Sample lesson plan. Lesson Plan Sample

drawing up a detailed plan-summary of a lesson in industrial training

Introduction

outline lesson plan

Lesson outline is the main document for conducting a specific lesson on a topic. There are no standard, mandatory forms of lesson plans, because the form of the lesson plan, as well as its content, methods of conducting, the depth of disclosure of the material change depending on the content of the lesson, its educational and educational goals, the nature of the upcoming work, the organization of exercises, the experience of the master .

A well-written outline helps to lead the lesson to high level. The summary briefly outlines the main essence of the educational material, provides the necessary justifications, tabular data, diagrams, sketches, calculations, etc. It is advisable to write an abstract entirely on the topic. At the same time, it is always possible to supplement the previously compiled abstract with clippings and extracts from magazines, newspapers, articles, new textbooks, brochures on the exchange of experience, data from the Internet and other sources. Thus, the abstract becomes a collection of didactic, methodological and technical materials, where the master introduces everything new that he has studied and learned. Such notes are of great value in preparing for lessons.

Outline plan structure

Lesson topic

The purpose of the lesson:

educational
nurturing
developing

Lesson Methods

Objects of labor

Teaching and material equipment of the lesson

During the classes

Checking for students.
Checking the availability of workwear.

II. Introductory briefing and training exercises (60 min.)

Message about the topic and purpose of the lesson.
Checking students' knowledge of the material studied in theory lessons, as well as in previous industrial training lessons related to the material of this lesson.
Activate student thinking.
Explanation and demonstration of labor techniques and ways of performing educational and production work, organizing jobs.
Training exercises.
Explanation of the nature and purpose of the work to be done in the lesson, the procedure for performing independent work of students.
Analysis of drawings, diagrams, technical requirements, demonstration of samples (standards) of upcoming training and production work.
Familiarization of students with materials, tools, devices, fixtures and other means of performing work that will be used in the lesson.
Explanation and demonstration of the most rational methods, methods and sequence of tasks, as well as ways to control the quality of work.
Consideration of typical errors, ways to prevent and eliminate them.
Explanation and demonstration of ways to rationally organize jobs when performing tasks.
Review of student safety rules.
Consolidation and verification of students' assimilation of the introductory briefing material, additional repeated explanations and demonstration of techniques and methods of work.
Issuing assignments and assigning students to jobs.

ІІІ. Independent work and ongoing instruction (190 min.)

IV. Final briefing (15 min.).

Collect and review student work.
Mark the best work.
Point out typical errors, find out the reason for their occurrence.
Submit ratings.
Summarize the lesson.
Set homework.

For the majority of mass professions, the production training of students in training workshops in accordance with the curriculum is carried out according to the operational-integrated system. The essence of this system lies in the fact that all labor methods, operations and methods of performing typical work are distributed during their study into a number of complexes. Each complex includes three to four labor operations and complex work performed using these operations. Each subsequent complex work includes not only the operations of this complex, but also all previously studied operations.

Thus, the learning process includes the study of techniques, operations and their repeated consolidation and improvement in the performance of work of a complex nature. The advantages of such a construction of the process of industrial training are due to the fact that here Special attention is given to a special study and development of the basics of the profession - techniques and operations, and this creates a solid foundation for the subsequent formation of the professional skills of students. At the same time, the process of industrial training can be conditionally divided into "operational period" and "period of complex work".

The main goal of industrial training in the "operational period" is to teach students to correctly and efficiently perform the basic labor techniques and their combinations that make up the operation, in all its varieties. On the basis of the operations studied, students perform progressively more complex complex work by applying these operations in various technological sequences. Here, training and production goals are already different than in the study of operations. Along with the correct execution of labor techniques and operations in general, the main goals are: to teach students to combine the studied operations in a specific technological process of performing educational and production work, to teach students to work quickly and accurately, i.e. at this stage of training, students develop speed and accuracy skills, as well as labor planning skills. In addition, in the "operational period" and in the "period of complex work" other goals of industrial training are also achieved: the formation of a positive attitude towards work among students, self-control, independence, the connection between theory and practice, the development of advanced methods and methods of work, etc. But the main goals will certainly remain - the correct execution of techniques and operations, the formation of skills to plan the technological process of performing work, the fulfillment of technical requirements, i.e. quality of work, labor productivity. The specified goals from topic to topic, from work to work become more complicated, they determine the organization and methodology of industrial training.

In this regard, we will consider the methodology and organization of conducting industrial training lessons in a training workshop, taking into account the specifics of the goals at various stages of training, their gradual expansion and deepening.

The master of industrial training takes the topic of the lesson from the curriculum or the calendar-thematic lesson plan.

The learning goal provides for the specification of that section of the program, which indicates that students should know what skills and abilities they should master. The formulation of the goal may include: formation, deepening, improvement, expansion, consolidation of knowledge, skills and abilities. The learning goal of the lesson is determined by its final result. It is achieved in the classroom by solving the appropriate training tasks, i.e., by developing the necessary skills and abilities in students.

The educational goal is aimed at educating students' personality traits that characterize a modern person: careful attitude to tools and materials; moral (correction by students of poorly done work, organization of mutual assistance and mutual control in the process of work, etc.), aesthetic (ensuring the aesthetic effect of information, control over the harmony of work movements, beautiful design of workplaces, etc.), physical (dosing of physical loads of students, providing them with a variety of work, monitoring the working posture and movements of students, etc.) education.

The developmental goal provides for the development of students' speech (especially when learning new terminology), the development of the motor sphere (when studying technological operations), the development of skills to analyze, compare (during laboratory and practical work), the development of independence (in the process of making products by students).

Lesson methods: story, explanation, conversation, demonstration, instruction, exercises, work with teaching aids. At each lesson, 2-3 main methods of the lesson are determined.

Objects of labor. This section lists those objects of labor that will be produced in this lesson.

Teaching and material equipment of the lesson. This section lists all the tools, equipment, fixtures, visual aids, etc. that will be used in this lesson.

I. organizational part. In order to save time, information about absent students is provided to the master by the group on duty, both orally and in writing.

II. Introductory briefing is usually held at the beginning of the lesson.

When conducting an introductory briefing, it is necessary to be guided by its typical structure proposed above.

This is the general, typical, most commonly used induction briefing structure. Depending on the specifics of the material being studied, the purpose of the training, the specifics of the organization of the lesson, the experience of the master, the structure of the instruction may change, however, all of the listed elements in any case are always stored in it.

We will consider the methodology and organization of the introductory briefing in relation to the listed typical structural elements.

The master usually announces the topic of the lesson orally and writes it down on the board. It is very important to correctly reveal to the students the purpose of the lesson, i. give them a target setting for the lesson. The goal setting is not just information from students about the goal of the lesson written in the plan, not so much a message that students should do, but an explanation of why they will do it, what they will learn, what significance it has for successful mastery of the profession. When performing work of a complex nature, it is also important to clearly show students the production value of their future work, the connection with the work of other students of the school, and the importance of quality work. All this to a large extent arouses students' interest in work, the desire to master the techniques and methods of high quality, and sets them up for a serious, responsible approach to completing the task.

