FORMS OF ORGANIZATION OF TRAINING AT SCHOOL AND UNIVERSITY

In didactics, the forms of organizing the learning process are revealed through the ways of interaction between the teacher and students when solving educational problems. They are solved through various ways of managing activities, communication and relationships. Within the framework of the latter, the content of education, educational technologies, styles, methods and teaching aids are implemented.

The leading forms of organizing the learning process are a lesson or a lecture (at school and university, respectively).

One and the same form of educational organization can change its structure and modification, depending on the tasks and methods of educational work. For example, a game lesson, a conference lesson, a dialogue, a workshop. And also problem lecture, binary, lecture-teleconference.

At school, along with lessons, there are other organizational forms (electives, clubs, laboratory workshops, independent homework). There are also certain forms of control: oral and written exams, control or independent work, assessment, testing, interview.

In addition to lectures, the university also uses other organizational forms of training - seminar, laboratory work, research work, independent educational work of students, practical training, internship in another domestic or foreign university. Exams and tests and a rating system are used as forms of control and evaluation of learning outcomes; abstract and coursework, diploma work.

Features of the school lesson:

The lesson provides for the implementation of teaching functions in a complex (educational, developmental and nurturing);

Didactic lesson structure has a strict construction system:

A certain organizational beginning and setting the objectives of the lesson;

Updating the necessary knowledge and skills, including checking homework;

Explanation of new material;

Reinforcing or repeating what has been learned in class;

Monitoring and evaluation of students’ educational achievements during the lesson;

Summing up the lesson;

Homework;

Each lesson is a link in the lesson system;

The lesson follows the basic principles of learning; in it the teacher applies a certain system of teaching methods and means to achieve the set goals of the lesson;

The basis for constructing a lesson is the skillful use of methods, teaching aids, as well as a combination of collective, group and individual forms of work with students and taking into account their individual psychological characteristics.

The features of the lesson are determined by its purpose and place in the holistic learning system. Each lesson occupies a certain place in the system of an academic subject, when studying a specific school discipline.

The structure of the lesson embodies the patterns and logic of the learning process.

Types of lessons are determined by the characteristics of the main tasks, the variety of content and methodological instruments and the variability of methods of organizing training.

1. Combined lesson (the most common type of lesson in practice). Its structure: organizational part (1-2 minutes), checking the assignment before it (10-12 minutes), studying new material (15-20 minutes), consolidating and comparing new material with previously studied material, performing practical tasks (10-15 minutes ), summing up the lesson (5 min), homework (2-3 min).

2. A lesson in learning new material is, as a rule, applicable in the practice of teaching high school students. Within this type, a lesson-lecture, a problem lesson, a lesson-conference, a film lesson, and a lesson-research are conducted. The effectiveness of a lesson of this type is determined by the quality and level of mastery of new educational material by all students.

3. A lesson in consolidating knowledge and improving skills is conducted in the form of a seminar, workshop, excursion, independent work and laboratory workshop. A significant part of the time is occupied by repetition and consolidation of knowledge, practical work on the application, expansion and deepening of knowledge, on the formation of skills and consolidation of skills.

4. The lesson of generalization and systematization is aimed at systematic repetition of large blocks of educational material on key issues of the program, which are crucial for mastering the subject as a whole. When conducting such a lesson, the teacher poses problems to the students, indicates sources of additional information, as well as typical tasks and practical exercises, assignments and creative work. During such lessons, students' knowledge, skills and abilities are tested and assessed on several topics studied over a long period - a quarter, half a year, or a year of study.

5. The lesson of monitoring and correction of knowledge, skills and abilities is intended to evaluate the results of the teaching, diagnose the level of students’ training, the degree of students’ readiness to apply their knowledge, skills and abilities in various learning situations. It also involves making changes to the teacher’s work with specific students. The types of such lessons in school practice can be oral or written questioning, dictation, presentation or independent solution of problems and examples, practical work, test, exam, independent or test work, test, testing. All these types of lessons are organized after studying major topics and sections of the academic subject. Based on the results of the final lesson, the next lesson is devoted to the analysis of typical errors, “gaps” in knowledge, and the identification of additional tasks.

