The study of elements of set theory in the initial course of mathematics. At this stage, children are offered examples on the topic studied.

One of the best pieces of advice I can give you is to "look forward with confidence - in the direction of your dreams" and set the right goals in life.

Most of us live like the wind - moving back and forth, from one day to the next.

But I believe that our life is not just an accident, and that we should all participate in "designing" it. You could call it lifestyle design.

Ever since The Bucket List featuring Jack Nicholson and Morgan Freeman came out, more people have been writing their own goals list.

Goal setting is not just about writing a list. It is the starting point for designing the life we live. Maybe it's time for you to think about all the big and small things that you would like to accomplish in your life.

Every year, usually in December, people make a list of things they would like to achieve next year. However, these are short term. 100 life goals set you more ambitious goals. Some of them will be short-term, while others may take your whole life to complete. Some tasks you can start and do right away, some will take more time.

100 life goals should be so exciting for you personally that you will have a hard time falling asleep at night! If you're not excited about your goals, then you won't be striving for them at a high enough level.

I will give an example of 100 life goals (both basic and "exotic"), but I strongly recommend making your own list. So, be patient...

100 human life goals

Create a family.
Maintain excellent health.
Learn to speak English (with the help of a native speaker or on your own).
Visit a new country in the world every year. Visit all continents.
Invent and patent a new idea.
Get an honorary degree.
Make a significant positive contribution to peace.
Go on a boat trip.
See the earth from space + Experience weightlessness.
Make a parachute jump.
Participate in a marathon.
Create a passive source of income.
Change someone's life forever.
Participate in the Olympics (or the World Championship).
Make a pilgrimage to Israel.
Help 10 people achieve their life goals.
Give a birth to a baby. Raise a child.
Be a vegetarian for a month.
Read the entire Bible.
Dine with famous people.
Speak at a conference (+give a speech in front of more than 100 people).
Write and publish a book.
Write a song.
Launch a website on the Internet.
Learn to ride a motorcycle.
Create your own business.
Climb to the top of the mountain.
Learn to play tennis.
Explore digital photography and learn how to take photos.
Donate blood.
Get rid of bad habits (alcohol, smoking).
Meet an interesting person of the opposite sex.
Own your own 5 hectares of land.
Feed the sharks.
Find a job you love that won't stress you out.
Go scuba diving (go diving or maybe even swim in a submarine).
Ride a camel or ride an elephant.
Fly in a helicopter or hot air balloon.
Swim with dolphins.
See the top 100 movies of all time.
Visit Oscar.
Lose weight.
Take your family to Disneyland.
Ride in a limousine.
Read the 100 best books of all time.
Canoeing on the Amazon.
Attend all games of the season of your favorite football/basketball/hockey/etc. commands.
Visit all major cities in the country.
Live for a while without TV.
Retire and live a month like a monk.
Memorize the poem "If only..." by Rudyard Kipling.
Have your own home.
Live for a while without a car.
Fly in a fighter jet.
Learn how to milk a cow (don't laugh, it can be a rewarding life experience!).
Become a foster parent.
Take a trip to Australia.
Learn to belly dance.
Start a non-profit organization dedicated to helping people.
Learn how to make repairs in the house (and do it).
Organize a tour of Europe.
Learn rock climbing.
Learn to sew/knit.
Take care of the garden.
Go on a hike in the wild.
Master a martial art (perhaps to become the owner of a black belt).
Play at the local theatre.
Shoot in a movie.
Travel to the Galapagos Islands.
Learn archery.
Learn how to use a computer confidently (or help your girlfriend, mother)
Take singing lessons.
Taste dishes of French, Mexican, Japanese, Indian and other cuisines.
Write a poem about your life.
Learn to ride horses.
Take a gondola ride in Venice.
Learn to drive a boat or boat.
Learn to dance the waltz, tap dance, etc.
Post a video to YouTube that gets 1 million views.
Visit the headquarters of Google, Apple, Facebook, etc.
Live on an island + Live in a hut.
Get a full body massage.
Drink only water and juice during meals for a month.
Become the owner of a % share of a profitable company.
Have zero personal debt.
Build a tree house for your children.
Invest in gold and/or real estate.
Volunteer at the hospital.
Go on a trip around the world.
Get a dog.
Learn to drive a racing car.
Publish family tree.
Achieve financial freedom: have enough passive income to cover all expenses.
Witness the birth of your grandchildren.
Visit Fiji/Tahiti, Monaco, South Africa.
Participate in dog sled races in the Arctic.
Learn to surf.
Make twine.
Go skiing with the whole family in Aspen.
Get a professional photo session.
Live in another country for one month.
Visit Niagara Falls, the Eiffel Tower, the North Pole, the pyramids in Egypt, the Roman Colosseum, the Great Wall of China, Stonehenge, the Sistine Chapel in Italy.
Take a survival course in nature.
Own your own private jet.
Be happy in this life.
…. your goals...

___________________________________________________

The question may arise: why 100 goals in life - so many? Setting so many goals can really test your motivation and talents in many areas and walks of life. Life is so multifaceted, and goals should demonstrate your discipline and responsible attitude towards it.

You are the one who takes control of your life. And goals are like GPS in life. They give direction and help you choose where to go in this life. Your vision of an ideal future can become a reality.

When you set 100 life goals and then evaluate your accomplishments, you can see what you've done and what you're really capable of. The very process of achieving goals will give you confidence and faith in yourself. After you have achieved one goal, you will try to achieve other goals, possibly higher ones.

You will see the great progress you have made when you look back after a while. Goals are the starting point for success. Just start...

And a good start, as you know, is half the success!

The concept of " target” means the result that a certain process is aimed at achieving. When writing a scientific paper, the researcher expects to get some result related to its implementation: obtaining theoretical conclusions, practical results, developing recommendations for the development of the research object, etc. Accordingly, the purpose cannot be the conduct of the study itself.

There are certain clichés that are used when formulating the purpose of scientific papers.

Here are some of them:

"develop...";
"reveal...";
"define…";
"install…";
"substantiate...";
"prove…".

What is a task

To achieve the desired result, the researcher performs certain actions, which are called tasks. In other words, tasks These are the ways to achieve the set goal and the stages in moving towards it.

The quality of the study depends on how clearly the task is formulated. Tasks are put in the form of statements, listed in order depending on the complexity. The number of tasks depends on the depth of the study and is determined by the researcher: on average, from three to seven tasks.

To formulate tasks, words such as:

"study...";
"analyze...";
"consider..."

Attention! In rare cases, the goal may be "analyze", "calculate", etc. But, usually, this is typical for shallow and simple scientific works, where it is not required to develop proposals for improving the object, new scientific knowledge is not created in the form of evidence, patterns, principles, methods, etc.

