Lesson on fgos with a technological map. Types of lessons on fgos - flow charts

The technological map is intended for designing the educational process by topic.

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Principles and provisions for working with routings

Dear Colleagues!
For the full and effective use of technological maps, you need to know a number of principles and provisions that will help you work with it.
The technological map is a new type of methodological product that provides effective and high-quality teaching of training courses in primary school and the possibility of achieving the planned results of mastering basic educational programs at the level of primary education in accordance with the second generation of the Federal State Educational Standard.
Learning using a technological map allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal learning activities), in accordance with the requirements of the second generation of the Federal State Educational Standards, significantly reduce the time to prepare a teacher for a lesson.
The technological map is intended for designing the educational process by topic.

Flow chart structure:

1. the name of the topic with an indication of the hours allotted for its study;
2. planned results (subject, personal, meta-subject);
3. interdisciplinary connections and features of the organization of space (forms of work and resources);
4. stages of studying the topic (at each stage of the work, the goal and the predicted result are determined, practical tasks are given to work out the material and diagnostic tasks to check its understanding and assimilation);
5. control task to check the achievement of the planned results.

The technological map will allow the teacher to:

1. implement the planned results of the second generation GEF;
2. systematically form universal learning activities among students;
3. design your activities for a quarter, half a year, a year by moving from lesson planning to theme design;
4. in practice to implement interdisciplinary connections;
5. to carry out diagnostics of the achievement of the planned results by students at each stage of mastering the topic.

The technological map will allow the school administration to:

1. control the implementation of the program and the achievement of the planned results, as well as provide the necessary methodological assistance.

Technological maps are developed by teachers of schools in St. Petersburg, working on the teaching materials "Perspektiva" of the publishing house "Prosveshchenie", as part of an experiment designed for 4 years of education in elementary school. Scientific management of experimental activities is carried out by the St. Petersburg Academy of Postgraduate Pedagogical Education. Today, 12 schools of St. Petersburg and more than fifty teachers are involved in innovative activities to master the new educational standard. The heads of educational institutions provided the conditions for preparing teachers for innovative activities: training, experimental activities, participation in scientific and practical conferences, moral and material incentives. As part of advanced training, teachers-experimenters mastered innovative programs: “New educational standard of the second generation”, “Conditions for the formation of UUD”, “Technology for working with information” and others.
The technological maps presented to your attention were developed during the first year of the experiment and are intended for teaching children in the 1st grade. They work out in detail the stages of training that provide subject and meta-subject skills.
In 2010, we plan to publish on the website of the Prosveshchenie publishing house technological maps for teaching children in the 2nd grade.
Approbation of the latest developments showed the following results:

1. significantly increases the level of motivation of students for learning activities;
2. there is a constructive communication between the student and the teacher;
3. schoolchildren positively perceive and successfully use the acquired knowledge and skills in intellectual and transformative activities within the framework of the topic being studied.

Technological maps are developed on the basis of technology for the development of information and intellectual competence (TRIIK), which reveals the general didactic principles and algorithms for organizing the educational process, providing conditions for the development of educational information and the formation of personal, metasubject and subject skills of schoolchildren that meet the requirements of the second generation of the Federal State Educational Standards for educational outcomes.

At the first stage "Self-determination in activity"Stimulation of students' interest in studying a particular topic is organized through a situational task, identifying missing knowledge and skills for its implementation in the context of the topic being studied. The result of this stage is the self-determination of the student, based on the desire to master educational material, on the awareness of the need to study it and set a personally significant goal of activity.

At the second stage "Educational and cognitive activity"the development of the content of the educational topic necessary to complete the situational task is organized. This stage has content blocks, each of which includes a certain amount of educational information and is only part of the content of the entire topic. The number of blocks is determined by the teacher, taking into account the principles of necessity and sufficiency for the realization of the set goal when studying a particular topic.

Each block represents a step-by-step execution loop learning tasks for the development of specific content and includes:
at the 1st step - organizing the activities of students in mastering educational information at the level"knowledge" - development of individual terms, concepts, statements;
at the 2nd step - organizing the activities of students to masterthe same educational information at the level of "understanding";
at the 3rd step - organizing the activities of students to masterthe same educational information at the level of "skill";
at the 4th step - organizing the activities of students upon presentation of the result of masteringthe same educational information of this block.

The diagnostic task by its nature corresponds to the “skill” task, but its purpose is to establish the degree of mastering the content block.

Learning tasks for "knowledge", "understanding", "skill" are formulated taking into account the requirements of logical and informational correctness. Consistent performance of educational tasks creates conditions for mastering the content of the topic, the formation of skills to work with information that correspond to meta-subject (cognitive) skills. Successful completion of tasks serves as the basis for the transition to the development of the next content block. The result of this stage is the acquired knowledge and skills necessary to solve the situational task indicated at the first stage.

