Presentation and report on the topic: "Techniques and methods of work of teachers to improve the quality of education." Methods, techniques and forms of teaching Methods for improving the quality of education for students

18.04.2018 10:59

Mathematical dictations. Very often I use this form of knowledge control at the beginning of the lesson, in order to test computational skills, check the multiplication table (there are children who do not know it). I ask questions myself; I don’t contact the sound recording at this stage. Children write answers on a line separated by commas; if they don’t know the answer, they put a dot in the middle of the cell.

Test tasks

At home I assign similar numbers from the textbook, analyzed in class, so that they work according to the model. In my opinion, children’s knowledge will not change depending on the number of given numbers, but on the contrary, many begin to turn to the GDZ. Also, use creative tasks - make crosswords, draw puzzles. Students want to put their classmate in a “dead end”, thereby, the student repeats the material he has learned. I don’t ask you to make a presentation at home, because I noticed that students don’t prepare them themselves, but download them from the Internet, and for the teacher it is important that the child repeats the material.

Bibliography:

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“Methods and techniques for improving the quality of education in mathematics lessons.”

Methods and techniques for improving the quality of education in mathematics lessons.

Currently, in the learning process, the most significant issue is the issue of improving the quality of education for students. The decrease in the level of cognitive activity of students in general is not great. But, the results for independent and control work show low results. What is this connected with and how to achieve excellent results, how to improve the quality of education for our children?

All children, when in kindergarten, really want to learn, they have increased motivation, but soon, when they come to school, this desire disappears for many students. Who is to blame for this or what? Again, there are many questions, but not all questions have answers. And the main question: What to do?

The topic of this article is to reveal the teacher’s work system to improve the quality of teaching through the use of modern methods, techniques and effective pedagogical technologies in mathematics lessons at the secondary level.

To increase student activity in the classroom, various techniques and methods are used. I will dwell on some of them in more detail.

Mathematical dictations. Very often I use this form of knowledge control at the beginning of the lesson, in order to test computational skills, check the multiplication table (there are children who do not know it). I ask questions myself; I don’t contact the sound recording at this stage. Children write answers on a line separated by commas; if they don’t know the answer, they put a dot in the middle of the cell.

Test tasks I use it extremely rarely, mainly when testing theories. I stopped using tasks in which an expression and options with answers are given, because in order to choose the correct answer, students must calculate this expression, and 30% of the class do not do this, that is, they check the box thoughtlessly.

When getting acquainted with a new term, I always use a projector, having previously prepared a presentation that describes the history of the origin of this word, translation from one language or another, the name of the scientist with his portrait, years of life. I call this stage of the lesson “A little bit of history...”. The students listen with pleasure; for the more interested children, I suggest preparing a report on this topic. There are always a lot of people who want to get an additional mark.

In general, since we touched on the presentation, I use it mainly at the stage of oral calculation. I use various chains, station games, etc. The students really like it, they show an increased interest in the subject; when they come to the next lesson, they are already asking, “Are we going to pop balloons today?”, “Jump through the swamp?”, “Go through walls?”

When studying new material, I try to “invite” this or that character. And here, I would like to give recommendations. Students prefer a character drawn with their own hands, cut out, brightly colored, rather than copied from the Internet and displayed on a projector. It is attached with a magnet and is present throughout the lesson. It even seems to me that children imagine to such an extent that this is really a guest, that somewhere they begin to feel embarrassed to say the wrong thing, many want to show their best side, they try to constantly raise their hand, they are afraid of making a mistake. Of course, I use this technique in grades 5-6. Older children also love it when the lesson is structured in the form of a game, they watch with interest, their eyes “light up”. I use this form in the lesson of generalizing knowledge in preparation for the test. Also, when studying new material, be sure to use real-life examples related to the topic. Students become more active, remember, compare, and try to answer faster than their classmates. In your work you need to use search and research tasks, ancient and entertaining tasks with a non-standard solution, “trap problems”.

Reflection plays an important role at the end of the lesson; nowadays there are an endless variety designed for every age.

At home I assign similar numbers from the textbook, analyzed in class, so that they work according to the model. In my opinion, children’s knowledge will not change depending on the number of given numbers, but on the contrary, many begin to turn to the GDZ. Also, use creative tasks - make crosswords, draw puzzles. Students want to put their classmate in a “dead end”, thereby, the student repeats the material he has learned. I don’t ask you to make a presentation at home, because I noticed that students don’t prepare them themselves, but download them from the Internet, and for the teacher it is important that the child repeats the material.

In the knowledge control lesson, I try to prepare the work in the form of an OGE, starting from the 6th grade. Students enjoy this type of work. When reading the instructions, they themselves can, depending on the correct decision, roughly evaluate themselves by counting the number of points. And therefore, in a generalization lesson, students begin to wonder, “What kind of work will there be?”

I also do extracurricular activities, teach the “Mathematics Around Us” club (6th grade), where students learn a lot of new and interesting things, get acquainted with the history of mathematics, perform entertaining tasks, etc.

It is very important to participate in Olympiads and competitions. Children look forward to results and rewards.

If you use these methods in your work, and most importantly, apply them correctly, the performance of students will increase, increased motivation for learning activities will appear, children will go to school with pleasure, thereby we will achieve the desired result, namely, the quality of education of students will increase.

Bibliography:

Berdnikova, I. A. Improving the quality of higher education // Problems of quality management in higher education: collection of articles of the II International Scientific and Practical Conference. - Penza: RIO PGSHA, 2007.

Khovanskaya V. Reliance on clarity or time-tested // Elementary school, Ed. House “First of September” - No. 13. - 1997.

O. B. Episheva, E. E. Volkova, V. E. Guseva, S. V. Demisenova, Kh. Kh. Kadralieva, V. V. Klyusova, T. V. Olenkova, D. Yu. Trushnikov, L. P Shebanova, Z. I. Yansufina. Integration of innovative approaches to teaching in mathematics education: issues of theory and practice: Collective monograph / Ed. O. B. Episheva. - Tyumen: TyumGNGU, 2009. - 200 p.

Balakina Liliya Valerievna, mathematics teacher MBOUSOSH Zelenoborsk

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REPORT

USING MODERN FORMS AND METHODS OF WORK AS A CONDITION FOR INCREASING THE QUALITY OF EDUCATION

Prepared

Russian language teacher and

Literature Novikova E.B.

GBOU Secondary School No. 810, Moscow

Plan

1. Society's need for quality education.

2. Determination of the quality of education. Components of “quality education”.

3. Distinctive features and methodological requirements for a modern lesson.

4. Determination of forms and methods of work in the lesson.

5. Non-standard forms of lessons.

The purpose of a child's education is
to make him able to develop
further without the help of a teacher.