What is the difference between goal and task

A task is a problem that has arisen on the way to a goal. The process of achieving the target result is divided into stages necessary for further research. Thus, solving problem after problem, we move towards the goal. But it should be remembered that the tasks are closely related not only to the goal, but also to each other.

The sequence of formulating goals and objectives

Any scientific work is a logical sequence of solved problems. Having solved one problem (having overcome one stage of research), the researcher understands in which direction he should move further. Research logic is the red thread that connects the first job offer to the last one.

For example, when studying the theoretical foundations of an object, it is necessary to consider those aspects that will be used in the future: we studied the factors in theory → considered them in practice, in relation to the object → developed proposals.

The main differences between goals and objectives

The main thing to understand is that the goal is finite result. Problem solving - intermediate stages. If the goal is incorrectly indicated in the work, then the result may differ. It happens that, on the contrary, the goal and the result coincide, but since the goal was set incorrectly, the result does not meet the expectations of the supervisor. Therefore, it is important to clarify this point with the supervisor even before writing a term paper or a thesis.

The principles of goal-setting may differ in studies in undergraduate, graduate and postgraduate studies. When writing term papers and theses, the goal usually has a practical orientation, while in dissertations, due to their scientific orientation, the goal is to obtain new scientific knowledge.

Fundamental differences between the goal and the task

How can one learn to distinguish between these categories, if they are so closely interconnected? Practice on daily household chores. For example, to buy bread (goal), you need:

find out where the store is located;
decide what bread to buy;
take money;
go to the shop.

Without noticing it ourselves, every day we set goals and solve problems to achieve them. The same principle applies to writing a scientific paper. For example, in order to “develop improvement measures”, it is necessary to: “study the theoretical foundations of the object”, “identify existing problems”, “identify the factors affecting the object”.

Common mistakes in formulating goals and objectives

Most often, students in their work make the following mistakes:

The goal is not related to the topic.
A vague statement of the goal, without a definition of the result.
Tasks do not contribute to the achievement of the goal.
Tasks duplicate the formulation of the goal.
Tasks do not correspond to the content of the work.

When making a plan, before writing a paper, you should remember the relationship between tasks and goals. Then subsequently there will be no difficulties with the definition of these categories.

What is the difference between goals and objectives - learning to separate the seed from the chaff updated: February 15, 2019 by: Scientific Articles.Ru

MODERN LESSON

Requirements for a modern lesson

Creative and accurate implementation of the program and methodological requirements for the lesson, competent definition of the type of lesson, its place in the topic. Isolation of the features of the lesson.
Accounting for the real learning opportunities of students of different classes, purposeful elimination of gaps in knowledge.
Thinking through and solving in unity the tasks of education, upbringing and development, highlighting the dominant tasks of the lesson.
Correspondence and subordination of educational material to the lesson, its main didactic goal.
The choice of a rational structure and pace of the lesson, providing solutions to the tasks and economical use of time.
Concentration of students' attention on scientific concepts, theoretical provisions of laws, leading ideas. Highlighting the main, essential, ensuring the connection of the content of the lesson with life.
Ensuring the practical orientation of the educational process. Creation of real opportunities to apply the acquired knowledge and skills.
Expansion of the arsenal of choice of methods, mainly due to active, intensive methods, the validity of the combination of teaching methods used.
A combination of class-wide forms of work with group and individual.
Implementation of a differentiated approach to teaching.
Sufficient amount of material in the lesson.
Rational use of study time.
The teacher's knowledge of the material of the lesson and the subject as a whole.
Raising interest in the subject.
Formation of students' skills of independent work, the ability to learn.
The development of students' cognitive abilities, their ability to observe and think.
Timeliness and comprehensiveness of students' knowledge testing.

The main elements of UVP in the lesson

Lesson objectives: educational, educational, developing.

educational goal involves the formation of new concepts and methods of activity, a system of scientific knowledge, etc.

Form a new concept in the lesson
Ensure students understand...
Teach a new way of doing things
Eliminate gaps in knowledge
Summarize and systematize knowledge about...
Practice skills...
Set up a course of action...
Build students' understanding of...
Teach how to do the task according to the model
Learn to infer...
Show the relationship and interdependence of phenomena
To form the ability to analyze facts and give them a reasonable scientific assessment.
Formation of the ability to actively and consistently defend one's point of view, the ability to find convincing arguments in the proof.
Teach yourself to draw conclusions, to understand.

educational goal

Formation of interest in the future of the country
Formation of a sense of pride for the motherland
Education of a humane attitude towards people
Shaping Responsibility
Developing compassion for oneself and others
Education of motives for learning, a positive attitude to knowledge
Education of labor motives

Development goal

Development of analytical thinking
Development of cognitive skills
Development of learning skills

How to prepare a modern lesson

The lesson is the main component of the educational process. The educational activity of the teacher and the student is largely focused on the lesson. That is why the quality of training students in a particular academic discipline is largely determined by the level of the lesson, its content and methodological content, its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own idea, plot and denouement, like any work of art. How to construct such a lesson? How to make sure that the lesson not only equips students with knowledge and skills, the importance of which cannot be disputed, but so that everything that happens in the lesson arouses sincere interest in children, genuine enthusiasm, and forms their creative consciousness?

Lesson as a holistic system

A more or less completed segment of the pedagogical process in the class-lesson system of education is the lesson. According to the figurative expression of N.M. Verzilin, "a lesson is the sun, around which, like planets, all other forms of training revolve." What is a lesson? The answer to this question is very difficult today. Until now, in pedagogical science, the prevailing opinion is that a lesson is a form of organization of the activities of a permanent staff of teachers and students in a certain period of time that is systematically applied to solve the problems of teaching, educating and developing students.

A lesson is a form of organizing training with a group of students of the same age, permanent composition, a lesson on a fixed schedule and with a single training program for all. In this form, all components of the educational process are presented: purpose, content, means, methods, organization and management activities, and all its didactic elements. The essence and purpose of the lesson in the learning process as an integral dynamic system is thus reduced to the collective-individual interaction of the teacher and students, as a result of which the students acquire knowledge, skills and abilities, develop their abilities, experience, activity, communication and relationships, as well as improving the pedagogical skills of the teacher. Thus, the lesson, on the one hand, acts as a form of learning movement as a whole, on the other hand, as a form of organization of learning, predetermined by the basic requirements for the organizational construction of the lesson by the teacher, arising from the patterns and principles of learning.

The birth of any lesson begins with the awareness and correct, clear definition of its ultimate goal - what the teacher wants to achieve; then establishing the means - what will help the teacher in achieving the goal, and only then determining the method - how the teacher will act so that the goal is achieved.

What is the goal and when, what are the goals of the lesson set by the teacher? It is generally accepted in science that a goal is a presumed, pre-planned (mentally or verbally) result of an activity to transform an object. In pedagogical activity, the object of transformation is the activity of the student, and the result is the level of education, development and upbringing of the student.