At the third stage"Intellectual and transformative activity"to complete a situational task, students choose the level of performance (informative, improvisational, heuristic), the mode of activity (individual or collective) and self-organize to complete the situational task. Self-organization includes: planning, implementation and presentation of a solution. The result of this stage is the execution and presentation of a situational task.

At the fourth stage"Reflexive activity"the result obtained is correlated with the set goal and self-analysis and self-assessment of one's own activities in fulfilling a situational task within the framework of the topic under study is carried out. The result is the ability to analyze and evaluate the success of their activities.
Thus, the presented technology not only provides conditions for the formation of personal, meta-subject (cognitive, regulatory, communicative), but also the development of information and intellectual competence of younger students.

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Speech at a methodical association on the topic: Practical lesson: drawing up technological maps.

Teacher: Chaplygina S.A.

A teacher who begins to implement the Federal State Educational Standard must make changes in his activities, in the construction of the lesson and its conduct. GEF requirements: the formation of universal educational actions of students. To organize a lesson in accordance with these requirements, a lesson flow chart can help.

The technological map of the lesson is a graphical display of the lesson scenario, a lesson plan, which contains the methods of individual work and the possibility of variable development of the lesson. It describes the process of the activity, as well as all the operations of the activity and its components. The technological map can clearly reflect the interaction between the teacher and the student in the lesson, the planning of activities at each stage of the lesson.

The traditional outline is the content of the lesson vertically, and the technological map is horizontal. When planning a lesson, the teacher determines all the activities of students in the lesson as a whole and its individual stages. Composing the construct of the lesson, the teacher formulates problematic questions for students aimed at achieving the result. The modern lesson must be considered as a link in a well-thought-out system of teacher work, where the tasks of teaching, educating and developing students are solved.

I have introduced new elements and stages related to the achievement of personal results into the structure of the modern lesson.

• Motivation for learning activities is carried out through the inclusion of students in search and research activities. The teacher creates conditions for the emergence of an internal need to study the material.
• The topic of the lesson is the main subject of the stated knowledge, something that is subject not only to study, but also to discussion. The topic also involves the formulation of a problem that predetermines the selection of educational material. As a rule, the topic of the lesson is presented in its title.
• Students formulate the purpose of the lesson on their own, while defining the boundaries of their own knowledge and ignorance.
• A new stage of the lesson is the identification of difficulties and the planning of their actions to solve the learning problem.
• Students independently perform tasks, carry out their self-examination, comparing with the standard, learn to evaluate activities based on its results, draw conclusions.
• At the stage of reflection, the teacher in the system teaches children to assess their readiness to discover ignorance, find the causes of difficulties, and determine the result of their activities.
• Students choose their homework at a modern lesson on their own (from those proposed by the teacher), taking into account individual capabilities. The teacher designates for himself that part of the material that he will use in the future (that is, he selects the material, considering it through the prism of activity.)

The frontal survey, often used in the traditional lesson, did not make it possible to include all students in the activity, therefore, in the modern lesson, the teacher includes students in individual and group activities.

Students must be taught to independently find the necessary information not only in the textbook, but also in other sources; independently process the content of the material with a record of the main provisions in the form of a retelling, synopsis, diagrams, theses, a complex plan.

To consolidate the material and independent work, the teacher uses techniques such as reading tables, diagrams, compiling mind maps, studying and commenting on graphs, drawings (this allows students to engage in active mental activity). Throughout the lesson, it must be remembered that any student with a passive perception of educational material cannot develop. It is his own action that can become the basis for the formation of his independence in the future. Hence, the educational task is to organize the conditions that encourage students to act.

At the modern lesson, the selection of tasks and questions is carried out on the basis of a system-activity approach to learning. The teacher offers tasks that are focused on obtaining not only subject, but also meta-subject and personal results. These tasks include productive (creative). Performing such tasks, students will not find a ready-made answer in the textbook, which means they learn to apply knowledge in practice, design new ways of action, form their own life position. The wording of such tasks sounds different, performing such tasks, students will apply their knowledge in a new situation related to real life.

