Requirements for a modern lesson within the framework of the Federal State Educational Standard. Master class "modern lesson in the light of the requirements of the new generation of federal state standards"

Final work of the course student

"Modernization of education

in the conditions of the new Federal State Educational Standards of the main

general education"

on this topic

“Formation of UUD in a mathematics lesson

within the framework of the requirements of the Federal State Educational Standard.”

year 2013.

Introduction.

Federal State Educational Standards requirements for studying mathematics in primary school:

in a personal direction:

1) the ability to clearly, accurately, competently express one’s thoughts in oral and written speech, understand the meaning of the task, build an argument, give examples and counterexamples;

2) critical thinking, the ability to recognize logically incorrect statements, to distinguish a hypothesis from a fact;

3) an idea of mathematical science as a sphere of human activity, of the stages of its development, of its significance for the development of civilization;

4) creativity of thinking, initiative, resourcefulness, activity in solving mathematical problems;

5) the ability to control the process and result of educational mathematical activity;

6) the ability to emotionally perceive mathematical objects, problems, solutions, reasoning;

in the meta-subject direction:

1) initial ideas about the ideas and methods of mathematics as a universal language of science and technology, a means of modeling phenomena and processes;

2) the ability to see a mathematical problem in the context of a problem situation in other disciplines, in the surrounding life;

3) the ability to find in various sources the information necessary to solve mathematical problems and present it in an understandable form; make decisions in conditions of incomplete and redundant, accurate and probabilistic information;

4) the ability to understand and use mathematical visual aids (graphs, diagrams, tables, diagrams, etc.) for illustration, interpretation, argumentation;

5) the ability to put forward hypotheses when solving educational problems and understand the need to test them;

6) the ability to use inductive and deductive methods of reasoning, to see different strategies for solving problems;

7) understanding the essence of algorithmic instructions and the ability to act in accordance with the proposed algorithm;

8) the ability to independently set goals, select and create algorithms for solving educational mathematical problems;

9) the ability to plan and carry out activities aimed at solving research problems;

in the subject area:

1) mastery of the basic conceptual apparatus for the main sections of content; an understanding of the basic concepts being studied (number, geometric figure, equation, function, probability) as the most important mathematical models that allow one to describe and study real processes and phenomena;

2) the ability to work with mathematical text (analyze, extract the necessary information), accurately and competently express one’s thoughts in oral and written speech using mathematical terminology and symbols, use various languages of mathematics, carry out classifications, logical justifications, proofs of mathematical statements;

3) development of ideas about number and number systems from natural to real numbers; mastering the skills of oral, written, instrumental calculations;

4) mastery of the symbolic language of algebra, techniques for performing identical transformations of rational expressions, solving equations, systems of equations, inequalities and systems of inequalities; the ability to use the idea of coordinates on a plane to interpret equations, inequalities, and systems; the ability to apply algebraic transformations, the apparatus of equations and inequalities to solve problems from various sections of the course;

5) mastery of a system of functional concepts, functional language and symbols; ability to use functional graphical representations to describe and analyze real dependencies;

6) mastery of the basic methods of presenting and analyzing statistical data; presence of ideas about statistical patterns in the real world and about various ways of studying them, about probabilistic models;

7) mastery of geometric language, the ability to use it to describe objects in the surrounding world; development of spatial concepts and visual skills, acquisition of skills in geometric constructions;

8) mastering systematic knowledge about plane figures and their properties, as well as, at a visual level, about the simplest spatial bodies, the ability to apply systematic knowledge about them to solve geometric and practical problems;

9) the ability to measure the lengths of segments, the magnitude of angles, and use formulas to find the perimeters, areas and volumes of geometric figures;

10) the ability to apply learned concepts, results, methods to solve problems of a practical nature and problems from related disciplines, using reference materials if necessary.

Technological map of a lesson in 5th grade

Lesson topic “Multiplying decimals by natural numbers”

Lesson goals (objectives)

 educational :

To develop the ability to multiply decimal fractions by natural numbers. Improve skills in performing addition, subtraction and multiplication.

Contribute development mathematical speech, working memory, voluntary attention, visual and effective thinking.

 educational :

Bring up culture of behavior during frontal and individual work, formation of positive motivation.

 developing :

- Regulatory UUD : the ability to determine and formulate a goal in a lesson with the help of a teacher;

pronounce the sequence of actions in the lesson;

express your guess.

- Communicative UUD : the ability to express your thoughts orally; listen and understand the speech of others; jointly agree on the rules of behavior and communication at school and follow them.

- Cognitive UUD : skill navigate your knowledge system: distinguish new from already known with the help of a teacher;

gain new knowledge: find answers to questions using the textbook, your life experience and information received in the lesson.

Lesson Results

Subject

Be able to multiply decimal fractions by natural numbers.

Metasubject

Be able to determine and formulate the goal in the lesson with the help of the teacher; pronounce the sequence of actions in the lesson;

work according to a collectively drawn up plan;

evaluate the correctness of the action at the level of an adequate retrospective assessment;

plan your action in accordance with the task;

make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made;express your guess(Regulatory UUD).

Be able to express your thoughts orally; listen and understand the speech of others; jointly agree on the rules of behavior and communication at school and follow them (Communicative UUD).

Be able to navigate your knowledge system: distinguish new from already known with the help of a teacher; gain new knowledge: find answers to questions using the textbook, your life experience and information received in class(Cognitive UUD).

Personal

Be able to carry out self-assessmentbased on the criterion of success of educational activities.

Type of lesson, pedagogical technology

learning new material;

By sources of knowledge: verbal, visual;

According to the degree of teacher-student interaction: heuristic conversation;

Regarding didactic tasks: preparation for perception;

Regarding the nature of cognitive activity: reproductive, partially search.

Basic concepts, terms

Natural numbers, decimals, perimeter, sum, product.

New concepts and connections between them

workdecimal to natural number

Control, self-control in the lesson

Frontal work, individual and independent work, mutual testing, work in pairs.

Homework Read paragraph 34, learn the rule for multiplying decimal fractions by natural numbers p. 204;

№ 1330; 1331; 1332

1. Motivation for educational activities.

Organizes the updating of requirements for the student in terms of educational activities. Creates a positive attitude towards productive work.