It should also be emphasized that the lesson solves the problems not only of teaching, but also of the upbringing and development of students. The upbringing and development of students occurs in the process of their learning, at each lesson, at each stage on the basis and in the process of mastering knowledge, skills and abilities. The master should always clearly imagine what educational and developmental tasks, on what material of the lesson, in what ways he will carry out in this lesson.

Checking the material covered. Linking the material of the upcoming lesson with the knowledge and work experience of students is the basis for their conscious exercise and independent work. Through such a linkage in the minds of students, "bridges are being built" between what they know and can do, and what they have to learn, what to learn in the lesson. Such linkage is usually carried out by questioning students at the beginning of an introductory briefing on the material of special subjects (special technologies) and past industrial training lessons. Here, success largely depends on the correct selection and formulation of questions and the survey procedure itself. Questions should be recorded in the lesson plan.

The purpose of interviewing students during an introductory briefing is not to test students' knowledge (although this is also important), but to ensure the ability to apply this knowledge in practice, to link theory and practice. Therefore, questions for such a linkage should have a purely practical orientation. For example, when studying spatial markup (plumbing), such questions may be the following:

What is a marking and installation base? What is their difference? When can the installation base be marked out?
The piece has not been processed at all. What surface is taken as the mounting base?
What is the marking base for a workpiece with a cylindrical part?
When formulating questions, it should be borne in mind that it is most expedient to pose such questions, the answer to which requires not only recollection (reproductive), but also active thinking of students (productive). Such questions usually begin with the words "Why", "Explain", "Compare ... and draw a conclusion", "Justify", etc. Of course, the proportion of such questions should increase gradually, as students accumulate experience and knowledge. Here are some typical examples of such questions:
It is known that the smaller the sharpening angle of the tool, the sharper it is. Why, in this case, the chisel for cutting harder metal is sharpened at a greater angle than for cutting soft metal?
Why is it that when straightening a bar or strip, hammer blows are applied to convex places, and when editing a sheet - near the convexity?

In lessons where students will perform work of a complex nature, questions that encourage active mental activity of students have special meaning, since both the content of the lesson material and the level of preparedness of students make it possible to activate the thinking of students to a greater extent than when studying operations. Here questions should be directed to independent study drawings, diagrams, technological maps, technical requirements by students, to analyze various options for the organization and technology of work, the choice of rational modes, analysis of typical production situations and students' actions in these situations, etc.

It is also very important to pose questions to students that require the application of knowledge gained in the lessons of general subjects, primarily physics, chemistry, mathematics, biologists: to substantiate the physical meaning of an action, process or phenomenon; to explain the chemistry of the process; to perform calculations, etc. This largely contributes to the development of interest in the in-depth study of these subjects, the formation of an interconnected system of knowledge among students, the connection between theory and practice.

At the initial stage of the introductory briefing, it is important to activate the thinking of students, to externally activate the group. The ways of such external activation of students can be different. The most effective of them are the following:

posing a question to the whole group, and then after a short pause, calling a certain student to answer;
an offer to answer a question at will;
involvement in the conversation of all students, taking into account their strengths and weaknesses;
varying questions in complexity depending on the preparedness of different students;
an appeal to students with a proposal to think, evaluate the answer of a classmate, correct an error in the answer, express their opinion;
encouraging students to ask questions to each other and to the master.

In order to ensure high efficiency in instructing students, the master must be convinced that students have necessary knowledge, theoretical and practical basis for the assimilation and deepening of skills and abilities. If students do not have such knowledge, such a base, the process of forming skills and abilities will be mechanical, unconscious.

If, as a result of the survey, it turns out that the knowledge of most students is weak, then in this case the master himself must briefly give the necessary explanations, achieve a clear understanding and primary assimilation by students.

In addition, the master of industrial training needs to explain to students the importance of the operation being studied for mastering the basics of mastery in a particular activity.

One of the most important components of the introductory briefing is the explanation and demonstration of labor techniques and methods for performing training and production work - when studying operations and analyzing the technological sequence and methods for performing the upcoming work - when performing work of a complex nature. The success of students in mastering the basics of the profession largely depends on the methodically correct display. The main task of the master at this stage of introductory instruction is to lay in the minds of students a solid foundation for the successful completion of the upcoming exercises or independent work.

When preparing for the demonstration of labor techniques and methods of performing work, it is necessary to:

analyze the content of the material of the upcoming lesson and highlight the work methods and ways of doing the work planned for display;
carefully study the instruction cards that reveal the content and rules for the implementation of techniques and methods of work scheduled for display;
outline the sequence of the show and fix it in the lesson plan;
outline and prepare the necessary visual aids and written instruction documents;
to think over methodical receptions of display; divide the techniques planned for display into elements, highlight the characteristic moments of labor actions that will be shown in slow motion, with stops, isolate the most complex labor actions and movements that students should pay special attention to;
prepare and test in operation the equipment, tools, fixtures, instrumentation and other means that will be used during the show;
practice showing the techniques and methods of work.

It is necessary to show only those techniques and methods of work that are new to students. There is no need to show previously studied techniques and methods that will be used in the process of exercises, you just need to make sure that students are able to perform them and talk about the features of their implementation. If it takes relatively little time to complete the training and production work, then in the process of instructing it is necessary to complete the work from beginning to end, this is the most effective and rational way to explain the technology of its implementation. If the work takes a long time to complete, then only the most complex technological transitions on semi-finished parts or products prepared in advance should be shown.

The demonstration of labor techniques and methods of performing educational and production work is carried out in the following sequence:

showing tricks together, at a normal pace;
showing techniques in slow motion, with stops at characteristic moments, dividing the technique into elements and showing individual labor movements;
again showing the tricks together, at a normal working pace.

It is important not only to show in slow motion, to make stops somewhere, to draw students' attention to the position of the hands, feet, fingers, coordination of movements, etc. The success of the demonstration depends on the ability of the master to choose from the whole variety of labor movements those that ensure the effectiveness of the execution of techniques as a whole, the ability to show them in such a way that students understand the "secret of success", so that in their visual memory the image of performing the technique they are using is clearly imprinted in their visual memory. at first, they will imitate and with whom they will compare their first attempts to perform the technique on their own. Showing the techniques and methods of work, the master must be able to mentally put himself in the place of the student and look at himself through his eyes, be able to understand what is difficult for the student to perceive, and try to show this clearly, figuratively and intelligibly.

The effectiveness of showing techniques and methods of work depends on compliance with a number of rules and conditions. The main ones are as follows:

it is important to be able to convince students of the practical significance and importance of the techniques and methods being studied, of the need for their high-quality assimilation for the successful mastering of the profession, i.e. to develop in them a positive attitude towards the qualitative assimilation of what is shown;

it is necessary to ensure good visibility of the displayed techniques ( right choice display locations, normal lighting, the correct location of the students in relation to the master, and the master in relation to the students);

a demonstration of techniques should be combined with a demonstration of visual aids that depict the technique, as well as with sketches on the board;

one should widely practice passing control of students' assimilation of what is being shown, repeated demonstration of tricks that are difficult to assimilate, encourage students to ask questions to the master if they do not understand something.