The modern lesson assumes that the topic of the lesson can be formulated by the students themselves, thus the teacher, together with the children, takes the lesson to a new, modern level, which makes it possible to implement a systemic activity. The main didactic structure is displayed in the lesson plan and in the technological map. It has both static moments, which do not change depending on the types of lesson, and dynamic ones, which are characterized by a more flexible structure:

1. Organizational moment:

• subject;
• target;
• educational, developing, educational tasks;
• motivation for their adoption;
• planned results: knowledge, abilities, skills;
• personality-forming orientation of the lesson;

2. Checking the completion of homework (if it was assigned).

3. Preparation for active learning activities of each student at the main stage of the lesson.

• setting a learning task
• updating knowledge

4. Message new material:

• solving a learning problem;
• assimilation of new knowledge;
• primary verification of students' understanding of new educational material (current control with a test).

5. Consolidation of the studied material:

• generalization and systematization of knowledge;
• control and self-examination of knowledge (independent work, final control with a test).

6. Summing up:

• diagnostics of lesson results;
• goal achievement reflection.

7. Homework:

• instructions for its implementation.

It is necessary to clearly identify the topic, and the purpose and objectives of the lesson.
The goal is one of the elements of human behavior and conscious activity, which characterizes the anticipation in thinking of the result of the activity and the ways of its implementation with the help of certain means. The goal acts as a way of integrating various human actions into some sequence or system.

Analysis of activity as purposeful involves identifying the discrepancy between the current life situation and the goal; the realization of the goal is the process of overcoming this discrepancy.
The purpose of the lesson is determined by:

• planned outcome of the lesson
• ways to implement this plan

The goal usually begins with the words “Definition”, “Formation”, “Introduction”, etc. In the formation of the goal of the lesson, verb forms should be avoided.

Task - given under certain conditions (for example, in a problem situation) the goal of the activity, which must be achieved by transforming these conditions, according to a certain procedure.

The full cycle of productive thinking includes the setting and formulation of the task by the subject himself, which occurs when he is presented with tasks, the conditions of which are of a problematic nature.

Tasks may arise in practice or be created intentionally (training, games, etc.). A hierarchically organized sequence of tasks forms a program of activity. The formulation of the objectives of the lesson most often takes the form of answers to the question: "What needs to be done to achieve the goal of the lesson?" Thus, tasks should begin with verbs - “repeat”, “check”, “explain”, “teach”, “form”, “educate”, etc.

It is necessary to foresee the planned results of the lesson immediately. In the formulation of the planned results, uniformity and correspondence to the tasks are also necessary: ​​how many tasks - so many planned results should be.

At the main stage of the lesson, it is extremely important to prepare each student for active learning activities.
EER can be used at any stage of the lesson, if it is appropriate, saves lesson time, increases the interest of students. A mandatory point is the list of sources of information that were used both in preparation and during the lesson.

The technological map is a new type of methodological product that provides effective and high-quality teaching of training courses at school and the possibility of achieving the planned results of mastering basic educational programs at the primary education level in accordance with the second generation of the Federal State Educational Standard.

The concept of "technological map" came to education from industry. Technological map - technological documentation in the form of a map, a sheet containing a description of the manufacturing process, processing, production of a certain type of product, production operations, equipment used, temporary mode of operations. The technological map in a didactic context presents a project of the educational process, which provides a description from the goal to the result using innovative technology for working with information.

Learning using a technological map allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal learning activities), in accordance with the requirements of the second generation of the Federal State Educational Standards, significantly reduce the time to prepare a teacher for a lesson.

The essence of project pedagogical activity in the technological map is the use of innovative technology for working with information, the description of tasks for the student to master the topic, and the design of the expected educational results. The technological map has the following distinctive features: interactivity, structuredness, algorithmic approach when working with information, manufacturability and generalization.

The structure of the technological map includes:

• the name of the topic with an indication of the hours allotted for its study;
• the purpose of mastering the educational content;
• planned results (personal, subject, meta-subject, information and intellectual competence and UUD);
• metasubject connections and organization of space (forms of work and resources);
• basic concepts of the topic;
• the technology of studying the specified topic (at each stage of the work, the goal and the predicted result are determined, practical tasks are given to work out the material and diagnostic tasks to check its understanding and assimilation);
• control task to check the achievement of the planned results.

The technological map allows you to see the educational material holistically and systematically, design the educational process for mastering the topic, taking into account the purpose of mastering the course, flexibly use effective methods and forms of work with children in the classroom, coordinate the actions of the teacher and students, organize independent activities of schoolchildren in the learning process; carry out integrative control of the results of educational activities.

