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Lesson topic: Auxiliary algorithms. The method of sequential detailing and the assembly method outline of the lesson in informatics and ict (grade 9) on the topic

    Lesson plan (lesson) as a document that is a project of a specific lesson (based on an example in the disciplines of the profile of the specialty direction)

At its core, the lesson, as the main form of organizing learning in the class-lesson system, involves its planning as a prerequisite for effectiveness.

According to I.P. Podlasom, the formula for the effectiveness of a lesson includes two components: the thoroughness of its preparation and the skill of conducting it. Lesson preparation is the development of a set of measures for organizing the educational process, which include: diagnostics, forecasting, planning. And the skill of conducting, as a rule, is associated with the experience of the teacher.

As a rule, in order to enhance these two aspects in the effectiveness of conducting classes, young teachers in an educational institution are required to develop not only a lesson plan, but its outline plan or a detailed lesson plan to ensure its detailed planning and preparation.

The lesson plan is traditionally compiled in the TVET system, in many SSE institutions. Currently, there are no normatively approved requirements at the republican level on the obligatory preparation of lesson plans (classes) by teachers. However, as can be seen from the previous explanations, their preparation for the classroom system is recommended. Educational institutions, within the framework of the implementation of the education quality management system, can adopt their own standards for the need to reflect the results of designing a teacher's lesson in the document "Lesson Plan" and even its form.

Lesson plan (lesson) - a document that is a project of a specific lesson, developed by a teacher for its implementation and reflecting its structure and main elements. The lesson plan includes the definition of the ultimate goals (tasks) of the lesson, its structure (course), a list of the main actions of the teacher and students to master the content of the educational material. An example form (Fig. 21.1) can be used to draw up a lesson plan, which presents the main elements for describing the content of the lesson. Each teacher, when designing a lesson, enters the necessary (justified) information into the document being developed, for example, the name of the topic of the program, the formulation of the methodological goal of the lesson, the type of lesson, a description of the material and technical equipment, etc.

LESSON PLAN

Topic of the lesson program __________________________________ (number of hours)

Topic of the lesson ___________________________________________ (number of hours)

Lesson Objectives:

    educational _________________________

    educational _____________________

    developing ________________________

Course (stages) of the lesson

Teacher's signature

Rice. 21.1. Sample lesson plan form (classes)

When preparing a lesson plan, it is difficult to give a clear recommendation for detailing the description of its content. We believe that it is necessary to describe the structure of the lesson to a degree that is understandable to other teachers and distinguishes it from other classes.

The course of the lesson is described by the teacher in accordance with its structure (the structure depends on the type of lesson, the type depends on the didactic goal). In this case, you can use their exemplary traditional structure, given in tab. 14.2.

The description of the stages of the lesson can be conducted through rubrication ( adj. 28, 29, 30, 31, 32, 33, 36 ) or in a technological map - a table that has strictly defined structural parts characterizing educational process(app. 34). Its use when developing a lesson plan is optional. A description of the lesson plans in the form of a technological map can be found at the link: Methodology of the modern lesson: Methodological recommendations on the methodology of the modern lesson / Comp.: Zhuravkova T.K., Skomorokhova O.M., Skuratovich S.V. / Educational and Methodological Center for Vocational Education of the Department of Education of the Mogilev Regional Executive Committee. - Mogilev, 2007. - http://www.mgpl1.mogilev.by/methodist1.html.

The document "Lesson Plan" is drawn up with the fulfillment of the basic requirements of office work (Instruction on office work in state bodies and organizations of the Republic of Belarus, approved by the Decree of the Ministry of Justice of the Republic of Belarus dated 19.01.2009 No. 4 (as amended and supplemented)).

The plan of an open lesson is approved by the deputy head of the educational institution.

The lesson plan usually also indicates its date, the number according to the thematic (calendar-thematic) plan, the number of the group, the specialty, the qualification for which it is held. Any information is given not in order to increase its volume, and therefore reduce the efficiency of perception of its description, but to detail the necessary elements. For example, the name of the specialty is necessary if the discipline is read with different content for different specialties, therefore the teacher cannot confuse the lesson plans for them.

