Leading activities Preschool childhood - play 7th - 9th grades - communication Primary school + 5th, 6th grade. – educational activities classes – educational activities, self-determination

Learning activities Skills: Thinking (observe, compare, analyze, draw analogies, synthesize, generalize) Plan your activities (look for possible ways to solve an educational problem, build a sequence of solutions) Perform self-control and final control

Stages of the formation of thinking: objective (up to 3 years old) figurative (visual) - objective (preschoolers) abstract-logical (by the age of 12, +, -) NS from an object or image to a word, concept An elementary school child does not have the physiological ability think abstractly and logically, because he has not yet formed the corresponding brain structures (Attention! Mathematics, Russian language). Preschooler verbal-logical (comparison, classification, description of the observed process) figurative-logical (up to 12 years +,-)

Planned results of the Federal State Educational Standard of NEO Self-determination: the internal position of the student; self-identification; self-respect and self-esteem Formation of meaning: motivation (academic, social); Value and moral-ethical orientation: orientation towards fulfilling moral and ethical standards; ability to solve moral problems based on decentration; assessment of one's actions Regulatory: (management of one's activities) goal acceptance, planning, control and correction; evaluation Communicative: speech activity; cooperation skills Cognitive: working with information; working with educational models; use of sign-symbolic means, general solution schemes; performing logical operations of comparison, analysis, generalization, classification, establishing analogies, subsuming under the concept of defining the boundaries of one’s own knowledge and “ignorance” Fundamentals of a system of scientific knowledge Experience of “subject” activities in obtaining, transforming and applying new knowledge RY LCht IYA Mat Ok M Music Fine Arts Tech Phys Subject and metasubject actions with educational material SUBJECT PERSONAL META SUBJECT

The program for the formation of UUD self-determination (the student’s internal position, self-identification, self-respect and self-esteem) meaning formation (motivation, the boundaries of one’s own knowledge and “ignorance”) moral and ethical orientation (orientation towards the fulfillment of moral standards, the ability to solve moral problems based on decentration, assessment of their actions) Regulatory management of their activities planning control and correction assessment Cognitive work with information work with educational models using sign-symbolic means, general solution schemes performing logical operations of comparison, analysis, generalization, classification, establishing analogies subsuming under the concept Communicative speech activity cooperation skills M e t a n d u c t i v e s PERSONAL VISUALITY

Methodology for implementing the content of the Federal State Educational Standard explanation, visual demonstration, step-by-step dictation work according to instructions creating situations for students to discover new knowledge and practical skills (problematic introduction of a new one) Two ways in teaching The purpose of the Federal State Educational Standard is to teach how to acquire knowledge Subject results Subject, meta-subject and personal results Transfer of knowledge ( reproductive) Learning the ability to acquire knowledge (productive)

Goal Formation of knowledge Basic didactic approach Reproductive Content From a ready-made rule, sample to exercises for consolidation Methodology Teacher's explanation of the rule, method Organizational forms Max frontal, min group Comparison of didactic approaches Teach to acquire knowledge Productive No ready-made knowledge - subject and illustrative environment; - questions to find an answer (rule or method of activity). After “discovering” the consolidation exercise, students search for a new rule, method Max group, min frontal

The mechanism for mastering a new concept and method of action: “Just as a concept cannot be formed without external objects, so without an external action (subject-practical activity) a mental action cannot be formed” (Talyzina N.F.) Subject action with it method Technology

Technology lessons are a unique psychological and didactic base - subject-based practical activities, as the main way (for preschoolers and primary schoolchildren) of understanding the world around them, the formation of universal learning activities (UAL); Technology lessons combine oral reasoning with productive hands-on activities with real objects; Technology lessons create an important counterbalance to the total verbalism of the main academic subjects of primary school. A junior schoolchild learns, wants and can learn about the world around him only in real subject-practical activities. Why does the academic subject “technology” have a powerful developmental potential?

Analysis of the task (identifying the known and the unknown) Difficulty (problem) Self-control Self-assessment Motivation, cognitive information awareness of forms of coping Practical search for a solution to the problem Independent performance of the task Planning of practical activities choosing a solution “It is not thoughts, but thinking that must be taught” Immanuel Kant Structure of educational activity in a technology lesson Independent search activity

Basic knowledge about the technology of manual processing of materials Elements of materials science Technological operations (I know how) 1. Marking parts (using a template, using drawing tools, copying, etc.) 2. Separation of parts from a workpiece (tearing, tearing, cutting, etc.) 3 . Shaping (creasing, bending, etc.) 4. Assembling the product (gluing, stitching, etc.) 5. Finishing parts, products (dying, appliqué, embroidery, etc.) This is studied in technology lessons. (sample topics) Design elements Types and properties of materials Parts, their shape, type of connection (movable, fixed)

Studying basic technological knowledge and skills by grade (lesson topics) 1st grade Marking: - free drawing; - by bending, - according to a template, stencil. Separation of a part from a workpiece: - tearing off; - cutting with scissors. Product assembly: - gluing. Finishing: - painting; - application; - drawing, etc. 4th grade Mastering new technologies and artistic techniques based on those studied. Using what you have mastered to complete creative projects. Product assembly: - stitching (loop and cross stitches). Grade 2 Marking: - using drawing tools (flat forms), - copying. Selecting a part from the workpiece: Assembling the product: - stitching (straight stitch). Finishing: - embroidery; - sparkles; - beads, etc. 3rd grade Marking: - using drawing tools (volume developments). Separation of a part from a workpiece: -cutting with a stationery knife. Product assembly: - wire; - slot locks; - stitching (oblique and loop stitches).

Key points of the technology lesson scenario (educational lesson) Topic: Objectives: educational (subject-specific) 1. Teach... 2. Improve... developmental (meta-subject) educational (personal) Analysis of the sample (see next slide). 90% - known methods, 1% - unknown knowledge, mind. Techniques for discovering new knowledge and skills Generalization Marking parts according to a template techniques for marking parts according to a template the ability to cut with scissors, carefully stick, select colors Coordination, attentiveness, logical operations, establishing analogies... Self-confidence, respect for other people's work... What new things have we learned, what have we learned? ?

Methodological techniques for students to discover new knowledge and practical skills (problematic introduction of a new one) Analysis of information sources (products, samples, textbook, workbook, instruction card, diagram, information on electronic media - CD, Internet, etc.). Demonstration of a complex structure in disassembly (using a semi-finished product to disassemble the structure in front of students). Trial search and training exercises (searching for a way to perform a technological technique). Transferring the known to a similar, new situation (studying new material in comparison with the known). Practical study of the object (material properties, design features...)