Of great importance for the effectiveness of the show is the right combination of demonstration and the words of the master. You can’t show techniques silently, but you shouldn’t be verbose either, as this distracts students from the perception of what is shown. With the help of the word, the master must explain the tasks, essence and meaning of the studied methods and methods of work; give accompanying explanations, drawing students' attention to the most significant, to the "invisible" part of the show; encourage students to mental imitation; sum up the show.

The demonstration and its assimilation by students are greatly facilitated if the foreman has an instruction card at the workplace that reveals the most rational sequence of labor actions and techniques, containing the necessary instructive instructions on the rules for their implementation. In this case, the master first reads the recommendations contained in the instruction card, and then shows the appropriate labor actions and techniques. The effectiveness of the lesson with the use of instruction cards is due to the fact that students, having such cards at their workplaces, during the exercises can at any time refer to the instructions of the card and continue to perform the exercises correctly without the help of a master. The use of instructional maps in the study of operations greatly facilitates the work of the foreman and improves the quality of the production training of students.

It should be noted the importance of the correct use of visual aids and technical teaching aids. In the process of industrial training, visual aids are primarily natural objects - samples of tools, fixtures, blanks, finished parts and products, assembled circuits, equipment components and equipment in general, etc. In addition, in the course of industrial training, posters, diagrams, diagrams, models, layouts, drawings, technical documentation and other visual aids are used. Sketches on the board are also a means of visualization.

The rules and methodological techniques for the use of visual aids boil down mainly to the following:

demonstration of visual aids should be organically combined with the demonstration of techniques, analysis of technical requirements, technology for performing work;
to demonstrate samples of work, tools and devices, it is advisable to complete them on special thematic boards, which creates conditions for comparison and generalization; use small samples as handouts;
when explaining the technology of processing, assembly, installation, etc. samples processed (assembled, mounted) in the sequence of technological transitions should be widely used;
if it is necessary to demonstrate objects or phenomena that cannot be seen in nature or that are hidden from direct observation, schematic visualization should be used;
when used as visual aids equipment, instruments, units, engines, etc. it is necessary to make them as clear as possible, i.e. remove casings, guards, covers, etc., so that students can see more;
You should always ensure good visibility of the visual aid by students (correct choice of demonstration location, good lighting, correct positioning of students, rational methods of demonstration, etc.).

5. Next, students perform training exercises on the organization of the workplace, tool setting, tool grip, stand at the workplace, working out working movements, determining the pace of movements, etc.

The next stage of the introductory briefing is to familiarize students with the nature of the work to be done in the lesson. Here the master needs to explain to the students in what sequence the further work in the lesson will take place, to acquaint them with the order of the exercises and independent work.

Next, the master proceeds to introduce students to the object of labor (shows them a previously manufactured product) that will be made during independent work. The analysis of this product can take place using technological maps, drawings, diagrams, technical reference books, etc.

The next step in instructing students should be to determine the tools, instruments and fixtures necessary for students to manufacture the proposed object of labor, as well as determining the size and material of the workpiece.

After getting acquainted with the object of labor and analyzing the technological sequence of operations for its manufacture, the master of industrial training can show or explain the most rational methods and methods for completing the task, as well as ways to control the quality of work.

A list of common typical mistakes, shortcomings and difficulties of students, which are most often encountered when performing exercises, especially at the initial stages of learning.

Incorrect performance of labor techniques and methods shown by the master.
Irrational working posture of students when performing work.
The inability of students to explain the essence of the methods and methods of work used.
Difficulties in the application of theoretical knowledge in the performance of educational and production work.
Inattentive attitude to fulfilling the requirements of educational and technical documentation.
Violation of the technology for performing work recommended by the master, or set out in the technological map.
Wrong choice of working and measuring instruments, depending on the nature, content and features of the work.
Difficulties in using the studied techniques, methods, operations when changing the conditions for performing educational and production work.
Failure to use reference materials.
The use of incorrect methods and methods of using control and measuring instruments and devices.
Careless attitude to working and measuring tools and instruments.
Incorrect sharpening of the working tool.
Insufficient use of the technical capabilities of the equipment.
Work manually with the availability of devices and means of mechanization.
Careless attitude to equipment, its lubrication.
Non-compliance with technical requirements for the quality of work.
Careless finishing of details, products.
Irrational use of working time; non-compliance with the time limit.
Inability to independently identify errors in the course of work and deviations from the technical requirements for the finished work.
Inability to determine the causes of errors and violations of technical requirements.
Inability to independently determine ways to prevent errors and violations of technical requirements.
Inability to independently determine ways to correct errors and violations of technical requirements.
Improper organization of labor and workplace.
Inability to rationally plan their work.
Failure to comply with safety rules during work.
Failure to comply with the rules of personal hygiene at work, as well as sanitation requirements in case of minor injuries.

11. Workplace organization is one of essential elements general work culture of workers. From how correctly and rationally equipped workplace students depends on the economical time spent looking for the right tool, the fatigue of students and other equally important factors.

After demonstrating the methods of working with tools that students are familiar with for the first time, the master must bring the safety rules when working with them, followed by students' painting in the safety journal. If the lesson will use tools that students have already become familiar with, both in terms of working methods and in terms of safety precautions when working with them, then the master only needs to remind students of the safety rules when working with these tools.

An important structural element of the introductory briefing is the consolidation and verification of students' assimilation of educational material.

The methodology and organization of this part of the instruction is determined by the main goal of introductory instruction - to prepare students for the successful completion of educational and production tasks in the lesson.

It is not necessary to spare time for such a check, especially during the initial study of new techniques and operations. In the final conversation, it is necessary to involve as many students as possible, especially "weak" ones. And only after making sure that the majority of students can successfully start work, you can give permission to start working in the workplace. If there is no such confidence, the introductory briefing cannot be considered completed, the master is obliged to once again explain and show what is not learned by the students until the goal of the introductory instructor is achieved. The master does not have the pedagogical right to doom students to mastering the labor process by "trial and error", counting on the fact that during the current instruction he will be able to make adjustments, catch up. This is practically impossible, since the master can devote no more than 6-8 minutes to each student individually during the lesson.

The last element of the introductory briefing is the distribution of students to workplaces and the issuance of tools and blanks to them. It should be noted that at the first lesson in the workshop, it is necessary to assign students to workplaces, which will allow the master to control the safety of equipment and tools, and the student to adapt to the characteristics of his workplace. Issuance (as well as collection at the end of the lesson) of blanks to students is carried out with the help of group attendants.