The goal of a lesson in a modern school should be specific, with an indication of the means to achieve it and its translation into specific didactic tasks.

The didactic tasks of the lesson are realized in real pedagogical reality through educational tasks (tasks for students). This is the solution of arithmetic problems by students, the performance of various exercises, the analysis of sentences, the preparation of a retelling plan, etc. These tasks reflect the learning activities of students in specific learning situations.

Preparing for the lesson

The first thing to start preparing for the lesson:
- clearly define and formulate for himself its theme;
- determine the place of the topic in the curriculum;
- determine the leading concepts on which this lesson is based, in other words, look at the lesson retrospectively;
- and, conversely, identify for yourself that part of the educational material that will be used in the future, in other words, look at the lesson through the prism of the perspective of your activity.
Define and clearly formulate for yourself and separately for students the target setting of the lesson - why is it needed at all? In this regard, it is necessary to identify the teaching, developing and educating functions of the lesson.
Plan learning material

For this you need:

Select literature on the topic. At the same time, if we are talking about new theoretical material, one should try to include a university textbook, an encyclopedic publication, a monograph (original source), and a popular science publication on the list. It is necessary to select from the available material only that which serves to solve the tasks set in the simplest way.

Select study assignments that aim to:

recognition of new material;
reproduction;
application of knowledge in a new situation;
application of knowledge in an unfamiliar situation;
creative approach to knowledge.

Arrange learning tasks in accordance with the principle "from simple to complex". Create three sets of tasks:

tasks that lead the student to reproduce the material;
tasks that contribute to the understanding of the material by the student;
assignments that help the student to consolidate the material.

Think about the "zest" of the lesson.

Each lesson should contain something that will cause surprise, amazement, delight of students - in a word, something that they will remember when everyone forgets. It can be an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

Group the selected educational material.

To do this, think about the sequence in which the work with the selected material will be organized, how the change in the types of students' activities will be carried out.

The main thing when grouping material is the ability to find a form of organizing a lesson that will cause increased activity of students, and not a passive perception of the new.

Plan the control over the activities of students in the lesson, why think about:
- what to control;
- how to control;
- how to use the results of the control.

At the same time, do not forget that the more often the work of everyone is controlled, the easier it is to see typical mistakes and difficulties, as well as to show the true interest of the teacher in their work.

Prepare equipment for the lesson. Make a list of the necessary teaching aids, instruments, etc. Consider the type of blackboard so that all new material remains on the board in the form of a reference outline.
Think over tasks for home: its content, as well as recommendations for its implementation.
The lesson prepared in this way should be included in the abstract. What should be kept in mind when preparing a lesson summary? The abstract should contain three main parts:
- formal;
- meaningful;
- analytical.

The formal part looks like this:
Lesson # __________
Subject: ____________
Target: ____________
Tasks:
educational: _____________
developing: __________________
educators: _______________
Equipment: ________________
The sequence of individual stages of the lesson.

The analytical part is a self-analysis of the lesson.

Introspection of the lesson

IV. Lesson idea

What are the main reasons for choosing this particular lesson plan?
- What is the place of this lesson in the topic, section, course.
- How is it related to the previous ones, what does it rely on.
- How a lesson works for subsequent lessons, topics, sections, and other subjects.
- How were the program requirements taken into account when preparing for the lesson.
- What is the specificity, uniqueness of this lesson, its special purpose.
- How and why the form of the lesson was chosen, type.
What features of the students were taken into account in preparing for the lesson?
What were the main objectives of the lesson and why?
What justifies the choice of the structure and topic of the lesson?
What justifies a particular course of the lesson. Why was such content, methods, means, forms of education chosen?
What conditions (social-psychological or educational-material or aesthetic) were created for the lesson and why?

V. Were there any changes, deviations, improvements compared to this plan during the lesson. If so, which ones, and what did they lead to.

VI. Whether it was possible to solve the tasks set at the required, optimal level and obtain the corresponding educational results, while avoiding overload and overwork of students, maintaining and developing productive motivation: learning, mood, well-being.

VII. What are the reasons for the successes and shortcomings of the lesson. What are the used reserve opportunities. What in this lesson should have been done differently, in a different way.

VIII. What conclusions should be drawn from the lesson for the future.

Main types of lessons:

A lesson in learning new things. These are: traditional (combined), lecture, excursion, research work, educational and labor workshop. It aims to study and primary consolidation of new knowledge.
Knowledge consolidation lesson. These are: workshop, excursion, laboratory work, interview, consultation. It aims to develop skills for the application of knowledge.
Lesson of complex application of knowledge. These are: workshop, laboratory work, seminar, etc. It aims to develop skills to independently apply knowledge in a complex, in new conditions.
Lesson of generalization and systematization of knowledge. These are: a seminar, a conference, a round table, etc. It aims to generalize individual knowledge into a system.
Lesson of control, evaluation and correction of knowledge. These are: test, test, colloquium, review of knowledge, etc. It aims to determine the level of mastery of knowledge, skills and abilities.

Structural elements of the lesson

Organization of the beginning of the lesson. Preparing students for class work. Full readiness of the classroom and equipment, the rapid inclusion of students in the business rhythm.
Checking homework. Establishing the correctness and awareness of doing homework by all students, identifying gaps and correcting them. The optimal combination of control, self-control and mutual control to establish the correctness of the task and correct gaps.
Preparation for the main stage of the lesson. Ensuring motivation and acceptance by students of the goal, educational and cognitive activity, updating of basic knowledge and skills. Readiness of students for active educational and cognitive activity based on basic knowledge.
Assimilation of new knowledge and ways of action. Ensuring the perception of comprehension and primary memorization of knowledge and methods of action, connections and relationships in the object of study. Active actions of students with the volume of study; maximum use of independence in obtaining knowledge and mastering methods of action.
Initial test of understanding. Establishing the correctness and awareness of the assimilation of new educational material; identifying gaps and misconceptions and correcting them. Assimilation of the essence of acquired knowledge and methods of action at the reproductive level. Elimination of typical mistakes and misconceptions among students.
Consolidation of knowledge and methods of action. Ensuring the assimilation of new knowledge and methods of action at the level of application in a changed situation. Independent performance of tasks that require the application of knowledge in a familiar and changed situation.
Generalization and systematization of knowledge. Formation of an integral system of leading knowledge on the topic, course; selection of worldview ideas. Active and productive activities of students by including parts in the whole, classification and systematization, identifying intra-subject and inter-course connections.
Control and self-examination of knowledge. Identification of the quality and level of mastery of knowledge and methods of action, ensuring their correction. Obtaining reliable information about the achievement by all students of the planned learning outcomes.
Summing up the lessons. Provide an analysis and assessment of the success of achieving the goal and outline the prospects for future work. The adequacy of the student's self-assessment to the teacher's assessment. Getting students information about the actual results of learning.
Reflection. Mobilizing students to reflect on their behavior (motivation, methods of activity, communication). Mastering the principles of self-regulation and cooperation. Openness of students in understanding their actions and self-assessment. Forecasting ways of self-regulation and cooperation.
Information about homework. Ensuring understanding of the purpose, content and methods of doing homework. Checking relevant records. Implementation of the necessary and sufficient conditions for the successful completion of homework by all students in accordance with their current level of development.

