CC BY
23ISSN 2223-4047
Вестник магистратуры. 2020. № 2-6 (101)
УДК 378
А.Х. Расулова
FORMS ORGANIZATION OF A LESSON IN PRIMARY CLASSES
The article describes the forms of organization of a modern lesson in primary classes and the consideration of such interrelated aspects as cognitive, developmental and educational, which are reflected in the goal of a productive lesson.
Key words: lesson, form, organization, goal, cognition, development, education.
Today, a school cannot only "give" knowledge, skills, or serve as a "distribution point, a warehouse of ready-made knowledge". The task of the modern school is to form a person who improves himself, who is able to make decisions independently, be responsible for them, and find ways to implement them. Building productive lessons comes in contact with the ideas of humanistic technologies. The lesson of a teacher working in the old way cannot be a source of innovative experience.
Productive lesson in elementary school:
- must have a novelty relating to the content of the training material or methods of its study;
- reflects the decision of methodical problems on which the teacher related to the General methodological problem of the school (an indicator of implementation of a systematic approach to the organization of methodical work);
- must show (prove) the advantages (high efficiency) innovations, so the teacher carefully selects the content that allows to do it;
- all requirements for the educational process are met (the lesson must be conducted in the usual conditions for students, with a generally accepted duration, etc.);
- the content of the lesson must not contradict the curriculum (you can not excessively expand the content of the educational material to show a new method, it is unacceptable to organize the study of problems not included in the program.
It is also not recommended to increase the time allotted for studying topics) Planning a productive lesson is carried out in accordance with generally accepted requirements.
Structurally, a productive lesson is no different from a regular one. The goal of a productive lesson is a preprogrammed result that must be achieved by the teacher and students at the 15 end of this lesson. There are several steps that need to be taken to get the correct wording. A productive lesson has a didactic goal, the achievement of which is subject to the content of the educational material and the form of organization of educational-cognitive, practical-research, interactive and other activities of students. To determine the main didactic purpose of the lesson is to determine what it will be mainly devoted to-the study of new material, consolidation, repetition, systematiza-tion of educational material, or checking and accounting for the assimilation of educational material.
Following the General idea of modern scientific ideas about a school lesson, its content goal is threefold and consists of three interrelated aspects: cognitive, developmental and educational, which are reflected in the goal of a productive lesson. Preparation for a modern lesson is, in fact, the creation of a methodological project, where the subject of design becomes a new level of the student who creates a new personal and meaningful knowledge. The very principle of goal-setting for the teacher changes: from goals to form, introduce, deepen, and so on. the teacher should proceed to planning the student's mental activity in the process of mastering knowledge, i.e. create conditions for students to learn new information, new skills, experience, etc.it is At the stage of goal-setting that the teacher can maximize his professional skills, depending on his ability to use real and potential educational resources. This is, first of all, the topic itself, its novelty, significance for human development, discussion and use in everyday practice.
Based on the main didactic purpose of the training session, the following types of lessons are distinguished:
• lesson of learning new things • * lesson of consolidation • * lesson of complex application of subject knowledge, skills and abilities of students; * lesson of generalization and systematization of knowledge; * lesson of checking and correcting knowledge, skills and abilities; * combined lesson.
Each of these types of lessons is divided into different types of lessons depending on the type of activity of the teacher and students and the sources of knowledge used. In this case, the type of lesson is determined by the main method of organizing the interrelated activities of the teacher and students and the prevailing source of
© Расулова А.Х., 2020.
Вестник магистратуры. 2020. № 2-6 (101)
ISSN 2223-4047
knowledge in this lesson. It could be: lesson-journey; lesson-expedition; lesson auction, lesson study; lesson-a fairy tale, an educational conference, a lesson-excursion.
РАСУЛОВА АСИЛА ХАБИБУЛЛАЕВНА - учитель средней школы № 11 Чартакского района Наманган, Узбекистан.