The objectives of the lesson can be set from different positions (see. section 23). If the teacher has chosen the option of setting three goals for the lesson (training, education and development or teaching, educational and developing), they should all be set from the same position. Another variant of goal-setting is possible: setting the didactic goal and objectives of the lesson as its parts. In this case, at least three tasks are formulated (teaching, educational, developing). Teachers who set goals from the position of a teacher usually also bring the results of the lesson in order to describe the specific expected activity of students and, accordingly, provide tasks for them to master it and evaluation criteria.

The lesson plan, if its form is not approved, has no restrictions on the volume and detail of the description of the content of the lesson. However, the teacher compiles this document both for verification by methodological services and for rationalizing their own activities, which is most important. He should help the teacher as much as possible in the conduct of the lesson. So, the teacher should be comfortable using it.

For a competent description of the lesson, it is necessary to indicate its type, since its structure depends on it. When designing a lesson, the teacher predicts the time spent on each of its elements. Time can be shown for each step in the lesson plan.

The description of the stages of the lesson is supplemented by the teaching methods that the teacher plans to use, the forms of teaching, and teaching aids. If necessary, these tools are detailed (described) directly in the lesson plan (for example, planned questions may be indicated to update knowledge, etc.). However, there are more detailed forms for describing the content and organization of the lesson.

The lesson plan indicates the necessary logistics or TCO, homework. The lesson plan may be accompanied by the necessary didactic materials (standard answers to tasks of a closed test, task cards, etc.), evaluation criteria.

It must be remembered that there are several forms of describing the results of lesson design: lesson plan, outline plan, detailed outline plan, non-traditional lesson scenario, methodical development. In this enumeration, the forms of describing the lesson are ranked on the basis of increasing detail of the description. Although the framework between them is rather arbitrary (if their form is not documented).

Lesson summary - a detailed description of the lesson. It does not fix not only the structure of the lesson, but also the educational material. A detailed outline plan implies a detailed (complete in comparison with the abstract) description of the lesson.

Methodical development is a set of all materials that provide a lesson. It contains a lesson plan or outline. The text provides an explanation of many positions of the methodology for conducting a lesson, methodological support for a lesson (or a series of lessons).

Related issues: MP - 5 , 6 , 7 , 8 , 9 , 10 , 14 , 20 , 22 , 23 , 35 ; P - 18 , 19 .

Lesson type: Learning new material.
Type of lesson: Combined.
Lesson Objectives:

Educational:

    introduce the method of sequential detailing for solving algorithmic problems. To promote the use of this method in solving problems;

Developing:

    Promote development logical thinking; To promote the development of students' creative activity, interest in the subject; Contribute to the development of the ability to develop algorithms by the method of sequential detailing; To promote the development of the ability to apply previously acquired knowledge in the study of new material. Develop computer skills: insert drawings, pictures, WordArt objects.

Educational:

    Raising interest in computer science lessons and a caring attitude towards animals.

Teaching methods and techniques: explanatory - illustrative; partially - search; verbal (frontal conversation); visual (demonstration of a computer presentation); practical.
Means of education: author's presentation; « Toolkit»; E. P. Benenson, A. G. Pautova Textbook-notebook "Informatics" Grade 3; technical (computer, multimedia projector with a screen).
Equipment: board, computers, multimedia installation, textbooks, notebooks.

Lesson plan:

Org. moment (1-2 min) Checking homework (5 min) Learning new material (15 min) Physical education (3 min) Preparing for independent work (1-2 min) Independent work (5 min) Protecting your work (3 min) Summing up summary (3 min) Reflection (2 min)

DURING THE CLASSES

1. Organizational moment.
Slide #1
- The topic of our lesson is “The Method of Sequential Detailing” Today in the lesson we will get acquainted with how ...

    create complex algorithms; continue to learn how to work on a computer; meet animals from the Red Book.