Guys! I'm glad to see you in class today in a good mood.

Now smile at each other and wish them a good mood in class.

I also wish you good work today.

Visual control of the readiness of the classroom and workplace for the lesson.

Engage in interaction with classmates and the teacher.

The couple smiles at each other.

Personal: self-determination.

Regulatory: goal setting.

Communicative: planning educational cooperation with the teacher and peers.

2. Updating and recording individual difficulties in a trial educational action.

Numbers are written on the board.

12,34; 76; 568; 12; 5,98; 0,136; 578; 98,1; 0,03; 99 .

Break them into 2 groups

I - natural numbers;

II – decimal fractions.

I - natural numbers:

76; 568; 12; 578; 99 .

II – decimal fractions.

12,34; 5,98; 0,136; 98,1; 0,03;

Regulatory UUD : be able to pronounce the sequence of actions in the lesson.

Cognitive UUD : be able to convert information from one form to another.

Communicative UUD

3. Goal setting and motivation

What do you think is the topic of our lesson?

What numbers besides decimal fractions did we remember at the beginning of the lesson? Therefore, the topic of our lesson is not just “Multiplying decimals”, but “Multiplying decimals by natural numbers”

Write down the date and topic of the lesson in your notebook.

What is the purpose of our lesson, what should each of you understand and learn by the end of the lesson?

Multiplication.

Multiplying decimals.

Natural.

In a notebook, students write down the date and topic of the lesson.

- Learn the rules for multiplying decimals by natural numbers.

Regulatory UUD :

be able to pronounce the sequence of actions in a lesson, make a decision in a problem situation. .

4. Assimilation of new knowledge and methods of assimilation

Before introducing new material, children are divided into 2 groups (children draw tokens of two colors (green and yellow) or according to options.

Both groups are given a task: they need to find the perimeter of a square with side1.23 dm (green square) –1 group,3.4 dm (yellow square) – group 2

How to find the perimeter of such a square? Students are asked to find it by adding the lengths of the sides. Write the results on the board.

1,23 + 1,23 + 1,23 = 1,23 = 4,92 13,6 (dm)

How else could one find the same perimeter?

Let's multiply the numbers expressing the lengths of the sides by 4, ignoring the commas for now (students work on the spot)

123 4 = 492 ;

34 · 4 = 136.

Now compare your answers with the answers written on the board. Why is the comma in this particular place? Explain.

Find the sum of the lengths of the sides.

In notebooks: 1.23 + 1.23 + 1.23 = 1.23 =4,92 (dm); 3.4 + 3.4 + 3.4 + 3.4 =13,6 (dm)

Multiply the side length of a square by 4

In notebooks:123 4 = 492 ;

34 · 4 = 136.

The only difference is the comma.

The conclusion is drawn: To multiply a decimal fraction by a natural number, you need to multiply it by this number, ignoring the comma. In the resulting product, separate as many digits from the right with a comma as there are separated by a comma in the decimal fraction.

Regulatory UUD :

be able to pronounce the sequence of actions in the lesson; express your assumption, evaluate the correctness of the action.

Communicative UUD:

be able to express thoughts orally and in writing, take into account different opinions, argue and defend one’s position

Regulatory UUD : adequately independently assess the correctness of the action.

5.Primary consolidation

Organize children’s assimilation of a new method of action when solving this class of problems with their pronunciation in external speech: frontally. № 55; №1

The task is completed in a notebook, checked and spoken orally in a chain.

Solve the exercise with commenting at the board - one student, the rest in notebooks No. 1306A ,b,c; 1307.

Complete the task independently in your notebook:

1) №55; № 1 , self-test, speaking orally in a chain;

2) exercise with commenting at the blackboard - one student, the rest in notebooks No. 1306A ,b,c; 1307.

Regulatory UUD:

be able to pronounce the sequence of actions in the lesson;

be able to carry out work according to the proposed plan. Be able to make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made

6. Organization of primary control

Independent work with self-test according to the standard.

Independent work.

Option 1

1) Follow these steps:

a) 8.353H 7 =

b) 62.32H 9 =

c) 0.0005H 54 =

d) (65.51 – 8.367)H 27 =

Option II

1) Follow these steps:

a) 5.249H 9 =

b) 27.43H 7 =

c) 0.007H 63 =

d) (45.67 – 5.085)H 23 =

Do it yourself solution.

Option 1

1) Follow these steps:

a) 8.353H 7 = 58.471;

b) 62.32H 9 = 560.88;

c) 0.0005H 54 = 0.027;

d) (65.51 – 8.367)H 27 = 1542.861

Option II

1) Follow these steps:

a) 5.249H 9 = 47.241

b) 27.43H 7 = 192.01

c) 0.007H 63 = 0.441

d) (45.67 – 5.085)H 23 = 933.455

With the help of the teacher, they name the place of their difficulty, and correct the mistakes.

Organizes self-test according to the standard.

Organizes identification of the location and cause of difficulties, work on errors

Perform independent work.

Then work in pairs. Exchange notebooks, check the solution against the standard.

With the help of the teacher, name the place of their difficulty and correct mistakes.

Regulatory UUD :

Personal UUD:

ability for self-assessment based on the criterion of success in educational activities.

7. Summing up the lesson.

We are moving to the last stage.

Let's summarize the work in the lesson.

What was your goal?

Have you reached your goal? Why?

Provide a qualitative assessment of the work of the class and individual students.

With the help of the teacher, they pronounce the name of the next stage.

Answer the teacher's questions.

Regulatory UUD :

Be able to pronounce the sequence of actions in the lesson.

Be able to assess the correctness of an action at the level of an adequate retrospective assessment.

Personal UUD

The ability to self-assess based on the criterion of success in educational activities.

8. Information about homework

Ensuring that children understand the purpose, content and methods of completing homework.

№ 1330; 1331; 1332

Students receive homework and write it down.

9. Reflection

Organizes reflection.

– What goal did you set at the beginning of the lesson?

– Have you achieved the goal of the lesson?

 What did you use to achieve your goal?

– What interesting things did you notice when dividing decimals by natural numbers?

– Analyze the results of your work.

Answer the teacher's questions.