The organization and methodology of introductory instruction of students in the lessons on the implementation of works of a complex nature largely depends on the time of their implementation, i.e. the experience of students, as well as the nature of the work, i.e. the number of applied technological operations, complexity, accuracy and other technical requirements. Usually the main issues of introductory briefing at such lessons are: explanation of the meaning (purpose) of the work to be done, detailed analysis of the drawing, wiring diagram, assembly diagram, technical requirements for finished products, explanation, demonstration or independent study of the technological sequence of work, explanation of the order and content of the interoperational and final control, explanation and demonstration of the features of the organization of work and safety rules. These questions are allotted the maximum time planned for the introductory briefing.

When students perform the first (simple) complex work, the master himself fully explains the sequence of their implementation, - gives the necessary instructive explanations.

The master is greatly assisted in this by instructional and technological maps - documents of written instruction, which disclose the most rational technological sequence of work, contain the necessary instructions on the most rational ways to perform it. At later stages of training, when students have already gained some experience, technological cards are usually used, in which only the technology for performing work is disclosed, but there are no instructional instructions. In addition, it is very important that each student in the workplace has a process map made on a smaller scale.

When performing complex work, it is necessary to show only new labor methods characteristic of this work, new combinations of methods, new methods of installation, alignment, verification, adjustment, adjustment, control of the progress and results of work. When showing all these new techniques and methods, the master must follow the same methodological rules as when studying operations.

When students perform work of a complex nature, especially complex work, it is important to have a properly organized inter-operational control of the progress of work by the master. At the same time, the foreman determines in advance the most important technological transitions, stages in the overall process of performing the work and necessarily controls the quality of their implementation.

When conducting an introductory briefing, students need to explain in detail the organization and content of such inter-operational control, as well as the requirements for the quality of work at the relevant stages. It's very efficient methodical technique, it promotes the development in students of the habit of regular and effective self-control, on the one hand, and is an effective means of preventing mass marriage, on the other.

As students gain experience in performing work of a complex nature, they should be increasingly involved in the independent analysis of technical and technological documentation, in independent theoretical planning, the choice of tools, devices, modes, and the use of reference materials.

After the introductory briefing, independent work of students should be organized, which may be interrupted by current briefings.

III. Exercises (independent work) of students and their current instruction by the master is the main part of the industrial training lesson. No matter how well the introductory briefing is conducted, it does not determine the quality and effectiveness of industrial training. The main goal of industrial training - the formation of students' skills and abilities is implemented after an introductory briefing, when students perform training and production tasks at their workplaces, i.e. practice skills development. The teaching activity of the master at this main stage of the lesson is carried out by the current instruction of students. From the skillful guidance of students, from the skillful direction of their educational and production activities to the solution of educational and production problems, to a decisive extent depends how successfully the students will master the profession.

Preparing for the lesson, thinking over the organization and method of managing the educational and production activities of students, the master must clearly outline the content of the exercises, independent work of students. The content of the exercises has two sides - production (what students will do, what training and production tasks to perform) and educational (what techniques, operations, methods of work by profession they will work out). This second, educational side of the exercises ensures the implementation of the goals of industrial training. Unfortunately, it is often not in the center of attention of the master and, accordingly, the students. The main attention is drawn to the purely productive essence of the exercises, while learning tasks are left aside, it is believed that they are solved by themselves in the course of the students' productive work. The master forgets that the goal of industrial training is to teach students to perform labor actions, and training and production work is only a means of realizing this goal, and not their own goal. The method of achieving the goal of industrial training is exercises, independent work of students.

Therefore, when planning the content of the exercises, the master needs to clearly define for himself the purpose of the students' exercises, the means of its implementation, i.e. training and production work and ways to achieve (types, sequence, interaction of exercises).

In the methodology of industrial training, there are three main methods (types) of exercises:

on the implementation of labor practices;
for the performance of labor operations;
for the implementation of labor processes.

Taking into account such a classification of exercises, the entire process of industrial training (teaching) of students is a process of performing gradually more complex exercises. Under the exercises in the methodology of industrial training, students understand purposeful and repeated repetitions under the guidance of a master of the studied labor actions (techniques, operations, labor processes) in order to consistently improve their performance, gradually master professional skills and abilities. All these types of exercises in terms of goals and content are closely interconnected and are carried out in a certain system. The system of exercises is characterized by a gradual increase in the requirements for accuracy, speed in the work of students, their independence and self-control, a gradual transition from performing work according to the technology proposed by the master to independent planning of labor processes. The system of exercises also lies in the fact that each previous exercise prepares students for the subsequent ones, and the next one contributes to the assimilation of the new to consolidate the previous one.

It is very important for a clear understanding of the essence of exercises as the main method of industrial training to understand that each exercise, like each lesson of industrial training, must necessarily be a step in advancing students in the study of their profession. In terms of content, these steps can be different: a new technique, a new type of operation, a new combination of operations, a new way of working, the use of a new tool, the complication of technical requirements, an independent solution to the production situation, etc. etc., but they must be mandatory, without this the learning process will stand still. It is also important that this new, which characterizes the next exercise, the next lesson, is clearly represented by the students.

Thus, a close combination of the educational and production side of the exercises is the most important task of the master both at the stage of preparation and in the process of conducting the lesson.

Speaking about the exercises (independent work) of students, as a structural element of the lesson, it is important to emphasize the need for an organized start.

The master must develop in himself and his students a style of careful attitude to working time. This applies not only to the beginning of the work of students, but also to the beginning of the lesson as a whole. Experienced masters do not have latecomers, everything necessary for work is laid out in advance at the workplaces of students, a special tool is prepared and is at hand, students and the master do not look for anything - everything is thought out, everything is prepared.

The master carries out the management of the educational and production activities of students in the lesson, the formation of their professional skills and abilities by the master through their current instruction in the process of performing exercises and independent work. The main didactic goal of the current instruction is to ensure that students perform educational and production tasks with the least number of errors and shortcomings. Proceeding from this, an experienced master builds his teaching activity in such a way as to not so much correct as prevent errors, shortcomings and difficulties of students.

The current instruction of students by the master is usually carried out individually. The main organizational form of individual current instruction is targeted rounds by the master of students' workplaces. Their essence is that with each bypass of workplaces, the master sets himself a specific goal of instructing. At each walk around the workplace, the foreman monitors the work of all students, gives them all the necessary comments and instructions in the course of observations, corrects and prevents errors, draws attention to shortcomings in work, etc., regardless of the main goal of the walk. But for each student, he necessarily checks that side of his work, which is the goal of this round. Such a planned organization of the master's teaching activity provides him with the opportunity to reach each student, which is impossible if you observe the students in general, as a whole. The number of such tours, their specific goals depend on the content of the work performed, the organization of the educational and production process, the training period, the characteristics of the training group, and the experience of the master. Usually, during targeted rounds, the master checks that all students have started work on time; how their workplaces are organized, whether the methods and methods of work are applied correctly, what is the quality of the work at a certain stage of it (inter-operational control); what techniques and methods of self-control students use, whether they use educational, technical and instructional documentation correctly, whether the rules of organization and labor safety are observed, etc. Along with walks of this nature, the master carries out walks in order to prevent and eliminate typical mistakes that students usually make when performing specific work.