2. Checking homework
Slide #2
At home, you made a multi-level list consisting of two items.
Open notebooks and compare with the list on the screen
1. Endangered species
1.1 Amur tiger.
1.2 East Siberian leopard.
1.3 Ussuri spotted deer.
2. Small species
2.1 Amur cat.
2.2 Himalayan bear.
2.3 Sakhalin musk deer.
3. Rare species
4. Little-studied species
4.1 Giant shrew.
5. Recovering Species
5.1. Bison.
- Which animals, thanks to the care of people, are no longer threatened with extinction? (Bison) go to Slide #18 and back.
What animals are little studied? (shrew) Slide #17
- Rare species? (Not presented in the tutorial)
- Name the animals that belong to small species. (musk deer, bear) Slides #15 and #20
- Life, which animals are of particular concern? (Deer, leopard, tiger) Slides #19, 16, 14 (film)

3. New topic "Sequential refinement method"
Slide #3
- On the plan there is a forest area with a large number of fires. Rare animals listed in the Red Book of Russia got into trouble. It is necessary to draw up a rescue algorithm for the Fireman.
What animals are at risk?
What animals require special care?
- Look in the textbook and help compose the algorithm (elements of the algorithm gradually appear on the screen)
Slide #4(Stage 1)

    Start Put out the fires around the Amur tiger Put out the fire next to the Ussuri spotted deer. Extinguish fires near the bison Extinguish other fires. End

We have compiled an enlarged algorithm. It is clear to us, but not clear to the performer Pozharny.
Slide #5(stage 2)
- Let's clarify exactly how we will perform each step of the Animal Rescue algorithm. We will try to put out fires in such an order that the Firefighter flies to the reservoir as little as possible.
Which fire will we put out first and why? ( We will be the first to put out the fire P5, because it is the largest)
- Which one after P5 and why? ( The second is to put out the P4 fire, since the complexity of the P5 and P4 fires is 800 in total, that is, the water from the tank is completely used.)
- The rest of the fires around the tiger can be put out in any order.
- After the tiger, we are going to save the deer. What fire is next? ( P7)
- After the deer, we save the bison. ( P1)
- And the extinguishing is completed? ( P8, P9)
Animal Rescue Algorithm

    Start

Put out the fire P5 Put out the fire P4 Put out the fire P2 Put out the fire P3 Put out the fire P6 Put out the fire P7 Put out the fire P1 Put out the fire P8 Put out the fire P9

    End

It became clearer to us in what order to put out fires? ( Yes)
- But the Fireman does not understand such commands.
slide #6 3 stage)
- Let's refine the algorithm so that it can be executed by the Fireman. To do this, we will use the commands of the Fireman in the algorithm record. (GET WATER, FLY, CARCASES)
- What commands should be written into the algorithm for the Fireman to put out the P5 fire? (DRAW WATER, FLY(4,3), CARCASSES(500) Etc. until L7
The algorithm that was compiled at the third stage is even more detailed. How many commands does it have? (21)
- Will the fireman be able to execute this algorithm? ( Yes)
- Let's remember how we made this algorithm?

    First, an enlarged algorithm. Then they gradually specified how to execute each command. The algorithm became more detailed, more detailed.

This kind of algorithm is called BY THE METHOD OF SEQUENTIAL DETAILS. Slide number 7
- Open the tutorial page 59
Slide #8 Examination. Slide #21 Clue

4. Physical education

5. Preparing for with Independent work
Slide #9
- And now look at what tasks the puppy offers to choose from:

Draw a picture in defense of animals from the "Red Book" Print the text in defense of animals from the "Red Book" pages 60 No. 53 and No. 54

Slide №10, 11
(I show which ones and explain how you can prepare posters for the protection of animals)

6. Independent work Slide #12(it's empty for kids to get creative)

7. Protecting your work

8. Summing up.
Slide #13
- What animals are protected? (Show pictures on a slide, and children remember and call)
They began to disappear due to the fault of people. They killed countless numbers because of the beautiful skin, fur, meat. And when they came to their senses, it was almost too late. Although there are, unfortunately, species of animals that have disappeared forever. But they also wanted and want to live. It depends on us whether they will live. Today they thank you for the lesson and really hope that we will not let them get into trouble.