Communication :

the ability to express one’s thoughts with sufficient completeness and accuracy;

Cognitive : reflection.

Analysis of the lesson from the point of view of the requirements of the Federal State Educational Standard.

The students themselves took part in the process of formulating the topic of the lesson, determining the goals and objectives. The work was carried out according to the plan drawn up by the teacher. The students' activities were organized using group and individual work. Students independently formulated the difficulties that arose and corrected them. Forms of self-control and mutual control were used. At the end of the lesson, the teacher asked the students what they learned and remembered from the lesson. Reflection organized. Throughout the lesson, the formation of several universal learning actions was purposefully promoted.

In this article I invite you to get acquainted with “Basic requirements for the assessment system within the framework of the Federal State Educational Standard.” The topic is voluminous, but Churchill said correctly: “The shorter the speech, the longer it takes to prepare for it.” I have read a lot of materials and watched webinars on this topic. Sources will be presented at the conclusion of the article. Now I propose to draw your attention to the key points that we must master today, when the Federal State Educational Standards for primary general education are already in effect, and we will have to implement the Federal State Educational Standards for basic general education from 2015 in the 5th grade without fail.

The keynote of these requirements is the answer to the question “KPSS” - “How to Help Yourself?”. How should both the student and the teacher help themselves so that the learning process brings pleasure to both, while increasing the quality of knowledge.

I’ll say right away that today there are more questions than answers. And we know why: time changes quickly, students change even faster. Let’s face it, most of us teachers, especially my generation and older, can’t keep up with them. Today, being only a transmitter of knowledge is not enough; it is necessary to master new roles: the role of a teacher-tutor, who relies on the cognitive interests of students, the role of a teacher-moderator, who encourages activity, reveals the potential capabilities of students, organizes the process of free communication, and, finally, the role of a teacher-moderator. assistant consultant. The forms and methods of interaction with students will depend on our choice.

The LLC is registered in the Federal State Educational Standards new goal education, new content, technologies, new teaching tools and, of course, new requirements for the assessment system.

Why did it become necessary to introduce new requirements for the assessment system and are they really new or well-forgotten old ones? Why and who were not satisfied with the traditional five-point grading system? Does this system reflect the full extent of the knowledge and skills that students possess? Does traditional assessment promote positive motivation and personal growth in students?

As a methodologist who not only attends, but also analyzes about forty lessons from colleagues a year, I say with full confidence that assessment is one of the weak points of our activities. And we know why.

The traditional assessment system that has existed for decades has a number of disadvantages:

the teacher performs a controlling function;

there are no clear criteria for assessing the achievement of planned learning outcomes that are understandable to students, parents and teachers;

grades do not provide an idea of the mastery of specific elements of knowledge, skills and abilities in individual sections of the curriculum, which does not allow determining individual learning path for each student;

the system does not allow the child to control and evaluate himself;

the traditional assessment approach does not allow the student to seedynamics of one’s own development and success;

Such a system is often traumatic in nature and does not promote positive motivation; more precisely, it has a punitive and rewarding function.

What is the reason for these shortcomings? It is one, but significant: The traditional assessment system is based onnormative approach - comparison of individual achievements students with the norm, that is, the results of the majority of schoolchildren . And this is at all levels: from the lesson to the Unified State Exam. With such a system, it is difficult to maintain the child’s cognitive interest, develop in him the desire to learn, work and make him successful.

The Federal State Educational Standard for basic general education contains clear requirements for the assessment system achieving planned results:

Assessment should be an ongoing process naturally integrated into educational practice. Depending on the stage of training, diagnostic (starting, current) and cross-sectional (thematic, intermediate, milestone, final) assessments are used.

Assessment can be only criterial, i.e. definition neededthe degree of individual approach of the student to the expected results education. The main assessment criteria are expected results that correspond to educational goals.

Can be assessed using marks only the results of the student’s activities, but not his personal qualities.

You can evaluate only what is taught.

Assessment criteria and algorithm for marking in advanceknown to both teachers and students. They can be produced jointly .

The assessment system is built in such a way that students were involved in control and assessment activities, acquiring skills and habitsself-esteem .

What points are we already doing in class today? From my observations, I can say that these are points 1 (we test our students according to plan), 3 (we do not allow ourselves to evaluate his personal qualities), 4 (we try to evaluate only what we have taught).

The situation is difficult with criterion-based assessment and planning of assessment results (points 2. 5. 6.) This key points of the new requirements. What does Federal State Educational Standard LLC draw our attention to? The planned results of basic general education are the basis for assessing the achievement of the standard and a kind of bridge connecting the Requirements of the standard and the specific educational process.

It is not my task to reveal the concept of each of the results. They can be found in any teacher's book. It is necessary to understand that the object of assessing personal results serves as the formation of the student’s internal position, the foundations of civic identity, self-esteem, motivation for educational activities, moral and ethical judgments. (We observe and record in "Observation Diary") These results are fully consistent with the requirements of the Standard not subject to final assessment.

The object of assessment of meta-subject results the formation of regulatory educational activities (goal setting, planning, forecasting, self-regulation, self-esteem), communicative educational activities (cooperation, interaction) and cognitive actions (general educational, logical, sign-symbolic, formulation and solution of problems). Those wishing to get acquainted with the characteristics of each UUD are directed to the document “The fundamental core of the content of basic general education” or I suggest using the printed version (results of the discussion of the UUD at the teachers' council of GBOU No. 330)

I draw your attention to the fact that meta-subject and personal results are not assessed, tested or personalized. The presence of such tests today is “excesses in the field”, since a meta-subject teacher is needed to compile these tests, but this is not available in schools. Only substantive results are assessed. More precisely, in class we we plan subject results, meta-subject results - we mean, and personal ones - we project in the future. An honest teacher will never say that he developed a personality as a result of a communicative exercise. Today, the creation of measures of personal and meta-subject results is under development. There is no instrumental and methodological support consistent with the final planned results. As Academician of the Russian Academy of Education Evgeniy Yamburg said, “we are only harnessing, but not driving” regarding the Federal State Educational Standard for basic general education. “When the conditions are created, you can demand.”