The master provides current instruction to students using the following methodological techniques:

active interference in the course of the student's work in cases where his actions can lead to an accident or an obvious marriage, as well as in cases of gross violation of labor safety rules;
clarifications, instructions, comments, advice for correcting the actions of students and encouraging them to act independently;
requirements and instructions that contribute to the education of students in accuracy, attention, independence, perseverance, responsibility, thrift, etc.

The specific situations that develop in the process of students' work can be very diverse, so it is impossible to give advice on the organization and methodology of the master's current activities for any occasion. At the same time, it is useful for the master to know and apply in his work the following rules for individual current instruction of students:

always clearly define the goal of students' activities (exercises, independent work), achieve awareness of it by students;
delve into the work of each student, not losing sight of the work of the entire group;
constantly develop in students the ability to independently analyze their work, find errors, their causes, ways to eliminate and prevent;
to encourage students to self-control, to ensure the high quality of their work;
not interfere unless absolutely necessary in the work of students;
not to give students ready-made instructions on how to correct a mistake, to ensure that they themselves understand, realize it, find a way to correct it;
we learn to provide assistance in a timely manner, accustoming them to overcome difficulties, but not allowing mistakes to be fixed;
do not finish the work for students, as this can teach them to be irresponsible;
always encourage the creative approach of students to the task;
constantly accustom students to planning their work;
regardless of the period of study, pay special attention to monitoring the correctness of the applied labor methods and methods;
constantly educate students in a high culture of work;
encourage students to apply advanced, high-performance techniques and methods of work, help them understand the difficulties that arise, re-instruct and demonstrate these techniques and methods;
to practice attaching the best students to the less successful ones to provide mutual assistance, to monitor the correctness of the provision of such assistance;
follow up rational use working hours, to achieve high productivity of students;
provide correct mode work and rest of students, bearing in mind that one of the reasons for the decrease in attentiveness, improper performance of labor methods and methods is the physical fatigue of students;
show integrity and strictness in the requirements for students to comply with the rules of labor organization, workplace, safety rules.

Conducting current instruction, the master must take into account the individual characteristics of students in order to ensure a single level of all students for effective frontal advancement of the entire group in studying the material of the lesson. To this end, when conducting exercises and current instruction, it is necessary to pay special attention to the primary consolidation and practical development of techniques and methods for performing operations or training and production work, which were not clearly learned by the majority of students during the introductory briefing.

During the current instruction, the master should pay special attention to "weak" students. Of these differentiated methods of instruction, the most effective is the repeated demonstration of techniques at the workplace of students, an increase in the number of training exercises, and the organization of exercises in the element-by-element implementation of the studied techniques. At first, it is expedient to give "weak" students to perform simpler and easier, in terms of technical requirements, educational and production work according to detailed instructional technological maps, etc.

However, individualization is not only a special work with the lagging behind. Strong, proactive, quick-witted students also require an individual approach. They should be given more complex work that contributes to the development of creative thinking, independence, make increased demands on the pace, labor productivity, offer to perform work with an independent definition of technology, the use of high-performance devices, new tools, etc.

In the process of exercises and independent work of students, collective forms of work of the master with students are also used. This is the so-called collective current briefing. It is carried out in those cases when, during targeted rounds, the master discovers that many or most students make the same mistakes, have the same shortcomings. In these cases, the master must stop the work of all students, collect them to his workplace and make the appropriate adjustments. It is especially characteristic to carry out collective current briefing when studying operations, although it is possible and expedient to carry it out also when performing complex work. It is most effective to carry out collective current instruction through a conversation, when the mistakes made, their causes and ways to eliminate them are analyzed together with the students. When conducting a collective current briefing, the master repeatedly shows and explains the techniques that were not clearly learned by the students.

The organization and methodology of the current instruction of students in the classroom has a certain specificity, when students perform exercises and independent work using written instruction documentation - instructional instructional-technological and technological maps. Now, when the student has questions or difficulties in the course of the training and production work, the master offers him to figure everything out on the map himself and make the necessary adjustments to his work. And only if in this case the student is in difficulty, the master comes to his aid.

It is important that the facilitator constantly develops the habit of working with documentation of written instruction in students. Observing the work of students, especially when performing work of a complex nature, controlling them, the master should pay special attention to the strict observance of the sequence of work recommended in the technological map. Naturally, all students should not be "rigidly tied" to the map, the principle of individuality is also valid here. Moreover, one should encourage and welcome the desire of students for independence, for introducing clarifications and changes into the proposed maps, reflecting the real conditions for the implementation of educational and production work, their independent search for technology improvement. At later stages of training, when students have already gained some experience in working on the instructional-technological and technological maps proposed by the master, students should be involved in the independent compilation of technological maps, first for simple, and then for more complex work. This contributes to the development in students of the ability necessary for a skilled worker to independently plan their work.

The most important component of the current instruction is the control of educational and production activities of students in the classroom. With the right organization educational process in fact, the boundaries between current instruction and control are erased, control becomes an organic component of current instruction.

The master monitors the activities of students in two main ways: by checking the progress and results of the implementation of educational and production work and by monitoring students in the process of their work.

Current observations of the work of students are carried out throughout the lesson. According to their results, the master gradually accumulates data about each student characterizing his achievements and omissions, advantages and disadvantages.

The result of checking the work performed is a conclusion about its quality, i.e. compliance with technical requirements, as well as the productivity of the student.

Of great importance is the correct organization of the current control of the progress of students' work. Control of the results of work should not be postponed until its full completion, it is necessary to widely practice inter-operational control, especially when students perform work of a complex nature. Knowing the most critical technological transitions, the master checks the intermediate results of work on these transitions with each student.

It is also important to rationally organize and properly conduct the final control of the work of students. Checking and evaluating the work, the master should always strive to maximize the thinking, ingenuity of students, so that they themselves learn to determine the compliance of the work with technical requirements, be able to find the mistakes themselves, determine their causes, ways to eliminate and prevent. By correctly posed questions, the master must determine how consciously the work was done, how the educational and technical documentation was used, how correctly the students used control and measuring tools, devices. Such a method of final control constantly teaches students to conduct such introspection, self-control in the process of work, increases the degree of consciousness and independence at the same time.

The correct assessment of completed training and production tasks has a great influence on the success of industrial training. Evaluation not only sums up the educational and production work of students, but is of great educational importance.

The main indicators on the basis of the analysis of which the educational and industrial successes of students are evaluated are:

when determining the grade for the learned operation:

rationality of labor organization and workplace;
compliance with labor safety rules;
when determining the assessment for a work (a batch of works) of a complex nature:
quality of work, compliance with technical requirements;
fulfillment of student norms of time (production);
the degree of industrial independence of the student;
correct implementation of methods and methods of work;
rationality of the organization of labor and the workplace, compliance with labor safety rules.

The master must skillfully use the "assessment policy" to increase students' interest in academic work, stimulate their interest in academic success, and inspire them to believe in themselves.