The technological map will allow the teacher to:

• implement the planned results of the second generation GEF;
• determine the universal learning activities that are formed in the process of studying a specific topic, the entire training course;
• systematically form universal learning activities among students;
• comprehend and design the sequence of work on the development of the topic from the goal to the final result;
• determine the level of disclosure of concepts at this stage and correlate it with further learning (include a specific lesson in the system of lessons);
• design your activities for a quarter, half a year, a year by moving from lesson planning to theme design;
• free up time for creativity - the use of ready-made developments on topics frees the teacher from unproductive routine work;
• to determine the possibilities for the implementation of interdisciplinary knowledge (to establish links and dependencies between subjects and learning outcomes);
• in practice, to implement meta-subject communications and ensure coordinated actions of all participants in the pedagogical process;
• to carry out diagnostics of the achievement of the planned results by students at each stage of mastering the topic;
• solve organizational and methodological problems (substitution of lessons, implementation of the curriculum, etc.);
• correlate the result with the goal of learning after creating a product - a set of technological maps;
• to improve the quality of education.

The use of a technological map provides conditions for improving the quality of education, since:

• the educational process for mastering the topic (section) is designed from the goal to the result;
• effective methods of working with information are used;
• stage-by-stage independent educational, intellectual-cognitive and reflective activities of schoolchildren are organized;
• conditions are provided for the application of knowledge and skills in practical activities.

Examples of routing templates:

Technological map of the lesson of mathematics

on this topic " _______________________"

The date of the:______________________________________

Teacher: ___________________________________________

Number of hours on the topic: _______________________

Place of the lesson in this topic: _____________________

Forms of work: group, frontal, individual

Lesson type: lesson learning new material.

Lesson Objectives: __________________________________________________________________________

Lesson objectives:

1. Create conditions for updating basic knowledge.
2. Organize the topic of the lesson.
3. Organize the setting of the learning goal and learning objectives by students.
4. Contribute to the activities of self-conclusion _________________
5. Continue work on the formation of students' responsibility for their activities in the classroom, the ability to independently acquire knowledge, mastering the methods and criteria of self-control and self-assessment.

It is also important to be able to analyze your lesson. Knowing on what points the analysis of the lesson is based, the teacher will more competently approach the process of its construction.

The main points and requirements of aspects of the analysis of the lesson.

1. Didactic task of the lesson (brief evaluation analysis):

• compliance of the didactic task of the lesson with the selected content;
• the effectiveness of the solution of the didactic task.

• Correspondence of the main content of the lesson with the content of the program and the textbook.

3. Methods and means of training:

• compliance of teaching and learning methods (teaching methods) with the solution of a triune educational goal;
• the use of a variety of techniques, methods and teaching aids, including information (software multimedia tools at various stages of the lesson: training programs and presentations, electronic textbooks, videos, as well as electronic educational resources).

4. Forms of education:

• correspondence of the forms of education (frontal, group, individual, collective) to the solution of the main didactic task of the lesson;
• the feasibility of using the proposed tasks.

5. The effectiveness of the lesson:

• achieving the goal and solving the main didactic task of the lesson

6. Practical orientation of the lesson:

• practical orientation of questions, exercises and tasks proposed for implementation by schoolchildren;
• organizing and conducting laboratory workshops and experiments with virtual models, processing the results of the experiment.

7. Independent work of schoolchildren as a form of organization of educational activities:

• the level of independence of schoolchildren in solving the didactic task of the lesson
• the nature of independent learning activities (reproductive, creative);
• mutual assistance;
• the interactive component and the share of student's independent work with ICT, depending on the level of technical equipment.

8. Formation of universal learning activities at each stage of the lesson:

• personal, cognitive, communicative, regulatory.

9. Formation of ICT competence:

• the use of ICT in the classroom, the level of formation of ICT competence of students.

10. Structure of the lesson:

• compliance of the structure of the lesson with the main didactic task.

11. Control and evaluation activities:

• the use of modern methods of assessing and testing knowledge in the context of information and communication technologies;
• implementation of automatic control: the use of ready-made tests, the creation of your own tests;
• maintaining electronic forms of documentation, including an electronic journal and diaries of students;

12. Pedagogical style:

• compliance with the norms of pedagogical ethics.

13. Hygienic requirements:

• temperature regime, classroom ventilation, alternation of activities, dynamic pauses;
• compliance with sanitary and epidemiological requirements;
• compliance with the requirements for the organization of the educational process using ICT.

Lesson analysis based on a system-activity approach can be built as follows:

1. Time for independent work of students (at least 50% of the lesson time).
2. The time during which the teacher spoke (no more than 10 minutes).
3. How many students answered orally in the lesson and for how long (everyone should).
4. How many students got grades (all should).
5. The time during which the students moved (at least 2-3 minutes).
6. How many students are ready for the perception of new material (as verified).
7. How many students left the lesson with full understanding of the new learning material (as verified).
8. Does the amount of homework correspond to the norm (yes - no).