The introduction of a new assessment system is a long, painstaking process and it is important to understand that it will develop. A good goal has been set:

reduce to a minimum the number of “reporting documents” and the deadlines for their mandatory completion. To do this you need to use two means :

1) teaching the students themselves how to evaluate and record their results independently and with selective control of the teacher

2) introduce new reporting forms only simultaneously with the computerization of this process.

We present to your attention 7 rules (steps) of technology for assessing educational achievements within the framework of the requirements of the Federal State Educational Standard

1)What we evaluate? Results: subject, personal and meta-subject (not personalized);

2)Who evaluates? Teacher and pupil together determine the grade and mark according to the self-assessment algorithm after completing the task;

3)How many marks to put?? By the number of solved problems;

4)Where to accumulate grades and grades? IN « Tables of educational results" and in " Portfolio of achievements";

5) When to mark? Current - optional, for thematic tests - Necessarily;

For problems solved while studying a new topic, a mark is given optional student.

For each test, a mark is given to all students, but the student has the right to retake it at least once.

6) By what criteria to evaluate? By characteristics three levels of success

-necessary (basic)-solution to a typical problem, “good”, but not “excellent”;

-increased- solving a non-standard problem, “excellent”, “almost excellent”;

- maximum(optional) - solving a super task not studied in class. Qualitative rating “excellent”;

7)How to determine final grades? Subject quarters - by subject tables results (arithmetic mean). Total - by cumulative grading system

What else new can be found in the requirements for the assessment system?

Every educational institution can take advantage the right to determine the procedure for filling out logs: give marks only for tests and quarters, but not current ones, which are recorded only in "Teacher's Work Journal" and "Student's Diary".

And finally, our students have the right to refuse a mark and the right to retake it according to the new standard requirements.

1.What was the purpose of the assignment (task)?

2. Were you able to get results (solve, answer)?

3. Correct or with errors?

4.On your own or with someone’s help?

5.What mark will you give yourself?

6.Why?

7. What was the level of the task?

8. What skill was developed?.etc. (depending on the stage of training).

The purpose of these new requirements for the assessment system is to reduce indicators of the level of anxiety in the situation of “presenting oneself” and in relationships with teachers, to develop the qualities of control and evaluative independence, and to increase the conscious attitude of students towards the learning goal: “from the ability to collaborate to the ability to teach oneself.”

To summarize, we list the documentation necessary to record a comprehensive

For the teacher this is:

1.Work log;

2. Observation diary;

3. Table of educational results;

4. Thematic assessment sheet.

For the student it is:

1. Portfolio of achievements;

2. Achievement card;

3. Self-esteem diary;

4. Thematic assessment sheet.

So, the answer to the question “CPSU” - How to Help Yourself is as follows:

1. Read literature on the Federal State Educational Standard:

2. Conduct training seminars in methodological associations of the school;

3.Attend seminars at various levels;

4. Enroll yourself in advanced training courses;

5. Attend lessons of primary school teachers already working under the Federal State Educational Standard;

6. Follow the schedule of webinars of the publishing house “Prosveshcheniya”, “All-Russian Internet Pedagogical Council” and take part in them, by the way, free of charge.;

7. During methodological weeks, give open lessons with the components of the Federal State Educational Standard (goal setting, self-control and self-esteem, etc.)

Currently, the criteria for assessing the activities of a primary school teacher implementing the Federal State Educational Standard (FSES) (by the way, influencing the incentive bonus) are motivational, technological readiness for the implementation of the Federal State Educational Standard and readiness to use modern methods of assessing educational results (which awaits us too ).

I wish our students would tell us “Thank you for the lesson” more often. And this happens when they feel satisfaction from a worthy assessment of their work.

Literature

1. Federal State Educational Standards LLC (item No. 12) System for assessing the achievements of planned results.

2 “Assessments of achievement and technology for assessing planned results” (primary general education) D. Danilov.

3. Criteria for assessing the activities of a teacher implementing the Federal State Educational Standard of NEO.

4.. “Planned results and assessment of their achievements as a structure-forming element of the Federal State Educational Standard.” Webinar (Webinar .ru) O.B. Loginova, Ph.D. scientific consultant of the REC publishing house "Prosveshcheniya".

5. “What will the new professional teacher standard bring to the teacher?” Video lecture (“All-Russian Internet Pedagogical Council”) E. Yamburg, Doctor of Pedagogical Sciences. Academician of the Russian Academy of Education, director of the Public Service Center.

6. “New effective didactics” N.F. Leonov “Self-control and self-assessment of knowledge by students is a means of activating their cognitive activity.”

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Schedule of competition events in 2018

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New federal state educational standards (FSES) are increasingly entering the mass school, where teachers, students, and parents are participants in an important event for the life of the school.

One of the main components of the standard, without which the successful implementation of the Federal State Educational Standard in schools is impossible, is personnel training. The teacher has always been, is and will be a key figure in the school.

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Teacher readiness

to work within the framework of the requirements of the new generation Federal State Educational Standards

Sherstobitov V.A.

Most schools in the country are involved in innovation activities because they understand that without innovation in our time it is impossible to be successful and maintain the proper level of pedagogical excellence.

All publications in the media concerning the introduction of the Federal State Educational Standard can be divided into two parts: those explaining the differences between the new standard and the old one and describing the range of new statuses and requirements for teachers. This is explained by the fact that the main role in implementing the basic requirements of the Second Generation Standard is traditionally assigned to the teacher, since it is he who bears most of the responsibility for creating conditions for the development of the student’s personality.

New federal state educational standards (FSES) are increasingly entering the mass school, where teachers, students, and parents are participants in an important event for the life of the school.

The profession of a teacher requires continuous improvement, both in the subject area and in mastery of teaching methods, forms, and technologies. According to the Law “On Education” and labor legislation, a teacher improves his professional competence every five years through retraining courses. He must have basic professional education and the necessary qualifications, be capable of innovative professional activities, have a level of methodological culture and a developed readiness for continuous education throughout his life.

In accordance with the Federal State Educational Standard, the nature of teaching activities changes. The fundamentals of education implemented in primary school require teachers to be able to teach children how to acquire knowledge and shape the learning activities and thinking of schoolchildren. The modern pedagogical situation is characterized by diversity and dynamism, and the teacher must skillfully adapt to continuously occurring changes in the content of teaching. A special role in the process of professional self-development of a teacher is played by his readiness for the new, advanced.