IV. The final briefing is usually held at the end of the lesson. The main didactic goal of the final briefing is to show students, based on an analysis of the successes and shortcomings of the lesson, what they have learned, how far they have progressed in mastering the profession, what and how to do in order to avoid shortcomings and consolidate success.

The final briefing usually includes the following main questions:

message about the achievement of the goal of the lesson;
summing up and analyzing the performance of training and production tasks by a group and student teams;
analysis of typical errors and characteristic shortcomings, consideration of ways to prevent and eliminate them;
analysis of students' compliance with safety rules, organization of labor and workplaces, use of working time;
summing up the results of the competition between students and student teams, reporting grades;
message of the topic of the next lesson, issuing homework.

To improve the effectiveness of the final briefing, the following recommendations should be observed:

to the fore always put the summing up of the implementation of the learning tasks of the lesson;
try to give the final briefing a teaching character, i.e. build it in such a way that students get something new on it, consolidate and expand their knowledge and experience;
involve all students in an active discussion of the results of the last lesson;
widely involve them in the independent analysis of the completed training and production work;
skillfully use the analysis of the best educational and industrial work of students in order to mobilize the entire group for the best educational and industrial successes;
widely practice the comparison of work performed by students with standard samples;
widely practice the analysis of rationalization proposals of students to improve technology, tools, devices, methods of monitoring work, etc.;
analyze the results of the lesson comprehensively and objectively, give reasons for the marks;
do not blame students for mistakes and shortcomings, if their cause is inexperience.

For industrial training, as well as for theoretical, homework of students is typical. The main requirement for homework in industrial training is a practical orientation, a close connection with the educational and industrial activities of students. The most typical homework, characteristic of each industrial training lesson, is the repetition of the material of special subjects (special technologies) associated with the material of the upcoming industrial training lesson. Of the other types of homework, the following should be highlighted: execution and analysis of drawings, diagrams, graphs related to the material of the upcoming lesson; performance of technical calculations; study of instruction cards, flow charts, production instructions; independent development of technological processes for the implementation of future work; performance of interdisciplinary tasks; construction of fixtures, etc. When issuing homework assignments, the master must instruct the students on how to complete them.

The following is a sample Workshop Lesson Plan for Cutting for Maintenance Technicians that can be used as a guideline for such lesson plans.

Sample lesson plan for industrial training when studying the topic "Cutting" for repairmen

Lesson topic. Cutting metal with a manual hacksaw.

The purpose of the lesson

training: to teach students how to correctly perform the techniques of working with a manual hacksaw when cutting strip, square, round, angle, sheet steel and pipes;
educating: to instill in students a careful attitude to tools, materials, accuracy and attentiveness in work, vigilance in observing labor safety requirements;
developing: develop

Lesson Methods

Objects of labor

Teaching and material equipment of the lesson: metalwork hacksaws with blades, spare hacksaw blades, training devices, reference samples, instruction cards "Metal cutting with a hacksaw and pipe cutter", poster "Metal cutting".

DURING THE CLASSES

I. Organizational part (5 min.)

Checking for students.
Checking the availability of workwear.
Checking the availability of notebooks and drawing supplies.

II. Induction training

Message about the topic and purpose of the lesson.
Checking students' knowledge:
What is the cutting operation used for? Give examples.
What types of metal cutting do you know?
Why are the teeth set on hacksaw blades?
Why is it not recommended to cut sheet material with a blade with a large tooth?
How to choose a blade according to the tooth pitch for cutting sheet steel?
Name the mechanical methods of cutting metal. Give examples.
3. Instructing students on the material of the lesson:
types of cutting with a hacksaw, which will be studied in the lesson;
general technical requirements for cutting with a hacksaw (show reference samples);
showing and explaining how to assemble a hacksaw;
showing and explaining the methods of performing exercises using a training device;
showing and explaining the methods of cutting profile steel with a hacksaw;
showing and explaining the methods of fixing and cutting pipes;
showing and explaining the methods of cutting sheet metal with a hacksaw with a turned blade;
typical errors, types of marriage, their causes, ways to eliminate and prevent; organization of jobs;
cutting safety rules;
the order of the exercises.
4. Consolidation of the introductory briefing material:
Show how to assemble a hacksaw machine?
How to check the correct tension of the canvases?
Show the methods of fixing in the vise of the training device?
What should be achieved when performing exercises in the device?
Why does the hacksaw need to be tilted forward when cutting square and angled steel?
What requirements must be observed so that there is no cut transfer when cutting profile material?
What are the main causes of hacksaw blade breakage? How to avoid them?
What safety rules should be observed when cutting with a hacksaw?
III. Training exercises with the use of devices
1. Assembly of a hacksaw.
2. Working out the techniques of movement with a hacksaw.
IV. Student exercises and ongoing instruction.
1. Students' exercises (for each exercise, approximately 30 minutes); cutting of angle steel; cutting square steel; cutting round steel; cutting of strip steel; cutting sheet metal without turning the blade; pipe cutting; sheet metal cutting with blade turning.
2. Tours of students' workplaces in order to check:
preparing student jobs and starting work;
correct working posture, holding a hacksaw and cutting techniques for bar material;
compliance with labor safety rules;
correct assembly of a hacksaw with a turned blade (collective briefing);
correct execution of techniques when cutting sheet metal and pipes.

3. Acceptance and evaluation of the work performed.

Workplace cleaning.

V. Final briefing

Summing up the lesson.

Issuance of homework.

A lesson plan is a special document compiled by a teacher who plans to conduct an appropriate training session.

This document helps the teacher to conduct the lesson at a higher level, and also helps representatives of the school administration, parents of students and other interested parties to better understand the essence and structure of the educational process and evaluate the effectiveness of the teacher.

The lesson plan contains the following information:

About the topic of the lesson
About the objectives of the lesson, namely: educational, developmental and educational,
About the course of the lesson
O methodological support educational process,
About homework given to students.

Mastering the profession of a teacher implies the ability to systematically and competently draw up a lesson plan in the subject that is taught by the teacher. This ability testifies to the readiness to analyze the educational material, the knowledge of the principles and methods of its selection, to plan their working time and to carry out the current curriculum. In this regard, for all university students studying in pedagogical specialties, a requirement has been established already in the process of learning and passing teaching and state pedagogical practice to independently draw up a lesson plan.

Lesson outline is based on the following aspects

Requirements of the modern curriculum.
Calendar planning of the academic year.
Features of a specific methodological situation.

By itself, the outline of the lesson should be concise, but at the same time be informative. Let's consider each of the main points of the lesson plan separately.

Lesson topic

Lesson topic formulated according to curriculum and scheduling. She is should extremely concisely and unambiguously reflect the main idea of the lesson and the purpose of its conduct. It is not necessary to describe in detail any rules and other educational material. For example, the topic of a mathematics lesson can be formulated as follows: "Area of a circle." From this simplest phrase, it becomes obvious that the lesson is devoted to introducing students to the concept of "circle area" and methods of its calculation. Or in Russian: “Dialogue. The concept of dialogical speech. It is also obvious that in the lesson, students learn about what dialogue is and what kind of speech is dialogic.