Elbert Hubbard

1. Society's need for quality education.

Currently, our country is undergoing significant changes in national education policy. This is due to the adoption of the State Standard of Basic and Primary Education and the transition to the position of student-oriented pedagogy. One of the tasks of a modern school is to reveal the potential of all participants in the pedagogical process, providing them with opportunities for quality learning and the manifestation of creative abilities. The modern school is the result of enormous changes that have occurred in the national education system in recent years. In this sense, education is not just a part of the social life of society, but its vanguard: it is unlikely that any other subsystem to the same extent can confirm the fact of its progressive development with such an abundance of innovations and experiments.The main and primary task is the need to increase the efficiency of mastering educational material, aimed at improving the modern quality of education. And this is the orientation of education not only on the student’s assimilation of a certain amount of knowledge, but also on the development of his personality, his cognitive and creative abilities. A comprehensive school should form a holistic system of universal knowledge, abilities and skills, as well as the experience of independent activity and personal responsibility of students, which determines the modern quality of educational content.

Improving the quality of education should be carried out not through additional workload on students, but through improving the forms and methods of teaching, selecting the content of education, and through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a set of personal qualities of students.

A system of effective planning of educational material, clear organization of the educational process, and control of all student activities also helps teachers achieve quality teaching.

By focusing efforts on improving the quality and efficiency of educational work, it is necessary to ensure that each lesson contributes to the development of students’ cognitive interests, activity and creative abilities.

The purpose of this report is to reveal the teacher’s work system to improve the quality of teaching through the use of modern methods, techniques and effective pedagogical technologies in the classroom.

2. Quality of education. Components of quality education.

What is the concept of quality of education?

The main task of educational policy is to ensuremodern quality of education conservation based its fundamentality and compliance current and future needs of the individual, society and state.

The quality of education- this is a set of properties of education that determine its ability to satisfy certain needs of a citizen, society, state in accordance with the purpose of this education.This is a social category that determines the state and effectiveness of the educational process in society, its compliance with the needs and expectations of society in the development and formation of civil and everyday professional competencies of an individual.

The components of quality education are:

1. Teacher activities aimed at improving the quality of knowledge.
2. Rational organization of schoolchildren’s educational work as a means of improving the quality of knowledge.
3. Use of information and new educational technologies.
4. Using modern teaching methods and techniques.
5. Formation of motivation.
6. Person-centered approach.
7. High level of professionalism of the teacher.
8. Creating comfortable learning conditions.
9. Providing material and technical base.
10. Stimulating teacher work.
11. Carrying out work in society with the aim of respecting the work of a teacher.

3. Distinctive features and methodological requirements for a modern lesson.

Psychologists argue that a schoolchild’s cognitive activity is a non-innate and unstable quality; it develops dynamically, can progress and regress under the influence of family, school, work and other social factors. Teachers' actions that encourage students to study diligently help create a positive attitude toward learning. The only form of education at school is the lesson.

Lesson - this is a form of organization of learning, a living and harmonious part of the pedagogical process. Any lesson should fit organically into the teacher’s work system. Each lesson should implement some specific part of the overall learning objectives. At the same time, the lesson must be holistic and complete, fulfill specific tasks and produce real results. Both traditional, classical, and non-traditional lessons must be specific embodiment and expression one or another methodological concept, a practical test that determines its legitimacy and effectiveness. And at the same time, a lesson is an indicator of the productivity of the teacher and students. Of course, the degree of activity in the lesson largely depends on the student himself.The search for new methods and forms of organizing teaching, which are determined by the requirements of modern society for school, has given rise to a new term in teaching methods - “modern lesson”, which is contrasted with the traditional lesson.
The modern lesson is an integral part of the entire life activity of schoolchildren, since it is in the lesson that the student learns the most, in the lesson his education and development take place, his individuality is revealed,interests develop, personality is formed.
Lesson is not allowed be considered only as a form of transmission of the content of education, it must be assessed as a source development of schoolchildren, disclosure their cognitive powers and capabilities, which manifest themselves in the rational organization of joint activities of the teacher and students.

The level of social development determines the assimilation of large amounts of knowledge, the complication of independent educational and cognitive activities of students, the revision of content, and the enrichment of forms and methods of teaching.

Currently, teachers and scientists agree on the following: traditional forms of teaching are outdated, in order to capture the attention of modern students, they must first of all, surprise, interest. Modern education shouldto make a conditions, when each student could receive the personally significant information he needs, it should help in revealing the inner potential of each student, in his movement along the path of self-realization.

The main thing in the lesson(and the most difficult thing) is to maintain a reasonable balance between “exciting elements” and painstaking work. When using information technologies, we must not forget that they must all be together with the teacher, and not instead him. Because no modern electronic educational resources will replace living word of the teacher.

While creating conditions for each person to receive information, one must not allow the random absorption of information. It is necessary to develop in schoolchildren the ability to critically analyze and use this information productively, to teach them to understand what information enriches a person’s capabilities, and what information distracts from work more than helps.

Informatization of society and education, development of new information technologies is an objective and natural process. The concept of “new literacy” includes, among other things, the ability to navigate various information flows and independently create media objects for the Internet.

Consequently, it is necessary to rebuild the traditional lesson, focusing on the educational requirements of modern society and people.

What makes a modern lesson different??

1.Learning occurs through the discovery of new things.

2. Self-determination of the student to perform one or another educational activity occurs.

3. The presence of discussions, different points of view, the search for truth.

4. Democratic.

5. Personal development.

6. The student’s ability to design upcoming activities.

7. Students’ awareness of the activity, how and in what way the result was obtained, what difficulties there were, how they were eliminated.

8.Search for new solutions.

9. The teacher does not dominate, but manages problem-search activities and research.

10. Use of advanced techniques and technologies.

Methodological requirements for a modern lesson:

• Reliance on interdisciplinary connections to form a holistic view of the knowledge system.
• Ensuring the practical orientation of the educational process.
• Inclusion of creative exercises.
• Optimal combination and ratio of teaching methods.
• Knowledge of various developmental learning technologies and their differentiated application.
• Individual approach.
• Motivation for learning activities.
• Creating conditions for independent work of schoolchildren.
• Use of ICT.
• Knowledge and use of the basic principles of health conservation.
• Providing aesthetic and hygienic conditions.

4. Determination of forms and methods of work.

When conducting your own or attending open lessons, sometimes you have to catch yourself thinking: “It’s boring. Not interesting...” Five people work, the rest are passive and sit for 45 minutes. The lesson density is high. The content is educational. But who does it develop? These five people who, like robots, give out the correct answers? Form of workoften frontal. The teacher is in a hurry to present the material in order to get everything done.

What to teach? We know. Why teach? We know. How to teach effectively? We don't always know. Together, the answer to this question in pedagogy was found a long time ago - to teach using interactive forms and methods of organizing the educational process.

The existing education system seems so clear to the teacher working in it that the discoveries or conclusions made by psychologists and sociologists in this area seem completely unexpected, lead to bewilderment and call into question all of his activities.

The research described in A. Zverev’s article “10 and 90 - new intelligence statistics” began with a regular experiment conducted by American sociologists. They approached young people from different countries who had recently graduated from school with a series of questions from various training courses. And it turned out that only on average 10% of respondents answered all the questions correctly.

