A good, useful lesson cannot be held without preparation. That is why it is so important to think over its course in advance. The Federal State Standard for Basic General Education emphasizes that the educational process must be organized so that students can achieve general cultural, personal and cognitive results. Therefore, there are several general requirements for how to write a lesson plan.

What is a lesson outline?

Each competent teacher, before conducting a lesson, draws up his outline plan. What does this term mean? Since student times, everyone has become accustomed to the fact that a synopsis is information that has just been listened to in writing. In the teaching world, things are different. The outline (or in other words the lesson plan) is drawn up in advance and serves as a kind of support, a hint for the teacher. This is information gathered together about what the lesson is about, how it is built, what meaning it carries, what its goal is, how this goal is achieved.

Why do you need to plan a lesson?

First of all, the teacher needs a lesson plan. This is especially true for young teachers who, due to lack of experience, may get confused, forget something or not take into account. Of course, if it is carefully thought out in advance how to present information to students, what exercises to consolidate it, work it out, then the process of assimilation will go much faster and better.

Lesson notes are often required to be presented to the head teachers, because this is a direct reflection of how the teacher works, how the teaching methodology meets the school requirements and curriculum. According to the notes, the strengths of the teacher, as well as his methodological errors and shortcomings, are clearly visible.

Primary requirements

It is difficult to come up with general requirements that all lesson plans should meet. After all, a lot depends on the children, their age, level of development, type of lesson and, of course, the subject itself. The lesson plan for the Russian language will be fundamentally different from the lesson plan, for example, for the world around. Therefore, there is no unified unification in pedagogy. But there are several general requirements for how the outline of the lesson should look like:

What else is worth paying attention to?

As a rule, the teacher, when drawing up a lesson plan, needs to think through every little thing. Up to how much time will be spent on the implementation of each of the points of the plan. It is necessary to write down all the remarks said by the teacher, and give them the expected answers of the students. All questions that the teacher is going to ask should also be clearly spelled out. It will not be superfluous to indicate separately what equipment is supposed to work with in the lesson. If some kind of handout is used in the lesson or the teacher shows a presentation, pictures, etc. for clarity, all this should also be attached to the lesson summary in printed and electronic form. The summary should end with a summary and homework.

How to make a summary?

For himself, the teacher can draw up a plan in any form. It can be just notes, individual remarks, suggestions, or a detailed script. Some schematically depict the necessary information. If you want to hand over the abstract for verification to the authorities, then the most common form is in the form of a table. It is very convenient and visual.

An example of compiling a brief outline plan

Brief lesson plan. 5th grade

Item: Russian language.

Subject: adjective.

Lesson type: combined.

The purpose of the lesson: introduce students to the new part of speech.

Main goals:

develop speech skills and abilities;
develop the ability to coordinate words.

Equipment: board, chalk, handouts, tables.

During the classes:

Organizing time;
checking homework;
explanation of new material (reading the rule, working with it, doing exercises to consolidate the material);
repetition of the studied material;
summarizing the lesson, assessing students' knowledge;
homework.

Please note that all points of the course of the lesson must be described in detail by the teacher, down to each cue. In addition, opposite each item you need to write the maximum time that will be allotted for each of them. So there will be no situation that the lesson is coming to an end, but only half of what the teacher planned has been done.

Not all outlines will be the same. The age of the students is very important when we talk about lesson plans. Grade 6, for example, can perceive new information in a standard form. This is when the teacher explains the rule, writes important materials on the board, and then offers a series of activities to practice and consolidate what has been learned. For class 2, this option will be ineffective. For kids, it is customary to introduce new things in a playful way or with the help of visual materials.

Let's give an example of another abstract.

English Lesson Plan, Grade 7

Subject: repetition of the passed grammatical material.

Lesson type: combined.

The purpose of the lesson: to consolidate the acquired skills on the topic of translating sentences from direct speech into indirect speech.

Main goals:

develop communication skills;
develop the ability to work in a team;
to form the ability to highlight the main thing in the studied material.

Equipment: board, chalk, presentation, tape recorder.

During the classes:

Organizing time;
phonetic warm-up;
lexical warm-up;
repetition of the material covered (exercise, independent work, teamwork);
checking homework;
summarizing the lesson;
homework.