9. Reflection
- What did you do in class?
- What happened?
- What didn't work?
- What should you think about?

A good, useful lesson cannot be held without preparation. That is why it is so important to think over its course in advance. Federal State Standard of the main general education emphasizes that the educational process should be organized so that students can achieve general cultural, personal and cognitive results. Therefore, there are several general requirements for how to write a lesson plan.

What is a lesson outline?

Each competent teacher, before conducting a lesson, draws up his outline plan. What does this term mean? Since student times, everyone has become accustomed to the fact that a synopsis is information that has just been listened to in writing. In the teaching world, things are different. The outline (or in other words the lesson plan) is drawn up in advance and serves as a kind of support, a hint for the teacher. This is information gathered together about what the lesson is about, how it is built, what meaning it carries, what its goal is, how this goal is achieved.

Why do you need to plan a lesson?

First of all, the teacher needs a lesson plan. This is especially true for young teachers who, due to lack of experience, may get confused, forget something or not take into account. Of course, if it is carefully thought out in advance how to present information to students, with what exercises to consolidate it, work it out, then the process of assimilation will go much faster and better.

Lesson notes are often required to be presented to the head teachers, because this is a direct reflection of how the teacher works, how the teaching methodology meets the school requirements and curriculum. According to the notes, the strengths of the teacher, as well as his methodological errors and shortcomings, are clearly visible.

Primary requirements

It is difficult to come up with general requirements that all lesson plans should meet. After all, a lot depends on the children, their age, level of development, type of lesson and, of course, the subject itself. The lesson plan for the Russian language will be fundamentally different from the lesson plan, for example, for the world around. Therefore, there is no unified unification in pedagogy. But there are several general requirements for how the outline of the lesson should look like:


What else is worth paying attention to?

As a rule, the teacher, when drawing up a lesson plan, needs to think through every little thing. Up to how much time will be spent on the implementation of each of the points of the plan. It is necessary to write down all the remarks said by the teacher, and give them the expected answers of the students. All questions that the teacher is going to ask should also be clearly spelled out. It will not be superfluous to indicate separately what equipment is supposed to work with in the lesson. If some kind of handout is used in the lesson or the teacher shows a presentation, pictures, etc. for clarity, all this should also be attached to the lesson summary in printed and electronic form. The summary should end with a summary and homework.

How to make a summary?

For himself, the teacher can draw up a plan in any form. It can be just notes, individual remarks, suggestions, or a detailed script. Some schematically depict the necessary information. If you want to hand over the abstract for verification to the authorities, then the most common form is in the form of a table. It is very convenient and visual.

An example of compiling a brief outline plan

Brief lesson plan. 5th grade

Thing: Russian language.

Subject: adjective.

Lesson type: combined.

The purpose of the lesson: introduce students to the new part of speech.

Main tasks:

  • develop speech skills and abilities;
  • develop the ability to coordinate words.

Equipment: board, chalk, Handout, tables.

During the classes:

  • Organizing time;
  • checking homework;
  • explanation of new material (reading the rule, working with it, doing exercises to consolidate the material);
  • repetition of the studied material;
  • summarizing the lesson, assessing students' knowledge;
  • homework.

Please note that all points of the course of the lesson must be described in detail by the teacher, down to each cue. In addition, opposite each item you need to write the maximum time that will be allotted for each of them. So there will be no situation that the lesson is coming to an end, but only half of what the teacher planned has been done.

Not all outlines will be the same. Highly great importance has the age of the students when we talk about lesson plans. Grade 6, for example, can perceive new information in a standard form. This is when the teacher explains the rule, writes important materials on the board, and then offers a series of activities to practice and consolidate what has been learned. For class 2, this option will be ineffective. For kids, it is customary to introduce new things into game form or through visual aids.

Let's give an example of another summary.

English Lesson Plan, Grade 7

Subject: repetition of the passed grammatical material.

Lesson type: combined.

The purpose of the lesson: to consolidate the acquired skills on the topic of translating sentences from direct speech into indirect speech.

Main tasks:

  • develop communication skills;
  • develop the ability to work in a team;
  • to form the ability to highlight the main thing in the studied material.