The main components of teacher readiness: psychological aspect, deep knowledge of the subject, ability to implement acquired knowledge. A survey among school teachers showed that 79% of teachers are morally prepared to work in the new regime, 96.9% expressed a desire to improve their knowledge and increase their professional and intellectual level.

What should a new generation teacher be like?

To raise a new generation of children, the teacher must be of a different formation. He must be erudite and flexible in behavior, enthusiastic and able to captivate children, and open in communication.

The teacher must manifest itself in the following interrelated characteristics: general erudition, including deep knowledge of the psychological, physiological, age characteristics of children, as well as the methods and conditions of their development; qualities of the teacher’s personality, the style of his teaching activity and the nature of his communication with the student and others, his value systems. Such a teacher has that component of pedagogical skill that allows him to successfully transfer to the student the necessary, even expanded amount of subject knowledge, teach him subject actions and the application of acquired knowledge in a typical situation.

Analyzing the materials on the introduction of the new generation of Federal State Educational Standards, they indicate that the authors assign a special role to the teacher: he himself must be a role model, be in constant search, self-education, and self-improvement. Working according to new standards, it actualizes the problem of increasing the professional competence of a teacher.

A distinctive feature of the new standard is its activity-based nature. The main goal is personal development. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities. The standard specifies actual activities. The implementation of the standard of basic general education is based on a system-activity approach, which involves the widespread introduction of project and research activities into teaching practice. It must be said that project activities are widely used by school teachers in the classroom and outside of school hours, both in senior and junior grades.

The Federal State Educational Standard encourages the teacher to plan not only the lesson as a whole, but also the child’s variable activities, in which the teacher to a greater extent has to follow the student’s train of thought, since the main component is not to be a transmitter, a translator of knowledge, but to design the educational environment of the student, class, and teach the child to gain knowledge, to improve oneself, to realize oneself, which is many times more difficult.

The conditions for the effectiveness of a teacher’s work are: professional competence, scientific, theoretical and methodological training, the ability to identify the causes of the student’s difficulties and provide him with the necessary information assistance, direct the discussion to analysis and search for new ones, predict the student’s actions and his development in general, link control and diagnostic actions with an analysis of the student’s development trajectory and the goals of working with him, plan his activities and teach planning to the student, find and evaluate the positive in the child even in his wrong actions.

Speaking about competence, we can also talk about broad erudition in the field of the subject taught, going beyond the scope of the school curriculum. This allows them to be interesting to the student in that part of communication with him that lies in line with the interests of the student himself. They are able to answer questions and provide the student with a lot of additional information. But the scope of their competence does not go beyond the limits of awareness in a given subject area of knowledge and does not extend to issues of individual characteristics of students, methods of diagnosing them, and variable work with them.

The teacher must be ready to competently plan work with students with a focus on increasing interest, use an individual approach taking into account diagnostic results, and create the necessary conditions for the child’s intellectual development. His interaction with the student must rationally combine elements of explanation and practical work, theoretical preparation and teaching rational methods of educational and creative activity.

Confident knowledge of ways to provide feedback to students should ensure stimulation of the child’s activities, provision of timely and adequate assistance to students, and instilling confidence and self-esteem.

The activities he organizes must be varied and combine a wide range of forms, methods, techniques and modes of activity for the teacher and student. He must have perfect analytical, diagnostic and design skills, and correctly use the educational and educational situation in achieving the student’s development goals. Its tasks include regulation and adjustment of the child’s activity and development, assessment and encouragement, modeling of developing situations and mobilization of students’ energy resources.

The readiness of a teacher to implement the Federal State Educational Standard of the new generation determines many things: the presence of appropriate value orientations, love for his profession, the subject. Practice shows that a subject taught by a favorite teacher often becomes a student’s favorite subject.

The competence of a teacher includes the implementation of training and education of students, the use of modern educational technologies, including information and communication technologies, the ability to effectively use educational, methodological, information, and other resources, and constantly develop professionally and intellectually.

The professional qualities of a teacher are based on the following skills: modifying curricula, working according to the curriculum, advising students, providing assistance in independent acquisition of knowledge. It is necessary to respect the child’s desire to work independently, the ability to refrain from interfering with the child’s creative process, encourage work on projects proposed by students, and make the most of students’ hobbies, specific hobbies and inclinations.

The success of a teacher’s work with a student largely depends on the correctness of the teacher’s chosen strategy for working with him. And this strategy, in turn, depends on the individual cognitive strategies inherent in this child. A traditional teacher is accustomed to talking more than listening, since the very conditions of mass education form this not the best teaching habit. In traditional teaching, the teacher leads the students quite strictly. A student who switches his attention to something else during the teacher’s explanation goes into an uncontrolled and uncontrollable flight of thoughts; if such a switch occurs while performing training tasks, the formation of the necessary skills does not occur and a defect in assimilation of the material and a lower grade are laid down.

Since the teacher’s activities according to the new standards are not limited only to observing and recording manifestations, but provide for more diverse activities in analyzing the student’s actions, understanding the course and directions of his thoughts, establishing the causes of his difficulties and mistakes, the mandatory characteristics of a teacher should be active thinking, highly developed analytical and logical functions, imagination.

The demands on high school teachers are high. The teacher must engage in scientific research, draw up methodological developments, and be able to describe his work experience. The city is developing such a direction in working with schoolchildren as a scientific research movement. It has become a tradition to hold city conferences among schoolchildren. Collaboration between teacher and student encourages them to constantly act, be creative, work with scientific and journalistic literature, set specific goals, define tasks, conduct experiments, and engage in research activities. Every year, schoolchildren participate in conferences where they present the results of their work to scientists - members of the jury.

The system-forming factor in all the teacher’s activities becomes the student’s personality and the individual-group strategy for his development, built on the basis of a detailed diagnosis of his characteristics and current capabilities. This strategy is dynamic, since not only the content of the material with which the teacher and student work is constantly changing, but also the subject of the formative activity at the moment. The teacher acts as a coordinator and organizer of student activities, a diagnostician, a consultant, and a developer of pedagogical ideas, the implementation of which leads to the generation of situational subject ideas by the student.