The result of this study prompted the Russian teacher M. Balaban to draw a conclusion that bewilders teachers: a school, regardless of what country it is located in, successfully teaches only one out of ten of its students.

K. Rogers, reflecting on the effectiveness of teaching at school, writes: “When I try to teach, I am horrified that the results achieved are so insignificant, although sometimes it seems that the teaching is going well.”

The effectiveness of the pedagogical activity of a secondary school teacher is characterized by the same 10% of students. The explanation is very simple: “only 10% of people are able to study with a book in their hands.” In other words, only 10% of students are comfortable with the methods used in a traditional school. The remaining 90% of students are also able to learn, but not with a book in their hands, but in a different way: “with their actions, real deeds, with all the senses.”

The results of this study led to the conclusion that learning must be designed differently, differently, so that all students can learn. One of the options for organizing the educational process is the use of interactive teaching methods by the teacher in his activities.

Teaching methods is a set of techniques and approaches that reflect the form of interaction between students and teachers in the learning process. In the modern understanding, the learning process is considered as a process of interaction between the teacher and students (lesson) with the aim of introducing students to certain knowledge, skills, abilities and values.

Teaching methods can be divided into three general groups:passive methods, active methods, interactive methods. Each of them has its own characteristics. Let's take a closer look at them.

Passive method(Diagram 1) is a form of interaction between students and teachers, in which the teacher is the main actor and manager of the lesson, and students act as passive listeners, subject to the teacher’s directives. Communication between the teacher and students in passive lessons is carried out through surveys, independent work, tests, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is consideredthe most ineffective,

Active method (diagram 2) is a form of interaction between students and teachers,in which the teacher and students interact with each other during the lesson and the students here are not passive listeners, but active participants lesson. If in a passive lesson the main character and manager of the lesson was the teacher, then here the teacher and students areon equal terms. Many people put between active and interactive methods equal sign , however, despite their commonality, they have differences. Interactive methods can be considered as the most modern form of active methods.

Interactive method (Scheme 3). Interactive (“Inter” is mutual, “act” is to act) - means to interact, is in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused onwider interactionstudents not only with the teacher, but also with each other and on the dominance of student activity in the learning process. The teacher's place in interactive lessons comes down to directing the students' activities to achieve the lesson's goals. The teacher also develops a lesson plan (usually This interactive exercises and assignments , during which the student studies the material).
Therefore, the main components of interactive lessons are interactive exercises and tasks that students complete. An important difference between interactive exercises and assignments and ordinary ones is that by completing them, students not only and not so much consolidate the material they have already learned, but rather learn new ones.

Scheme 3

From the above it follows that the use of interactive teaching methods makes it possible to make the student an active participant in the pedagogical process, to form and develop the student’s cognitive activity. The use of interactive methods contributes to the formation of a creative, active personality.

To provide everyone with a full-fledged quality education in class and outside of school hours, students are provided withspace for their own mental initiative as a manifestation of the activity of the learning position and the expression of individual uniqueness, conditions are created for a trusting relationship between the teacher and students and changestudent’s position in educational and cognitive activity. Support not like the statistical average, butfor a specific student, careful selection work content focused onpersonal developmentevery child, makes the work of introducing innovative teaching at school successful. Using Interactive Methods relevant because they:

• Promotes increased interest in the subject
• Accelerate the learning process
• Improves the quality of material absorption
• Provides customization and differentiation
• Promoting collaboration between teacher and student
• Develop communicative competence

According to the results of diagnostic studies by American scientists R. Carnicau and F. McElroe, a person remembers 10% of what he read, 20% of what he heard, 30% of what he saw, 50% of what he saw and heard, 80% of what he says, and 90% of what he reached independently in their practical activities.

Summary of the method	Activities of the teacher	Student activity
1. Explanatory and illustrative method (information and receptive).The main purpose of the method is to organize the assimilation of information by students by communicating educational material to them and ensuring its successful perception. Explanatory- the illustrative method is one of the most economical ways to convey to students the generalized and systematized experience of humanity	1. Communication of educational information using various didactic means: words, various aids, including films and filmstrips, etc. The teacher makes extensive use of conversation, demonstration of experiments, etc.	1. The activity of students is to perceive, comprehend and remember the information communicated
2. Reproductive method.The main purpose of the method is to develop skills and abilities to use and apply the acquired knowledge	2. Development and application of various exercises and tasks, the use of various instructions (algorithms) and programmed training	2. The activity of students is to master the techniques of performing individual exercises in solving various types of problems, mastering the algorithm of practical actions
3. Problematic method (problematic presentation).The main purpose of the method is to reveal various problems in the educational material being studied and show ways to solve them.	3. Identification and classification of problems that can be posed to the student, formulation of hypotheses and showing ways to test them. Statement of problems in the process of conducting experiments, observations in nature, logical inference. In this case, the student can use the word, logical reasoning, demonstration of experience, analysis of observations, etc.	3. The activity of students consists not only in perceiving, comprehending and memorizing ready-made scientific conclusions, but also in following the logic of evidence, the movement of the teacher’s thoughts (problem, hypothesis, proof of the reliability or falsity of the proposals put forward, etc.)
4. Partial search method, or heuristic method.The main purpose of the method is to gradually prepare students to independently pose and solve problems	4. Leading students to posing a problem, showing them how to find evidence, draw conclusions from the given facts, build a plan for checking facts, etc. The teacher widely uses heuristic conversation, during which he poses a system of interrelated questions, each of which is a step towards solving the problem	4. The student’s activity consists of active participation in heuristic conversations, mastering techniques for analyzing educational material in order to pose a problem and find ways to solve it, etc.
5. Research method.The main content of the method is to ensure that students master the methods of scientific knowledge, develop and form in them the traits of creative activity, provide conditions for the successful formation of motives for creative activity, and contribute to the formation of conscious, quickly and flexibly used knowledge. The essence of the method is to provide organizations with search creative activities for students to solve problems that are new to them.	5. Presenting students with problems that are new to them, setting and developing research tasks, etc.	5. The activity of students is to master the techniques of independently posing problems, finding ways to solve them, etc.

Yu. K. Babansky proposed an interesting model for choosing teaching methods, including six sequential steps of the teacher:

– decide whether the material will be studied independently or under the guidance of a teacher;

– determine the ratio of reproductive and productive methods. If conditions exist, preference should be given to productive methods;

– determine the relationship between inductive and deductive logics, analytical and synthetic ways of cognition, the measure and methods of combining verbal, visual, and practical methods;

– determine ways and means of stimulating students’ activities 5 ;

– determine “points”, intervals and methods of control and self-control;

– think over backup options in case the actual learning process deviates from the planned one.

Taking into account the complex of these circumstances and conditions, the teacher makes a decision on choosing a specific method or their combination for conducting a training session.

“Changing pedagogical guidelines is the most difficult and most necessary thing we have to do today.” V.A. Karakovsky .