Equipment: board, chalk, presentation, tape recorder.

During the classes:

  • Organizing time;
  • phonetic warm-up;
  • lexical warm-up;
  • repetition of the material covered (exercise, independent work, teamwork);
  • checking homework;
  • summarizing the lesson;
  • homework.

As can be seen from this example, the points of the lesson plan do not have a clear location. A standard homework check can be done at the beginning of the lesson, in the middle, or you can even end the lesson like this. For the teacher, the main thing is not to be afraid to experiment, invent and bring something new to each lesson, so that the lesson is interesting and special for children. To make them look forward to it. Depending on which type is chosen, the lesson plan will also depend. Grade 7 (unlike, for example, from younger students) allows you to build a lesson outside the box. Repetition of the studied can be carried out in the form of a game or competition. You can give students the opportunity to show their skills through independent work. The main thing is to understand what type of activity is suitable for a particular class, a particular group of students (you need to take into account both age and overall performance in the class).

Summing up

So let's summarize all of the above. A step-by-step instruction for compiling a lesson plan will look like this:

  1. Subject/class.
  2. Lesson type.
  3. Lesson topic.
  4. Target.
  5. Main tasks.
  6. Equipment.
  7. During the classes:
  • organizational moment, warm-up, etc. (we begin to prescribe in detail the speech of the teacher and students);
  • checking homework;
  • introduction of new material, its development;
  • consolidation of the past, repetition.

8. Summing up.

The stages of the lesson can be arranged in any order, can be supplemented or presented selectively during the lesson.

Do not forget that, first of all, the abstract is needed not by the authorities, not by the head teacher, not by the director and not by the students. It is a working tool and a teacher's assistant. And here it is not a matter of experience and not the ability to experiment on the spot. No one bothers to bring novelty, zest to the lesson. The teacher can joke, give an example from life (and, of course, this should not be written in the abstract). But in any case, there must be a lesson plan. You got 8th grade, 3rd or 11th - it doesn't matter! The class is active or passive, catches on the fly or long explanations are needed - it doesn't matter! Make it a rule - before each lesson, make a plan. It certainly won't be redundant.

TOPIC: "BRANCHING AND SEQUENTIAL DETAILS OF THE ALGORITHM"

Lesson Objectives:

Educational:

1. introduce students to the branching team.

2.show an example of a problem with two-step detailing.

Educational:

education of information culture, attention, accuracy, perseverance.

Developing:

1.development of self-control;

2.development of cognitive interests

Lesson type: combined

Type of lesson: lesson of explanation and primary consolidation of the material

Equipment: board, computers, projector

Textbook: Semakin "Informatics and ICT" Grade 9

Lesson plan:

    Organizational moment, checking homework.

    Explanation of new material.

    Practical part.

    Summing up the lesson.

    Homework.

During the classes

Teacher activity

Student activities

Hello guys! Have a seat! Today we will study the branching algorithm.

Checking homework

Branch command

Let's get acquainted with another GRIS team. It is called the branch command. The format of the branch command is:

if<условие>
then<серия 1>
otherwise<серия 2>
sq.

The service word kv denotes the end of a branch.

As before, the GRIS can only check two conditions: “is there an edge ahead?” or “there is no end ahead?”.<Серия>is one or more consecutive commands. If a<условие>is true, then<серия 1>, otherwise -<серия 2>.

Let's draw a block diagram.

Such branching is called complete.

Incomplete form of branching

In some cases, an incomplete form of the branch command is used

For example:

if the edge is ahead
then turn
sq.

Block diagram:

An incomplete branch command has the following format:

if<условие>
then<серия>
sq.

Here<серия>is performed if<условие>fair.

Let's make a relatively complex about the gram for GRIS. In this example, you will see that the use of the method of progressive detail makes it easier to solve some "puzzle" problems.

An example of a problem with two-step detailing

Task 6. Construct an ornament consisting of squares located along the edge of the field. The initial position of the HRIS is in the upper left corner, south direction.