Cooperation between teacher and student is aimed at the consistent and step-by-step development of those components of the intellectual and emotional-volitional sphere of the student that are currently insufficiently developed, which inhibits overall development and prevents the child from fully developing. But the formation of some components automatically leads to the formation of others. Therefore, each child’s individual disclosure strategy is always multi-stage and gradually undergoes changes, the need for which is determined by subsequent testing of the student’s work results.

Reading the New Generation Standards, everyone sets certain goals, determines ways to implement them, and looks for answers to the questions posed. But there are more questions than answers. How can a teacher assess the causes of a student’s difficulties and failures and how to ensure their elimination? How to resolve a child’s external and internal conflicts? What kind of assistance should be provided to the child, including in establishing his relationships with children, parents and other teachers? All these problems are very acute precisely in modern conditions of life in the standard environment of a mass school. It is no coincidence that the standards of the new generation pay special attention to the spiritual and moral education of the child. The problem becomes the child’s attitude and interaction with the class team, the team of teachers.

So, in order to switch to the second generation Federal State Educational Standard, we need teachers who deeply know their subject, master a variety of methodological tools and have thorough psychological and pedagogical training. But this is not enough. Each teacher must become an innovator, find his own methodology that meets his personal qualities, because without this, everything else can remain only a formal and expensive innovation that will never “reach practical use.”

Now in primary school a child must be taught not only to read, count and write, which they still teach quite successfully, but they must be taught two groups of new skills. The first includes a group of universal educational actions that form the basis of the ability to learn: creative problem solving skills and skills of searching, analyzing and interpreting information. The second is the formation of motivation in children to learn, helping them in self-organization and self-development.
Can a schoolchild expect that he will become modern educated after graduating from a comprehensive school, because he begins educational activities? Yes, if he really wants to, he will know how to do it and the educational space will facilitate this. But when a child crosses the threshold of school, at first he simply doesn’t think about it, and when faced with a choice, he often realizes that he has the knowledge and the desire, but it’s not so easy for him to succeed as a professional. Such a gap between the acquired knowledge and the prospects for its application in real professional and social activities makes the learning process itself meaningless. This was one of the reasons for the development of the second generation Federal State Educational Standard.
In connection with the implementation of Federal State Educational Standard-2, the role of the primary school teacher is changing significantly in terms of understanding the meaning of the learning and education process. Now the teacher needs to build the learning process not only as a process of mastering a system of knowledge and skills, but to build it as a process of personal development. Therefore, along with the traditional question “What to teach?”, the teacher must understand “How to teach?” or more precisely, “How to teach in a way that triggers children’s own questions: “What do I need to learn” and “How do I learn this?”
To be prepared for this, the teacher should comprehend the idea of a system-activity approach as the basis of the Federal State Educational Standard, and create conditions for the formation of universal educational actions.
The role of a primary school teacher according to the new educational standards is not to convey knowledge in a ready-made form, but to create conditions so that children themselves acquire knowledge in the process of cognitive, research activities, and in working on tasks directly related to real-life problems. Teaching should not be viewed as a simple transfer of knowledge from teacher to students, but acts as collaboration - the joint work of teacher and students in the process of mastering knowledge and solving problems. The sole leadership of the teacher in this cooperation is replaced by active teaching methods that contribute to the formation of communicative universal educational activities in the school.

In the context of the implementation of the Federal State Educational Standard, the teacher acts not only as a teacher, but also as a

Instructor (person,who systematically conduct individual and group work with schoolchildren to develop, coordinate, and evaluate the progress and results of educational work);

A mentor (a person who knows how to provide targeted assistance to a child, not ridding him of a problematic situation, but helping him overcome it);

Consultant (a specialist who can discuss a learning task and give advice on various issues);

Occupies the position of a curator (participant in the educational process, the main goal of which is to create conditions for children to acquire life experience (generalization, choice, responsible behavior) and life values);

Manager (a person proficient in such management technologies as pedagogical analysis of resources, the ability to design goals, plan, organize, adjust and analyze results);

Assistant.

In accordance with the Federal State Educational Standard of the NEO, he (the teacher) is a wise educator, an ally of a psychologist, a social educator, and is fluent in team, joint, collective and pair work.

Characteristics of teacher activities

Subject of changes	Traditional system	Activities of teachers within the framework of the Federal State Educational Standard
1.Preparation for the lesson.	The teacher draws up a lesson summary based on methodological recommendations	The teacher draws up a lesson plan with information support
2.Main stages of the lesson.	Organizational Checking d/z Repetition Title of the lesson topic New material Consolidation Self Job D/z	Updating knowledge Statement of the problem situation Activity A way out of a problematic situation, i.e. use in non-standard situations Control and assessment activities Reflection More than 70% independent activity of children.
3. The main goal of the teacher in the lesson.	Formation of ZUNs.	Formation of educational skills, i.e. teach to learn.
4. Formation of tasks for students.		Compare Come up with it Analyze Match The child sets a learning task, plan, project.
5.Form of work in the lesson.	Frontal Individual	Group Individual Collective
6.Who creates the educational environment?	Teacher.	We need to strive for students to create.

Topic: Designing a modern lesson within the framework of the requirements of the Federal State Educational Standard LLC

Good afternoon, dear colleagues. Today at the seminar Designing a modern lesson within the framework of the requirements of the Federal State Educational Standard we will try to consider the following issues:

The difference between a modern lesson and a traditional one.

2. Lesson structure according to Federal State Educational Standards

3. Typology of a modern lesson

4. Technological lesson map that meets the requirements of the Federal State Educational Standard

Of course, the first step towards introducing the Federal State Educational Standard for LLC is familiarization with the regulatory documents. These documents are presented on the slide.

Currently, new requirements are emerging, both for people and for education. Modern children are significantly different from those for whom the current education system was created. First of all, the social situation in the development of children of this century has changed:

Children's awareness has increased dramatically; modern children read relatively little, especially classic fiction; unformed voluntary behavior, motivational sphere, different types of thinking; limited communication with peers.