In school practice, other types of lessons are also used, such as a competition lesson, consultation, mutual learning, lecture, interdisciplinary lesson, game.

Lecture. The general structural framework of any lecture is the formulation of the topic, communication of the plan and recommended literature for independent work, and then strict adherence to the plan of the proposed work.

The main requirements for reading lectures are:

High scientific level of the information presented, which, as a rule, has ideological significance;

A large volume of clearly and densely systematized and methodically processed modern scientific information;

Evidence and reasoning of the expressed judgments;

A sufficient number of convincing facts, examples, texts and documents provided;

Clarity of presentation of thoughts and activation of the students’ thinking, posing questions for independent work on the issues discussed;

Analysis of different points of view on solving problems;

Deriving main thoughts and provisions, formulating conclusions;

Explanation of introduced terms and names; providing students with opportunities to listen, comprehend, and jot down information;

Ability to establish pedagogical contact with the audience; use of didactic materials and technical means;

Application of basic materials of text, notes, flowcharts, drawings, tables, graphs.

Types of lectures

1. Introductory lecture gives the first holistic idea of ​​the academic subject and orients the student in the system of work on this course. The lecturer introduces students to the purpose and objectives of the course, its role and place in the system of academic disciplines and in the system of specialist training. A brief overview of the course is given, milestones in the development of science and practice, achievements in this area, the names of famous scientists, and promising areas of research are outlined. This lecture outlines the methodological and organizational features of the work within the course, and also provides an analysis of educational and methodological literature recommended by students, and clarifies the deadlines and forms of reporting.

2. Lecture-information. Focused on presenting and explaining to students scientific information that needs to be comprehended and memorized. This is the most traditional type of lectures in higher education practice.

3. Review lecture - This is a systematization of scientific knowledge at a high level, allowing a large number of associative connections in the process of understanding the information presented in the disclosure of intra-subject and inter-subject connections, excluding detail and specification. As a rule, the core of the theoretical positions presented is the scientific, conceptual and conceptual basis of the entire course or its large sections.

4. Problem lecture. In this lecture, new knowledge is introduced through the problematic nature of a question, task or situation. At the same time, the process of student learning in collaboration and dialogue with the teacher approaches research activity. The content of the problem is revealed by organizing the search for its solution or summing up and analyzing traditional and modern points of view.

5. Lecture-visualization is a visual form of presenting lecture material using TSO or audio-video equipment. Reading such a lecture comes down to a detailed or brief commentary on the visual materials being viewed (natural objects - people in their actions and actions, in communication and conversation; minerals, reagents, machine parts; paintings, drawings, photographs, slides; symbolic, in the form of diagrams, graphs, graphs, models).

6. Binary lecture - This is a type of lecturing in the form of two teachers (either as representatives of two scientific schools, or as a scientist and practitioner, teacher and student).

7. Lecture with pre-planned errors designed to stimulate students to constantly monitor the information offered (search for errors: content, methodological, methodological, spelling). At the end of the lecture, the students are diagnosed and the mistakes made are analyzed.

8. Lecture-conference is conducted as a scientific and practical lesson, with a pre-set problem and a system of reports, lasting 5-10 minutes. Each speech is a logically completed text, prepared in advance within the framework of the program proposed by the teacher. The totality of the presented texts will allow us to comprehensively cover the problem. At the end of the lecture, the teacher sums up the students’ independent work and presentations, supplementing or clarifying the information provided, and formulates the main conclusions.

9. Lecture-consultation may take place in different scenarios. The first option is carried out using the “questions and answers” ​​type. The lecturer answers students' questions on all sections or the entire course during lecture time. The second version of such a lecture, presented as a “questions-answers-discussion” type, is a three-fold combination: presentation of new educational information by the lecturer, posing questions and organizing a discussion in search of answers to the questions posed.

In higher education, other types of lecture-based teaching are also used.