As can be seen from this example, the points of the lesson plan do not have a clear location. A standard homework check can be done at the beginning of the lesson, in the middle, or you can even end the lesson like this. For the teacher, the main thing is not to be afraid to experiment, invent and bring something new to each lesson, so that the lesson is interesting and special for children. To make them look forward to it. Depending on which type is chosen, the lesson plan will also depend. Grade 7 (unlike, for example, from younger students) allows you to build a lesson outside the box. Repetition of the studied can be carried out in the form of a game or competition. You can give students the opportunity to show their skills through independent work. The main thing is to understand what type of activity is suitable for a particular class, a particular group of students (you need to take into account both age and overall performance in the class).

Summing up

So let's summarize all of the above. A step-by-step instruction for compiling a lesson plan will look like this:

Subject/class.
Lesson type.
Lesson topic.
Target.
Main goals.
Equipment.
During the classes:

organizational moment, warm-up, etc. (we begin to prescribe in detail the speech of the teacher and students);
checking homework;
introduction of new material, its development;
consolidation of the past, repetition.

8. Summing up.

The stages of the lesson can be arranged in any order, can be supplemented or presented selectively during the lesson.

Do not forget that, first of all, the abstract is needed not by the authorities, not by the head teacher, not by the director and not by the students. It is a working tool and a teacher's assistant. And here it is not a matter of experience and not the ability to experiment on the spot. No one bothers to bring novelty, zest to the lesson. The teacher can joke, give an example from life (and, of course, this should not be written in the abstract). But in any case, there must be a lesson plan. You got 8th grade, 3rd or 11th - it doesn't matter! The class is active or passive, catches on the fly or long explanations are needed - it doesn't matter! Make it a rule - before each lesson, make a plan. It certainly won't be redundant.

At school. There are several types of lessons that differ in their goals and, accordingly, in their structure.

The structure of the lesson is a set of interaction options between the individual elements of the lesson, which occurs during training and provides targeted effectiveness for it.

There are the following types of lessons:

1) lessons in which students acquire new knowledge, accumulate factual material;

2) lessons in which the formation and improvement of skills and abilities takes place;

3) lessons of systematization and generalization of the studied material;

4) lessons in which students repeat and consolidate their knowledge;

5) control and verification;

6) combined.

The structure of the lesson directly depends on the purpose of its conduct, the content of the material that is planned to be studied, the means, methods and use of which are planned, on the preparation of students and on the creative potential of the teacher himself.

The standard lesson structure is as follows:

2. Checking homework.

3. Survey of students on the material covered.

4. Presentation of new material.

5. Consolidation of the received information.

6. Recording homework.

7. Summing up the lesson.

The types and structure of the lessons are planned personally by the teachers who will conduct them. The teacher is an independent creative and intellectual person. One of the main requirements that he must meet is love and respect for students, faith in the uniqueness of each of them. And, of course, every teacher must know the subject he teaches, be interested in it and love it, try to learn more about it.

Everything and their structure should provide for an organizational moment, which is characterized by both external and internal readiness of children to conduct a lesson: to check homework, skills and knowledge of students in order to prepare for a new topic. It is necessary to be able to correctly teach the lesson in front of the children, to organize it in such a way that the students have enough time not only to perceive, but also to comprehend the information received, to conduct an initial check of understanding of the new knowledge presented.

For example, a lesson for learning new material has the following structure:

1. Organizational moment.

2. Carrying out an initial acquaintance with new material, taking into account the patterns of this process and the level of mental activity of students.

2. A clear setting for what exactly needs to be remembered.

3. Motivation for the need to memorize and further preserve the material in memory for a long time.

4. Actualization of techniques that facilitate memorization (semantic grouping, the use of reference materials).

5. Initial consolidation of knowledge through direct repetitions and partial conclusions under the guidance of a teacher.

6. Checking the quality of primary memorization.

7. Carrying out regular systematizing repetitions both at short and long time intervals with different requirements for their reproduction, including the solution of differentiated tasks.

8. Constant use of acquired skills and knowledge to obtain new ones, as well as their internal repetition.

9. As often as possible, the use of reference materials for memorization, control and regular evaluation of the results of memorization.

10. Recording homework.

11. Summing up the lesson.

The structure of the lesson, its correct construction is one of the main tools on which the volume and quality of knowledge with which the child leaves the educational institution depends. All its elements act as practical tasks that require their solution by the teacher to one degree or another in the preparation and conduct of the lesson.