Criteria for assessing student activity in the lesson: Quality (of a particular new technique learned, an operation, and work in general). Creativity (original design and technological solutions, proposals). Independence (when discovering new knowledge, and in general in the process of all work): - together with the teacher; - with the help of the teacher, children; - completely independently (subject) (metasubject) (personal, metasubject - UUD)

In technology lessons, the teacher helps the child complete the assigned tasks: develop a sense of beauty in students or pupils, develop high tastes, and be able to distinguish a truly artistic work from a low-quality one. During the classes, children develop creative abilities and artistic taste, their sensory culture and ability for visual analysis increase, and their sense of color develops. Students also improve their skills in performing work from various materials, learn to independently make useful and necessary products in everyday life, and decorate them.
Forming interest and love for work is one of the main tasks of teaching and raising children. Labor has a great influence on the mental development of the child, on the development of thinking. If you trace the path of making a craft, you will notice that first the children examine the sample, analyze its structure, manufacturing methods; then, after mastering this process, the work becomes more complicated: I show the children a drawing or photograph of the toy being made and, finally, without preliminary analysis, they make a craft according to instructions or according to their own ideas.
Bright crafts greatly satisfy children's curiosity. The entertaining nature of making toys contributes to the development of attention in children - its stability increases, and voluntary attention is formed. In work there is novelty, creative search, and the opportunity to achieve more perfect results.
The favorable emotional mood of students while making toys from various materials, the joy of communication during work, and the pleasure experienced in the process of creating beautiful work are very important for overall development. How much sincere joy and delight the children bring to their children through intricate handmade crafts! Technology lessons contribute to the development of a child’s personality and character development.
Collective work has a great influence on the formation in children of the beginnings of collectivism, friendly, benevolent relationships, mutual assistance, and camaraderie.
And we, as leaders, must help our children overcome failures, teach them to complete the work they have begun, forming in them a sense of purpose, monitoring and evaluating their own activities, and instilling diligence and diligence in performing work. Let your own results inspire the children and encourage them to do new crafts.
“The origins of children’s abilities and gifts are at the tips of their fingers. From the fingers, figuratively speaking, come the finest streams that feed the source of creative thought” - V.A. Sukhomlinsky.
Our students are creative individuals!

Hardworking!

Diligent!

Structure of a technology lesson in primary school

The technology lesson is complex in its structure, because during its course there should be formed O Students acquire not only practical labor skills and abilities, but also general labor skills that are based on mental operations.

1. Setting the goal, topic, work and educational objectives of the lesson.
2. Preparing to perform a work assignment.
3. Organization and preparation of the workplace.
4. Completing a work task.
5. Summing up the lesson.

The name of these parts of the lesson indicates the content of the children’s activities. Each part (stage) of the lesson consists of several elements. The order of their arrangement during the lesson A depends on educational objectives, lesson content, children’s preparedness, etc.