Methods and techniques for developing the intellect of students

heuristic conversation
teacher's problem statement
research
story
explanation
scheme
reference tables
filling in classification tables with your own examples or distributing ready-made examples into a table
comparisons and contrasts comparative analysis of two fragments of text.
dialogue communication
modeling
defending your opinion
formulating questions
peer review
maximum tasks
free choice method
students as teachers
action learning
group discussion
role-playing game
discussion
seminar
student as researcher
debate
brainstorm
interdisciplinary comparisons
problem situations, questions
practical work
experiment
experiences
system-structural analysis
projects
presentations

Memo for the teacher on self-analysis of the lesson

What is the place of this lesson in the system of lessons on the topic? What is the specificity of the lesson? Lesson type?
What tasks were solved in the lesson: educational, educational, developing? Was their complexity and interconnection ensured?
Why was the chosen structure of the lesson rational for solving these problems? Was it rational to allocate time for questioning, learning new things, consolidating? Are the connections between the stages of the lesson logical? Was the time allocated rationally in the lesson?
What is the main focus of the lesson and why? Has the main thing been highlighted?
What combination of teaching methods was chosen to reveal new material? Give justification for the choice of teaching methods.
How was the differentiated approach implemented in the lesson?
How was the control of the assimilation of knowledge, skills and abilities organized? In what forms and by what methods was it carried out? Why?
How was the classroom used in the classroom? Use of teaching aids.
What was the reason for student performance?
Were the educational and stimulating functions of the mark used?
Has there been a reflection?
Were you able to fully achieve your goals, if not, why not? How is it planned to fulfill the unrealized?

The main methodological goal of the lesson in systemic-activity learning is to create conditions for the manifestation of cognitive activity of students.

The main methodological goal is achieved in the following ways.

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

1). Lessons of "discovery" of new knowledge;

2). Lessons for developing skills and reflection;

3). Lessons of a general methodological orientation;

4). Lessons of developmental control.

Let's formulate the main goals and ways to achieve them for each type of lesson

1type of lesson- discovery of new knowledge (ONZ).

activity goal: the formation of students' skills to implement new ways of action.

Algorithm for constructing a lesson for discovering new knowledge:

1. Select and formulate new knowledge.

2. Simulate a way to discover new knowledge.

3. Isolate the mental operations used in the discovery of new knowledge.

4. Determine the necessary ZUN and ways to repeat it.

5. Select exercises for the actualization stage, based on the list of necessary mental operations and ZUNs.

6. Simulate the difficulty and the method of fixing it.

7. Simulate a problem situation and dialogue.

8. Compose an independent work and an objectively justified standard.

9. Determine the methods of organizing and conducting primary consolidation.

10. Select tasks for the repetition stage by levels.

11. Analyze the lesson according to the abstract.

12. If necessary, make adjustments to the plan of the abstract.

The structure of the lesson of discovering new knowledge:

1). The stage of motivation (self-determination) for learning activities.

2). The stage of actualization and fixation of an individual difficulty in a trial action.

3). The stage of identifying the place and cause of the difficulty.

4). The stage of building a project to get out of the difficulty.

6). The stage of primary consolidation with pronunciation in external speech.

Consider the approaches to the structure of the lesson of discovering new knowledge and the micro-goals of the stages:

1.Motivation (self-determination) for learning activities.

Purpose: The main purpose of the stage motivation (self-determination) for learning activities is the development at a personally significant level of internal readiness to fulfill the regulatory requirements of educational activities.

Update the requirements for the student on the part of educational activities (“must”);

Establish a thematic framework for learning activities (“I can”).

2. Actualization and fixation of an individual difficulty in a trial action.

The purpose of the stage of actualization and trial learning action is to prepare the thinking of students and organize their awareness of their inner need to build learning actions and organize the fixation by each of them of an individual difficulty in the trial action.

Reproduced and recorded knowledge, skills and abilities sufficient to build a new way of action;

They activated the corresponding mental operations (analysis, synthesis, comparison, generalization, classification, analogy, etc.) and cognitive processes (attention, memory, etc.);

Updated the norm of a trial educational action (“must” - “want” - “can”);

They tried to independently complete an individual task to apply the new knowledge planned for study in this lesson;

We fixed the difficulty in performing a trial action or justifying it.

3. Identification of the place and cause of difficulties.

The main goal of the stage is to organize an analysis by students of the situation that has arisen and, on this basis, to identify the places and causes of the difficulty is the realization of what exactly is the lack of their knowledge, skills or abilities.

Analyzed step by step based on a landmark record and said aloud what and how they did;

Fixed the operation, the step at which the difficulty arose (place of difficulty);

Correlated their actions at this step with the methods studied and recorded what knowledge or skill is missing to solve the original problem and problems of this class or type in general (cause of difficulty).

4. Building a project to get out of the difficulty (goal, topic, plan, timing, method, means).

The main goal of the stage of constructing a project to get out of a difficulty is to set goals for educational activities and, on this basis, to choose the method and means of their implementation.

This requires that students:

In a communicative form, they formulated the specific goal of their future educational actions, eliminating the cause of the difficulty that had arisen (that is, they formulated what knowledge they need to build and what to learn);

proposed and agreed topic lesson that the teacher can clarify;

chose way building new knowledge (How?) - method clarifications(if a new course of action can be constructed from previously learned ones) or a method additions(if there are no analogues studied and the introduction of a fundamentally new sign or method of action is required);

chose facilities to build new knowledge (using what?) - studied concepts, algorithms, models, formulas, ways of writing, etc.

5. Implementation of the constructed project

The main goal of the stage of implementation of the constructed project is the construction by students of a new method of action and the formation of skills to apply it both in solving the problem that caused difficulty, and in solving problems of this class or type in general.

To achieve this goal, students must:

Based on the chosen method, put forward and substantiate hypotheses;

When building new knowledge, use subject actions with models, diagrams, etc.;

Apply a new course of action to solve the problem that caused the difficulty;

Fix in a generalized form a new way of acting in speech and symbolically;

To fix the overcoming of the difficulty that arose earlier.

6. Primary consolidation with pronunciation in external speech.

The main goal of the stage of primary consolidation with pronunciation in external speech is the assimilation by students of a new mode of action when solving typical problems.