Summary

A lesson at a university - a lecture - has been adopted as the main form of organizing the learning process at school.

Among the large number and variety of types of organization of the learning process at school and at university, each type or type solves a certain set of didactic tasks and fulfills its purpose. Their diversity in practice speaks of the creativity and skill of school teachers and teachers of higher educational institutions who are interested in the effectiveness of their work.

Questions and tasks for self-control

1 What is a lesson and what features is it characterized by?

2. What are the similarities and differences between a lesson and a lecture? How do you understand: a lesson is a lecture?

3. Give examples of different types of lessons and types of lectures.

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In the modern world, parents and children have a choice of several forms of education. In addition to full-time education, the most common today, there are also such forms of education as family education, self-education, external studies and part-time education. Not everyone knows about them, not everyone dares to transfer their child to part-time or part-time education. Many are biased towards them, believing that children learn less in these forms of education. In fact, the requirements for certifications are quite complex, and if you have not studied the topics well, then you will not receive a good grade for them. Below I will briefly talk about the different forms of training and give the pros and cons of each.

Full-time education

As I indicated above, this form of training is now the most common. It lies in the fact that the child goes to school every day and studies all subjects without exception at school.

pros

1. The child, in addition to parental control, is also under the control of teachers, who force him to study and complete assignments - the task of parents, as a rule, is made easier.
2. If a child has problems with a school subject, and the parents themselves do not understand the subject and cannot help, then the teacher can explain an incomprehensible topic to the student.

Minuses

1. If a child is well versed in a school subject even without the help of a teacher, if he is better than most of his classmates, then taking this subject will be a waste of time, because with self-study, he would learn the material taught by the teacher much faster.
2. Often, in full-time education, a child spends a lot of time studying, and he has little time left for sports or creative activities.
3. Sometimes teachers cannot explain the material well or spend a lot of time on abstract topics.

So, full-time education is good for those who cannot organize themselves properly, i.e. someone who needs control, which for some reason cannot be fully provided by parents. Also, this form of training is necessary for those who have serious gaps in their knowledge of subjects, and studying them independently will require a lot of effort and time.

Family education

This form of education is part-time. It lies in the fact that the child, under the control of parents, tutors, or independently studies all school subjects, and comes to school only at the end of a quarter or half a year in order to take tests. To switch to this form of education, you need to write an application about this to the school and to the department of the Ministry of Education. After this you negotiate with the administration any schools about the deadlines for passing the certification. It is important to know that with family education the child is not part of the school's student body. If the student is unable to pass the certification (receives a “2”), then the school may require the child to return to full-time education.

pros

1. Parents and children can develop their own learning program that they think is most effective.
2. The child is under stronger parental control.

Minuses

1. It is necessary to have a good understanding of all subjects, since parents cannot always help.
2. The child is not part of the school’s student body, so the school has no incentive to “pull” him out, and the requirements for certifications can be quite stringent.

Thus, the family form of education can be good only when the child is well versed in all subjects, or when the parents know school subjects well and can explain them to the child.

Self-education

In principle, this is almost the same as family education. The difference is that when choosing self-education, students in grades 10-11 can write an application themselves and switch to this form of education, and for this no parental consent required.

Externship

This is also a part-time course of study. To switch to it, as well as to other correspondence forms of education, you need to write an application to the school and to the department of the Ministry of Education. To switch to this form of training you need agreement parents. This form of training is different in that the student can hand in some or all subjects in advance. For example, a child is 13 years old, that is, by age he should be in the 7th grade. But, having passed the subjects externally, he can immediately go, for example, to the 8th grade or even to the 9th grade and higher.

pros

1. Time is freed up for the child’s creative and sports activities, better preparation for exams, etc.
2. If a child is clearly ahead of his peers in knowledge of subjects, then he can, after passing the certification, immediately move to the next class and, again, gain time.

Minuses

1. It is not so easy to pass all subjects in advance and move on to the next grade, so studying externally can be difficult psychologically.
2. Not all children are able to quickly master the school curriculum.