LOGO Content Selection Plan: USE as a friend? 5 Humanitarianism versus competence 6 7 Forms of the lesson. Talents and health 8 "Burned out in class"

LOGO 1. Before calling for a “standard” lesson Development of the main educational program of the school, including: - explanatory note - planned results of mastering the main educational program curriculum (s) program for the formation of universal educational actions working programs of educational subjects, courses program of spiritual and moral development, education a program for the formation of a culture of a healthy and safe lifestyle a program for corrective work a system for assessing the achievement of planned results

LOGO 1. Prior to the call to the "standard" lesson - developed local acts regulating the establishment of wages of employees in accordance with the NSOT - brought in line with the requirements of the Federal State Educational Standards and new qualification characteristics of job descriptions of employees - a list of textbooks and teaching aids was defined - a model for organizing an educational a process that ensures the organization of extracurricular activities of students - a methodological work plan has been developed that provides support for the introduction of the Federal State Educational Standard - advanced training of all primary school teachers has been carried out - personnel, financial, logistical and other conditions for the implementation of the main educational program of primary general education in accordance with the requirements of the Federal State Educational Standard have been provided

LOGO IDEAL GRADE 9 GRADUATE “Loving his land and his Motherland, knowing his native language, respecting his people, their culture and spiritual traditions; aware and accepting the values of human life, family, civil society, the multinational Russian people, humanity; actively and interestedly knowing the world, realizing the value of labor, science and creativity; able to learn, aware of the importance of education and self-education for life and work, able to apply the acquired knowledge in practice;

LOGO is socially active, respecting the law and order, commensurate his actions with moral values, aware of his duties to the family, society, Fatherland; respectful of other people; able to conduct a constructive dialogue, reach mutual understanding, cooperate to achieve common results; IDEAL GRADE 9 GRADUATE

LOGO consciously fulfilling the rules of a healthy and safe lifestyle for yourself and others; oriented in the world of professions, understanding the importance of professional activity for a person" IDEAL GRADE 9 GRADUATE

LOGO Literature as a school subject is not responsible for the love of language and cultural traditions, but, say, physical education is for a healthy lifestyle. These postulates are the same for the entire educational space of the school. Does this remove responsibility from the subject? IDEAL GRADE 9 GRADUATE

LOGO PERFORMANCE CRITERIA: SKILLS Personal Metasubject Subject

LOGO PERSONAL SKILLS 1. the readiness and ability of students for self-development and personal self-determination 2. the formation of motivation for learning, cognition, choosing an individual educational trajectory, and purposeful cognitive activity, systems of significant social and interpersonal relationships, value-semantic attitudes of students, reflecting their personal positions, value-semantic attitudes that reflect personal and civic positions in activities 3. social competences legal awareness, the ability to set goals and build life plans, the formation of the foundations of civic identity, the ability to understand Russian identity in a multicultural society;

LOGO META-SUBJECT SKILLS interdisciplinary concepts mastered by students and universal learning activities (cognitive, regulatory and communicative) that ensure the mastery of key competencies that form the basis of the ability to learn the ability to use them in educational, cognitive and social practice, independence in planning and implementing educational activities and organization of educational cooperation with teachers and peers ability to build an individual educational trajectory possession of the skills of research, project and social activities

LOGO META-SUBJECT SKILLS 1) independently: goals, plans, control and adjustment, various resources, successful strategies; 2) communicate and interact productively, take into account the positions of the other (do all of the above together), effectively resolve conflicts;

LOGO META-SUBJECT SKILLS 3) research, social and educational projects goals and objectives, planning, hypotheses and a plan for its verification; observations and experiments, quantitative and qualitative methods of processing and analysis; construction of evidence and formulation of conclusions; presentation of research results report and presentation using ICT;

LOGO META-SUBJECT SKILLS 4) work with information search independent selection of sources; systematization, critical evaluation and interpretation; storage, protection, transmission and processing, translation of information types one into another (visual into verbal, etc.) inclusion of extracurricular information;

LOGO META-SUBJECT SKILLS 5) build a logical proof; 6) the purpose and functions of social institutions, orientation in socio-political and economic events, assessment of their consequences, independent decision-making, taking into account values; 7) use, create and transform records, schemes and models to solve problems; 8) the ability to understand the meaning of language for culture, as a means of communication.