To achieve this goal, students must:

Solved (frontally, in groups, in pairs) several typical tasks for a new mode of action;

At the same time, the steps taken and their justification were spoken out loud - definitions, algorithms, properties, etc.

7. Independent work with self-test according to the standard

The main goal of the stage of independent work with self-examination according to the standard is the internalization of a new mode of action and performing reflection (collective and individual) to achieve the goal of a trial educational action, the application of new knowledge in standard tasks.

For this you need:

To organize independent performance by students of standard tasks for a new mode of action;

To organize self-examination by students of their decisions according to the standard;

Create (if possible) a situation of success for each child;

For students who make mistakes, provide an opportunity to identify the causes of errors and correct them.

8. Inclusion in the knowledge system repetition.

The main purpose of the stage of inclusion in the system of knowledge and repetition is to repeat and consolidate what was previously studied and prepare for the study of the following sections of the course, identify the limits of applicability of new knowledge and teach how to use it in the system of previously studied knowledge, repeat the educational content necessary to ensure meaningful continuity, include new methods of action in the knowledge system.

For this you need:

Identify and fix the limits of applicability of new knowledge and teach how to use it in the system of previously studied knowledge;

Bringing it to the level of an automated skill;

If necessary, organize preparation for the study of the following sections of the course;

Repeat learning content as necessary to ensure content continuity.

9. Reflection of UD in the lesson

The main goal of the stage of reflection of educational activities in the lesson is self-assessment by students of the results of their educational activities, awareness of the construction method and the limits of applying a new mode of action.

To achieve this goal:

Reflection and self-assessment by students of their own learning activities in the lesson is organized;

Students correlate the goal and results of their educational activities and fix the degree of their compliance;

The goals of further activities are outlined and tasks for self-training are determined (homework with elements of choice, creativity).

2type of lesson- a lesson in developing skills and reflection.

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

A distinctive feature of the reflection lesson is the fixation and overcoming of difficulties in their own learning activities.

For a competent reflection lesson, it is necessary to clarify the concepts of a standard, a sample and a standard for self-testing, which we will explain with a specific example.

The standard can be presented in different forms. The main thing is that it correctly describes the essence of the transformations being performed and is designed together with students in the lesson of “discovery” of new knowledge, is understandable to them, and is for them a real tool for solving problems of this type.

The standard for self-control is the implementation of the mode of action, correlated with the standard.

When building a standard for self-control, a detailed sample is used next to the standard, which is built and agreed in the class at the lesson "discovery of new knowledge".

Students should learn how to step by step compare their work with the standard in self-examination.

However, this skill is formed in them gradually. First, they learn to check their work on the answers, then on the short solution,

In order for students to correct their mistakes not by chance, but by a meaningful event, it is important to organize their corrective actions based on a reflexive method, designed as an error correction algorithm.

This algorithm should be built by the children themselves in a separate lesson. If reflection lessons are conducted systematically, then children quickly master this algorithm and apply it confidently.

Lessons skill development and reflection have the following structure: 1). The stage of motivation (self-determination) to corrective activity.

2). The stage of actualization and trial educational action.

3). The stage of localization of individual difficulties.

4). The stage of building a project for correcting the identified difficulties.

5). Stage of implementation of the constructed project.

6). The stage of generalization of difficulties in external speech.

7). The stage of independent work with self-testing according to the standard.

8). The stage of inclusion in the system of knowledge and repetition.

9). The stage of reflection of educational activity in the lesson.

A distinctive feature of the lesson of reflection from the lesson of the "discovery" of new knowledge is the fixation and overcoming of difficulties in one's own learning activities, and not in the learning content.

For a competent reflection lesson, it is necessary to clarify the concepts standard, sample And standard for self-testing. Let's move on to describing the basic requirements for the stages of the reflection lesson.

Consider the structure of the lesson and the main micro-goals of the stages:

1. The stage of motivation (self-determination) to corrective activities.

main goal motivation (self-determination) to corrective activity is the development at a personally significant level of internal readiness for the implementation of the regulatory requirements of educational activities, but in this case we are talking about the norm of corrective activity.

To achieve this goal, it is required:

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

Update the requirements for the student on the part of correctional activities (“must”);

Based on the tasks solved earlier, establish a thematic framework and create an indicative framework for corrective actions (“I can”).

2. The stage of actualization and trial educational action.

The main goal is to prepare the thinking of students and their awareness of the need to identify the causes of difficulties in their own activities.

For this you need:

Organize repetition and symbolic fixation of the methods of actions planned for reflective analysis by students - definitions, algorithms, properties, etc.;

Activate the appropriate mental operations and cognitive processes (attention, memory, etc.);

Organize motivation (“I want” - “I need” - “I can”) and students perform independent work No. 1 to apply the methods of action planned for reflective analysis;

Organize students' self-examination of their work according to the finished sample with the fixation of the results obtained (without correcting errors).

3. Stage of localization of individual difficulties.

The main goal of the stage of localization of individual difficulties is to understand the place and cause of one's own difficulties in the implementation of the studied methods of action.

This requires that students:

Clarified the error correction algorithm that will be used in this lesson;

place of difficulty;

Identify and fix the methods of action (algorithms, formulas, rules, etc.) in which errors were made - the reason difficulties.

At this time, students who did not identify errors also perform a step-by-step check of their solutions according to the error correction algorithm to eliminate the situation when the answer is accidentally correct, but the solution is not. If during the check they find an error, then they join the first group - they reveal place And reason difficulties, and if there are no mistakes, they receive an additional task of a creative level and then work independently until the stage of self-examination.

4. The stage of setting goals and building a project for correcting the identified difficulties.

The main goal of the stage of goal-setting and building a project for correcting the identified difficulties is to set goals for corrective activities and, on this basis, to choose the method and means of their implementation.

This requires that students:

Formulated an individual target their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn how to apply correctly);

chose way (how?) And facilities(by using what?)

5. Stage of implementation of the constructed project.

The main goal of the stage of implementation of the constructed project is the meaningful correction by students of their mistakes in independent work and the formation of the ability to correctly apply the appropriate methods of action.

To achieve this goal, each student who had difficulties in independent work should:

Students who have not made mistakes in independent work continue to solve tasks of a creative level or act as consultants.

6. Stage of generalization of difficulties in external speech.

The main goal is to consolidate the methods of action that caused difficulties.

To achieve this goal:

A discussion of typical difficulties is organized;

The formulations of the methods of action that caused difficulties are spoken out.

Particular attention here should be paid to those students who have difficulties - it is better that they speak out loud the correct methods of action.

7. The stage of independent work with self-checking according to the standard.

The main goal of the stage of independent work with self-examination according to the standard is the internalization of the methods of action that caused difficulties, self-examination of their assimilation, individual reflection on achieving the goal and creating (if possible) a situation of success.