Let's call the procedure that draws a chain of squares from edge to edge of the field a ROW. The procedure that draws one square is called SQUARE. First, write the main

Ornament program
early
make a ROW
turn
make a ROW
turn
make a ROW
turn
make a ROW
con

Now let's write the procedures SERIES and SQUARE:

In the SERIES procedure, the cycle body contains an incomplete branch. The structure of such an algorithm can be called as follows: a loop with nested branching.

ROW procedures.

Compiling this program required two steps to refine the algorithm, which were performed in the following sequence:

Now you know all the commands for controlling the graphical executor. They can be divided into three groups: simple commands; procedure call command; structural commands. The third group includes loop and branch commands.

Appendix 1.

Let's move on to the practical part of our lesson.

Upload file C_1 level

Develop an algorithm for moving from point A to point B in a straight line with drawing a trace. The distance from A to B is not known in advance. But it is known for sure that there is a wall behind point B at a distance of one cell from it. Use this wall to complete the movement exactly at point B: jumping forward, check if there is a wall ahead and, if there is no wall, then go back and leave a trail.

Upload file C_2 level

Develop an algorithm for moving the performer from point A to point B, overcoming three pairs of "jumping" walls that appear on the way. The trail must be visible. Use the procedure to overcome one pair of walls.

Upload file C_3 level

Annex 2

Annex 3

Appendix 4

Summing up the lesson, putting marks.

Homework item 31,

Appendix 1.

Annex 2

Annex 3

Appendix 4

Lesson 32 1 hour).

The purpose of the lesson: the use of programming technology - the method of step-by-step detailing, the development of subroutines.

Approximate course of the lesson: This lesson can be considered as a summary of procedural programming technology, since when solving problems with subroutines, it was the method of step-by-step detailing that was used. Discuss with students the features of developing rather complex software, the need to divide the task into subtasks, the possibility (or even the need) to solve these subtasks by different performers, the requirements for such solutions.

As an example, you can analyze the example presented in the textbook, while simulating the work of the program development team: discuss the general plan of the algorithm, draw up a program, and instruct students to develop subroutine texts, compare the solutions obtained. Be sure to pay attention to the necessity and importance (!) of the program testing process.

Summarize the lesson by discussing the system of basic concepts, questions after the paragraph.

Homework. §2.2.11, write a drill down program for the problem: Create two one-dimensional arrays of size N and M using a random number generator. Insert the minimum element of the first array after the minimum element of the second array (if there are several minimum elements, then insert after the first of them).

Lesson 33 1 hour).


The purpose of the lesson: systematization of knowledge and skills in the development of subroutines and the application of programming technology - the method of step-by-step detailing.

Approximate course of the lesson:

Parse homework. Find out how the students reasoned when dividing the task into subtasks, which subprograms the students used to compile the program. The solution might be:

program Home_Work;

type mas= arrayof integer;

var A, B:mas;

i, k,N, M:integer;

procedure Create( var X:mas; N: integer);

var i:integer;

for i:=1 to N do X[i]:=Random(100)-50;

procedure Print(X:mas; N: integer);

var i:integer;

writeln("Array:");

for i:=1 to N do

function Nom_Min(X:mas; N: integer):integer;

var i, N_Min:integer;

for i:=2 to N do

if X[i]

Then N_Min:=i;

Writeln("Enter the number of elements in array 1");

Writeln("Enter the number of elements in array 2");

k:=Nom_min(B, M);

(inserting the minimum element of array A after the minimum element of array B:)

For i:=M downto k+1 do

B:=B[i]; (shifted the elements of array B to the right by 1 position)

B:=A; (immediate insertion)

Then you can solve small problems in pairs, while students must develop a common algorithm, distribute responsibilities for compiling subroutines, compile and debug, and test the program. For example:

1) Create two one-dimensional arrays of different sizes. Find elements that belong to both the first and second array.

2) Create two one-dimensional arrays of different sizes. Find elements that are in the first array and not in the second array.

3) Create two one-dimensional arrays of different sizes. Find elements that are in the second array and not in the first.

4) Create two one-dimensional arrays of different sizes. Find the maximum values ​​in each array. Sort the array with the largest element in descending order.

Summarize the lesson, let the students share their impressions of the work.