LOGO SUBJECT SKILLS, mastered by students in the course of studying a subject, the experience of specific activity for this subject area in obtaining new knowledge, its transformation and application, in educational, educational-project and social-project situations, the system of fundamental elements of scientific knowledge underlying the modern scientific picture of the world, the formation of a scientific type of thinking, scientific ideas about key theories, types and types of relationships, possession of scientific terminology, key concepts, methods and techniques.

LOGO Consequences in the lesson: The focus is on the problem: -Analysis of the conditions of the problem; -Criterion definitions -Variability and informed choice -Method Problematic and exploratory approach: (transition from presentation to discovery) Return to heuristic thinking Relying on facts and pictures of today and the actual needs of the child

LOGO The significance of the formation of the child's own position, his own judgment (case: the textbook writes ..., the article reports the facts, I think ...., and your opinion?) Analysis of situations requiring subject knowledge in life and professional situations; Active involvement in the educational context of the experience of the close environment of the teacher and the child

LOGO Mastering case technology by each teacher (problem thinking): What is the information? What is the problem? What are the criteria? What are the possible methods? Choice and implementation.

LOGO Equality of different sources of problem situations: - universal human context; - personal context

LOGO Signs of a "standard" lesson 1. At the lesson, students analyze a sufficient number of: -authentic sources of information; - actual life situations; - texts of various nature (diagram, table, figure, video clip, audio clip)

LOGO 2. In the lesson, the question is used as a research method, while the verification takes place in the form of the formulation of the exact task, the format for its implementation and the evaluation criterion Signs of a "standard" lesson

LOGO 3. In the classroom, teachers strive to develop a general educational culture: - communication; - organizational; - projective. Signs of a "standard" lesson

LOGO 4. Emphasis is placed on the concept of multiple intelligences and the development of an individual learning style learning Experience Reflection concept experiment Signs of a "standard" lesson

LOGO 5. The lesson becomes a space for dialogue between the individual and culture, which occurs through the mediation of the teacher 6. Respect for the key rights of the individual: - Protection of honor and dignity - Respect for the rights of personal life - Respect for personal opinion Signs of a "standard" lesson

LOGO 7. Taking care of cognitive interest as a key success criterion: - humor; - problematic; - connection with life; - variety of forms; -support of positive emotions and image Signs of a "standard" lesson

LOGO 8. The lesson ceases to be a "drop of water", the value of the lesson is only in close connection with the general process of school life; integration with other lessons, inclusion in the context of solving significant problems in the life of the school, family, society Signs of a "standard" lesson

LOGO 9….. Textbooks of a new generation are on the desks The library has been qualitatively updated Integrative educational projects have been developed (educational tourism, exhibitions, performances, etc.) ICT tools are actively involved Signs of a “standard” lesson

LOGO 9….. There is a significant regrouping of goals: the development of a successful student in primary school; personal development (social person) in a comprehensive school; development of a future professional in high school Signs of a “standard” lesson

LOGO Meanings of the lessons. Why study? Methods of stimulation and motivation of learning 1.1. Methods of forming interest in learning - Cognitive games, educational discussions, methods of emotional stimulation, etc. Methods of forming debt and responsibility in learning - Methods of educational encouragement, reprimand, presentation of educational requirements, etc. BUT: communication, self-development, encouragement?

LOGO Meanings of the lessons. Why study? IN AND. Dal: a lesson, an urgent task for a student or workers. give someone a lesson. strawberries work for the lesson. learn a lesson, work out a lesson in one sabbath. in seven meanings. dialect urka, urki (east. north), vm. lessons, lessons related to lessons, tasks or learning. assignment work, for the sabbath, after which people are free to work out

LOGO Meanings of the lessons. Why study? Without systematic repetition, constant return to the main topic, without designing a block (module) of lessons with a variety of forms of lessons within it, little can be achieved. Block lessons. Module. Connection with extracurricular forms of education and extracurricular activities

LOGO Values and goals Education is more important than learning, development is more important than information Values of the future person and citizen: justice, patriotism, love for family, truth, respect for work, art, citizenship V.I. Dal: stub (from choke, urek, lesson), bol.uptrbl. with prdl. spoil with an unkind, envious look, jinx, dishonor, or send a disease on someone, or spoil someone with quackery. to time, to beguile the workers, to set lessons. to scold, to jinx, to disgrace. reschedule boundaries, reschedule. to time the plant, to assimilate its locality. Oh, they're suffering. and return