The traveler saw three workers who

were pushing heavily loaded wheelbarrows, and asked

everyone that he does.

The first one answered: “I’m pushing this heavy car,

damn her."

The second said: “I earn bread for my

families".

And the third proudly said: “I AM BUILDING

BEAUTIFUL TEMPLE.

5. Non-standard forms of lessonsThere are two main approaches to understanding non-standard lesson forms. The first approach interprets this type of lesson as a departure from the clear structure of a combined lesson and a combination of various methodological techniques. In the second approach, non-standard lesson forms meanforms of lessons that have appeared recently and are gaining increasingly stronger positions in modern schools.

Non-standard lessons are one of the important teaching tools, because... They form a stable interest in learning in students, relieve stress, help develop learning skills, and have an emotional impact on children, thanks to which they develop stronger, deeper knowledge.

A modern lesson requires the use of new forms of conduct and organization. This is due to the development of society, wide access to various information, and a variety of information sources. The peculiarities of non-standard forms of lessons lie in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in the lesson, in school; satisfy the child’s need for the development of intellectual, motivational, emotional and other areas. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.

The main distinguishing feature of non-standard tasks is their connection “with activities that in psychology are called productive”,creative. There are other signs:
students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);
unusual working conditions;

In non-standard lessons, students should receive non-standard tasks.Non-standard task- the concept is very broad. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard) ones. The main distinguishing feature of non-standard tasks- their connection “with activity, which in psychology is called productive,” creative.There are other signs:

Students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution); unusual working conditions; active reproduction of previously acquired knowledge in unfamiliar conditions;

Non-standard tasks can be presented in the form of problem situations (difficult situations from which one must find a way out using acquired knowledge), role-playing and business games, contests and competitions (based on the principle “who is faster? Bigger? Better?”) and other tasks with elements entertainment (everyday and fantastic situations, dramatizations, linguistic tales, riddles, “investigations”).

Of course, non-standard lessons, unusual in design, organization, and delivery methods, are more popular with students than traditional training sessions with a strict structure and established work schedule.But turn non-standard lessons into the main form of work, introduce them into the systeminappropriatedue to a large loss of time, lack of serious cognitive work, low productivity, etc.

The use of non-traditional forms of lessons, in particularlesson-game, lesson-discussion– this is a powerful stimulus in learning, it is a varied and strong motivation. Through such lessons, cognitive interest is aroused much more actively and quickly, partly because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary educational activities. Many students participate with interest in games in order to realize their abilities and potential opportunities that do not find outlets in other types of educational activities, others - to get a high grade, others - to show themselves in front of the team, others solve their communication problems, etc.

Non-traditional forms of lessons emotional p about their nature and therefore are capable of even the driest information revive and make it bright and memorable. In such lessons it is possibleeveryone's involvementinto active work, these lessons are opposed to passive listening or reading.

Analysis of pedagogical literature made it possible to identify several dozen types of non-standard lessons. Their names give some idea of ​​the goals, objectives, and methods of conducting such classes. We list the most common types of non-standard lessons.

Teachers have developed many methodological techniques, innovations, and innovative approaches to conducting various forms of classes.

According to the formThe following groups of non-standard lessons can be distinguished:

1. Lessons in the form of competitions and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.

2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reportage, review.

3. Lessons based on non-traditional organization of educational material: lesson of wisdom, revelation, lesson - block, lesson - “understudy” begins to act.”

4. Lessons reminiscent of public forms of communication: press conference, auction, benefit performance, rally, regulated discussion, panorama, TV show, teleconference, report, dialogue, “living newspaper”, oral journal.

5. Lessons based on fantasy: fairy tale lesson, surprise lesson.

6.Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.

7. Traditional forms of extracurricular work transferred within the framework of the lesson: KVN, “experts conduct the investigation,” matinee, performance, concert, staging of a work of art, debate, “get-togethers,” “club of experts.”

8. Integrated lessons.

9. Transformation of traditional ways of organizing a lesson: lecture-paradox, paired survey, express survey, lesson-test (assessment defense), lesson-consultation, reader’s form protection, TV lesson without television.

• Non-traditional lesson forms:

role-playing games;	travel lesson;
lesson-performance;	round table or conference;
execution of a fairy tale plot;	lesson-competition;
review of knowledge;	press conference;
fantasy lesson;	peer learning lesson;
lesson-game;	open mind lesson;
business game;	climbing lesson;
test lesson;	lesson-competition;
peer learning lesson;	lesson-dialogue;
lesson-KVN;	brain attack;
lesson-quiz;	briefing lesson;
game “The investigation is conducted by experts”;	current interview;
knowledge auction;	imitation role modeling;
lesson-debate;	modeling students' thinking;
lesson-tournament;	role-playing business game;
eureka lesson;	lesson-lecture:
game "Magic envelope";	interdisciplinary integrated lesson;
lesson-competition;	lecture for two;
creativity lesson;	math hockey;
provocative lecture;	lecture-dialogue
lecture-conference;

Using the video tutorial

It is very difficult to master communicative competence in English without being in the country of the language being studied. Therefore, an important task of the teacher is to create real and imaginary communication situations in a foreign language lesson using various working techniques.

Equally important is the introduction of schoolchildren to the cultural values ​​of native speakers. For these purposes, authentic materials, including videos, are of great importance.

Their use contributes to the implementation of the most important requirement of the communicative methodology - to present the process of language acquisition as the comprehension of a living foreign language culture; individualization of training and development and motivation of speech activity of students.

Another advantage of the video is its emotional impact on students. Therefore, attention should be directed to developing in schoolchildren a personal attitude towards what they see. The use of video also helps to develop various aspects of students’ mental activity, primarily attention and memory. While watching, an atmosphere of joint cognitive activity arises in the class. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, schoolchildren need to make some effort. Thus, involuntary attention turns into voluntary, its intensity affects the process of memorization. The use of various channels of information (auditory, visual, motor perception) has a positive effect on the strength of capturing regional and linguistic material.
Thus, the psychological characteristics of the impact of educational videos on students contribute to the intensification of the educational process and create favorable conditions for the formation of students’ communicative competence.
Practice shows that video lessons are an effective form of training.
Application of the lesson-play.

An effective and productive form of teaching is a lesson-performance. The use of literary works of foreign literature in foreign language lessons improves students' pronunciation skills and ensures the creation of communicative, cognitive and aesthetic motivation. Preparing a performance is a creative work that contributes to the development of children’s language communication skills and the discovery of their individual creative abilities.

This type of work activates the mental and speech activity of students, develops their interest in literature, serves to better assimilate the culture of the country of the language being studied, and also deepens knowledge of the language, since the process of memorizing vocabulary occurs. Along with the formation of the active vocabulary of schoolchildren, the so-called passive-potential vocabulary is being formed. And it is important that students receive satisfaction from this type of work.

Information and communication technologies.