And currently, the teacher is solving very difficult problems of rethinking his teaching experience, looking for an answer to the question “How to teach in new conditions?”

The school becomes not so much a source of information as it teaches how to learn; A teacher is not a conductor of knowledge, but a person who teaches through creative activity aimed at independent acquisition and assimilation of new knowledge.

Based on the requirements of the time, the approach to the modern lesson is changing.

In accordance with the new standards, it is necessary, first of all, to strengthen the child’s motivation to understand the world around him, to demonstrate to him that schoolwork is not about obtaining knowledge abstract from life, but, on the contrary, about necessary preparation for life, recognizing it, searching for useful information and skills its applications in real life.

New lesson requirements

Today we will look at what changes when preparing and conducting a modern lesson in the activities of the teacher and students, and in the second part of the seminar we will try to write down the student’s activities in the finished technological map. What is the difference between the didactic requirements for these lessons.

The lesson, being the main form of organizing the educational process, is built on the same principles as before. The teacher, both before and now, must plan the lesson in advance, think through its organization, conduct the lesson, and correct his actions and the actions of the students, taking into account analysis (self-analysis) and control (self-control).

As you know, the most common type of lesson is combined. Let's consider it from the perspective of basic didactic requirements, and also reveal the essence of the changes associated with conducting a modern lesson:

Lesson requirements	Traditional lesson	Modern type lesson
Announcing the topic of the lesson	The teacher tells the students	Formulated by students themselves
Communicating goals and objectives	The teacher formulates and tells students what they should learn	The students themselves formulate, defining the boundaries of knowledge and ignorance.
Planning	The teacher tells the students what work they must do to achieve the goal	Students planning ways to achieve the intended goal
Practical activities of students	Under the guidance of the teacher, students perform a number of practical tasks (the frontal method of organizing activities is more often used)	Students carry out educational activities according to the planned plan (group and individual methods are used)
Exercising control	The teacher monitors students' performance of practical work	Students exercise control (forms of self-control and mutual control are used)
Implementation of correction	The teacher makes corrections during the implementation and based on the results of the work completed by the students.	Students formulate difficulties and make corrections independently
Student assessment	The teacher evaluates students for their work in class	Students evaluate activities based on their results (self-assessment, assessment of the performance of peers)
Lesson summary	The teacher asks the students what they remember	Reflection is being carried out
Homework	The teacher announces and comments (more often the task is the same for everyone)	Students can choose a task from those proposed by the teacher, taking into account individual capabilities

With a detailed analysis of the two types of lessons (discussed above), it becomes clear that they differ, first of all, in the activities of the teacher and students in the lesson. The student, from being present and passively following the teacher's instructions in a traditional lesson, now becomes the main actor. “It is necessary that children, if possible, learn independently, and the teacher guides this independent process and provides material for it” - the words reflect the essence of a modern lesson, which is based on the principle of a systemic activity approach.

How can a teacher prepare a modern lesson? Is the preparation process itself changing?

All teachers are familiar with the main stages that were carried out when designing a traditional lesson:

defining goals and objectives; selection of educational material content; selection of teaching methods and techniques; determination of forms of organization of student activities; selection of material for students’ homework; determination of control methods; thinking over the place and time in the lesson to evaluate students’ activities; selection of questions to summarize the lesson.

Upon careful analysis of each of the stages, it becomes clear that the technological process of preparing a modern lesson is based on them. Only now, at each stage, the teacher must be critical of the selection of forms, methods of work, content, ways of organizing students’ activities, etc. After all, the lesson should be aimed at obtaining new results: personal, meta-subject and subject-specific learning achievements.

How to prepare a modern lesson.

In modern conditions, when the volume of scientific information is enormous and training time is limited, one of the most pressing requirements is to find the optimal (primarily from the point of view of time) presentation of content and choice of teaching methods. This requirement applies to every lesson.

The rational structure of the lesson is provided by:

comprehensive planning of training, education and development tasks; highlighting the main, essential in the content of the lesson and topic; determining the appropriate sequence and dosage of material and time for repetition, learning new things, consolidation, homework; selection of the most rational methods, techniques and teaching aids; differentiated and individual approach to students; creation of the necessary educational and material conditions for learning.

Most of the time (20-30 minutes) should be devoted to learning new material (“learning in class”). In order for something new to be firmly assimilated, it must be placed in the zone of proximal development, tied to the old, familiar, which is remembered (actualized) before explanation. Hence the title of the first part—updating basic knowledge, skills, and abilities, rather than a narrow “survey.” The control function in a lesson should not be an end in itself; it turns into constant student-teacher feedback. Then consolidation is carried out in the forms of repetition and application and correction of knowledge. All this taken together forms an optimal combined lesson system, leading students to the goal in the shortest possible way.

Preparing the teacher for the lesson

What main points should a teacher take into account when preparing for a modern lesson in the light of the new Federal State Educational Standards? First of all, it is necessary to consider the stages of lesson design. The quality of any lesson is largely determined by the thoroughness of the teacher’s preparation for it.

A lesson plan is the final result of the teacher’s preparatory work for teaching a lesson. The lesson plan is drawn up on the basis of a thematic plan, taking into account real progress in the study of the topic. The lesson plan states:

Topic and lesson number in the topic; basic textbook; target; A goal is one of the elements of human behavior and conscious activity, which characterizes the anticipation in thinking of the result of an activity and the way of its implementation using certain means. The goal usually begins with the words “Definition”, “Formation”, “Acquaintance”, etc. When forming the goal of the lesson, verb forms should be avoided. lesson objectives (teaching, developmental, educational); A task is a goal of activity given under certain conditions (for example, in a problem situation), which must be achieved by transforming these conditions, according to a certain procedure. The formulation of tasks should begin with verbs - “repeat”, “check”, “explain”, “teach”, “form”, “educate”, etc. type of lesson; forms of student work (group, individual, etc.) list and location of educational demonstrations; time for each stage of the lesson; equipment and teaching aids necessary for conducting the lesson; lesson structure - the sequence of educational situations when presenting educational material and conducting independent work of students.