Structural comp about the lesson notes
Organizing time:	Organizing children from recess to lesson, checking readiness for the lesson.
Conversation and presentation of the lesson topic:	Introducing students to the topic of the lesson. Here the knowledge is summarized and replenished A children’s knowledge about the purpose of the product, the history of its creation, the materials from which the product is made, their properties, and production. The conversation should be based on the life experience of students with the involvement of And body row. The conversation is combined with a story, accompanied by a display of natural and visual aids. The topic of the lesson can be b is given to students, both at the beginning of the conversation and in the middle or end (at the discretion of the teacher).
Experiments and observations:	This stage of the lesson is included when getting acquainted with new materials and their properties. The main goal of this stage is to include the child’s analyzers in the knowledge of objects in the surrounding reality. A demonstration of individual technological techniques is carried out (depending on the lesson, this may or may not be present).
Product sample analysis or Analysis of sample design ed. e lia:	This stage is very important and is aimed at creating in children a general idea of ​​the volume and nature of the work task. The main goal is to determine by students, together with the teacher, constructive and technical O logical features of the work task. If possible, do it yourself I a thorough search for rational ways to implement them, identify important T new and unknown. Conducted in question-and-answer form (dialogue O howl). The teacher asks leading questions, the children answer. Questions should and We need to be correct and literate. Aimed at clarifying the design To tions of the product, parts, details, method of their manufacture, connection, creation P leniya, compositional features, etc. The stage is organized based on a product sample, technical drawing, and activation of safety rules With no work. An oral description of the sample can be organized using O I will ask the teacher the following questions:(I.P. Freytag “ Lesson of technical work in primary school", p. 11, sample analysis): What is this product? What is its purpose? What is its general shape? What parts does it consist of, what is the purpose of each part? Which part is the most important (or most time-consuming)? What is the shape of each part? What parts is the product (or each part of it) assembled from? How many one A which ones? How many different ones? What is the shape of the parts? How are they connected? e parts in the product: movable, fixed, connector? What is the connection made with? Are additional parts or pieces needed for assembly? TO A What is the design feature of the product? What materials is the product made of? What are their properties? Why were they used to make the product? What tools will be needed for the job? For example, the teacher shows a sample of the product (Fig. 1, a), made in ma With headquarters 2:1, and asks students questions: What is this? What can this product be used for? (This is a bookmark, we will need it for the textbook). What parts does a bookmark consist of? What is the purpose of each? (A bookmark consists of a base and decoration). Which part is the main one? (The main part is the base, it can serve as a staking d without any decoration). Which part is the most time-consuming? (Decoration). What is the shape of the base? How many parts does it have? (The base has four X coal mold, it is made of one piece). What parts does the other part decoration consist of? (The ornament of the decoration is made up of a circle and parts of a circle). How many and what details make up the ornament? Draw them and count the number of identical ones. (Students called to the board depict 1 whole circle, 2 half circles, 4 parts of ¼ circle and 6 parts of 1/6 circle (Fig. 1, b). O With Talented students draw on sheets of paper.). How many whole circles will need to be prepared for all the parts? (4 whole circles). How are the parts connected to form a product? (Parts are glued on). What materials is the product made of? (The base is made of dense b at magicians, decoration from thinner and more colorful). What other material will be needed? (You will need glue). What tools will be needed for the job? (For work you will need a pencil, compass, ruler, scissors, brush and everything necessary for working with glue).
Planning for the upcoming tic activities of children:	Oral drawing up of a general plan for upcoming labor actions based on the PIK or GIK, TIC and a sample of the product. According to the maps And The teacher must provide instructions, showing step by step and discussing with the children the sequence of work actions. When introducing a child to the product of labor, based on the PIK or other IC, the teacher asks leading questions. Every detail is a help p e the child in understanding what is shown in the picture or drawing, what is the main shape, dimensions, what operations need to be performed. There is collective planning of work in which the whole class takes part. This stage involves selecting and finding the optimal afterbirth A performance of the product. We start with the question: “Where do we start? A bot? , "What will we do next?" etc. Carrying out planning with op. O drawing on a drawing (GIK), it is necessary to take into account that children in elementary school do not build a drawing, they perform technological operations: markings, drawing e knowledge and other operations. Students work according to the teacher’s finished drawing. To start working on the drawing, you need to read it using the following questions(Freitag " Technical labor lesson in primary schools With sah", p. 15, drawing reading, GIC, PIC): Questions for reading a complex drawing: 1. Reading the image. What is shown in the drawing? Prove it! Show the entire image of a blank part or development. Show the parts of the product on the drawing and name them. What shape is the zag? O forging the part or developing it (if it is geometrically correct)? 2. Review of product design. How will the parts of the product be connected? (Movable, motionless, plugged in). S p O by what power will the connection be made? 3. Reading sizes. What are the dimensions of the workpiece parts? What does such and such size mean? What about b What is the overall size of the workpiece? 4. Planning of technological operations. What operations need to be performed to manufacture the product? What does line such and such mean? What is the procedure for performing these operations (marking along the dimensions T specific sizes, dimensions, marking according to private dimensions, bending, cutting along the contour and cuts, assembling the product). For example: review of the product drawing. (What is shown in the picture? What can this product be used for? e Lie? This is an envelope for storing scraps of fabric, paper or seeds.) (What is its general shape? Rectangular.) (What parts does the product consist of, what is the purpose of each? Front and rear d The front walls form the envelope itself, the side flaps for assembling the product, more b Use the top flap to close the envelope.) (How many parts is the product assembled from? The product is made from one part a development, more precisely, a pattern.) review of the drawing. (What is shown in the drawing? Unwrapped envelope. Prove it! If you mark and cut out such a unwrapped pattern, bend it along the fold lines and glue it together, it will be n vert. Accompanied by display on the drawing.) (Show and name the parts of the product in the drawing and picture. The student names and shows.) (What are the dimensions of the front wall of the envelope? 90*60mm. What can you say about the dimensions of the back wall? They are equal to the dimensions of the front wall. What do A Do you think the size is 15*60mm? This is the size of the side flap (etc.). What are the dimensions? T What is the size of the entire workpiece? 120*145mm.) 3. work planning. (What operations need to be performed to manufacture the product? In what order should they be performed? Marking, then cutting to overall dimensions, folding A cutting, cutting along the contour, gluing.) Reading the Operational Drawing of the Reamer Using the example of reading an operational drawing of a boat development details of the counting material. What is shown in the picture? General view of the “Boat” product. What is its general shape? The ship has the shape of a square, but with its corner turned downwards. What is shown in the first drawing? Blank for a boat: it is square and its sides are 5 cm. What needs to be done based on the drawing? Mark and cut blanks 5*5cm. What is shown in the second drawing? Marking lines are drawn from corner to corner. The workpiece needs to be marked. What is shown in the third drawing? Cut line. The workpiece needs to be e follow the marking line to the center. What is shown in the fourth drawing? Fold line. One part of the triangular shape needs to be folded along the marking line. What is shown and what needs to be done based on the fifth drawing? Spread the bent part with glue on the front side and glue it. On the operational drawing, the image itself is read first, then the size e ry and conditional lines that help determine the operations necessary for making O heating of the product. Reading the Graphic Instruction Card(GIK). Always carried out after analyzing the sample or its drawing. An example of reading a graphical instruction card (GIC) for making a paper stack n chika: What is shown in the first picture? Blank for a cup. What shape is it? It is square, but one corner is turned down. What is shown in the second picture? Fold line. Need a blank O live corner to corner. What is shown in the third picture? Folded workpiece. She became tr e coal form. What else is shown in this picture? The fold line is shown. You need to fold the bottom right corner. Look at the fourth picture to see how to fold the lower right corner O lok? The corner should touch the opposite side of the workpiece, its connection O The bare edges are directed in the same way as the bottom fold. What else is shown in this picture? Fold the lower left corner in the same way as the right one. What is shown in the fifth picture? Folded workpiece. Fold line p O indicates that you need to bend the top corners. To do this you need a workpiece R Bring the top corners down. What is shown in the sixth picture? The upper corners are bent in two directions And opposite sides. The workpiece must be turned upside down. Glass g about comrade Reading the GIK is more difficult for students in that, in addition to reading the image itself, the dimensions and conventional lines that help determine the operations necessary to manufacture the product (as when reading an operational drawing), it is necessary to indicate with a word all the spatial changes in the workpiece when making a product from it. In parallel with the analysis of the GIC, PIK or TIC, a plan is being drawn up A students' work on the product and in practical activities with practical e skim actions of students, i.e. the order of operations, which is drawn up using action verbs (mark, cut, paste, draw, etc.); the plan can be drawn up orally, and a note on the board made in advance and opened only after it has been drawn up. At this stage, we activate the rules of safe work in the course of a certain order of operations. If the implementation of the product is designed for several lessons, then planning of the work time is carried out. Teach e They outline how many points of the plan can be completed in this lesson. After finishing the joint planning of the children’s upcoming practical activities, we once again repeat the entire process of work, using the plan on the board (if there are difficulties, IR), asking the weakest students A students or those who were distracted during the analysis. Then we ask the class: “Are there any questions about making the product?” If necessary, we answer questions, then close the work plan on the board and the children And get to work.
Practical work on making a product:	This stage is reserved for¢ the majority of the lesson, approximately 25-30 minutes, depending on the total duration of the lesson. Practical work can be completed independently with individual instruction from the teacher. A spoken by the teacher or under the commentary of the teacher, children. Forms of practical work: Individual: the student independently evaluates the tasks facing him, outlines ways to complete them, mastering all technological e ski process. Collective: it makes sense to conduct it when there is no opportunity to n individual production of the product, quite brightly and clearly O demonstrate certain artistic ideas or if for the purpose of O It will take too much time for an individual student to cook. Group: children perform individual items in groups, after which they can be combined into a common composition. During practical work, the teacher provides individual assistance O power for students, helping to cope with difficulties or performing individual operations, supports children’s creative decisions, demons T presents to the class the most successful and interesting ideas of individual children. Teacher’s control over the progress and quality of students’ technical performance O logical operations can be carried out visually. Upon completion of the production of the product, it is checked in action and, if necessary, modified. During all practical activities, students’ self-control is also important. According to the time of implementation: preliminary, corrective, ascertaining. Particularly important in the elementary grades is corrective (for methods of self-control, see Freytag I.P. Formation of the ability to independently O control in labor lessons // Elementary school, 1985. No. 6).
Lesson summary:	An exhibition and analysis of students’ work is being held with a collective O viewing and discussion.Quality criteria are determined e knowledge of labor operations (accuracy and quality of marking lines, then h accuracy and quality of cut lines, accuracy and quality of fold lines, accuracy and quality of assembly, etc.). Methods for organizing assessment of children’s work can be different: collective assessment by children of St. O their work displayed on the board, individual assessment of the work by the teacher (when walking around the class or calling students to the table as they finish their work, etc.). Also dThey must express an overall assessment of the products, noting the quality of the work, the availability or T lack of a creative idea, etc. The teacher should encourage children not only for their own achievements, but also for the ability to see them in the work of other students. Conclusions about the lesson are drawn (repetition and generalization of what was covered in the lesson) and 2 marks are given: for work and for performance. l understanding of technological operations.The teacher's overall assessment of the class's work.
Cleaning workplaces.	Children under the guidance of a teacher quiet clean their workplaces.