Part-time and part-time education

I am in my second year of full-time and part-time education and consider this form of education to be the best. It differs in many ways from correspondence. Firstly, the student in this form of education is part of the school. This is very good, because the school is interested in the student having good grades. Secondly, the student must study some subjects at school, and some on his own, then comes to school and takes the test. Those subjects that the child understands well, he studies on his own, and the subjects with which he has problems, he studies at school. If during the course of training it turns out that it is difficult for the student to cope with some other subjects on his own, then you can rewrite the application and add new subjects to the list of subjects studied by the student at school.

pros

1. Since the student is part of the school, the school is interested in him having good grades.
2. A student can independently study subjects that he knows well, and at school study subjects with which he has problems.
3. By independently studying some subjects, time is gained.

Minuses

The only problem that you may encounter is the biased attitude of teachers towards this form of education. On the other hand, if you know the subject well, then what difference does it make who thinks what :)

So, currently there are several forms of training. Depending on the circumstances, you can always choose the form of education that will be more convenient for the child and parents. If parents are not satisfied with the chosen form of education, they can transfer their child to full-time education at any time. Forms of training can be changed according to any time, at least every day :)

Attached to the record are templates for applications to the school and to the department of the Ministry of Education for the transition from full-time education to part-time or part-time.

Active forms of learning in primary school

When the teachers stop teaching,

The students will finally begin to learn.

La Rochefoucauld

Modern changes in education provide for the orientation of the educational environment not only towards the student’s assimilation of a specific body of knowledge and skills, but also poses the defining task of developing the individual, his cognitive and creative abilities.

Therefore, one of the main tasks of a modern school is to reveal the abilities of each student, to cultivate the qualities of an individual capable of living in a high-tech, competitive world.

Therefore, education in primary school is based on the principles of the system-activity approach:

Operating principle.

The principle of continuity.

The principle of a holistic view of the world.

Minimax principle.

The principle of psychological comfort.

The principle of variability.

The principle of creativity.

These principles make it possible to intensify learning activities. Children should be directly involved in the learning process, since 70% of personal qualities are developed in primary school. And in life, a child will need not only basic skills, such as the ability to read, write, count, but also the ability to listen to others, express their opinions, analyze, compare, solve emerging problems, be responsible, and so on.

In their work, primary school teachers combine traditional and active forms of learning. They encourage students to engage in mental and practical activities in mastering educational material. Here such personality qualities as independence, initiative, the ability to acquire knowledge and apply it in practice, and the development of creative abilities are cultivated.

Here are some of the forms used in the work of a primary school teacher.

1. Get ready to work.

Before starting a lesson, I try to create a friendly, comfortable atmosphere in the class. Exercises such as “Smile at each other”, “Gather energy in your palm”, “Rubbing the tips of your ears” help with this.

Young teachers very actively use the classroom space to create a working environment. Children create posters and visual aids that are hung in the classroom and help in the study of subject topics.

2. Problem-based learning.

This is a form of learning in which the process of student cognition approaches search and research activity. The main didactic technique is the creation of a problematic situation in the form of a cognitive task. Such tasks should be accessible in terms of their difficulty, take into account the cognitive abilities of students, and be significant for them.

Students should not just master information, but actively become involved in discovering new knowledge for themselves.

For example, when studying the topic “Units of Length” in 2nd grade, children are asked to work with the measurements of the studied units of length (millimeter, centimeter, decimeter). The group receives an individual task - to measure the length of a pencil, stand, matchbox, cabinet, classroom. In this case, the group must explain the choice of unit of length to measure their object.

When almost all groups have completed their tasks, we notice that the group with the task of measuring the length of the class has not yet completed it. Why? The measurements are small. How to cope with the task? The guys suggest measuring with window openings and other measurements. This is how students approach the discovery of a new unit of length - the meter.

3. Project-based learning technology.

A characteristic feature of this method is the presence of a significant social or personal problem of the student, which requires integrated knowledge, research search for solutions, and project activity. The role of a teacher is that of a mentor, advisor, but not a performer.