LOGO Selection of USE content as a friend? Part of work Number of jobs Max. primary score % max. primary score from the total max. primary score (59) Part.9 Part Part.1 Total

LOGO Selection of USE content as a friend? TaskSkills C1, C2 to see the structure of the text Search for information: to see the structure of the text. Convert text information. C3, C4 Formulate theoretical arguments. Give examples. C5 See the structure of the concept See the structure of the concept. Give a definition. Give examples. C6 Give examples. C7 Analyze information. Apply knowledge Formulate theoretical arguments Formulate theoretical arguments, conclusions, forecasts, assessments. Give examples. C8 See the structure of the concept See the structure of the concept. To make plan. S9K1 Disclose the essence of the statement. Formulate theoretical arguments. K2 Formulate theoretical arguments. K3 Give examples.

LOGO Core skills and their weight in points See the structure of the concept - 3 (C6 and C8) See the structure of the text - up to 4 (C1 and C2) Formulate theoretical arguments - up to 10 (C3, C4, C7, C9) Give examples - up to 13 ( C3, C4, C5, C6, C7, C9) Other skills Search for information - 1 Transform textual information - 1 Give a definition - 1 Analyze information. Apply knowledge - up to 1 Formulate conclusions, forecasts, assessments - up to 1 Reveal the essence of the statement - 1 (5) Core skills LOGO THANKS FOR YOUR ATTENTION!

Introduction

The study of law in a modern school occupies no less important niche than the study of the native language, history, mathematics and other basic subjects. Civic consciousness, patriotism and high morality of a modern person largely depends on his knowledge and respect for the laws of society and his country.

Legal training is important not only for professionals in this field, but also for people who are not directly related to the law, because. elementary legal knowledge is necessary to solve various life situations. This knowledge is especially important for adolescents in order to prevent them from committing various offenses. The relevance of the work is due to the constantly functioning process of modernization of education in general, as well as the need for general research in the field of teaching law in high school.

The aim of the work is to study the concept of "non-standard lesson", as well as to study its role in teaching law in high school. From the goal, the following tasks can be distinguished:

1. To study the concept of "standard form of the lesson", to characterize the main types and types;

2. Explore the term "non-standard lesson", give a brief description of the types and types of such classes;

3. Investigate the forms of lesson organization most suitable for senior classes, the possibility of their application in law lessons.

This topic is currently being actively studied by a number of researchers. The works of T. A. Stefanovskaya, N. P. Prashkovich, L. N. Sokolova, and others provide extensive theoretical material on the topic. Their research deals with the definition of the concept of "non-standard lesson", the types of such classes that are most suitable for a certain age group. Unfortunately, the topic has not yet been studied enough, which does not make it possible to have a unified theoretical base, but allows you to get acquainted with the different points of view of the authors on the problem.

The object of the study is non-standard forms of law lessons in high school, aimed at more effective teaching of law and increasing students' motivation to study the subject.

The subject is directly types of non-standard lessons of law.

Work structure. The work consists of a table of contents, an introduction, 2 chapters, including 4 paragraphs, a conclusion, a list of references and an appendix.

Standard and non-traditional forms of lessons

Definition, types and main types of lessons

In the modern educational process, the main organizational form of transferring knowledge, skills and abilities is the lesson. A lesson is a special form of organization of learning, in which the teacher directs the cognitive activity of students, taking into account the characteristics of each of them, using various types, means and methods aimed at ensuring that all students master the basics of what is being studied directly in the learning process, as well as for education and development of their cognitive abilities. Under the conditions of the class-lesson system, classes are held in most general educational institutions. Lessons are held for a set time in specially designated places.

The typology of lessons is a very controversial and topical issue of modern pedagogy. Many authors offer their reasons for distinguishing different types of lessons. We turn to the work of M.I. Makhmutova Makhmutov M. I. Modern lesson. M., 1981. S. 77., in which it was proposed to distinguish between lessons according to the purpose of the organization in accordance with the general didactic goal, the nature of the content of the material being studied and the level of students' learning. Consider each of the types of lessons, their brief description and possible types of their implementation, corresponding to each type.

1) Lessons of learning new educational material.