Making a technology lesson summary

Type of labor : Determined according to program sectionto which this topic relates.For example: processing of paper and cardboard, processing of fabric, with A maintenance, technical modeling, OKORM.

Subject : Reflects the main content of the work in the lesson.The topic should not be confusing b to the product name (dog, hedgehog, etc.), which is only a means, p O allowing the planned content to be implemented. Also, the topic cannot be formulated O may also be used as the name of the material or technique used, type of work (paper, fabric, natural materials or “Applique”, “Paper plastic”, etc..). The topic could be formulated, for example, like this: « Making a bookmark using the pl method e Tenia" or "Making a model of a Karelian house", etc.

Object of labor: This specific productwhich the child must do himself. On example: panel “Flowers”, Christmas tree toy “Lantern”, model of a truck, etc.

Goal: Only one is always formulated and is determined taking into account the following comps about nentov:

To expand polytechnic horizons; acquaintance with properties, types, p about the consequences.

Training in planning work using a sample, graphic drawing, instruction cards.

Formation and improvement of practical skills.

For example: Teach students how to make decorative appliqué or Teach and h prepare a sculpture of a pet (of your choice) from plasticine or Teach and h prepare a model of a truck...

Tasks :

A) educational: Aimed at developing general and special knowledge and skills in students:

the ability to organize your work and your workplace, a place for collective work,

ability to analyze work assignments and plan work,

ability to use technical drawings, instruction cards,

Ability to mark material in different ways, as well as basic technological operations.

possession of knowledge about production, properties of materials, as well as basic technological operations.

possession of knowledge about people’s professions, technology, etc.

For example: introduce the concept of “Application” and its types...

b) developing : Aimed at improving the child’s sensory sphere, h the development of his figurative and logical thinking, spatial representation, cons T manual and creative abilities, as well as the development of fine motor skills (fine muscles of the fingers).For example: developing fine motor skills in students...

c) educational : Involve the development of a number of positive qualities and traits x A character: hard work, perseverance, patience, accuracy, frugality, etc.For example: nurturing a careful attitude towards materials.

Equipment :

a) materials : - this is what the product will be made from,for example: paper, cardboard, glue, natural materials...

b) tools : - this is what the product will be used to make, for example: but faces, pencil, ruler, glue brush, stack...

c) devices : - this is what helps to perform the product, for example: templates, glue enamel, a cloth for rubbing glue, a box for litter...

e) visibility : - this is what helps to imagine the future product and its manufacturing process about cooking, for example: a sample of the product in full size and in an enlarged size (so that children sitting at the last desks can see it clearly), instructions And onal maps, literary, illustrative series.

Graphic design of the board:

During the classes : presented in a table

	Structural units of the lesson:	Teacher's activities:	Suggested answers and student activities x xia:
	Organizing time
	Conversation and message of the lesson topic
	Experiments and observations
	Product sample analysis or Product design sample analysis
	Planning the upcoming practical e children's activities
	Practical work on making a product
	Lesson summary
	Cleaning workplaces

Methodological analysis of a technology lesson

First stage - self-analysis and assessment.The topic and tasks are named. The program of action that was outlined to achieve the objectives is briefly outlined, and the plan is justified n The structure of the lesson, the logic of choosing these stages. Comparison of the planned course of the lesson with its actual course, analysis of the reasons for deviation from the original plan, justification for the and marriages and failures.

Self-analysis of the lesson.

Was it possible to implement the planned plan? Which of your plans was achieved best? What moments in the lesson were unexpected?

Does the content of the lesson meet the requirements of the program, are there any deviations? e niya? Why?

Were all questions and tasks addressed to children competently and clearly formulated? about the Vans?

Have you noticed any mistakes of your own, including speech ones?

Have you paid attention to the formation of logical ability to analyze, compared And draw conclusions, give examples; special observation skills e niya, work with tools? What are the reasons for non-compliance (insufficient s fulfillment) of these requirements?

How were the educational, educational, developmental tasks of the lesson solved? Dosti Are they chickpeas?

Is the planned lesson structure followed?

Was there a differentiated approach to students in the class during the learning process? e nia? Did all students actively participate in the lesson? Was time wasted? How to avoid this?

What visual aids are used at different stages of the lesson? Their effectiveness in news?

In self-analysis, it is necessary to draw conclusions for yourself, in which it is advisable to evaluate the following:

How fully the lesson objectives were achieved.

The correctness of the chosen methodology, didactic materials, TSO, etc.

Difficulties in preparing and conducting a lesson, which are caused by:

1. level of students' preparation;
2. their attitude towards work;
3. the level of material and technical base of labor training;
4. the level of the methodological base of labor training;
5. characteristics of the class and individual students;
6. level of personal theoretical and practical training; personal characteristics O of the trainee himself.

General self-assessment of the lesson (what of the plans was realized, the reasons for failures).

Second stage of lesson analysis- discussion of the lesson with colleagues: student interns, methodologist, teacher.

What type of content can this lesson be classified as?

How appropriate are the lesson objectives? Do they correspond to the type of this lesson?

Does the planned system of actions of the student trainee correspond to the type of lesson and the assigned tasks?