A modern lesson cannot be taught without the use of information and communication technologies. One of the advantages of non-traditional lessons using IT tools is its emotional impact on students, which is aimed at forming in students a personal attitude towards what they have learned, at developing various aspects of students’ mental activity. In such lessons, children of primary school age develop the skills and desire to learn, develop an algorithmic style of thinking, and develop knowledge and skills not only of a specific academic subject, but also mastery of IT tools, without which further successful learning is impossible.

Presentation – a powerful means of visualization, development of cognitive interest. The use of multimedia presentations makes lessons more interesting; it includes not only vision, but also hearing, emotions, and imagination in the perception process; it helps children dive deeper into the material being studied and makes the learning process less tiring.One type of non-traditional form of work can be called- method of creating a situation of success– a method of stimulating interest in learning and students experiencing learning difficulties. Without experiencing the joy of success, it is impossible to truly count on success in overcoming educational difficulties. That is why it is necessary to select tasks that are accessible to students, and then move on to more complex ones. A situation of success is created through differentiated assistance to students when completing a task of the same complexity. Students with low learning abilities are given a task that allows them to cope with it at a given level, and then complete it independently. The situation of success is already organized by encouraging the student’s intermediate actions. The state of anxiety is replaced by a state of self-confidence, without which further educational success is impossible. languid.The purpose of non-traditional (non-standard) lessons: development of new methods, techniques, forms and means of teaching to implement the basic law of pedagogy - the law of learning activity.

Turning to non-traditional forms of lessons presupposes that the teacher has professional pedagogical literacy, the ability for creative activity, and also the teacher’s knowledge of the laws of developmental psychology. Otherwise, non-traditional lessons can become an end in themselves, a useless form of creativity.In the teaching and educational process, school teachers widely and effectively usemodern educational technologies,which most fully embodied the ideology of student-centered education and are a key condition for improving the quality of education, reducing student workload, and more efficient use of educational time: research and project-based teaching methods, information, communication and health-saving technologies, modular learning technology, organizational-activity and gaming technologies , collective learning system, collaborative learning, innovative assessment system “portfolio”, multi-level learning, etc.

Small group work- This is one of the most popular strategies, as it gives all students (including shy ones) the opportunity to participate in work, practice cooperation and interpersonal communication skills (in particular, the ability to actively listen, develop a common opinion, resolve disagreements). All this is often impossible in a large team. Small group work is an integral part of many interactive methods, such as mosaics, debates, public hearings, almost all types Role-playing game - this is the performance by group members of a skit with pre-assigned roles in the interests of mastering a certain behavioral or emotional side of life situations.
Role-playing is carried out in small groups (3-5 participants). Participants receive a task on cards (on a board, sheets of paper, etc.), assign roles, play out the situation and present (show) it to the whole group. The teacher can assign roles himself, taking into account the characters of the children.
The advantage of this method is that each of the participants can imagine themselves in the proposed situation, feel certain states more realistically, feel the consequences of certain actions and make a decision.
This form of work is used to model the behavior and emotional reactions of people in certain situations by constructing a game situation in which such behavior is predetermined by given conditions.
Warm-ups with the purpose of relieving psychological and physical stress. Warm-ups also help develop communication skills. They must be appropriate in content, form of activity and duration. For example, before exercises that require concentrated attention, you should not play too active warm-up games.
"Brainstorm ", Brainstorming (Delphi method) is a method in which any student answer to a given question is accepted. It is important not to immediately evaluate the points of view expressed, but to accept everything and write down everyone’s opinion on the board or piece of paper. Participants should be aware that they are not required to provide reasons or explanations for their answers.
Brainstorming is used when you need to find out the awareness of an issue. You can use this form of work to obtain feedback and/or the attitude of participants towards a certain connection.

Methods of motivating educational activities
Creating a problematic situation (surprise, doubt, difficulty in performing actions, difficulty interpreting facts), creating entertaining situations, creating a situation of uncertainty, etc.

Methods of organizing and implementing educational and cognitive activities
Story, heuristic conversation, lecture (informational and problem-solving), text study, demonstration, illustration, educational (role-playing and simulation) game, research, discussion, etc.

Methods for developing new skills
Exercises, laboratory work, workshops, games (didactic, business, role-playing, simulation), project method, case method (solving situational problems), brainstorming (solving non-standard problems), etc.

Methods of generalization and systematization of what has been studied
Encoding information: creating diagrams, tables, graphs, supporting notes, filling out contour maps; Methods for stimulating learning activities
Presentation of demands, encouragement and punishment: verbal (praise, recognition, gratitude, blame), visual (token, conventional sign or symbol), formal assessment (points, mark); creating a situation of success, creating an atmosphere of emotional comfort, etc. Teaching techniques in the technology of developing critical thinking

Motivational and goal-setting techniques at the challenge stage:

Making assumptions about the topic of the lesson and predicting its content:
Forecast by title (by illustrations, diagrams, text keywords)
Tree of predictions
Keywords
Mixed up logical chains
True and false statements
Introductory question

Asking questions as a result of realizing incomplete knowledge:
Question words
Thin and thick questions
I know - I want to know - I found out (ZHU)
RISK (a problematic phrase and questions for it)
Creating a Cluster
Basket of facts

Techniques for working with text at the Content stage

Reading with notes in the margins of the book and in the workbook:
INSERT (“V” - knew before, “+” - new, “?” - there is a question, it’s unclear, “!” - this is interesting, “-“ - contradicts what I thought before)
Question-answer (the number of the question that is answered in the text; an oval around the question number in the individual list of questions)

Organizing information using diagrams:
Cluster
Fishbone
Concept wheel
Graph
Denotation graph
Pyramid
Ladder
Chain
Lecture-visualization

Organizing and understanding information using tables:
Pivot table
T - table
Plot table
Cross-discussion table
PMI (Plus – Minus – Interesting)
Table "Synthesis"
Thinking at the Right Angle
Logbook

Stops in reading a text or in an oral story to comprehend what was read (heard) and predict the further content of the text:
Reading with stops (with prediction)
Advanced lecture

Techniques for organizing reflection at the Reflection stage

Oral forms of reflection:
Conversation based on notes
Conversation on issues
Interview with an event participant

Written forms of reflection(creating reflective text):
Summary
Essay
Sinkwine
Diamond
Haiku

Telegram
Gratitude

CONCLUSION:

A modern lesson can be distinguished by any features, the main thing is that both teachers and students come to it with a great desire to work. To summarize the above, it should be noted that the use of modern means, methods and forms of teaching is a necessary condition for improving the quality of education.

The success of the educational process largely depends on the teaching methods used.

Teaching methods are ways of joint activities between the teacher and students, aimed at achieving their educational goals. There are other definitions of teaching methods.

Teaching methods are ways of working for teachers and students, with the help of which the latter achieves the acquisition of knowledge, skills and abilities, as well as the formation of their worldview and the development of cognitive powers (M. A. Danilov, B. P. Esipov).

Teaching methods are ways of interrelated activities of teachers and students to implement the tasks of education, upbringing and development (Yu. K. Babansky).