The goal of project-based learning is to master general skills and abilities in the process of creative independent work, to develop the communicative properties of the individual.

Primary school children enjoy participating in projects.

Educational project “Words with uncheckable spellings.” In Russian language lessons we get acquainted with such words and write them down in dictionaries. Why not design them as a crossword puzzle? The children get acquainted with various types of crossword puzzles, design them and present them at spelling minutes of Russian language lessons.

"Gift for a first grader." All third graders participate in this project. The guys decide what they can give to first-graders for the “Initiation into Lyceum Students” holiday, how to do it, and imagine.

4. Interactive technologies are an organization of the process that is based on direct interaction of students with the surrounding information environment. The learner's experience is the central activator of learning cognition. The main method is communication. Form – learning in collaboration, in a group, in pairs.

For example, when practicing morphemic analysis of words, I use group work, where each student is responsible for his own stage of analysis (searching for endings, roots, prefixes, suffixes). The group then presents their work to the whole class.

Children often do vocabulary work in pairs and creative tasks.

5. Gaming technologies.

Primary school teachers are well aware that no matter how difficult and serious the knowledge in our curriculum is, children remain children. They want to play, love to play, and feel the need for it even more than they did a few years ago.

Game situations and stories help to intensify the learning process and master a number of educational elements.

Games “Bingo”, “Escalator”, “Detectives” (lexical meaning of the word), “Mime Theater” (phraseological phrases), “Yes-no”, etc.

The game can be played at different stages of the lesson. At the beginning of the lesson, the goal of the game is to organize and interest children and stimulate their activity. In the middle of the lesson, you must solve the problem of mastering the topic. At the end of the lesson it can be creative and exploratory in nature.

6. Physical exercises.

Of course, keeping students active throughout the lesson is very difficult. A constant change of activity is needed, moments of rest that do not take the child out of the educational process, but allow him to change activities while being on a given topic.

The kids and I are learning different rhyming exercises and doing them in class.

If the work was very active, the guys communicated a lot in pairs and groups, expressed their opinions, proved that physical minutes help to calm down, come into balance with the outside world, and restore attention. (“Movement while counting”, “Sounds around you”, etc.).

Lessons using active forms of learning are interesting not only for students, but also for teachers. They help ensure the effective organization and consistent implementation of the educational process to achieve the involvement and interest of students in educational, project, and research activities, the formation of personality traits, moral attitudes, and value guidelines that meet the expectations and needs of students, parents, and society.

Rental block

A lesson is an organizational form of teaching within the framework of a class-lesson system, characterized by the relative completion of a time-limited pedagogical process, which is conducted by a teacher according to a specific schedule with a fixed schedule with a group of students of a constant composition, of the same age and level of training.

During the lesson, pedagogical interaction is built on the personal contact of the teacher with students in the process of communication, the teacher directs and controls the activities of all students in the class, and also ensures interactions between them. Therefore, learning in a lesson can be considered a system of direct and indirect interactions between the teacher and the teacher aimed at achieving educational goals students.

Compared to other forms of teaching organization, a lesson has specific and non-specific characteristics. The specific ones include: a relatively constant group of students (class) at all stages of the learning process, the teacher guiding the cognitive activity of students, taking into account their characteristics, compliance with class occupancy standards, mastering the basics of what has been learned directly during the lesson. Non-specific characteristics of a lesson include those that appear in other organizational forms: the purpose of learning, content and methods of work, place of study, time of study, etc.

In a lesson, to ensure favorable learning conditions, various types of work organization are used, in particular, collective, individual and group. All of them are aimed at achieving educational goals using appropriate teaching methods and means.

Basic requirements for a modern lesson.

Requirements for a modern lesson in the context of the introduction of a new generation of Federal State Educational Standards.

The fundamental difference of the modern approach is the orientation of standards on the results of mastering basic educational programs. Results mean not only subject knowledge, but also the ability to apply this knowledge in practical activities.

