Under the Federal State Educational Standard (FSES) should be understood as a set of mandatory requirements for the learning process at a certain level. For their implementation in an educational institution, a main program should be developed, consisting of a curriculum, calendar schedule, working projects of courses, subjects, disciplines. It should also include methodological and evaluation materials. In accordance with this program, teachers build their professional activities during the academic year as a whole, plan each lesson separately. Let's consider further the main stages of the lesson on GEF.
General classification
A lot of different subjects are taught at school. The content of the information is certainly different. However, all lessons can be classified into the following groups:
- Discovery of new knowledge.
- Reflection lessons.
- Classes of general methodological orientation.
- Lessons on developmental control.
Study Objectives
At each lesson certain goals are set and realized. So, in the lessons of discovering new knowledge, students develop the ability to use new methods of action, the conceptual base expands by adding new components. At the lessons of reflection, the already studied algorithms, terms, concepts are fixed and, if necessary, corrected. At the lessons of a general methodological orientation, generalized activity norms are formed, the theoretical foundations for the further development of content-methodological directions are revealed. In addition, there is a formation of abilities to systematize and structure the studied material. In the classes of developmental control, children develop the skills of introspection. It should be noted that the division into stages of the lesson according to the Federal State Educational Standards (second generation) should not disrupt the continuity of learning.
Characteristics of the stages of the GEF lesson: "Discovery of new knowledge"
Each lesson is built according to a certain scheme. We can distinguish the following stages of the lesson on the Federal State Educational Standard (it will be mathematics or the Russian language, in principle, it does not matter):
- Motivation for learning activities.
- Updating and trial action.
- Identification of the place and causes of difficulty.
- Building a project and solving a problem.
- Implementation of the generated model.
- Primary reinforcement with speaking out loud.
- Independent work with self-control.
- Inclusion in the system of knowledge and repetitions.
- Reflection of learning activities in class.
Motivation
Goals of the stages of the lesson onGEF are different. However, at the same time, they are closely related to each other. The purpose of motivation is the development of a student's internal readiness to fulfill established standards at an individually significant level. The implementation of this task is provided by:
- Creating conditions for the emergence of an individual internal need to carry out activities.
- Updating the requirements for the student by the teacher.
- Establishing a thematic framework for activities.
Updating and trial action
The main goal at this stage is to prepare the thinking of children and organize their understanding of their own needs for the formation of a new model of action. To achieve it, students need to:
- Reproduced and recorded the skills, knowledge and skills required to create a new behavior model.
- Activated mental operations and cognitive processes. The former, in particular, include synthesis, analysis, generalization, comparison, analogy, classification, etc. Cognitive processes - attention, memory, etc.
- Updated the standard of educational action.
- Tried to independently complete the task of applying new knowledge.
- Fixed the difficulties that appeared in the implementation of the trial action or in its justification.
Identification of problems
The key task at this stage is the realization of what exactly is not enough knowledge, abilities or skills. For achievementthis goal need children to:
- We analyzed all our actions. It is worth saying that introspection accompanies all stages of the modern lesson (according to GEF).
- Fixed the step or operation where the problem occurred.
- We correlated our own actions at the place where the difficulty arose with the previously studied methods and determined what particular skill was missing to solve the task, similar questions.
Building a project
The purpose of this stage is to formulate the objectives of the activity and, on their basis, the choice of a model and means of their implementation. To achieve it, students:
- In a communicative form, they formulate the specific task of the upcoming training activities, through which the previously identified cause of difficulties will be eliminated.
- Propose and agree on the topic of the lesson, which the teacher can clarify.
- Choose a model for the formation of new knowledge. It can be a method of refinement or addition. The first is relevant if a new model can be created on the basis of already acquired knowledge. The addition method is used if there are no studied analogues, and there is no need to introduce fundamentally new signs or a method of action.
- Choose the means by which knowledge is formed. These include studied models, algorithms, ways of writing, concepts, formulas and other tools.
Project implementation
The main task is the formation of a new model of actions by children, the ability to apply it andwhen solving the problem that caused the difficulty, and similar issues. To do this, students:
- They put forward hypotheses based on the chosen method and substantiate them.