To achieve this goal, students who made mistakes:

Perform independent work similar to the first, while taking only those tasks in which mistakes were made;

Carry out a self-examination of their work according to the standard for self-examination and fix the symbolic results;

Fix the overcoming of the difficulty that has arisen earlier. At this time, students who have not made mistakes in the test, self-check additional tasks of the creative level according to the proposed model.

8. The stage of inclusion in the system of knowledge and repetition.

The main goal of the stage of inclusion in the knowledge system and repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously studied and preparation for the study of the following sections of the course.

Perform tasks to prepare for the study of the following topics.

9. The stage of reflection of activity in the lesson.

The main goal of the stage of reflection of activity in the lesson is the students' awareness of the method of overcoming difficulties and their self-assessment of the results of their corrective (and if there were no mistakes, independent) activities.

Refine the error correction algorithm;

Record the degree of compliance with the set goal and performance results;

Evaluate their own activities in the classroom;

Outline goals for follow-up;

In accordance with the results of the activity in the lesson, homework is coordinated (with elements of choice, creativity).

This is the structure of the lessons skill development and reflection. Children in these lessons do not just train in solving problems - they master the method of correcting their own actions, they are given the opportunity to find their own mistakes, understand their cause and correct, and then make sure that their actions are correct. After that, the quality of assimilation of educational content by students significantly increases with a decrease in the time spent.

It should be noted that the lessons of reflection, despite the rather large preparation for them by the teacher (especially at the initial stages), are the most interesting both for teachers and, first of all, for children. There is a significant positive experience of their systematic use in schools. Children in these lessons do not just train in solving problems - they master the method of correcting their own actions, they are given the opportunity to find their own mistakes, understand their cause and correct, and then make sure that their actions are correct. After that, the quality of assimilation of educational content by students significantly increases with a decrease in the time spent, but not only. Children easily transfer the experience of working on mistakes accumulated in these lessons to any academic subject.

It should also be emphasized that the lessons of reflection are much easier for teachers to master than the lessons of the "discovery" of new knowledge, since the transition to them does not change the very method of work.

The experience of conducting a reflection lesson is given in the handout.

^ III. type. Lessons in building a knowledge system (lessons of a general methodological orientation)

Activity goal: the formation of students' activity abilities and abilities to structure and systematize the studied subject content, the formation of students' ability to a new mode of action associated with building the structure of the studied concepts and algorithms.

^ Content Purpose: construction of generalized activity norms and identification of the theoretical foundations for the development of content-methodological lines of courses, identification of the theoretical foundations for constructing content-methodological lines.

aim general methodological lessons is the construction of methods that link the studied concepts into a single system.

Lessons general methodological orientation are called, firstly, to form students' ideas about the methods that link the concepts being studied into a single system, and secondly, about the methods of organizing the educational activity itself, aimed at self-change and self-development. So, in these lessons, students understand and build the norms and methods of educational activities, self-control and self-assessment, reflective self-organization. These lessons are over-subject and are conducted outside the framework of any subject at class hours, extra-curricular activities or other specially designated lessons in accordance with the structure of the technology of the activity method.

Separate now subject lessons should be devoted to the formation of ideas about the methods of science. For example, in a mathematics course, lessons are needed that form methods of measurement, classification of finite groups of objects according to a quantitative attribute, expansion of numerical sets, mathematical modeling, trial and error, etc.

^ IV type Lessons in developmental control

Lessons developmental control have the following structure:

1) the stage of motivation (self-determination) to control and corrective activities;

2) the stage of actualization and trial educational action;

3) the stage of localization of individual difficulties;

4) the stage of constructing a project for correcting the identified difficulties;

5) the stage of implementation of the constructed project;

6) the stage of generalization of difficulties in external speech;

7) the stage of independent work with self-checking according to the standard;

8) the stage of solving tasks of a creative level;

9) the stage of reflection of control and correctional activities.

Lessons of developmental control are held at the end of the study of major sections of the course, they involve writing a control work and its reflective analysis. Therefore, in their structure, method of preparation and conduct, these lessons resemble reflection lessons. However, these types of lessons have some significant differences.

In the lessons of developmental control, in contrast to the lessons of reflection, during the control work, the emphasis is placed, first of all, on the coordination evaluation criteria the results of educational activities, their application and fixing the result of the comparison in the form marks. Thus, a distinctive feature of the lessons of developing control is their compliance with the established structure of "managerial", criteria-based control.

Since these lessons sum up the study of a significant amount of material, the content of tests in terms of volume is 2-3 times higher than the usual independent work offered in reflection lessons. Therefore, developmental control lessons are conducted in two stages: 1) students write a control work and its criteria-based evaluation;

2) reflexive analysis of the completed control work and correction of errors made in the work.

These stages are carried out in two lessons, which are separated by the time necessary for the teacher to check the results of the students' work in the first lesson (this time should not exceed 1-2 days).

Depending on who has the reference variant (criteria), the following forms of organizing developmental control lessons are distinguished: self-control, mutual control and pedagogical control.

self control involves the presentation of the reference version to the student, independent comparison of his own version with the reference one, followed by self-assessment based on established criteria.

At mutual control the holder of the standard is another student. At the same time, the formation of the ability for self-esteem occurs through checking the fairness of the assessment made by another student, and a reflective analysis of the mistakes made.

Pedagogical control of the developmental orientation assumes that the teacher is the holder of the standard. The formation of the ability to self-esteem occurs through the agreement with the teacher of the result on the basis of previously established criteria and a reflective analysis of the mistakes made.

Let us now turn to the description of the main requirements for the stages of developmental control lessons.

Lesson 1 (Conducting a test)

1. The stage of motivation (self-determination) to control and corrective activities;

As before, the main goal of the stage motivation (self-determination) to control and corrective activities is the development at a personally significant level of internal readiness for the implementation of the regulatory requirements of educational activities, but in this case we are talking about the norm of control and correctional activities.

Therefore, to achieve this goal, it is required:

Determine the main goal of the lesson and create conditions for the emergence of an internal need for inclusion in control and correctional activities (“I want”);

Update the requirements for the student from the side of control and correctional activities (“must”);

Based on the previously solved tasks, establish a thematic framework and create an indicative basis for control and corrective actions (“I can”);

Establish the form and procedure for control;

Provide a criterion for grading.

2. The stage of actualization and trial educational action;

The main goal of the stage updating and trial learning activities is the preparation of students' thinking and their awareness of the need for control and self-control of the result and identifying the causes of difficulties in activities.

For this you need:

Organize the repetition of controlled methods of action (norms);

Activate mental operations (comparison, generalization) and cognitive processes (attention, memory, etc.) necessary to complete the test;

To organize the motivation of students (“I want” - “I need” - I can”) to perform control work on the application of methods of action planned for control and subsequent reflective analysis;

Organize individual writing by students of control work;

Organize students' comparison of their work according to the finished sample with fixing the results (without correcting errors);

Provide an opportunity for students to self-evaluate their work according to a predetermined criterion.