Teaching methods are ways of teaching the teacher and organizing educational and cognitive activities of students to solve various didactic problems aimed at mastering the material being studied (I. F. Kharlamov).

Teaching methods are a system of consistent, interconnected actions of the teacher and students, ensuring the assimilation of the content of education, the development of mental strength and abilities of students, and their mastery of the means of self-education and self-study (G. M. Kodzhaspirova).

Despite the various definitions given to this concept by didactics, the common thing is that most authors tend to consider the teaching method as a way of collaboration between the teacher and students in organizing educational activities. If we are talking only about the activities of the teacher, then it is appropriate to talk about teaching methods, if only about the activities of students - then about teaching methods.

Reflecting the dual nature of the learning process, methods are one of the mechanisms, ways of implementing pedagogically appropriate interaction between the teacher and students. The essence of teaching methods is considered as an integral system of methods that collectively provide a pedagogically appropriate organization of educational and cognitive activity of students.

Thus, the concept of a teaching method reflects in the interrelation the methods and specifics of the teaching work of the teacher and the educational activities of students to achieve learning goals.

Widespread concepts in didactics are also the concepts of “teaching method” and “teaching rule”.

Reception training- This an integral part or separate aspect of the teaching method, i.e., a particular concept in relation to the general concept of “method”. The boundaries between the concepts of “method” and “technique” are very fluid and changeable. Each teaching method consists of individual elements (parts, techniques). With the help of a technique, a pedagogical or educational task is not completely solved, but only its stage, some part of it. Metho-

Teaching methods and methodological techniques can change places and replace each other in specific pedagogical situations. The same methodological techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques.

In some situations, the method acts as an independent way to solve a pedagogical problem, in others - as a technique that has a particular purpose. For example, if a teacher conveys new knowledge using a verbal method (explanation, story, conversation), during which he sometimes demonstrates visual aids, then their demonstration acts as a technique. If a visual aid is the object of study, students receive basic knowledge based on its consideration, then verbal explanations act as a technique, and demonstration as a teaching method.

Thus, the method includes a number of techniques, but it itself is not their simple sum. Techniques determine the uniqueness of the methods of work of the teacher and students and give an individual character to their activities.

Rule training - This a normative prescription or indication of how one should optimally act in order to carry out an activity corresponding to the method. In other words, learning rule (didactic rule) - this is a specific indication of how to act in a typical pedagogical situation of the learning process.

A rule acts as a descriptive, normative model of a technique, and a system of rules for solving a specific problem is already a normative-descriptive model of a method.

Vladimir Fedorovich Shumeev

technology teacher

MBOU "Secondary school"

with in-depth study of individual

items No. 28" in Kursk.

The expediency and effectiveness of methods, techniques and teaching aids
in achieving optimal educational outcomes

“Education must be true, complete, clear and lasting.”

J. Komensky

The specificity of the modern stage of lesson improvement is that in new conditions, the effectiveness indicators of the main form of teaching organization are not limited to external manifestations (clarity, organization, use of a set of methods and means), but are determined by the final results of the lesson and the lesson system, the level of students’ mastery of scientific knowledge, formation of the level of cognitive interests, qualities of a comprehensively developed personality.

The most important direction for improving a lesson is the optimal combination and interaction of its main components: the objectives of education, upbringing and development, the content of educational material, teaching and learning methods, ways of organizing the learning process and cognitive activity of students. The quality of the lesson and its high effectiveness depend on comprehensive planning and targeted implementation of educational tasks. It also matters a lot how the teacher thinks through the organization of students’ educational activities in the lesson system: focuses students’ attention on the main, leading ideas and concepts of the material being studied, organizes their creative search cognitive activity, focusing on the final results, taking into account the real capabilities of the students, the teacher, the school) .

The effectiveness of a modern lesson is based on the creative work of the teacher and students, on the formation of independence and systematic thinking of students, the wide implementation of inter-subject connections, the connection of learning with life and their extracurricular activities.

It is known that the “question-answer” class-lesson system used in our schools is not without significant drawbacks: the individual characteristics of the child’s personality are erased, and his psychophysiological abilities are not taken into account.

It’s not for nothing that A. Kushnir says, “Designing methodological structures based on accurate knowledge of the psychophysiological nature of man is the normal state of affairs.”

In order for the lesson to be successful, students to master this material and show effectiveness, in a modern school, like ours, teachers implement various pedagogical methods.

A teaching method is a method of orderly interconnected activities of a teacher and students aimed at solving educational problems.

Since teaching methods have multiple characteristics, they can be classified on several grounds:

1) According to the sources of transmission and the nature of perception of information on

Verbal;

Visual;

Practical.

2) Depending on the tasks:

Methods of acquiring knowledge;

Formation of skills and abilities;

Application of acquired knowledge;

Creative activity;

Consolidation;

Testing knowledge, skills and abilities.

3) In accordance with the nature of students’ cognitive activity in mastering the content of education:

Explanatory and illustrative;

Reproductive;

Problem presentation;

Partially search (heuristic);

Research.

In modern conditions, real opportunities have matured for generalizing and systematizing ideas about teaching methods based on the methodology of a holistic approach to activity. This:

1) methods of organizing and implementing educational and cognitive activities:

Verbal, visual and practical methods (aspect of transmission and perception of educational information (story, lecture, seminar, conversation);

Inductive and deductive methods (logical aspect);

Reproductive and problem-search methods - (aspect of thinking).

Methods of independent work and work under the guidance of a teacher (aspect of learning management).

2) Methods of stimulation and motivation of learning:

Methods of stimulating and motivating interest in learning;

Methods of stimulating and motivating duty and responsibility in learning.

3) Methods of control and self-control in training:

Methods of oral control and self-control;

Methods of written control and self-control;

Methods of laboratory and practical control and self-control.

Currently, subject-matter methods are experiencing a certain crisis. According to A. Kushnir, it is based on the traditional orientation of the authors of methods for studying school subjects on the logic of the relevant sciences.

In fact, at school we teach children while working. And therefore, the methodology should focus on the natural characteristics of people. An incorrectly justified (not taking into account the peculiarities of the human psyche) technique may look quite scientific, but as soon as the teacher begins to use it in school, he will be faced with the inevitable resistance of children, to overcome which he will have to resort to psychological pressure “Science, which is in its products - concepts , programs, textbooks and methods - openly, openly ignores the child’s inner mood, in fact, constructs violence as the main pedagogical means.”

Teaching is one of the types of activity of a schoolchild, therefore, when organizing this process, the teacher does not ignore the features and patterns of his activity. A person begins to act only when he has a desire to act. And here I turn to a test to study students’ satisfaction with school life, conducted in grades 8-9 (48 people surveyed), where to the questions “I go to school with joy” - 12 positive answers, “hard to say” - 26, negative answers - 10 people. But at the same time, to the question “School is needed in order to...” everyone answered unequivocally: “to study,” “get an education,” and even “learn to be a human being.”