The purpose of such a lesson is to master new material by students through the assimilation of new concepts and methods of action, independent search activity, and the formation of a system of value orientations. The forms of lessons for studying new educational material are very diverse: lesson-lecture, discussion with students of certain issues of a new topic, heuristic conversation, independent work with a textbook, documents and other sources. From this, certain types of lessons can be distinguished, for example, a lesson-lecture, a lesson-seminar, a lesson in theoretical and practical independent work. Lesson time is devoted to the work of students with new material, during which various methods of enhancing the cognitive activity of schoolchildren are used, such as giving the presentation of new material a problematic character, the teacher using vivid examples, facts, involving students in discussing them, reinforcing certain theoretical positions with their own examples and facts, the use of visual-figurative material and technical teaching aids. All this is aimed at a meaningful and deep explanation of the new material by the teacher and the ability to maintain the attention and mental activity of students when working with it. In addition, it is also common that in the lesson, in the course of studying new material, work is also underway to streamline and consolidate previously learned material. It is impossible to study new material without remembering, without analyzing, without relying on the material already covered, without applying it when deducing some new provisions.

2) Lessons to improve knowledge, skills and abilities.

The main didactic tasks that are solved in these lessons:

a) systematization and generalization of new knowledge;

b) repetition and consolidation of previously acquired knowledge;

c) application of knowledge in practice to deepen and expand previously acquired knowledge;

d) formation of skills and abilities;

e) monitoring the progress of studying educational material and improving knowledge, skills and abilities.

In most classifications, this type of lesson is divided into several types: lessons for consolidating the material being studied; lessons of complex application of knowledge, skills and abilities; lessons in the formation of skills and abilities; repetition lessons, etc.

The types of this type of lessons are: lessons of independent work (reproductive type - oral or written exercises); lesson-laboratory work; lesson of practical work; lesson-excursion; seminar lesson.

3) Lessons of generalization and systematization.

Lessons of this type set themselves the goal of establishing the level of students' mastery of theoretical knowledge and methods of cognitive activity on key issues of the program, as well as testing and assessing the knowledge, skills and abilities of students throughout the program material studied over the course of a quarter, half a year and for the entire year of study.

The lessons of generalization and systematization provide for all the main types of lessons that are used within all five types of lessons. Their specificity is that the teacher, each time during the lesson, identifies questions in advance - problems for repetition, indicates in advance the sources that students need to use, conducts review lectures if necessary, sets tasks for students to complete them collectively outside the lesson, conducts consultations both group and individual interviews in the course of preparing students for the upcoming lesson, gives recommendations for independent work. In high school, the most common type of generalization and systematization lessons are lessons in which problematic discussions are held, or seminar lessons, in which certain content of the studied section of the program or program material as a whole is deepened or systematized, as well as lessons in which students purposefully (separately or groups) solve creative problems of a theoretical or practical nature.

4) Combined lesson.

This is the most common type of lesson, which solves the didactic tasks of the three types of lessons described above. The main elements of such lessons are:

a) organizing students for classes;

b) repetition and testing of students' knowledge, revealing the depth of understanding and the degree of strength of everything studied in previous classes, updating the necessary knowledge for subsequent work;

c) the study of new material and the organization by the teacher of the work of students to comprehend and assimilate it;

d) the primary consolidation of new material and the organization of work to develop students' skills and abilities to apply knowledge in practice;

e) the teacher giving homework and explanations for its implementation;

f) Summing up the lesson with grading for the work of individual students throughout the lesson.

The effectiveness and efficiency of a combined lesson depends on a clear definition of the objectives of the lesson, on the teacher's answer to the question of what he should teach students, how to use classes for the reasonable organization of their activities.

5) Lessons of control and correction of knowledge, skills and abilities.

Lessons of this type are intended to "evaluate the results of learning, the level of assimilation of theoretical material by students, the system of scientific concepts of the course being studied, the formation of skills and abilities, the experience of educational and cognitive activity of schoolchildren, establishing the diagnosis of the level of learning of students and introducing certain changes, corrections into the technology of teaching in the process of learning in accordance with the diagnosis of the state of learning of children "Pidkasisty P.I. Pedagogy. Proc. allowance. M. 2006. S. 313-314. written survey, dictations, presentations, problem solving and examples, etc.; offset; credit practical (laboratory) work; workshops; control independent work; exams, etc. All these and other types of lessons are conducted after studying entire sections, major topics of the subject being studied. The highest form of final testing and assessment of students' knowledge is the exam for the course as a whole.