The material represents the Outline of 2 lessons of mathematics for the 5th grade on the topic "Solving equations" and the Technological map of the lesson, which realizes the goals of forming universal learning activities for students. This work will help mathematics teachers in planning lesson activities in accordance with the requirements of the Federal State Educational Standard.

On September 1, 2011, education in Russia switched to the Federal State Educational Standard of the second generation. The new education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities (KAS) and sets the main task of developing the personality of the student. The wording of the Second Generation Standard indicates the actual activities that the student must master by the end of the training. These requirements are formulated in the form of personal, meta-subject and subject results. The main part of the core of the Federal State Educational Standards are universal learning activities (UUD), which are divided into personal, cognitive, regulatory and communicative. The formation of UUD in the learning process requires fundamental changes in the activities of the teacher who implements the new standard. In modern education, the emphasis is on ensuring the formation of the student's personality, the disclosure of his individual capabilities, on the ability to apply knowledge, on knowledge as a means of personality development. Therefore, the wording of assignments in mathematics lessons will now look somewhat different. At the lessons of mathematics, along with the assimilation of specific knowledge, it is proposed to teach how to transform and apply the experience mastered by students to obtain new knowledge. To teach how to work with texts, drawings, graphs, tables and diagrams in order to select sources, search and extract information to answer questions, argue your point of view.

Without mathematical training it is impossible to become an educated modern person.:

At school, mathematics serves as a reference subject for related disciplines: physics, chemistry, biology, computer science, etc.;

In post-school life - obtaining a specialty, in some of which a high level of education is required associated with the direct application of mathematics: economics, finance, psychology, etc.;

The study of mathematics contributes to the aesthetic education of a person, the understanding of the beauty and elegance of mathematical reasoning, the perception of geometric shapes, and the assimilation of the idea of ​​symmetry.

The task set from this moment completely changes the design of the modern lesson. So how do you build a lesson? What main points should a teacher take into account when preparing for a modern lesson in order to implement the requirements of the Federal State Educational Standard?

In my opinion, the most “successful” scenario of a modern lesson is its generalized graphical expression, namely the Technological map of the lesson, as a modern form of planning the pedagogical interaction between the teacher and the student, which makes it possible to reflect the activity component of the interaction of all participants in the educational process.

The technological map of the lesson allows the teacher to:

See the educational material holistically and systematically and design the educational process for mastering the topic, taking into account the purpose of the mathematics course;

Fully reflect the sequence of all ongoing actions and operations, with more careful planning of all stages of the lesson, leading to the intended result;

Correct, vary and synchronize the actions of all subjects of pedagogical activity;

Coordination between teacher and student;

Organize independent activities of schoolchildren in the learning process.

The technological map of the lesson will allow the teacher to:

Implement the planned results of GEF;

To form UUD in students in the process of studying the topic, section, the entire training course;

Design your activities for a quarter (trimester), half a year, a year;

Design a sequence of work on mastering the topic from the goal to the final result;

Perform a diagnosis of the achievements of the planned results by students at each stage of mastering the topic;

Correlate the result with the purpose of training;

Ensure the improvement of the quality of education.

In my opinion, the improvement of the quality of education is due to the fact that:

The educational process for mastering a topic, section, course is designed from the goal to the result;

· stage-by-stage independent educational, intellectual-cognitive and reflective activity of students is organized;

· conditions are provided for the application of ZUN in practice.

Studying the formulations of the Second Generation Standard, I realized the importance and necessity of the ability to plan and build a lesson, so as to consciously carry out the formation of learning outcomes, the achievement of three groups of planned educational results: personal, meta-subject and subject, formulated not in the form of ZUN, but in the form of formed methods activities. And after analyzing (open sources on the Internet) a fairly large number of technological maps of the lesson developed by subject teachers (E.V. Yakushina “Preparing for the lesson in the conditions of the new Federal State Educational Standards”; E.V. Yakushina “Preparing for the lesson in accordance with the requirements of the Federal State Educational Standards” ; I.M. Logvinova, G.L. Kopoteva "Construction of a technological map of the lesson in accordance with the requirements of the Federal State Educational Standard"; A.P. Eroslavtseva, E.A. area "; "Technological map of the lesson of mathematics, grade 5, teacher T.I. Kozak"; L.A. Mishukova "Technological map of the lesson"), came to the conclusion that a unified form of such a map does not currently exist. Based on the set of Technological maps of the lesson, I was able to choose this structure for my work, in my opinion, successfully realizing the goals of forming universal learning activities for students. Depending on the type of lesson according to the Federal State Educational Standard, the number of stages in constructing a lesson can be changed.

Subject skills are formed in students only in the process of teaching a given academic subject and are used mainly in this subject and partly in related subjects.