- Use subject actions with diagrams, models when building new knowledge.
- Apply the chosen method to solve the problem that caused the difficulty.
- Summarize the course of action.
- Fix to overcome the problem that occurred earlier.
Primary pinning
It is necessary for children to learn a new method of action. This requires that children:
- Speaking out loud their steps and their rationale.
- Solved several typical tasks using a new way of doing things. This can be done in pairs, in groups or frontally.
Independent work and self-examination
These stages of the modern GEF lesson are of particular importance. In the course of independent work, the degree of mastering the acquired knowledge is checked, and (if possible) a successful situation is formed. These stages of the GEF lesson suggest:
- Performing work similar to the first one, but solving tasks in which mistakes were made earlier.
- Carrying out a self-test according to the standard and fixing the results.
- Establishing how to overcome the difficulty that arose earlier.
These stages of the GEF lesson include a special type of work for those children who did not have problems when solving for the first time. They work on creative-level tasks based on the model and then self-check the results.
Inclusion in the realm of knowledge and repetitions
The key task is the application of action models that caused difficulty, consolidation of the studied material and preparation for the perception of the following sections of the subject. If the previous stages of the GEF lesson were completed satisfactorily, then the children:
- Solve problems in which the considered action models are related to those studied earlier and with each other.
- Perform tasks aimed at preparing for the study of other (next) sections.
If the previous stages of the GEF lesson gave a negative result, independent work is repeated and self-control is carried out for another option.
Reflection
At this stage, the main goal is children's awareness of the way to overcome difficulties and self-assessment of the results of corrective or independent work. To do this, students need:
- Clarify the algorithm for correcting errors.
- Name the course of action that caused the difficulty.
- Fix the level of compliance with the goals set and the results achieved.
- Assess your work in class.
- Set goals for follow-up.
- Based on the results of the work in the lesson, homework is agreed upon.
Employment of developmental control
Consider, for example, the stages of a music lesson according to GEF:
- Motivation to testcorrective action.
- Updating and trial learning activities.
- Localization of personal difficulties.
- Building a project to correct the problems found.
- Implementation of the new model.
- Summarizing speech difficulties.
- Independent work and verification according to the standard.
- Creative level problem solving.
- Reflection of work.
Performing control activities
The main task of motivation for correctional activities is similar to that described earlier and consists in developing the internal readiness of students to implement the requirements of educational work. In this case, however, there is a control-corrective orientation. In this regard, it is necessary:
- Set the purpose of the lesson and create conditions for the emergence of an internal need for students to get involved in the work.
- Update the requirements for the student from the control and corrective actions.
- In accordance with the tasks solved earlier, define thematic limits and create guidelines for work.
- Formulate control method and procedure.
- Define evaluation criteria.
Preparing children's thinking
Students should be aware of their own need for control and introspection, identifying the causes of difficulties. To implement this task, you need:
- Perform repetition of controlled action patterns.
- Activate such mental operations as generalization, comparison, as well as cognitive processes that are necessaryfor the test.
- Organize the motivation of children to carry out activities using planned ways of action.
- Create conditions for the performance of individual control work.
- Give children the opportunity to self-evaluate their activities against a predetermined criterion.
Class of general methodological focus
The stages of the combined lesson on the Federal State Educational Standards are aimed at developing in children an idea of the techniques that link the concepts they are studying into one system. In addition, they contribute to the awareness of the methods of constructing a plan for the educational activity itself. It, in turn, provides independent change and self-development of students. In such classes, the creation of norms and methods of educational activity, self-assessment and self-control, reflective self-organization is carried out. Such classes are considered super-subject. They are held outside of any discipline in the classroom or during an extracurricular activity.
Conclusion
The division of lessons into stages allows you to present the material in a clearly structured, logical sequence, while ensuring the continuous coordination of students' activities. For each lesson, tasks, options for students' actions should be determined. The organizational stage of the GEF lesson is also important. It precedes the formation of motivations in children. After greeting, the teacher conducts a readiness test, determinedabsent. After that, the attention of students is focused, the necessary mood for the perception of information is set. If necessary and possible, the teacher can adjust the lesson plan at the organizational stage.