The purpose of the lesson

This item literally answers the question: “What is this training session for?”. The concept of "the purpose of the lesson" in methodological science combines three goals:

educational,
Developing and
Educational.

Educational (or, as it is sometimes called, cognitive) The goal is to get to know educational material lesson is being held.

Educational goal - how the lesson can positively affect the development of the ability to logical thinking perception of facts and phenomena and their independent analysis.

Educational goal - what educational function does the lesson perform (for example, a Russian language lesson on the topic “Imperative mood. Simple and polite forms” teaches children to be mutually polite in communication and respect for elders). A lesson in the history of Russia on the topic " Patriotic War 1812" forms students' patriotic attitudes and a negative attitude towards military operations as a manifestation of immorality and cruelty.

During the classes

During the classes- this is the main part of his outline plan. It is she who talks about how the lesson will take place, what it consists of, and in what sequence the actions of the teacher and students are performed. To some extent, the lesson can be compared with a theatrical production, in which the course of the lesson will be its scenario. So, for example, in most cases, the following stages of the lesson can be distinguished.

Greetings,
Repetition of the last studied material in the form of a frontal survey or answer at the blackboard,
Checking homework results
Explanation of new material,
Performing tasks aimed at consolidating new material,
Summing up the lesson
Homework announcement.

However, it should be noted that this lesson structure is only approximate and does not claim to be universal: the course of the lesson always depends on its content and the purpose of the setting. For example, what kind of explanation of new material can we talk about if a control work is written on options in the lesson, the purpose of which is to identify the level of mastery writing in English within the last quarter?

Each of the stages of the lesson should be briefly described by the teacher. For example, what task is proposed to be completed, what kind of educational material will the students be acquainted with, and how will this be done (in the form of a verbal appeal from the teacher, computer presentation, demonstration of an educational film or laboratory experiment)?

Methodological support of the educational process

Teachers are sometimes referred to as "board and pointer workers". Yes, they are the main "tool" of the teacher. However, in addition to a pointer, a textbook, a class journal, chalk and a blackboard, there are other teaching aids: for example, a projector, language equipment, a computer, or instruments for laboratory observations. The use of this is also reflected in the outline of the lesson and complements its picture.

Homework

It's no secret that many schoolchildren are, to put it mildly, cool about homework. And indeed, there is a reasonable explanation for this: after all, in addition to this subject, they should prepare for other classes, and many of them also attend additional classes in circles and sections, at a music school. In addition, each student in the daily routine should be given time for games and recreation.

It's obvious that Homework should serve only one purpose: to better consolidate the material learned in the lesson. Therefore, its size, as a rule, does not exceed 1/3 of its total volume. Moreover, homework should be accessible and understandable in content and meaning, and also be closely related to the topic of the lesson. For example, when studying separate definitions expressed by participial phrases in a Russian language lesson, you can offer the student to complete an exercise in which you should rewrite a small amount of text containing this construction, put punctuation marks and emphasize isolated definitions in the form of participial phrases.

The size of the lesson plan itself not is limited by some regulation, but in practice it, as a rule, is 1.5-2 pages of typewritten text in A 4 format.

The outline of the lesson is the "alpha" and "omega" of the teacher's activity. A detailed, detailed plan will help to conduct the lesson as efficiently as possible, save time and allow you to quickly achieve your goals. A well-structured lesson structure helps the teacher to keep students' attention throughout the lesson.

Stage 1. Lesson topic

The theme of the lesson is always indicated in the teacher's annual lesson plan. But in some cases clarification is required. For example, the topic "Biography of A. Pushkin" in the 5th grade will differ in volume and coverage of the material from the same topic in the 9th grade. Therefore, when formulating a topic, specify the amount of material in advance.

Stage II. Lesson Objectives

Modern methodology does not require the division of goals into teaching, educational and developing. But it is more convenient for young teachers to use the old, proven method and clearly distinguish between the objectives of the lesson in three positions:

Learning goals. These could be goals such as:

Give an idea about…;

Generalize and systematize knowledge about ....;

Introduce students to (concept, rule, facts, law, etc.)

Develop skills (for example, analysis of a lyrical text).

Educational:

To instill in students a sense of patriotism, humanity, diligence, respect for elders, aesthetic taste, ethical standards, discipline.

Developing. Here goals are indicated that will help develop students' memory, imagination, thinking, cognitive skills, will, independence, and communication. If the lesson provides for group types of work, then it can be indicated that the main developmental goal will be to teach how to work in a team, express and defend one's point of view, and develop communication skills.

Stage III. Planned tasks

This indicates the minimum of the knowledge and skills that students should acquire during the lesson. Planned tasks should be compared with the requirements for knowledge and skills of students, which are indicated by the Ministry of Education for each grade and for each subject.

Stage IV. Type and form of the lesson

They may not be indicated in the plan, but each time it is worth clarifying for yourself whether this will be an explanation lesson, a conversation lesson, or you are aiming to conduct a non-standard lesson.
For convenience, we give examples of the most common types and forms of the lesson.

Types and forms of the lesson

1. Lesson of acquaintance with new material.

Forms: conversation, problem lesson, lecture.

2. A lesson in consolidating what has been learned.

Forms: games, competitions, KVN, travel, benefit performance, briefing, auction, fairy tale, briefing, performance, etc.

3. A lesson in applying new knowledge and skills in practice.

Forms: the same as for consolidation lessons. You can also conduct research lessons, laboratory, creative workshops, competitions, testing, excursions, etc.

4. Lesson of generalization and systematization of knowledge.

The form is chosen free, at the request of the teacher.

5. Control lesson.

Shapes: as traditional test papers, tests, dictations, essays, and more creative types: seminars, briefings or consultations.

6. Integrated lessons. Forms are free, as 2 or more subjects are involved in one lesson.

Stage V. Equipment

This lists everything that the teacher will use during the lesson. These are multimedia presentations, reproductions of paintings, audio and video materials, visual and handout materials.

Stage VI. During the classes

1. Organizational moment- a mandatory stage of all lessons. Helps to focus the attention of students, determine their composure and readiness for the lesson.

2. Checking homework. Experienced teachers Practice checking homework every day. This helps not only to check how well the previous topic has been mastered, but also to remind the class of the main points of the previous lessons.

The exceptions are control lessons.

3. Actualization of students' knowledge on the topic. This step is optional, but very popular in teaching methods. Actualization helps students tune in to the perception of the topic, identify the range of issues that will be considered in the lesson. In addition, actualization makes it possible to set a practical goal for the lesson.

For example, listening to P. Tchaikovsky's composition "The Seasons" activates the imagination, sets the students up to talk about the time of the year.

4. Announcement of the topic and objectives of the lesson. The teacher can define the topics and objectives of the lesson. And you can lead students to this during a preliminary conversation, clustering or mini-testing.

5. The main part of the lesson.

This part of the lesson will be different depending on the type and form of the lesson. But the principle of construction is the same: from the simple to the complex, from the general to the particular.