To what extent are the real actions of the student trainee in the lesson adequate to what s What was originally planned?

Which tasks in the lesson were reproductive and which were creative in nature? A how much were they worth? What developmental points can be noted?

How appropriate are the forms of organization of work used in the lesson? A who are? What is the overall assessment of the student-trainee’s speech (its correctness, accuracy, expressiveness; mastery of special concepts and the appropriateness of their use and niya)?

What is the general assessment of the behavior and activity of the student trainee in the lesson (level O a touch of intelligence, ability to manage a class, goodwill, demanding b ity, competence, artistry)?

Was the student trainee able to establish contact with the children, follow the logic of their answers and take into account the students’ judgments in the dialogue?

Did the lesson develop an attentive, interested and engaged student? T positive attitude of students towards each other? What did this mean?

To what extent have the tasks been achieved overall? What are the grounds for this judgment? e niya?

What wishes might a student intern have?

Grades are required for technology lessonsspecific aspects of the lesson:

• organization and methodology of induction training;
• compliance with safety regulations;
• self-control, independent work of students;
• level of use of technological documentation;
• compliance with graphic culture in the classroom;
• the use of new tools, devices and work techniques.

Standards for assessing knowledge, skills and abilities of students in technology in primary school

In the 1st grade, marks are not given for students’ knowledge and skills, but a verbal assessment is given: good, excellent. If the work is done poorly, the teacher shows the student what and how to change or do to make the product better. Grades are given starting from 2nd grade for the performance of the product as a whole, for individual technological operations; for the ability to draw up a work plan, conduct experiments, determine the properties of materials, etc. A correctly name materials and tools, determine their purpose, name the rules for safe work with them; for the ability to distinguish between flowers and ornamental seeds and ovo sch ny plants, for growing plants and caring for them.

Implementation of the product as a whole

Mark "5" awarded for error-free and accurate execution of the product with O observing safety rules for working with tools (taking into account the ability to choose a tool in accordance with the material used, as well as maintaining order in the workplace throughout the lesson).

Mark "4" is set taking into account the same requirements, but correction is allowed without violating the design of the product.

Mark "3" exhibited if the product is not made accurately enough, but without violating the design of the product. For demonstrated independence and creative performance l The grade for completed work can be increased by one point or assessed with an additional mark. A product with a design violation that does not meet its intended purpose is not rated e becomes unfavorable, it is subject to correction and alteration. For the finished product during inspection h All students are given a grade on their work. (Tests are carried out every quarter and at the end of the year. They can be a test of mastery of individual operations after a certain number of lessons or as a final lesson on types of work.)

2. Separate technological operations

Mark "5" awarded for the accuracy of various types of markings, ra With cutting materials; correct bending; making uniform stitches; accuracy of making products from designer parts according to the sample or drawing; be h erroneous recognition of large seeds of vegetable and flower and ornamental plants, proper care of indoor plants without adult reminders; economical and p A rational use of materials and tools depending on their purpose; ability to draw up a work plan on leading questions (2nd grade), independently with O make a plan after a collective analysis of the product design (3rd grade), draw up a plan after an independent analysis of the product (4th grade); the ability to demonstrate a product in action (2nd grade), with an explanation (3rd and 4th grades).

Mark "4" is set if the student made an inaccuracy (up to 3 mm) when marking, when cutting deviation from the marking line by 1 mm, irrational use of m A terial; maintained order in the workplace after the teacher’s reminder; upon recognizing A when researching 4-5 types of seeds, he made no more than one mistake; drew up a work plan for the recovery I general questions of the teacher (2nd grade), together with the teacher (3rd grade), independently composed A made a plan for the upcoming work with 1 error (4th grade).

Mark "3" is set if the student made an inaccuracy when marking: from 3 to 10 mm in the 2nd grade, from 2 to 5 mm in the 3rd grade, up to 2 mm in the 4th grade; used material uneconomically (2nd grade), irrationally used materials and tools (3rd grade), maintained order in the workplace only with a reminder from the teacher; when recognizing seeds and shoots, he made 2-3 mistakes; when working with designer parts, he loosely tightened the nuts and did not use the locknut; when drawing up a work plan on leading questions, the teacher made 3 logical errors (2nd grade), when drawing up a work plan together with the teacher, he made 3 logical errors (3rd grade), when independently drawing up a work plan for the manufacture of products, he made 2 logical errors (4 th class). For aboutъ efficiency in assessing students’ knowledge and skills, it is necessary to keep records of mastery O grammatical requirements for each child. An approximate scheme for recording program knowledge and skills for 1st grade is given below. By analogy, a teacher can draw up a diagram for grades 2-4. Assessment can be objective if the teacher plans to survey and observe students. In the lesson plan, he writes down the names of 3-4 students, whom he will observe how they maintain order in the workplace throughout the lesson, 3-4 students, whose ability to accurately mark details on the material, 3-4 students skills to cut correctly and accurately along the marking lines, the next 3-4 students will have the ability to carefully work with glue, perform stitches or work, observing the rules for safe work with tools in technical or agricultural lessons T military labor. If a student copes poorly with the task that the teacher checks, then the teacher is obliged to show the child again how to do the work correctly. In this at In tea, the assessment is given after several lessons. This is how individual work with students is carried out in the classroom.Thus, the teacher gives several grades for a lesson, but all of them will be assigned for certain knowledge and skills..

Forms of student work

Independent preparation and conducting technology lessons using modern technology e exchange technologies.

Preparation and conduct of various types of extracurricular work in the artistic and aesthetic cycle of disciplines.

Professional skills and knowledge

The student must:

• know educational standard for primary general education in technology (see appendix);
• be able to select the content and optimal methods of training and education, both With nurturing effective learning activities, activity, independence, and cognitive interest of students;
• be able to analyze the content of experimental (alternative) programs and textbooks, make necessary changes to the content of the material being studied, select and develop didactic and visual material;
• master the methods of humanizing the educational process in science and a primary school;
• be able to carry out an individual approach to students, combine individual b nual, group and collective activities of junior schoolchildren in academic and extracurricular work in artistic and aesthetic disciplines;
• be able to develop materials for conducting the educational stage of the experiment and implement them in practice at school.