Thus, if children do not have the desire to engage in school activities, or they are inert towards them, then the educational process will not be doomed to success. This inevitably leads to the conclusion about the key role of pedagogical stimulation in learning. When a student wants to learn and strives to participate in a variety of activities organized by his teachers, the learning process at school and in the classroom will become effective.

And here it is already necessary to use the term not “expediently selected method”, but rather “the pedagogical technology used”, based on the methodology.

By technology, we usually mean a firmly established procedure of action, corresponding to some strictly defined sequence of algorithms, taking into account the psycho-emotional state of the child and leading to the achievement of the planned result.

Teachers, tired of the difficulties of school life and the excessive complexity of the task of forming the personality of students, are looking for simple, understandable, easy and effective ways of teaching and education in the proposed pedagogical technologies. They do not use the proposed technologies in full, but rather their details, modified in accordance with specific conditions. Complete and accurate application of scientists' developments in school turned out to be a difficult and sometimes impossible task. And the reason for this is not at all that practicing teachers are poorly versed in certain technologies and do not follow their instructions accurately enough, but the reason lies in something else: “Are the objects of pedagogical activity appropriate? Are they suitable for systemic application of technologies? And, as a rule, the answer is “no, they are not appropriate,” because we are dealing with the most complex objects - the personalities of children and children's groups. They are constantly changing, have countless connections among themselves, and experience many influences. The uniqueness and unpredictability of these objects do not allow any, even the most advanced, technology to be applied to them. Therefore, we can conclude that the technology is only partially applicable, elementally, which helps to increase the effectiveness of the teaching and educational process both in the classroom and in the school as a whole.

Only forms of educational activities are amenable to technological processing. And the technology for carrying out each specific form of work with children includes its own means, methods and techniques for the teacher. And from this point of view, the lesson, the educational process will represent a certain integrity.

The specific actions of a teacher are determined not by a rigid technological set of operations, but by the relationship between the tasks he solves and the existing set of circumstances.

The feasibility of the technologies used is confirmed by the fact that
that in the same testing of 8-9 grade students to the question “When in your class
open lesson, you enjoy going to class,” the majority rated “4” and “3”
points (“completely agree” and “agree,” respectively), because at such events the teacher tries to use elements of pedagogical technology, and students are given the opportunity to realize themselves and assert themselves.

But we must not forget that a lesson will be appropriate and effective if the teacher’s specific actions are determined not by a rigid technological set of operations, but by the relationship between the tasks he solves and the available set of circumstances. This ratio is unique every time. It is this ratio that forces the teacher to choose priorities, logic and order of actions, and pedagogical methods of communication at each moment.

However, all of these are components not of pedagogical technology, but of methodology!

Pedagogical methodology is a broader concept than pedagogical technology. The methodology does not suggest a way to solve a specific problem in specific conditions, but it offers logic, justification and choice of means for such a solution. If the use of technology is designed for a trained and precise performer, then the methodology also offers the creativity of the worker, because no one will exclude from the teacher’s activities independence in decision-making and creative search, selection and combination of various pedagogical means, methods, techniques and technologies, which is carried out by our teachers schools.

The purpose of a child's education is to
to make him able to develop
further without the help of a teacher.

Elbert Hubbard

The concept of modernization of Russian education for the period until 2010 puts forward new social requirements for the school education system. The main and primary task is the need to increase the efficiency of mastering educational material, aimed at improving the modern quality of education. And this is the orientation of education not only on the student’s assimilation of a certain amount of knowledge, but also on the development of his personality, his cognitive and creative abilities. A comprehensive school should form a holistic system of universal knowledge, abilities and skills, as well as the experience of independent activity and personal responsibility of students, which determines the modern quality of educational content.

Improving the quality of education should be carried out not through additional workload on students, but through improving the forms and methods of teaching, selecting the content of education, and through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a set of personal qualities of students. A junior schoolchild is not just preparing for adult life, not just acquiring knowledge, but participating in various activities.

A system of effective planning of educational material, clear organization of the educational process, and control of all student activities also helps teachers achieve quality teaching.

The use of promising methods and forms of conducting classes, modern pedagogical teaching technologies makes it possible to solve educational problems and form the child’s readiness for independent knowledge of the world around him. Of course, it is impossible to teach a child everything, to give him ready-made ideas and knowledge about literally everything. But he can be taught to gain knowledge on his own, analyze a situation, draw conclusions, find a solution to a task or problem that he has not previously solved.

By focusing efforts on improving the quality and efficiency of educational work, it is necessary to ensure that each lesson contributes to the development of students’ cognitive interests, activity and creative abilities.

The purpose of this article is to reveal the teacher’s work system to improve the quality of teaching through the use of modern methods, techniques and effective pedagogical technologies in elementary school lessons. This work examines the methodology of conducting lessons in the Russian language, reading and primary literary education, mathematics, and the surrounding world.

One of the most important tasks of studying the Russian language at school is the formation of strong spelling skills in schoolchildren, since competent writing ensures the accuracy of expression of thoughts and mutual understanding in written communication.

Where should you start developing strong writing skills?

First of all, it is necessary to teach how to hear sounds, determine their number in syllables, and then in words, distinguish between vowels and consonants, stressed and unstressed, hard and soft consonants. This work should begin during the alphabet period, creating sound patterns with students. In these lessons, you can use a table that contains both sounds and letters (author’s version by V. Khovanskaya). It is built on the principles of developmental education.

During the period of learning to read and write, when we talk about sounds, the first spelling patterns appear, so it is necessary to learn to recognize sounds and denote them with a certain letter. Familiarizing younger schoolchildren with the concept of “spelling” will help them understand the systemic relationships between disparate spelling topics that are studied in connection with phonetics, word formation, and morphology.

Much attention in Russian language lessons should be paid to developing children's language knowledge and skills. It is necessary to systematically develop the spelling vigilance of primary schoolchildren, which consists of the ability to find, see, notice spelling patterns and classify them based on identifying features. Purposeful, regular work on the formation of spelling vigilance based on the graphic designation of spelling patterns gives good results: most students write words correctly, understand the composition of a word, understand the formation of words, distinguish between different parts of speech, laws and rules of language. Children master the ability to abstract, they learn to quickly and accurately use graphic notation, determine the place in a word where a spelling task arises, see even those spellings that they have not yet studied, and create diagrams, tables, and algorithms. The introduction of algorithms into practice and their effective use in Russian language lessons develops students’ logical thinking, oral and written speech, awakens interest in the linguistic facts being studied, and promotes the acquisition of identifying features of spelling patterns. When performing independent work using algorithms, children act much more confidently and spend less time.