6. Summing up. The step is optional. Many teachers replace this stage with reflection. It is important for the teacher to understand what the students have learned, what questions remain incomprehensible, what problems remain unresolved.

7. Grading. This step is self-explanatory. There is only a clarification. Grades can be set by the teacher himself, analyzing and evaluating the work of students in the lesson. Recently, self-assessment or a system of accumulative points has been practiced more. In this case, the students themselves evaluate their work.

8. Homework.

Traditionally, this stage is left at the end of the lesson. But homework can be given both at the beginning and in the middle of the lesson. Especially if the home will be given, for example, writing an essay, composition or doing a laboratory. In this case, the teacher directs attention in advance that the theses developed in the lesson will be important when doing homework.

The modern methodology recommends, in addition to the mandatory task, to offer students options of a more complex level or aimed at developing creative abilities. For example, not just learn a poem, but also create a collage, draw a picture on a topic, or prepare a report or presentation.

Recommendations: Remember that each lesson should contain a "zest". It could be interesting fact, a non-standard task, an unusual form of presentation of material, an intriguing epigraph - something that will contribute to the interest of students.

Scheme 1 (for the specialty technology and entrepreneurship)

the date __________ Class_____

Lesson topic __________________________________

Lesson type

The purpose of the lesson ___________________________________

Chalkboard design sketch

lesson objectives:

educational;

developing;

educational;

Lesson Methods:

Object of labor:

Intersubject communications:

Material and technical equipment:

Literature for the teacher:

Literature for extracurricular reading of students:

The course of the lesson (approximate stages and time):

1. Organizational part - 5 min.

2. Presentation of new material - 15 min.

3.Practical work (Introductory briefing) - 10 min.

4. Independent work (Current briefing) - 40 min

5. Final briefing (summing up) - 10 min.

6. Homework - 5 min.

7. Cleaning the workplace - 5 min.

Note. During the lesson, write:

Questions for repetition (presumed answers of students);

Target bypasses;

Prevention of common mistakes;

In the abstract, all diagrams, tables, drawings, etc. are performed that are offered for students to complete or will be used by the teacher to explain the material (for example, drawings or drawings on the blackboard).

Scheme 2 (for the specialty of fine arts)

Class, date, holding

General theme of the quarter.

Lesson topic.

Lesson type.

The purpose and objectives of the lesson:

educational;

developing.

Forms and methods used in the lesson.

Equipment for the teacher.

Equipment for students.

Task for students (wording).

Visual, literary, musical series.

Literature for the teacher.

Time plan for the lesson.

Board design sketch.

During the classes:

Annex 3

Lesson Introspection Scheme

Theme, purpose and objectives of the lesson.

The teacher's overall assessment of himself (satisfactory, unsatisfactory).

Assess the goals and objectives:

whether the goals have been achieved;

how achieved;

that helped or hindered the achievement of goals.

Give a description of the volume of the material:

whether there is enough material to achieve the goal or not;
distribution of material by time (time left or not enough);
whether there is a reliance on previous knowledge;
taking into account individual characteristics (quality of assimilation).

Characteristics of the methods used and evaluation of the effectiveness of their use:

voice methods; means, methods;
why these methods were chosen;
effective or not.

Assessment of student activity:

which affects activity.

General conclusions on the lesson:

What would you like to do differently?

what you liked, what you didn't like;

express your feelings.

Very often it is difficult for a young teacher to plan a lesson in such a way as to have time to discuss with the students everything that the program requires. In today's article, we will tell you how to correctly draw up a lesson plan, thanks to which the teacher will be able to achieve their goals and conduct the lesson as productively as possible.

Lesson topic

The theme of the lesson is always indicated in the annual lesson plan of the teacher. However, there are cases that require clarification. For example, a topic such as "Biography of A. S. Pushkin" in grade 5 will differ in volume from an identical topic in grade 9. Therefore, before formulating the topic, be sure to understand the volume of the material.

The main objectives of the lesson

The main goal of group work is to learn how to work in a team.

Modern methods do not imply the division of goals into developing, teaching and educating. But, as practice shows, many young teachers still prefer to use the old and proven method of clearly distinguishing goals in three main positions:

Learning goals. The following tasks are set here: to acquaint students with ..., to systematize knowledge about ..., to develop certain skills (for example, analysis of a poem).
educational goals. The main tasks: to instill in schoolchildren a sense of diligence, humanism, patriotism, develop an aesthetic taste, familiarize them with ethical standards and talk about the importance of discipline.
Developing. Here the goals are indicated, thanks to which the student develops thinking, analytical abilities, memory, fantasy, independence, etc. If the lesson involves group work, then it should be indicated that the main developmental goal will be learning to work in a team (as well as developing the ability to work in team) and communication skills.

Equipment in class

Quite often, in chemistry lessons, schoolchildren have to work with test tubes.

Here it is necessary to list all the objects that the teacher will use during the lesson. It can be both multimedia presentations, audio and video materials, as well as various test tubes and reagents.

During the classes

The organizational moment is obligatory step any occupation. It helps to give students an idea of the topic that will be discussed, to focus their attention and check the readiness of students for the lesson.

Checking homework allows you to identify the knowledge gained by schoolchildren on the previous topic

Checking homework. All teachers with experience are advised to check the material given at home every hour. And not in vain, because it allows you to check the knowledge of students on the previous topic and remind the class of the main theses of the last lesson.

Theme and purpose of the lesson. It is the responsibility of the teacher to identify the topic and objectives of the lesson. We advise you to bring students to this during a small test or quiz.

The main part of the lesson. This part of the lesson may vary depending on the form and type of lesson. If we are talking about a regular lesson, then the principle of construction here is quite simple: we move from simple to complex and from general to particular.

Completion of the lesson. Agree, in a sense, a lesson can be interpreted as a conversation or a conversation. Therefore, if you finish it without summing up, it may seem that it is suspended in the air. Do not forget - at the end of each lesson, it is advisable for the teacher to “walk through” the main theses of the lesson and tell the students about what they have learned today.

You may need to ask a few questions about the material studied. At the same time, try not to enter new information so as not to confuse students once again.

Modern education involves the practice of a self-assessment system

Grading. This step hardly needs any explanation. Let's just say that recently young teachers have been practicing a self-assessment system, when the student himself evaluates his knowledge. If the teacher agrees, he puts a well-deserved mark. Otherwise, the teacher must explain to the student why he does not agree with his assessment..

Homework. Almost all teachers leave this stage at the end of the lesson. But you can give assignments at the beginning, and even in the middle of the lesson. This is useful in that the teacher will be able to orient the students' attention in advance to the fact that the theses considered in the lesson will be the main assistant to the children when doing their homework.

Modern teaching aids in addition to the mandatory task, they also offer more creative options. For example, not just learn an excerpt from a work, but also make a small presentation or prepare a report on a topic.

Most importantly, do not forget that absolutely every lesson should have some kind of “zest” that will surely interest students and allow them to focus exclusively on your material. We wish you good luck with your plan!