In modern conditions technological map of the lesson is an innovation that has a number of specific features such as:

1. interactivity,
2. structuredness,
3. Algorithm when working with information,
4. manufacturability,
5. generalization.

Figure 2. Methodology for creating a lesson flow chart

Currently, there are several different approaches to creating a technological map of a lesson. All of them are aimed at schematizing the processes in the lesson. Most of them can be called superficial due to exaggerated stereotypes. However, if we turn to those approaches to drawing up a technological map of a lesson that meet the requirements of the new generation of the Federal State Educational Standards, then three key trends can be identified:

1. Growth in demand and popularity of the technological map of the lesson in the pedagogical environment;
2. Technological maps of the lesson differ in the number and list of selected sections depending on the degree of detail of the lesson;
3. The developers of lesson flow charts change and expand their structure by introducing elements that reflect the content features of the subject they teach.

One of the key features of the technological map of the lesson it is safe to call the increased requirements for the teacher. Key requirements for a teacher when designing a lesson map include:

1. possession of constructive planning skills;
2. knowledge of the goals and objectives of the training course, subject, discipline;
3. the ability to navigate in relevant educational and methodological sets on a given subject;
4. knowledge of learning conditions and age characteristics;
5. taking into account the level of general development of students of this class.

The form of recording a lesson in the form of a technological map makes it possible to detail it as much as possible even at the preparation stage. An important nuance in favor of replacing plan notes with a technological map is the ability to assess the rationality and potential effectiveness of the selected means, types and approaches to organizing educational activities at each stage of the lesson. This fact allows the modern teacher to assess the rationality of the selection of the content of the material, the adequacy of the applied forms and methods of work in their totality.

Figure 3. The structure of the technological map of the lesson

The technological map allows you to see the educational material holistically and systematically, as well as to design the educational process for mastering the topic, taking into account the purpose of mastering the course. In addition, a properly drawn up technological map of a modern lesson makes it possible to flexibly use effective methods and forms of work with children in the classroom and coordinate the actions of the teacher and students.

The technological map of the lesson includes in its structure such elements as:

1. subject;
2. target;
3. tasks;
4. motivation for their adoption;
5. planned results: knowledge, abilities, skills;
6. personality-forming orientation of the lesson.

The purpose of the lesson is to provide information on the topic of the lesson in a way aimed at revealing its main components and fulfilling educational and educational tasks.

The purpose of the lesson is determined by the following factors:

1. Planned lesson outcomes
2. Ways to implement a fixed lesson plan.

The objectives of the lesson are the goal of the activity given in certain conditions, which must be achieved by transforming these conditions, according to a certain procedure.

The full cycle of productive thinking includes the setting and formulation of the task by the subject himself, which occurs when he is presented with tasks, the conditions of which are of a problematic nature.

Tasks may arise in practice or be created intentionally. A hierarchically organized sequence of tasks forms a program of activity.

It is necessary to foresee the planned results of the lesson immediately. The formulation of the planned results also requires uniformity and compliance with the tasks: how many tasks - so many planned results should be. At the main stage of the lesson, it is extremely important to prepare each student for active learning activities.

So, why do we need a technological map of the lesson? First of all, it allows you to see the educational material holistically and systematically. In addition, the technological map of the lesson is aimed at designing the educational process, taking into account the goal of mastering a particular subject within the framework of the school curriculum. The use of a technological map allows the flexible use of effective methods and forms of work with children in the classroom, organizes independent activities of schoolchildren in the learning process, and also implements an integrative control of the results of educational activities.

Figure 4. The meaning of the lesson flow chart

The technological map will allow the teacher to:

1. Implement the planned results of the second generation GEF;
2. Determine UUD, which are formed in the process of studying a specific topic, the entire training course;
3. Systematically form universal learning activities among students;
4. To comprehend and design the sequence of work on mastering the topic from the goal to the final result;
5. Design your activities for a certain period by moving from lesson planning to theme design;
6. Free up time for creativity;
7. Determine the possibility of implementing interdisciplinary knowledge;
8. In practice, to implement communications common to all subjects and ensure coordinated actions of all participants in the pedagogical process;
9. Perform diagnostics of the achievement of the planned results by students at each stage of mastering the topic;
10. Ensure the improvement of the quality of education.