Criteria for assessing student activity

When evaluating a lesson, the methodologist should focus on skills, compiling Yu that form the basis of the teacher’s activities in preparing and conducting a lesson. When analyzing a lesson taught by a student, the methodologist is guided by the following criteria:

The student’s ability to determine the place of a given lesson in the system of the entire topic;

The ability to correctly formulate the topic, lesson goals, and implement them in the lesson;

The ability to determine the structure of a lesson in accordance with the purpose and logical connections between individual fragments;

The ability to organize children’s cognitive activity in the classroom, ensure the choice of optimal teaching methods and techniques;

The ability to set an educational task and implement it in the content of the lesson and in the choice of method;

The ability to formulate questions and tasks for students, put them in a certain sequence evidence;

Ability to organize work with a textbook and other teaching aids in the classroom;

Ability to establish interdisciplinary connections;

The ability to control the process and results of educational work, evaluate student achievements.

As a result, the methodologist determines whether the goals of the lesson have been achieved, whether the intended plan has been implemented, expresses his wishes for the student’s further work and evaluates the lesson as a whole.

“Excellent” - given for a lesson prepared independently and creatively (Art. e the level of independence increases from stage to stage of teaching practice), at which the assigned tasks are solved; the content and volume of educational mat is correctly defined e rial; optimal methods and techniques of work were used; students have mastered the lesson material; they have formed the necessary ideas and concepts on the topic; maximum b but students’ independent work has intensified; the stages of the lesson are followed and with them O dimension; visual materials and other teaching aids are effectively used e nia; grades are given objectively; the student did not make factual and methodological errors, discovered general, pedagogical and speech culture.

“Good” - given to a lesson that satisfies all the basic requirements for an excellent lesson, but has some vagueness in the work of the student n that; the student made minor factual and methodological errors; did not sufficiently maintain the proportionality of the stages of the lesson, etc.

“Satisfactory” - given for a lesson in which the goals and objectives are not fully achieved; the work was unclear in nature, some errors were made in the design O zheniya factual material.

“Unsatisfactory” - given for a lesson in which the goals and objectives were not met. s full; full students did not understand the material; the student admitted gross factual and method And logical errors; The cognitive activity of students was not stimulated.

The mark “unsatisfactory” is also given for failure to attend class without a valid excuse. And ranks and without warning.

Application

EDUCATIONAL STANDARD
PRIMARY GENERAL EDUCATION

MANDATORY MINIMUM CONTENT OF BASIC EDUCATIONAL PRACTICES ABOUT GRAM

Technology

STUDYING TECHNOLOGY IN PRIMARY SCHOOL IS AIMED AT ACHIEVEMENT E THE FOLLOWING OBJECTIVES:

• acquisition initial technological knowledge, labor skills and abilities, their applications e knowledge in practical activities;
• formation ideas about the role of human labor in the creation of objects in the surrounding world, initial ideas about the world of professions;
• development creative abilities,spatial imagination, sensory and fine m o hand toriki in the process of various types of technological activities;
• upbringing hard work, perseverance, respect for people and results y yes;
• mastery practical ways of planning, organizing and objectively assessing one’s activities, applying the rules of cooperation in collective activities;
• receiving experience in practical activities to create personal and social value And my objects of labor.

The implementation of these goals is achieved as a result of mastering the following educational content.

general labor knowledge, abilities, skills and methods of activity

Human labor activity. The world of professions (a general idea of ​​the features of various private professions). Traditional crafts. Family work traditions.Objects of the man-made world.Modern technology.The impact of human technological activities on the environment and human health (general view). Organization of labor activities. Fast A setting goals, planning, evaluating your activities. Distribution of working hours. Implementation development of cooperation andcooperation in the labor process. The ability to rationally place tools and materials in the workplace, restore order in the workplace after completion e activities. Compliance with safe labor practices when working with various tools n tami and materials. Modeling of simple objects (initial design skills): putting forward an idea, search for a solution and collective selection of the best option,choosing the means to achieve the goal,product manufacturing, evaluation of results.

CREATION OF PRODUCTS FROM VARIOUS MATERIALS. HOME WORK

(practical experience).

Variety of materials: natural materials, wood, paper, cardboard, metal, fabric, plastic materials (naming, comparison, use). Areas of application of various materials. Selection of materials according to their properties. Preparing materials for work. Berezhnoe and with use and economical spending materials Finding and applying information to solve e practical tasks: determining the shape, dimensions, assembly sequence and manufacturing e research of products according to drawings, diagrams and drawings. Marking parts using templates and using marking tools (ruler, square, compass). Using measurements to decide e of practical and educational tasks. Product quality assessment and control. Identification of defects and their elimination.

Production of planar and volumetric products from various materials. Basic technical O logical operations: cutting, sculpting, embossing, weaving, bending, folding. Methods with O unification of product parts. Sequence and brief description of operations. Decorative design and finishing of products. Creation of products and decorative compositions according to your own plans.

Assembling products from designer parts. Typical details. Mastering the techniques of assembling and dismantling products from designer parts.Assembly of models and mock-ups of machines, mechanisms, and R architectural structures, electrical appliances from designer parts. Manufacture of a product according to a technical drawing, assembly diagram, sample. Making changes to the product design. Checking the model in action. Creating a product according to your own design.

Housework. Minor repairs to clothing and household items. Decorative design about household utensils and housing. Simple book repair.

Understanding the purpose and use of household appliances.Modern household appliances. Safety precautions for usehousehold electrical appliances. Economical consumption of electricity to three-energy.

REQUIREMENTS FOR THE LEVEL OF PREPARATION FOR COMPLETING PRIMARY SCHOOL IN THE SUBJECT OF TECHNOLOGY

Know:

• talk about the role of work in a person’s life;
• represent the consequences of the influence of human technological activity on the environment Yu living environment and human health;
• name the scope and purpose of various machines, technical devices and n instruments;
• name the properties and areas of application of various materials.
• Be able to:
• based on observation, compare and highlight the features of the content of various professional with this;
• organize and plan one’s own work activity and monitor its progress;
• model simple objects from mechanical construction parts and various materials according to your own design;
• identify materials by external signs using various sensations;
• based on comparison, correlate the properties of materials and their scope of application;
• obtain the necessary information about the object of activity using pictures, diagrams and drawings;
• evaluate the results of your activities in accordance with the assigned task.

USE ACQUIRED KNOWLEDGE AND SKILLS IN PRACTICAL WORK I BODY AND DAILY LIFE:

• follow the sequence of technological operations during the manufacture and assembly of products e lia;
• apply information to solve technological problems;
• make products from available materials according to a sample; sketch, drawing;
• assemble models of simple objects from construction kit parts according to a sample, sketch, assembly diagram e me;
• carry out decorative design and finishing of products;
• carry out minor repairs to clothing and household items;
• observe the rules of personal hygiene and safe methods of working with materials, tools at cops, electrical appliances;
• cooperate in the labor process.

