

In the 8th grade, we will study the love story told by I. S. Turgenev in the story "Asya", where the image of a dried flower has a symbolic meaning.

5. Poem "Flower"

(Slide: text of the poem)

- The history of writing is very interesting. Let's try to imagine how it was. (staging, against the background of music and skits, the teacher reads the text)

“The author was prompted to create this work only by a small dried flower, which he accidentally saw among the pages of a book. Just a flower - withered, lifeless, once forgotten by someone. But what a storm of feelings he aroused in the soul of the poet!

(reading a poem)

There is some mystery in this poem. It awakens a mood that cannot be expressed in words. But let's try to penetrate a little into its secret.

Vocabulary work.

“Unscented – unscented, unscented, unscented, unscented. (according to V. I. Dahl)

The hero only cares about the flower? (not only a flower, but also a person who put the plant in memory)

A. N. Gvozdev wrote in “Essays on the Style of the Russian Language”: “The poem “Flower” is a fixation of a chain of directly arising questions.”

Why does it have so many interrogative sentences?

A table will help us prepare for expressive reading.

Working with a table.

(Slide: table)

	WHAT WE SEE	HOW WE READ
3 stanza (independent) 4 stanza (independent)

What does this poem make you think about?

Romance by N. K. Medtner to the words of Pushkin "Flower"

Pushkin fascinated and bewitched us with quivering and mysterious words. Reading The Flower is like listening to music. The Russian composer Medtner also heard this music. (recording of a romance)

What is the mood of the romance? What are your impressions?

Generalization: this is one of those poems that awaken "the soul's beautiful impulses." It gives place to a strong experience that is not forgotten over the years. And each new generation of readers will discover its magical secret.

6. Orenburg paths to Pushkin.

The journey through Pushkin's places was interesting. But it's time to go home. The Orenburg region is our small homeland, so it is interesting for each of us to know that Pushkin's muse has been here too.

(Slide: Pushkin's Orenburg paths)

We already talked about this in literature lessons when we studied The Captain's Daughter. We will talk about this many more times. We are overwhelmed with special pride and a sense of patriotism by the realization that our land is involved in the origins of Pushkin's creativity.

(Reproductive reproduction of the studied material; systematization and generalization, fulfillment of tasks for studying the main thing in new information, performing creative tasks based on what has been studied; primary verification of the level of assimilation and understanding of the material)

7. Return to the beginning.

Let's return to the question posed at the beginning of the lesson. (Slide: caption)

What discoveries did you make?

What mysteries did you try to unravel in today's lesson?

Who among you can say that he got to know the poet much better?

(Establishing a correspondence between the objectives of the lesson and the results, analysis of educational activities)

Homework:

Optional: children who are fond of drawing can make illustrations for their favorite Pushkin works, someone will make a crossword puzzle or test according to the work of Pushkin, and our lesson will inspire someone to create their own poems.

Dare!

(Message of the volume and content of homework, instructions on its implementation)

Conclusion.

Pushkin's name will never be forgotten. He is always with us: in books, in the names of streets and squares, in monuments and museums. We can say that Pushkin became a particle of each of us, a particle of our mind, our heart, a particle of our Motherland.

Slides: illustrations for Pushkin's works.

Having studied everything, having learned so much about Pushkin.

While our school road leads us.

Let the fleeting years pass

But Pushkin stays with us forever!

Conclusion

I think that the implementation of new standards largely depends on the teacher, who will no longer be the only bearer of knowledge, but will play the role of a conductor in the world of information. The task of the teacher is not only to form and develop the necessary qualities, but also to interact with the environment in which the child grows. To give students the opportunity to make a choice, to argue their point of view, to be responsible for this choice, and not to give ready-made. For lining up new system work and achieve high-quality results of educational activities, it is advisable to use the most effective methods and forms of its organization:

1. Use of differentiated tasks.

2. Inclusion of ICT in the educational process.

3. Using the project method.

Use of differentiated tasks.

I consider it necessary to include differentiated work at various stages of the lesson, depending on its goals and objectives.

Inclusion in the educational process of ICT.

The inclusion of information and communication technologies in the educational process is a means of training, education and development.

The use of information and communication technologies enables students to carry out the following activities:

conducting a lesson with a multimedia presentation (accompanying the teacher's story; demonstrations when explaining new material; a pre-prepared presentation - a student's report on a specific topic;

preparing for a speech, doing homework - searching for information, working on a text, writing a multimedia essay.

This form of organization of work allows for a more individual approach to learning.

Using the project method .

The development and implementation of new approaches, technologies and methods is a guarantee of movement, dynamics, growth, flexibility of the teacher and the educational system as a whole. And, most importantly, it creates favorable conditions for solving numerous pedagogical problems and helps to adapt to modern living conditions. independent successful assimilation by students of new knowledge, skills, competencies, types and methods of activity.

In general, the systemic-activity approach in teaching means that in this process the main task of education is set and solved - the creation of conditions for the development of a harmonious, morally perfect, socially active, professionally competent and self-developing personality through the activation of internal reserves. To implement a system-activity approach, it is necessary to move from the development of individual subjects to interdisciplinary study difficult situations real life. Accordingly, actions and operations specific to each academic subject should be supplemented by universal (meta-subject) learning activities.

The activity form of educational results implies a number of significant changes in education. For example, these changes will affect the system for assessing the achievement of the planned results of mastering the main educational program, including not only the assessment of the individual achievements of students, but also the activities of a teacher and an educational institution. The changes will necessarily affect the design of the educational process in terms of its focus on achieving the requirements of the Standard for results, including the use of modern activity-type technologies. These include technologies based on level differentiation, on the creation of educational situations, on the implementation of project and research activities, on cooperation in teaching, etc. Changes will occur in approaches to understanding and assessing professional pedagogical competence. A modern teacher should be able to design and organize the educational process in accordance with a system-activity approach, be able to design and implement a program for the development of universal educational activities among students in his class, be able to explore the level of achievement of not only subject, but also personal and meta-subject results of students mastering the main educational program .

Literature

Abramova S.V. Design and educational and research work of schoolchildren in the Russian language // Russian language at school. - 2011. - No. 6.7.

Alekseeva O.V. The modern lesson of morphology (on the problem of implementing priority approaches to teaching) // Russian language at school. - 2010. - No. 4.

Gorstkina Natalia. Designing a Russian language lesson using ICT (on the example of grade 7) // School planning. - 2010. - No. 1

Deikina A.D., Yanchenko V.D. Trends in the national methodology of teaching the Russian language // Russian language at school. - 2011. - No. 6.

Kiseleva N.V., Sinotina E.V. Design and analysis of a modern lesson: methodological recommendations // Russian language at school. - 2011. - No. 8.

Lizinsky V.M. Modern lesson: features, approaches, diagnostics. - Center "Pedagogical search", 2009

Ryabukhina E.A. Approaches to the assessment of tasks in the Russian language on a competency-based basis. - // Russian language at school. - 2009. - No. 7.

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