Literature

1. Technological map of the lesson as a tool for designing a modern lesson in an elementary school. Methodological guide / Author-compiler S.S. Pichugin. - Ufa: RIO RUNMC MO RB, 2013. - 50 p.
2. Fridman L. M., Kulagina I. Yu. Formation of students' general educational skills: - M .: Publishing House of the Russian Open University, 1993. - 34 p.
3. Yakushina E.V. Preparing for the lesson in the conditions of the new Federal State Educational Standards // URL:

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Technological map of the lesson as the basis for the design of the lesson and an innovative tool for the implementation of the Federal State Educational Standard Completed by the Teacher of the GBOU Lyceum No. 504 Zhogalskaya Svetlana Gennadievna Moscow 2015

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Technological map of the lesson as the basis for the design of the lesson and an innovative tool for the implementation of the Federal State Educational Standard "If we want to achieve any goal by education, we must first of all be aware of this goal." K.D.Ushinsky

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TECHNOLOGICAL CARD - a form of technological documentation that records the entire process of processing a product (topic), indicates operations and their components, materials, production equipment, tools, technological modes, time required for manufacturing a product (passing a topic), qualifications of workers, etc. P. (Polytechnical encyclopedic dictionary. - M .: Soviet encyclopedia, 1989). PRODUCTION

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PEDAGOGY Technological map is a new type of methodological product that provides effective and high-quality teaching of training courses in primary school and the possibility of achieving the planned results of mastering basic educational programs at the level of primary education in accordance with the Federal State Educational Standard.

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Methodological positions: it has the status of a document; the whole process is recorded in it; operations, their components are indicated; named materials; listed equipment; tools are indicated; technological regimes are indicated; calculated time; the qualification status of performers is determined.

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Why do you need a lesson plan? For imagining the lesson as a whole (with goals, objectives, methods, forms, technical teaching aids, with types of control, types of reflection ...) For planning the achievements of meta-subject results For introspection and analysis of what is being done in the lesson (from different points vision) For clarity in setting learning objectives To create a reference outline for future lessons

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build an algorithm for working on a topic; determine the types of UUD that are formed on the material under study; realize the educational possibilities of the topic; establish continuity in the study of the material; to implement interdisciplinary connections The technological map allows the teacher to:

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Traditional summary Technological map Goal-setting in accordance with the knowledge paradigm in accordance with the planned results of the Federal State Educational Standard (three groups) The main method of description is explanatory-illustrative structural-logical; design features of designing by types of activities of a teacher by types of activities of a teacher and students Teaching aids used teacher and textbook as the main carriers of knowledge use of all components of teaching materials and modern resources Didactic approach interdisciplinary connections based on some elements of knowledge formation of a holistic picture of the world based on the real use of children's life experience , knowledge from other subject areas, meta-subject knowledge The form of the lesson description the use of direct (conversation) or indirect speech of the teacher the use of formulations, a clear and concise description of the activity The teacher's assessment of the results of learning in general by all participants - the process, result, individual achievements

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Structural components of the technological map of the lesson goal-setting block (what needs to be done, implemented) Instrumental block (by what means is this achievable) Organizational-activity block (structuring into actions and operations)

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BLOCK OF GOAL-SETTING Theme of the lesson The purpose of the lesson (goal-setting, the problem is to identify the discrepancy between the current life situation and the goal; the implementation of the goal is the process of overcoming this discrepancy.) 3. Planned result 4. Personally-forming focus of the lesson

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Instrumental block Lesson objectives Type of lesson Educational and methodological complex: source of information equipment didactic support materials for the student's cognitive activity

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Level tasks; Cards for independent work; Texts of control independent works; Technological maps of laboratory work; Safety instructions; Tasks to be completed in the lesson; Tasks for self-examination; Other materials with which the student directly works, etc. Materials for the cognitive activity of students

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Didactic support Problematic issues; Cognitive and activity attitudes; Conceptual apparatus; Logic; drawings; Video recordings; Feedback indicators, etc.

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discipline program; Lesson plan; Literature for the teacher; Literature for students; textbooks; Collections of problems, practical tasks, dictations, etc.; Internet sites; Movies; Video recordings, audio recordings; Scientific periodicals; Mass periodicals; Educational TV films, etc. Information sources

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Equipment Devices; Technical training aids; Electronic teaching aids; A television; Computers; The local network; Magnetic board; Cards; drugs; Reagents; Demonstration models for the content of the academic discipline, etc.

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Lesson plan Diagnosis of the results of the lesson Homework Organizational and activity block

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Structural elements of the technological map Vertically - the stages of the lesson (for example): Organizational moment. Preparation for active cognitive activity. Setting a cognitive task. Assimilation of new knowledge. Initial test of understanding. Consolidation of knowledge. Self-test of knowledge. Summarizing. Homework.

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Horizontally: Tasks of each stage. Methods. Forms. Kinds of activity of the teacher. Student activities. Formed UUD: personal, communicative, cognitive, regulatory.