The main didactic structure of the lesson is displayed in the lesson plan and in its technological map. It has both static elements, which do not change depending on the types of lesson, and dynamic ones, which have a more flexible structure:

Organizational moment: topic; target; educational, developmental, educational tasks; motivation for their adoption; planned results: knowledge, skills, abilities; personally formative focus of the lesson. Checking the completion of homework (if it was assigned). Preparation for active learning activities of each student at the main stage of the lesson: setting a learning task, updating knowledge. Posting new material. Solving a learning problem. Assimilation of new knowledge. Primary check of students' understanding of new educational material (ongoing control with a test). Consolidation of the studied material. Generalization and systematization of knowledge. Control and self-testing of knowledge (independent work, final control with a test). Summing up: diagnosing the results of the lesson, reflecting on the achievement of the goal. Homework and instructions on how to complete it.

A technological lesson map is a new type of methodological product that ensures effective and high-quality teaching of educational courses at school and the ability to achieve the planned results of mastering basic educational programs in accordance with the Federal State Educational Standard.
Training using a technology map allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal learning activities (hereinafter - UAL)) in accordance with the requirements of the Federal State Educational Standard, and significantly reduce the time for preparing a teacher for a lesson.

The essence of project-based pedagogical activity using a technological map is the use of innovative technology for working with information, describing tasks for the student to master the topic, and designing the expected educational results. A technological map is distinguished by: interactivity, structure, algorithmicity, manufacturability and generalization of information.

The structure of the technological map includes:

the name of the topic indicating the hours allocated for its study; the goal of mastering educational content; planned results (personal, subject, meta-subject, UUD); meta-subject connections and organization of space (forms of work and resources); basic concepts of the topic; technology for studying the specified topic (at each stage of work, the goal and predicted result are determined, practical tasks are given to practice the material and diagnostic tasks to test its understanding and assimilation); control task to check the achievement of planned results.

The technological map allows:

implement the planned results of the Federal State Educational Standard; determine the UUDs that are formed in the process of studying a specific topic and the entire training course; systematically form them; comprehend and design the sequence of work to master the topic from goal to final result; determine the level of concept development at this stage and correlate it with further training (inscribe a specific lesson into the lesson system); determine the possibilities for implementing interdisciplinary knowledge (establish connections and dependencies between subjects and learning outcomes); implement meta-subject connections in practice and ensure coordinated actions of all participants in the pedagogical process; carry out diagnostics of the achievement of planned results by students at each stage of mastering the topic; relate the result to the learning goal after creating the product

The technological map will allow the school administration to monitor the implementation of the program and the achievement of planned results, as well as provide the necessary methodological assistance.
The use of a technological map provides conditions for improving the quality of training, because:

the educational process for mastering a topic (section) is designed from goal to result; effective methods of working with information are used; stage-by-stage independent educational, intellectual, cognitive and reflective activities of schoolchildren are organized; conditions are provided for the application of knowledge and skills in practical activities.

New social demands reflected in the Federal State Educational Standard define the goals of education as the general cultural, personal and cognitive development of students, ensuring such a key competence of education as “teaching how to learn.” The most important task of the modern education system is the formation of a set of universal educational activities that ensure the competence of “teaching how to learn,” and not just the mastery by students of specific subject knowledge and skills within individual disciplines. The lesson is built within the framework of a systemic activity approach:

it is necessary to develop students’ ability to independently set a learning task; design ways of their implementation; monitor and evaluate your achievements.

It is known that the introduction of something new often causes a person to be wary and even protest. It is not surprising that teachers who for many years (and the majority of teachers in our schools are people over 35 years old) worked according to traditional methods, today cannot immediately switch to new educational technologies. A teacher needs time and conditions to learn to work as required by the new educational standard.

We present to your attention an approximate template of a technological map.

Technological lesson map that meets the requirements of the Federal State Educational Standard

on the slides and on your desk

Main stages of organizing educational activities	Purpose of the stage
Teacher activities	Student activities
Cognitive	Communicative	Regulatory
1. Setting learning objectives	Creating a problematic situation. Fixing a new learning task	Organizes immersion in the problem, creates a situation of rupture.	They try to solve the problem in a known way. Fix the problem.	The teachers are listening. Construct statements that are understandable to the interlocutor	Accept and maintain the learning goal and task.
2. Joint research of the problem.	Finding a solution to a learning problem.	Organizes an oral collective analysis of a learning task. Records the hypotheses put forward by students and organizes their discussion.	Analyze, prove, argue their point of view	Consciously construct speech statements and reflect on their actions	Explore the conditions of the educational task, discuss substantive solutions
3. Simulation	Fixation in the model of essential relationships of the object being studied.	Organizes educational interaction among students (groups) and the following discussion of the compiled models.	The highlighted connections and relationships are recorded in graphical models and in letter form.	Perceive student responses	Exercise self-control Accept and maintain the educational goal and task.
4. Construction of a new method of action.	Building an oriented basis for a new way of acting.	Organizes educational research to highlight a concept.	Conduct collective research, construct a new way of acting or form concepts.	Participate in discussion of the content of the material	Accept and maintain the learning goal and task. Exercise self-control
5. Transition to the stage of solving particular problems.	Primary control over the correct execution of the method of action.	Diagnostic work (at the input), evaluates the performance of each operation.	Carry out work to perform individual operations.	Learn to formulate your own opinion and position	Exercise self-control
6. Application of a general method of action to solve specific problems.	Correction of method development.		A new method is being used. Processing operations in which errors were made.	Build reasoning that is understandable to the interlocutor. Able to use speech to regulate their actions	Self-test. They work out the method as a whole. Carry out step-by-step control based on the results
7. Control at the stage of completing the training topic.	Control.	Diagnostic work (output): Organization of differentiated correctional work, Control and evaluation activities.	They perform the work, analyze, control and evaluate the result.	Reflection on your actions	Carry out step-by-step control based on the results

I would like to dwell on the words of Winn: “If 40 people with different desires and needs gathered simultaneously in the office of a doctor, lawyer or dentist, and some, having no desire to be there, constantly interfered with his work, and the doctor, lawyer or dentist (without assistant), would have to achieve high professional results within 9 months, using all his skills, then, perhaps, he would get some idea of the work of a school teacher.”

The second part of the seminar will be devoted to practical work with technological maps.

Reflection using the “Map”