Target:

1. To instill knowledge, skills, and practical skills in working with natural and other materials.
2. Develop aesthetic feelings and cognitive interests.
3. To instill responsibility for the assigned work, accuracy, mutual assistance, and respect for nature.

During the classes

1. Organizational moment.

1. Checking readiness for the lesson.
2. Putting work order on the table.
3. Children's attention span.

We are attentive! We will have time to do everything! Today I will be extremely attentive! (These phrases are repeated 1-2 times mentally or out loud).

2. Teacher's introductory talk.

Today we will teach an unusual lesson. Our class is the company “Crazy Hands”. And you and I are workers of this company. Our company (manufactures) produces toys, souvenirs, that is, with its work it helps to raise the country’s economy.

(On the computer monitor is the word economics and the student gives an explanation of this word).

Greek word. It means the economy of the country. She has many assistants. Everyone minds their own business. They keep order in plants and factories. They calculate how much goods, products, etc. need to be produced.

Our economy has many helpers. They each go about their own business, while observing everything Laws.(Laws are on the monitor.) The student explains. Laws- the rules that govern everything that happens in nature and society.

According to the law, everyone gets money for your work. (On the monitor - Money).

And so an engineer from our company visited the Exchange. Signed an agreement for the production of the souvenir “Babusenka - Yagusenka”. Our goal is to fulfill this order with honor. It needs to be done carefully, colorfully designed and show your creativity. After all, the company can then exhibit its work on "Auction". (Product- a product of labor produced for sale.

Exchange– this is the place where they buy and sell, make deals, sign contracts between organizations.

Auction- this is one of the trading companies, but not with all goods, but only with particularly valuable or rare ones, when those who wish compete with each other for the right to purchase.

3. Work on the topic of the lesson. Updating knowledge.

How many of you are already familiar with Baba Yaga?

(We know her from books, fairy tales, and saw her on TV).

In what works have we met her? (Children call fairy tales).

Where does the heroine of our souvenir live?

Baba Yaga lives in a hut on chicken legs, in the forest on the border of two worlds (the world of the living and the world of the dead). To get into the hut, you need to turn it “backwards towards the forest - towards your front, i.e. turn to the world of the living"

What kind of woman is she - Baba Yaga (a kind old woman or an evil witch)?

We believe that Baba Yaga is an evil witch. She harms everyone, creates difficulties, kidnaps children, small children are afraid of her, she looks scary. He can put him on a shovel and put him in the oven to eat later.

Baba Yaga is not always an evil witch in Russian folk tales. It can be different - both good and evil (see Fig. 1).

Picture 1

Baba Yaga - Snake.

Humanoid creature.

A deity with a leg deficiency (lame-legged), a bony leg.

Baba Yaga, having expressed her dissatisfaction, feeds the guest with her food and heats the bathhouse.

She gives objects that have magical powers.

She doesn’t do anything herself, but indicates who to turn to for help.

Baba Yaga raises the wind with a broom and whistle, flies on a mortar, lies on the stove.

4. Sample display and analysis.

What is “Babusenka-Yagusenka” made of?

We use natural materials: twigs, beads, rice, rowan berries, shells, plasticine of different colors (see Fig. 2).

Figure 2

5. Work according to plan.

(On the poster is the order of making the product.) On each student’s desk, on plates, there are all the parts for making this product (see Fig. 3).

Figure 3

6. Safety instructions are given to each student.

Don't forget the safety rules.

1. Be careful and don't get distracted while working.
2. Keep your work area tidy.
3. Feed the scissors rings forward. Store scissors in a special case.
4. Wash your hands immediately after work.

7. Phys. just a minute.

(Children sit at a desk, hands on the desk, palms down. Alternately moving forward with the hand while simultaneously bending and straightening the fingers).

8. Practical work.

1. Progress of work.

Listening to the waltz from the ballet “The Sleeping Beauty” by P.I. Tchaikovsky. Muted music may be played throughout the practical part of the lesson.

Sculpting of the head and torso. Make small balls for the head, slightly larger ones for the body. Children choose the color of plasticine themselves.

Sculpt details for the upper body, arms, and palms.

Connect the details of the craft.

Tie a scarf using buttons, attach hands, assemble and tie a broom to it.

Decorate Baba Yaga with molded decorations.

2. Gymnastics for the eyes.

I.p. - sitting. Look straight ahead for 2-3 seconds. Place the palm of your hand in the middle of the face line at a distance of 15-20 cm from the eyes, move your gaze to the tip of your middle finger and look at it for 3-5 seconds. Lower your hand. Repeat the exercise 5-6 times, changing hands.

Modern requirements for technology lessons in primary school.

Preparing primary school teachers for technology lessons, drawing up outline plans

The content of education becomes the property of the individual only in the process of his own active activity. This activity, carried out on the basis of certain techniques, must be rationally organized, fit into certain organizational structures. forms form in general is a way of organizing a particular process or object, determining its internal structure and external connections. In relation to the learning process, this is the method, the nature of interaction between the teacher and the student, students among themselves, the student with the material being studied (individual, collective, class-lesson, supplemented by excursions, games, homework, clubs, competitions, olympiads, exhibitions, shows.

A “Technology” lesson is understood as a lesson in which students, united in a group (class), under the guidance of a teacher or independently, acquire technological knowledge, skills and abilities. Each lesson represents a component, stage or link in the educational process. At the same time, the lesson is a relatively independent and logically completed stage in the path of students mastering the knowledge of knowledge.

In each specific case, the teacher must be guided by a number of features in the development of the child’s personality - the intensive formation of their worldview, moral beliefs, principles and ideals, value judgments, self-awareness, attitude towards themselves, comrades and the team as a whole, and strong-willed qualities. Knowledge of the characteristics of mental development and their skillful use help the teacher to correctly and more effectively carry out educational work with students, both in class and outside of class time.

Unlike other general education subjects, labor training lessons are used to organize not only educational, but also creative activities of students. Often in this case they talk about educational-labor or cognitive-labor activity, which is inaccurate: after all, educational activity is also labor activity to acquire knowledge and develop skills. When we're talking about about educational and creative activities, it becomes clear that the work of students is not only educational, but also socially useful and productive.

The process of labor training is used to develop skills and abilities in students and to assimilate relevant knowledge. At the same time, close unity of training and education must be ensured. The formation of skills and knowledge is carried out on the basis of the requirements of didactics (learning theory), which in turn are based on certain psychological laws.