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* META-OBJECT ACTIONS regulatory communicative cognitive goal-setting speech means, incl. based on ICT work with information: search, recording, perception, incl. means of ICT planning method of action control correction communication during interaction use of models, signs and symbols, schemes logical operations: analysis, synthesis, comparison, seriation, classification, generalization, bringing under the concept, analogy, judgment reading ICT Evaluation based on the results of implementation Evaluation in the process of performing design studies. active

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1. Determining the place of the lesson in the topic under study and its type. 2. Formulation of the purpose of the lesson (educational, developing, upbringing). 3. Designation of the stages of the lesson in accordance with its type. 4. Formulation of the goal of each stage of the lesson. 5. Determination of the results of each stage (formed UUD, product). 6. The choice of forms of work in the lesson: - individual; - frontal; - steam room; - group. 7. Development of characteristics of the activities of the teacher and student. This material can be used by teachers working on different teaching materials. After analyzing (on the basis of open electronic sources of information) a fairly large number of technological maps of the lesson developed by practicing teachers, I came to the conclusion that a unified, well-established form of such a map does not yet exist. I made my choice on such a technological map of the lesson: Stages of work on a technological map

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Formulations of the activities of the teacher and students Activities of the teacher Formulations of the activities examples. Student activity Checks the readiness of students for the lesson. Introduces the topic and purpose of the lesson. Clarifies students' understanding of the objectives of the lesson. Raises a problem. Creates an emotional mood for... Formulates the task... Reminds students how to... Offers individual tasks. Write down words and sentences. Divide (sounds, words, etc.) into groups. Do the exercise in your notebook. They comment in turn ... Justify the choice of spelling ... Give examples. They write from dictation. They speak in sequence. Highlight (find, underline, comment) spelling.

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The structure of the technological map of the lesson Theme: Type: Tasks: Planned results Subject Meta-subject Personal Interdisciplinary connections: Lesson resources: For the teacher: For students: Course of the lesson: Content of the teacher's activity Content of the students' activity 1. Actualization of the necessary knowledge 2. Motivation of cognitive activity 3. Organization of cognitive activities 4. Summing up Additional material: Diagnosis of the achievement of planned results: Additional creative tasks: Self-analysis Achievements Difficulties Suggestions

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Extended TC The main components of the lesson Stage of the lesson Time, min Purpose Results Content of the educational material Methods and techniques of work Forms of educational activity Teacher's activity Students' activity

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Types of lessons according to the Federal State Educational Standard "... a modern lesson should become a lesson in creative friendship between a teacher and a student." (Kumanev A.A.).

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1. The structure of the lesson of mastering new knowledge: 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Actualization of knowledge. 4) Primary assimilation of new knowledge. 5) Primary check of understanding 6) Primary consolidation. 7) Information about homework, briefing on its implementation 8) Reflection (summing up the lesson)

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2. The structure of the lesson for the integrated application of knowledge and skills (reinforcement lesson). 1) Organizational stage. 2) Checking homework, reproduction and correction of students' basic knowledge. Knowledge update. 3) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 4) Primary consolidation § in a familiar situation (typical) § in a changed situation (constructive) 5) Creative application and acquisition of knowledge in a new situation (problem tasks) 6) Information about homework, instructions on how to complete it 7) Reflection (summarizing the lesson )

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3. The structure of the lesson for updating knowledge and skills (repetition lesson) 1) Organizational stage. 2) Checking homework, reproduction and correction of knowledge, skills and abilities of students necessary for the creative solution of the tasks. 3) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 4) Actualization of knowledge. § in order to prepare for the control lesson § in order to prepare for the study of a new topic 5) Application of knowledge and skills in a new situation 6) Generalization and systematization of knowledge 7) Control of assimilation, discussion of mistakes made and their correction. 8) Information about homework, briefing on its implementation 9) Reflection (summarizing the lesson)

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4. The structure of the lesson of systematization and generalization of knowledge and skills 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Actualization of knowledge. 4) Generalization and systematization of knowledge Preparing students for generalized activities Reproduction at a new level (reformulated questions). 5) Application of knowledge and skills in a new situation 6) Control of assimilation, discussion of mistakes made and their correction. 7) Reflection (summing up the lesson) Analysis and content of the results of the work, the formation of conclusions on the studied material

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5. The structure of the lesson for the control of knowledge and skills 1) Organizational stage. 2) Setting the goal and objectives of the lesson. Motivation of educational activity of students. 3) Identification of knowledge, skills and abilities, checking the level of formation of general educational skills in students. (Tasks in terms of volume or degree of difficulty should correspond to the program and be feasible for each student). Lessons of control can be lessons of written control, lessons of a combination of oral and written control. Depending on the type of control, its final structure is formed 4) Reflection (summarizing the lesson)