After the control lessons, a special lesson is held to analyze and identify typical mistakes, shortcomings in the knowledge, skills and abilities of students, in the organization of their educational and cognitive activities, which must be overcome in subsequent lessons, the necessary correction is made both in the activities of students and in the activities of the teacher .

It should be borne in mind that the listed types of lessons in their "pure" form are rarely found in practice. More often, the functions of one type of lesson are woven into the structure of another type.

Choosing the type and type of lesson, the teacher is guided by the place of this lesson in the topic, its tasks, the characteristics of the content of the material, the pedagogical concept, the age of the students, their skills and abilities. An important role is also played by the teaching aids available at the school and the readiness of the teacher himself to conduct various classes.

Lesson script

Algebra Grade 8

Textbook: Yu.N. Makarychev, N.G. Mindyuk, K. I. Neshkov, S. B. Suvorova.

Teacher: G.P. Khlystova

Lesson type: ONZ

Lesson topic: "Standard form of number"

Basic goals:

1) to form knowledge about the standard form of a number;

2) to form the ability to build algorithms using the example of a recording algorithm in a standard form;

3) to form the ability to apply the algorithm when presenting numbers in a standard form and actions with them;

Equipment.

Demo material:

Ifa ≠ 0 And n is a negative integer, then

Equipment: technical equipment of the lesson - a computer, a projector for demonstrating a presentation, a screen. Computer presentation in Microsoft PowerPoint.

DURING THE CLASSES

I.1. Motivation for learning activities

Hello guys!What topic did you work on in previous lessons? Today in the lesson you will continue to work with the topic “Degree with an integer indicator” and learn something new. Ready to discover new knowledge?

What do you always start with in class? (From oral work.)

What kind of tasks do you do in oral work? (Assignments for repetition.)

What is the purpose of repetition at the beginning of the lesson? (…)

Well done! So what's the next step in the work? (Oral work.)

2. Actualization of knowledge and fixation of difficulties in a trial educational action

Complete the tasks (screen check). If you completed the tasks correctly, then you should receive the word - STANDARD.
What is a standard? Where did you come across this word? What does it mean?
Standard (from English -standard ) A sample, standard, model, with which similar objects, processes are compared, compared. (Universal Encyclopedic Dictionary). That is, when they talk about the standard, it is easier for people to imagine what is at stake

In the world around us, we encounter very large and very small numbers.

– Is it convenient to write numbers in this form? Why?(Take up a lot of space, waste a lot of time, hard to remember.)
What do you think is the way out of this situation?(Write numbers using powers.)

We already know how to write large and small numbers using the degree of a number.

Write down the mass of the Earth using a power of a number in different ways. 598 10 25 d. Now write down the mass of the hydrogen atom. 17 10 –20 d. Is it possible to write these numbers differently using degrees? Try it! 59.8 10 26 , 5,98 10 27 ; 0, 598 10 28 ; 5980 10 24 .
17 10 –20 ; 1,7 10 –19 ; 0,17 10 –18 ; 170 10 –21 ;

– All results are correct.

Write down the mass of the Earth and the mass of the hydrogen atom in standard form. What is this task for you?

– Who doesn't have an answer? What couldn't?

– Who has the answer? Justify your answer.

3. Identification of the place and cause of the difficulty

– What was the task before you?

− Some failed, others cannot prove. So we have a problem.

− Let's see what it is.

4. Building a project for getting out of a difficulty

What goal will you set for yourself? (Learn how to write numbers in standard form and learn how to use this way)

– Formulate the topic of the lesson.

What tools can you use to learn something new? (You can use a textbook, reference book.)

– Please open your textbooks on page 211

Possible plan:

2) Find the definition of the standard form of a number.

3) Think about what signs have multipliers

in the definition.

4) Conclude what the number can beα .

5) Analyze what a andn .

6) Make an algorithm for writing a number

in standard form

5. Implementation of the constructed project

Arrange correctly the steps of the algorithm that is on each table.

Put in the given numberα comma so that the integer part contains one non-zero digit.

Determine the sign of the exponent of a numbern .

If n > 0 then≥ 10 if n< 0, то 0< < 1 , если n =0, then 1≤ <10 (If the order is positive, then the number is greater than 10, if - negative - the number is less than 1, and if it is zero, then the number is in the range from 1 to 10)

– In standard form, you can write any positive number!!!
Why?(By definition. Because the first factor is a number that belongs to the interval from )