In the psychological and pedagogical literature, the concepts of “skill”, “skill”, “knowledge” are defined differently. However, if we analyze the various definitions of these concepts, it turns out that they often complement each other, pointing to the following aspects and features of skills: the content of skills as mental processes; conditions for the formation of skills and abilities and the special role of exercises; level of development of a skill or skill; the role of knowledge in the process of developing skills and abilities; psychological structure of skills and abilities; the role of consciousness and the nature of thought processes in their formation and functioning; functions assigned to skills and abilities in activities.

By developing a skill, we mean the process of preparing students to quickly, accurately and meaningfully perform a certain action (set of actions). This process includes the active activity of the students themselves (observation, exercises, self-control, etc.), directed by the teacher (explanation, demonstration, error correction, etc.).

By skill formation, we understand the complex process of consolidating and improving skills, leading to the fact that the student can automatically perform certain actions.

By assimilation of knowledge we mean the process of obtaining (independently and with the help of a teacher), consolidating and applying scientific concepts, factors and other similar information.

The above definitions of the concept are relative, since very often the formation of a skill is a process of consolidating a number of skills; Acquired specific skills and abilities often form the basis for the formation of a new, more complex ability or skill. In other words, there are dialectical relationships between the concepts (and, of course, the processes themselves) “skill” and “skill,” and the formation of skills and abilities should be carried out on the basis of relevant knowledge.

The following basic conditions for the successful formation of skills and abilities, which are common to all their types, have been scientifically established:

1) definition of the task, understanding of the goal and ways to achieve it,

2) students have the necessary knowledge,

3) compliance of teaching methods with the characteristics of the skills being developed,

4) effectiveness of instruction,

5) a sufficient amount of exercise,

6) timeliness and objectivity of assessments of students’ activities and their knowledge of the results of exercises,

7) the active nature of students’ activities.

In technology lessons, the teacher systematically presents educational material, organizes the perception of this material and the practical activities of students in the application, assimilation and consolidation of technological knowledge, in the formation of practical skills.

The technology lesson has its own characteristics. They have special requirements.

1. Setting clear educational goals that must be achieved as a result of the lesson. By achieving the objectives of the lesson, its effectiveness is judged.

2. Correct selection of material for the lesson, each part of it, based on the goals, topic, and level of preparedness of the students.

1. The bulk of the time (at least 30 minutes) is practical work;

2. The usefulness of the manufactured product;

3. Working with cutting tools - strict adherence to safety rules.

4. Selection of the most appropriate forms, methods and techniques of teaching.

5. Organizational clarity (time, workplace, work culture.

6. Feedback at every stage of the lesson.

7. Interdisciplinary connections

The main blocks that are always present in the lesson one way or another.

1. lesson organization

2. motivation for learning activities

3. preparing students for practical work, feedback

4. practical work

5. summing up the lesson, evaluating the work done

6. cleaning the workplace.

1) Organizational moment 1 – 2 min.

Checking readiness for work, availability of materials, tools, oilcloth, rags. On duty. Order throughout the lesson.

2) Motivation for learning activities 1 min.

Communicating the topic, purpose, content of the activity, and the area of ​​application of the acquired knowledge.

3) Preparation for practical work 7 - 10 min.

Updating the knowledge, skills, abilities of students that will be used, replenished and developed in the process of work, analysis of the work assignment, planning the progress of the upcoming work.

If creative work is envisaged, elements are added that prepare students for design activity.

Conversation, story, generalization and replenishment of knowledge, carrying out experiments and observations of the properties of materials and tools → themselves, using handouts, surveys, task cards.

Connect the lesson material with the previous one, generalize, use students’ knowledge in other subjects, show the necessity of this knowledge and how to apply it.

Work analysis and planning are carried out to create in students a general idea of ​​the volume and nature of difficult tasks so that children have a complete and clear understanding of the design of the product. When doing creative work independently.

Verbally or graphically based on a sample, drawing, graphic illustration, drawing. Sample analysis questions may include the following:

1. What is this product? What is its purpose?

2. What parts does it consist of? what is the purpose of each part? Which part is the most (labor-intensive) main? What is the shape of each part?

3. What parts is the product assembled from? How many parts does it have? How many of them are identical? How many different ones? What is the shape of the parts? How are the parts connected in the product: movable, fixed, connector? What is the connection made with? Are additional parts or pieces needed for assembly? What is the design feature of the product?

4. What materials is the product made of? What are their properties? Why were they used to make the product?

5. What tools will you need for the job?

Analysis helps to justify the need and purpose of an object, clarifies the design of the product, develops observation skills, identifying and comparing parts and the whole, and increases vocabulary. The child must clearly understand what should be done, how in what order, and think over the image and design of the future product.

Difficult moments. Pre-introduce terminology and clarify vocabulary.

It becomes more complex from class to class, the products themselves become more complex, and the independence of students increases.

It is possible to construct a development drawing (pattern) based on a sample. Reading drawings involves children understanding, first of all, the image itself, then the design of the product, its dimensions and manufacturing operations.

If a student has to create new images and comprehend the means of their embodiment, then the preparatory work should awaken an artistic and figurative representation, creating a special emotional mood. Consequently, the preparatory stage should include the basis of images - analogues, methods of constructing certain forms, showing individual technological techniques, music, poetry, slides, special offers.

Time is limited! Entertaining should be for the benefit of the business, expedient, and not just take away study time. It is this stage that determines the entire educational meaning of the lesson.

If there is a lot of theoretical information, it can alternate with practical work.

At this stage of the lesson, homework can be checked and the material studied can be updated.

4) Practical work. 30 min.

Individual or collective, in groups. This is the main time of the lesson, during which the teacher’s help, control, and instructions are required. Formation of practical skills, the ability to control one’s work, compare one’s activities with a model. TB rules.

At the initial stage, the teacher usually explains and shows how to perform the operation, slowing down and clarifying each movement, and draws attention to possible errors. The effectiveness of this stage depends on how much students worked independently, completed the work and did not make mistakes. Mutual control is possible - carefully.

5) Summing up: students checking the completed product in action, correcting deficiencies, evaluating, finding out the results of solving the task.

Drawing children's attention to the results obtained, general assessment of achievements, repetition and generalization of what was learned in the lesson, formulating the ability to consider and evaluate each other's work, developing interest and attentive attitude to the work of others, assessments.

The teacher himself sets the tone for the discussion. It is important to evaluate the child’s work in relation to his previous achievements. Request for improvement.