An important link in the system of teaching the Russian language is working on mistakes made by students in notebooks. When correcting their mistakes, students can use reminders compiled for each year of study based on the “Memo for Elementary School Students” by E.V. Buneeva, M.A. Yakovleva. When checking children’s work, the teacher uses the technique of numbering spelling patterns in students’ notebooks, i.e. in the margins it indicates not only the presence of an error on a given line, but also puts the spelling number in the memo next to it. Many students in grades 1-2 cannot immediately master the algorithm for correcting a particular spelling, and with the help of numbering it is easier for them to cope with working on mistakes. It is no secret that weak students make the most mistakes, and it is difficult for them to do this work correctly on their own. When correcting mistakes in the lesson, you can use the technology of level differentiation and the technology of individualization of learning. For those students who did not make mistakes in dictation, essay, presentation or test work, prepare in advance didactic material that stimulates creative activity and expands vocabulary.

The student must know the words in which he made mistakes, therefore, from the second grade, you can keep a dictionary-treasury of words, where your mistakes are recorded according to certain spellings. The spelling is emphasized using identifying features of spellings. During the lesson, these words can be used in individual and collective activities, in pair and group work.

In reading lessons and primary literary education, technology is used to form the type of correct reading activity, technology based on personal orientation, communication technologies and technology for the development of critical thinking. These technologies make it possible to achieve high results in learning to read and gradually learn to master the holistic perception of a literary text. Students actively participate in the educational process, they develop a stable personal interest in the topic being studied. They take part in a reasoned discussion, exchange opinions, and perform creative tasks.

In a reading lesson, you can use technology to work with text and teach children to read independently, selectively. During the lesson, conduct exercises to develop the articulatory apparatus, to help children master the process of fluent, correct, expressive reading of various texts. Try to ensure that children can discover something new for themselves in a text familiar from initial reading, something they had not previously noticed, to focus on the main thing: to determine the theme of the work of art, the idea, the author’s attitude towards the characters. From the very first lessons, teach students to follow the author’s thoughts, obtain missing information in various ways, form a meaningful attitude to the word, and the ability to reflect. During reading lessons, students speak a lot and willingly, have their own opinions and listen with interest to the opinions of others, participate in dialogue with classmates and the teacher. They know various ways of revealing the meaning of an unfamiliar word.

An important step in enhancing the quality of learning is optimal reading training. To develop fluent reading skills, you can use the recommendations of V.N. Zaitsev “Reserves for teaching reading”. “Students who read a lot read quickly. In the process of reading, working memory and stability of attention are improved. Mental performance depends on these two indicators.”

It is not the duration, but the frequency of training that is important. To develop fluent reading skills, exercises are carried out in the lesson: buzz reading, five-minute reading every lesson, repeated reading, reading at the pace of a tongue twister, expressive reading with a transition to an unfamiliar part of the text. In grades 1-2, you can use books recommended for extracurricular reading for five minutes of reading each lesson, and in grades 3-4, read articles from newspapers that the teacher selects.

Many students have poorly developed working memory. The student cannot grasp the meaning of the sentence and cannot connect all the words together. Visual dictations help develop working memory. According to the recommendations of Professor I.T. Fedorenko, they must be written every day, only then they give results not only in the development of RAM, but also in the development of spelling vigilance. Texts for visual dictations can be found in the article by V.N. Zaitsev or independently select sentences on the topic of the lesson.

To interest students in developing reading skills, it is necessary to periodically monitor students’ reading technique, conduct individual monitoring of each reader and the class as a whole, and analyze the diagnosis of reading skills. Introduce diagnostics to students during class hours and to parents at parent-teacher meetings.

In any class there are children with different abilities and different personal characteristics. In mathematics lessons, it is necessary to structure work so that students do not just gain knowledge, but “discover” the world around them, act as researchers, creators, and be able to reason, argue, and put forward hypotheses. Methods of organizing and carrying out mental activity will help the teacher. Using logical (scientific) methods in the lesson, the teacher teaches students to analyze, generalize, classify, and come up with problems and examples similar to those proposed in the textbook or by the teacher. Students with interest carry out tasks to search for patterns, establish relationships between parts and the whole, draw up supporting diagrams, and consistently perform logical type tasks aimed at developing algorithmic thinking. When solving problems, children confidently formulate numerical expressions and operate with them.

An effective and unconventional approach to problem solving, a variety of exercises to develop computational skills help develop students' mental operations, oral speech, creativity, cognitive motives for activity, and self-control skills. When studying geometric material, you can use problem-search technologies. They contribute to the development of the eye, logical thinking and spatial concepts, and give knowledge a practical orientation.

In mathematics lessons, you need to develop the ability to learn, develop cognitive activity and independence, responsibility, intellectual and logical abilities. Use effective pedagogical technologies in your work: based on the activation and intensification of students’ activities (game technologies, problem-based learning), level differentiation technology, individualized learning technology, group technologies, developmental learning technologies.

During lessons on getting to know the world around us, observation develops, a tendency to look for the reasons for what is seen, a tendency to look for the place of a given fact among similar phenomena, and children develop a holistic understanding of the world around them and the place of man in it. A skillful combination of various methods of frontal and individual knowledge recording arouses interest in the educational material of the lesson among all students. Some topics of the program may be considered much more broadly than they are covered in the textbook, using materials on the national-regional component, taking into account age characteristics and motivation for learning.

Local history material broadens students' horizons, develops observation skills, and introduces them to active research and creative activities. On excursions to the regional museum of local lore, children get acquainted with the life of the indigenous inhabitants of the north, with the main geographical and climatic features of the region, with the types of animals and plants and their significance in human life.

The didactic core of many lessons is the activity of the students themselves, during which children observe, compare, classify, draw conclusions, and find out patterns. Children perform creative tasks, master the technology of project activities in class and in extracurricular activities: prepare reports from additional literature and write abstracts about plants, animals, and minerals of their region.

At each lesson, it is necessary to create conditions not only for the assimilation of knowledge, but also for the development of students’ personal qualities: communication skills, creativity, reflexivity, individuality, so that they obtain knowledge themselves and apply it in non-standard situations. Modern pedagogical technologies help achieve this goal: problem-based and dialogic teaching, student-oriented technologies.

One of the main reasons for improving the quality of students’ knowledge in subjects in primary school is the formation of motivation and the manifestation of students’ interest in the material being studied. Research work opens up wide opportunities for increasing motivation for learning and developing the foundations of knowledge and skills. Students who are highly motivated to learn are more serious about mastering educational material. They not only memorize new information mechanically, but also strive to apply the acquired knowledge when solving problems in various subjects. This helps develop the ability to think creatively and find solutions in non-standard situations.

The most important indicator of the quality of students’ knowledge is an objective assessment of educational achievements. Various types, forms, methods and technologies for monitoring and self-control of students' knowledge, skills and abilities must be used in close interconnection in all lessons. The student tries to accurately complete written work, learn the given material, and prepare an essay, if the teacher’s uniform requirements are met. Each work must be checked or listened to, i.e., continuous monitoring of the results of students’ work in mastering the curriculum is organized.

Improving the quality of teaching depends on the personality of the teacher, on his desire to “make his work at school as effective as possible. And may our work make the world a better place, and may our students take their rightful place in life.”

Literature

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