The requirements for a modern lesson are a well-organized lesson, in a well-equipped classroom, and must have a good beginning and a good ending. The teacher must plan his own activities and the activities of the students, clearly formulate the topic, purpose, and objectives of the lesson: the lesson must be problematic and developmental: the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates;

the teacher organizes problem and search situations, activates the activities of students;

the students themselves make the conclusion;

minimum reproduction and maximum creativity and co-creation;

time-saving and health-saving;

the focus of the lesson is children;

taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, and the mood of children;

the ability to demonstrate the methodological art of a teacher;

planning feedback;

the lesson should be good.

Principles of pedagogical technology in the classroom:

freedom of choice (in any teaching or control action the student is given the right to choose);

openness (not only to provide knowledge, but also to show its boundaries, to confront the student with problems whose solutions lie outside the scope of the course being studied);

activity (students mastering knowledge, abilities, skills mainly in the form of activity, the student must be able to use their knowledge);

ideality (high efficiency) (maximum use of the opportunities, knowledge, interests of the students themselves);

feedback (regularly monitor the learning process using a developed system of feedback techniques).

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This topic belongs to the section:

Learning theory. Education theory. Modern author's schools

This material includes sections:

Informatization of education. Changing the role of the teacher in the context of informatization of education. Multimedia didactics - what is it? Use of ICT in teaching history and social studies.

The form of organization of training is a time-limited design of a separate link in the learning process.

A lesson is a form of organization of the pedagogical process in which the teacher, for a precisely set time, manages the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using types, means and methods of work that create favorable conditions for to ensure that all students master the basics of the subject being studied directly in the learning process, as well as to educate and develop the cognitive abilities and spiritual strength of schoolchildren.

Seminars. Seminar classes are held in senior classes when studying humanitarian subjects. Types of seminar: in the form of reports and messages; question and answer form. The essence of the seminar is a collective discussion of proposed questions, messages, abstracts, reports prepared by students under the guidance of a teacher. The seminar session is preceded by lengthy preparation. The lesson plan, basic and additional literature is reported, the work of each student and the class as a whole is outlined. The structure of the seminar - they begin with a short presentation by the teacher (introduction to the topic), then the announced issues are discussed sequentially. At the end of the lesson, the teacher sums up and makes a generalization. A special form of a seminar is a seminar-debate. Its goal is the formation of value judgments, the affirmation of a worldview position.

Workshops or practical classes. They are used in the study of natural science disciplines, as well as in the process of labor and professional training. They are carried out in laboratories and workshops, in classrooms... work is done in pairs or individually according to instructions or an algorithm proposed by the teacher. Contribute to solving problems of labor training in schools

Consultations. As a rule, episodic, because organized as needed. There are current, thematic, and general consultations. Consultations at school are usually group, less often individual. Sometimes a special day is allocated for consultations.

An excursion is a special educational lesson transferred to an enterprise, a museum, an exhibition, a field... During an excursion, along with observations, the student uses a story, conversation, demonstration and other methods. They serve to accumulate visual ideas and facts of life, help to establish a connection between theory and practice, teaching and education with life. The excursion can be: industrial, natural history, local history, literary, geographical. The excursion is a vital link in the holistic pedagogical process. It can take from 40-80 minutes to 2-2.5 hours.

Optional. Its main task is to deepen and expand knowledge, develop the abilities and interests of students, and conduct systematic career guidance work. The elective operates according to a specific program, which does not duplicate the curriculum.

Additional classes. They are carried out with individual students or a group of students in order to fill gaps in knowledge, develop skills, and satisfy increased interest in the academic subject.

Olympics, competitions, exhibitions. To stimulate educational and cognitive activity of students and develop their creative competitiveness in the study of mathematics, physics, chemistry, language and literature, as well as in technical modeling, Olympiads, competitions are held, and exhibitions of children's creativity are organized.

Educational conference. Conferences can be held in all subjects and at the same time go far beyond the curriculum. Students, teachers, industry representatives, war veterans, and labor veterans can take part in them.

“Immersion” - paired lessons or cycles of lessons that allow you to create the best conditions for the implementation of the full cycle of educational activities.