II lesson (Analysis of control work)

This lesson corresponds to the lesson of working on the mistakes of the control work in a traditional school and is carried out after checking it by the teacher.

3. The stage of localization of individual difficulties;

The main goal of the stage localization of individual difficulties is the development at a personally significant level of internal readiness for corrective work, as well as identifying the place and cause of one's own difficulties in performing control work.

To achieve this goal, it is necessary:

To organize the motivation of students for correctional activities (“I want” - “I must” - “I can”) and their formulation of the main goal of the lesson;

Reproduce controlled methods of action (norms);

To analyze the correctness of students' self-examination of their work and, if necessary, the coordination of their assessments with the assessment of the teacher.

Clarify the error correction algorithm (the algorithm is based on the previous lessons based on the reflexive method);

Based on the error correction algorithm, they analyze their solution and determine the place of errors - place of trouble;

Identify and fix the methods of action (algorithms, formulas, rules, etc.) in which errors were made, - cause of the difficulty.

Students who have not made mistakes at this stage compare their solution with the standard and perform tasks of a creative level. They can also act as advisors. Benchmarking is necessary to match your decision with the course of action being used. This contributes to the formation of speech, logical thinking, the ability to substantiate one's point of view with criteria.

4. The stage of building a project for correcting the identified difficulties;

The main goal of the stage building a project for correcting the identified difficulties is setting the goals of corrective activities and on this basis - the choice of methods and means of their implementation.

This requires that students:

Formulated the individual goal of their future corrective actions (that is, they formulated what concepts and methods of action they need to clarify and learn how to apply correctly);

chose way (how?) And facilities(With using what?) correction, that is, they have established which specifically studied concepts, algorithms, models, formulas, ways of writing, etc., they need to comprehend and understand again and how they will do it (using standards, a textbook, analyzing the performance of similar tasks in previous lessons, etc.).

5. Stage of implementation of the constructed project;

The main goal of the stage implementation of the constructed project is a meaningful correction by students of their mistakes in the control work and the formation of the ability to correctly apply the appropriate methods of action.

As in the reflection lesson, to achieve this goal, each student who had difficulties in the control work must:

Independently (case 1) correct your mistakes using the chosen method based on the use of the selected means, and in case of difficulty (case 2) - using the proposed standard for self-checking;

In the first case - to correlate your results of error correction with the standard for self-testing;

Solve these tasks (some of them may be included in homework).

Students who do not make mistakes in the control work continue to solve tasks of a creative level or act as consultants.

6. The stage of generalization of difficulties in external speech;

The main goal of the stage generalizations of difficulties in external speech is to consolidate the methods of action that caused the difficulty.

To achieve this goal, like reflection lessons, the following is organized:

Discussion of typical mistakes;

Pronouncing the wording of the methods of action that caused difficulty.

7. The stage of independent work with self-checking according to the standard;

The main goal of the stage independent work with self-test according to the standard, as in the lesson of reflection, is the internalization of the methods of action that caused difficulties, self-examination of their assimilation, individual reflection of the achievement of the goal, as well as the creation (if possible) of a situation of success.

To achieve this goal, it is necessary that students who make mistakes in the control work:

Completed independent work, similar to controlled work, choosing only those tasks in which errors were made;

We carried out a self-examination of our work on the finished sample and recorded significant results.

We fixed the overcoming of the difficulties that had arisen earlier.

Students who have not made mistakes in the control work perform self-examination of tasks of a creative level according to the proposed model.

8. The stage of solving tasks of a creative level;

The main goal of the stage inclusion in the knowledge system of repetition is the application of methods of action that caused difficulties, repetition and consolidation of previously studied, preparation for the study of the following sections of the course.

To do this, students with a positive result of the previous stage:

Perform tasks in which the considered methods of action are associated with previously studied ones and with each other;

Perform tasks to prepare for the study of the following topics.

If the result is negative, students repeat the previous step for another option.

9. Stage of reflection of control and correctional activities.

The main goal of the stage reflection of activities in the lesson is self-assessment of the results of control and correctional activities, awareness of the method of overcoming difficulties in activities and the mechanism of control and correctional activities.

To achieve this goal, students:

Discuss the mechanism of control activities;

Analyze where and why mistakes were made, ways to correct them;

Name the methods of action that caused the difficulty;

Record the degree of compliance with the goal of control and correction activities and its results;

Evaluate the results of their own activities;

If necessary, tasks for self-training are determined (homework with elements of choice, creativity);

Outline goals for follow-up activities.

It should be noted that in pedagogical practice, control lessons are often held that are not related to the development of students' abilities for control and self-control, for example, administrative control or traditional test work. These lessons should be distinguished from activity-oriented lessons, since they implement other than activity-oriented goals of education and, thus, do not move students forward in developing their necessary activity qualities.

Theoretically justified mechanism of control activity assumes:

1. presentation of a controlled option;

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

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

4. Evaluation of the comparison result in accordance with a pre-reasoned criterion.

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

1.writing by students of a variant of the test;

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

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

The teacher should pay attention to the following:

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

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

Lesson objectives are set with a tendency to transfer function from teacher to student.
The teacher systematically teaches children to carry out a reflexive action (to assess their readiness, to detect ignorance, to find the causes of difficulties, etc.)
A variety of forms, methods and techniques of teaching are used, which increase the degree of activity of students in the educational process.
The teacher owns the technology of dialogue, teaches students to put and address questions.
The teacher effectively (appropriate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.
At the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).
The teacher achieves understanding of the educational material by all students, using special techniques for this.
The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress.
The teacher specifically plans the communicative tasks of the lesson.
The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression.
The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.
At the lesson, a deep personal influence "teacher - student" is carried out (through relationships, joint activities, etc.)

In the typology of lessons, you can include a lesson-research (lesson of creativity). It would allow the teacher to make a smooth transition from classroom activities to extracurricular activities, use the modification of the lesson through the inclusion of a game, game activity, the conclusion of a lesson in a game shell. The use of various types of lessons expands the possibilities of using a system-activity approach in education.

5type of lesson- lesson - research (lesson of creativity)

The structure of the lesson-research can be as follows:

I. Actualization of knowledge.

1.1. Motivation. Actualization of ZUN and mental operations sufficient to build new knowledge.

1.2. Fixing difficulties in individual activities.

II. Operational-executive stage.

2.1. Formulation of the problem:

a) creating a problem situation;

b) statement of the research problem;

2.2. Define research topics.

2.3. Formulation of the purpose of the study.

2.4. Putting forward a hypothesis.

2.5. Choosing a method for solving a problem situation.

2.6. Drawing up a research plan.

2.7. "Discovery" of new knowledge by children. Hypothesis testing. Conducting an experiment, observations, laboratory work, reading literature, thinking, watching fragments of educational films, etc. Using material or materialized models. Creating motivation for success for each child.

III. Evaluative-reflexive stage

3.1. Interpretation of the received data.

3.2. Conclusion based on the results of the research work.

3.3. Application of new knowledge in educational activities. Checking students' understanding of the studied material and its primary consolidation.

3.4. Lesson results. Children's self-assessment of their own activities.

IV. Homework. Homework includes elements of choice, creativity.

From this structure, it can be seen that the research work of students takes more time in the lesson than the execution of tasks according to the model. However, the time spent is subsequently compensated by the fact that students quickly and correctly perform tasks, can independently study new material. In addition, the awareness and strength of their knowledge increases, and a steady interest in the subject appears.

To implement the modern requirements of society for education, teachers use a new author's pedagogical technology - the technology of the activity method of teaching (TDM) L.G. Peterson. This technology makes it possible to form not only the substantive results of mastering the program, but also to develop in children the activity abilities and personality traits that ensure their success in the future. This new pedagogical toolkit makes it possible to organize educational activities and the interaction of participants in the educational process within the framework of a system-activity approach, declared the fundamental basis of the Federal State Educational Standard. TDM is based on the method of reflexive self-organization (the general theory of activity - G.P. Shchedrovitsky, O.S. Anisimov, etc.), and at the same time, it includes all stages of deep and lasting assimilation of knowledge (P.Ya. Galperin ). Thanks to this, students have the opportunity to systematically train the entire range of UUD in the classroom, which determine the ability to learn. On the other hand, TDM provides continuity with the traditional school.

Let us give as an example the structure of the lessons for the discovery of new knowledge (ONL) and the reference scheme, which helps teachers to correlate different types of lessons and identify their common methodological basis - the scheme of reflexive self-organization:

1) Motivation for learning activities.

2) Actualization and fixation of an individual difficulty in a trial action.

3) Identification of the place and cause of the difficulty.

4) Building a project to get out of the difficulty.

5) Implementation of the constructed project.

6) Primary consolidation with pronunciation in external speech.

7) Independent work with self-test.

8) Inclusion in the knowledge system and repetition.

9) Reflection of educational activity.

An analysis of the technological requirements for each stage of the HE lessons shows that students have the opportunity at the stages:

(1) - train your abilities for self-determination and planning cooperation with the teacher and peers;

(2) – to perform a trial learning action, fixing one's difficulty;

(3) - identify and formulate the problem, establish cause-and-effect relationships;

(4) - take into account different opinions, set a goal, choose the way and means of its implementation, plan;

(5) - work according to a plan, put forward hypotheses, independently build ways to solve problems, search for information, extract the necessary information from texts, model, take into account different opinions and agree on a common position;

(6, 8) - use models, consciously and voluntarily build your speech statement, perform actions according to the algorithm;

(7) - perform self-control, criteria-based self-assessment and correction of one's own actions;

(9) - to carry out the reflection of activities, to carry out self-assessment of its results.

In addition, during such lessons, students actively develop cognitive processes and volitional self-regulation in a situation of difficulty. Students are actively involved in the process of discovering new knowledge, becoming subjects of learning activities. They understand new rules and concepts, rather than memorize them mechanically.

After the new knowledge (concept, method of action) is “discovered” by students in the OHZ lesson, questions arise: “How to organize further work so that this knowledge is assimilated by each student? How to organize this work for the benefit of the development of the student's personality? Is it possible to achieve these goals by formally completing the nth number of tasks of a new type? Practice shows that it is not. Only by finding his own mistake, understanding its cause and correcting it, the student is able to avoid this mistake in the future when performing similar tasks. The skills of self-control, correction and self-assessment acquired in the course of this work will become those meta-subject learning outcomes that will remain in their arsenal after school. Therefore, it is important to build the process of forming the necessary skills and abilities to apply new knowledge on the basis of the reflection method, that is, to make it developmental. At the same time, at the lessons, which were traditionally called the lessons of repetition and consolidation, not only subject skills and abilities will be worked out, but also UUD will be formed at the same time. Such lessons in DSDM are called reflection lessons.

In addition to the lessons of the ONZ and reflection in the didactic system of the activity method, two more types of activity-oriented lessons were identified.

· Lessons of developing control;

· Lessons in building a knowledge system.

In the lessons of developmental control, students participate in the process of checking the assimilation of the studied knowledge, control themselves and perform self-assessment. At the lessons of building a knowledge system, they build a route for studying the course, make generalizations, systematize the studied knowledge, determine the scope of their application and outline ways for further development.

Thus, the TDM allows the teacher to conduct lessons in such a way that the children themselves perform the full range of UUD, which make up the ability to learn (at the preschool level, a modification of the TDM is used for conducting classes -

The proposed technology is integrative in nature: it synthesizes ideas that do not conflict with each other from the concepts of developmental education of leading Russian teachers and psychologists from the standpoint of continuity with the traditional school. Indeed, when implementing steps 1, 2, 5-9, the requirements from the technology of demonstration-visual learning to the organization of the transfer of knowledge, skills and abilities to students are met; steps 2-8 ensure that they systematically go through all the stages identified by P.Ya. Galperin as necessary for a deep and lasting assimilation of knowledge; the completion of the 2nd step is associated with the creation of difficulties in the activity (“collisions”), which, according to L.V. Zankov, a necessary condition for the implementation of the tasks of developmental education. At stages 2-5, 7, 9, the requirements for the organization of educational activities of students, developed by V.V. Davydov.

Reflection Lesson (P).

Activity goal: the formation of the ability to fix one's difficulties in activity, identify their causes, build and implement a project for getting out of difficulties (to control and correct the method of action and its result).

The Lesson of Developmental Control (RK).

Activity goal: the formation of the ability to carry out a control and evaluation function.

Lesson in building a knowledge system (PSZ).

Activity goal: the formation of the ability to generalize and structure knowledge.

According to the following sources:

Peterson L.G., Kubysheva M.A. // How to systematically and reliably form the ability to learn. – Bulletin of education. - No. 3. - 2016.

Peterson L.G., Kubysheva M.A., Rogatova M.V. // Typology of activity-oriented lessons. - MANPO - 2016.

“How to move on to the implementation of the second generation of the Federal State Educational Standards in the educational system of the activity method of teaching “School 2000 ...” / Ed. L.G. Peterson - M .: APK and PPRO, UMC "School 2000 ...", 2010.

Grushevskaya L.A. Methodological features of the preparation and conduct of reflection lessons when working on the course of mathematics of the program "School 2000 ..." // Collection of articles - M .: UMC "School 2000 ...", 2005.

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