Outline of the lesson of theoretical training methodological development on the topic. Coursework: Designing a theoretical training lesson in PU Sample lesson plan for theoretical training

Ministry of Education and Science of the Russian Federation

Federal Agency for Education

SEI VPO Cherepovets State University

Institute of Pedagogy and Psychology

department: vocational education

Coursework in the discipline: Methods of vocational training

Topic: Designing a theoretical teaching lesson in PU

Is done by a student:

group 4 software - 42

Sliznev D.I.

Checked:

PhD, Associate Professor

Nikolaev V.V.

Cherepovets

Introduction

Chapter I. Theoretical foundations of lesson design

theoretical training in PU

1.1. The concept of pedagogical design

1.2.Objects and design procedures

1.3. General algorithm of pedagogical design

1.1. The concept of a lesson in theoretical training

1.2 Structure and types of theoretical teaching lesson

1.3. Frontal, group and individual work with students in the lesson

Conclusion on Ι chapter

Chapter ΙΙ. Designing a materials science lesson on the topic:

"Tool Steels"

§2. Development of a lesson plan

Conclusion on chapter ΙΙ

Conclusion

Bibliography

Introduction

At present, the teacher can no longer rely on existing knowledge and experience, his pedagogical creativity is necessary.

Pedagogical creativity can be expressed in the creation of new and improvement of existing forms, methods and means of education.

The theory of pedagogical design opens up a special opportunity for this.

The formation of skills to design lessons is an important task in the preparation of a teacher of vocational training.

The concept of pedagogical design is devoted to a number of works by various authors, which will be considered by us in this course work.

Pedagogical design is associated with the development of effective activities of the teacher and students, it minimizes the monotonous work of the teacher and leaves more room for creativity.

In the work of Bezrukova, pedagogical design involves a number of stages that determine a scientifically based approach to solving pedagogical problems: modeling, design and construction.

Designing as one of the aspects of human creativity is the creation of an image of the future, a supposed phenomenon. Pedagogical design, as Tryapitsina notes, can be considered one of the areas of activity in education that provides the solution of specific pedagogical problems based on these fundamental theories. Hence the need arises for knowledge of the basic theories underlying the design (the theory of knowledge assimilation, the theory of learning motivation, the theory of developmental learning, etc.).

In principle, the theoretical foundations of pedagogical design are considered in the works of various authors quite well, but there are not enough practical developments, this is precisely the big problem.

The teacher, knowing the design technology, can meaningfully develop each component of the learning technology, which means that he can also count on the effectiveness of the professional knowledge formed by the students.

The theme of our course work is the design of a theoretical training lesson in PU.

The purpose of our course work is to study the design features of the theoretical teaching lesson.

The object of our research is the theoretical foundations of designing a theoretical teaching lesson.

The subject of the study is the design features of a lesson on materials science in PU.

Hypothesis - suppose that the design allows you to increase the effectiveness of the lessons.

The purpose of the study and the hypothesis put forward by us allow us to formulate specific tasks:

The study of literature on the design of the educational process in order to highlight the main theoretical provisions of the issue.

Revealing the features of designing theoretical teaching lessons.

Designing a materials science lesson on the topic: "Tool steels".

Chapter I. Theoretical foundations for designing a theoretical teaching lesson in PU

§one. Educational design

1.1. The concept of pedagogical design

Currently, in the pedagogical literature and in the statements of practicing teachers, the term "design" is used quite often. It is associated with the development of specific lessons, individual topics, entire academic disciplines, complexes of training sessions or academic subjects, etc.

V.S. Bezrukova under the term pedagogical design - understands the preliminary development of the main details of the upcoming activities of students and teachers.

According to A.P. Tryapitsina design is the creation of an image of the future, an alleged phenomenon.

As in the field of technology, a technologically designed pedagogical process should be accessible and understandable to practicing teachers, convenient for use, that is, developed in sufficient detail. It should be noted that in the development of the traditional concept, pedagogical technology should be understood as a carefully developed theory of training or education, which is based on one or more patterns of formation of any personality traits, as well as ideas based on these patterns or their consequences, gradually leading to a positive result. Currently, the technology of problem-based learning, the technology of the phased formation of mental actions, the computer technology of learning, the technology of concentrated learning, the technology of modular learning, and others are widely used. Any pedagogical technology can underlie the design of the pedagogical process.

It is known that at the present time equipment and technology quickly become morally obsolete. By analogy with production activities, we can say that during the professional life of a teacher, there is a change of two or three technologies of training and education. So, until recently, a personal computer was considered one of the newest and unique teaching aids, and not every teacher knew how to handle it, but at the present time, computer learning technology is natural and widespread. Teachers of vocational schools tend to use existing and create their own pedagogical software.

Thus, we have considered some approaches to the concept of pedagogical design and we can conclude, on the basis of the considered definitions, that pedagogical design is understood as the activity of a teacher in planning and detailed development of the upcoming activity, in our case, a lesson in theoretical education, in the discipline of materials science.

In the practical part of our course work, we will draw up a model of learning technology, having gone through a number of design stages, and the result of our design will be a detailed outline of the lesson on the topic "Tool Steels".

1.2. Objects and design procedures

Pedagogical design is associated with the development of effective activities for both teachers and students. Through well-designed pedagogical processes, technologies and other objects, the teacher contributes to the development and self-development of the personality of students, minimizes the negative impact of various factors, and provides the necessary psychological and pedagogical conditions. Thus, he creates a kind of project for the individual development of the personality in the conditions of the accepted pedagogical system.

There are a large number of different theories of training and education, the role of which is growing. The existence and use in real conditions of various pedagogical theories became possible. There are "author's schools" based on unique theories of training and education, individual technologies for the development of students' personalities, and original teaching methods.

Many teachers and masters of industrial training understand that without this, the modern organization of a real educational process is impossible. Moreover, pedagogical theory is seen as a tool in the hands of the designer of pedagogical systems.

Practice shows that the connection in the educational process between theory and practice is carried out through pedagogical design along the following chain: PT - PPR - PP, where PT is pedagogical theory, PPR is pedagogical design, PP is pedagogical practice. At the same time, it should be noted that pedagogical theory in the design process can play a dual role. It can be used as a kind of model of a new technology, but can only be a source of its formation (used as an idea). In addition, it should be borne in mind that when developing and implementing a real pedagogical process, the teacher brings his own individual approach to it, solving educational problems for a particular group of students.

Consider one of the approaches to pedagogical design developed by Professor V.S. Bezrukova.

V.S. Bezrukova understands pedagogical design as the preliminary development of the main details of the upcoming activities of students and teachers. Pedagogical design involves a number of stages that determine a scientifically based approach to solving pedagogical problems: modeling, design and construction.

Pedagogical modeling in our case involves the development of a general idea, the creation of a model of teaching technology and the main ways of its implementation.

At the modeling stage, a generalized sample is developed, a model as a general idea for creating a new pedagogical object, and the main ways to achieve it are outlined. And if in technology a model is a sample that serves as a standard for serial or mass reproduction, then a pedagogical model is any idea of ​​organizing, implementing and developing a pedagogical object, the implementation of which can be carried out in different ways. Pedagogical models include concepts for the development of educational institutions and student associations, charters and regulations of educational institutions, pedagogical theories and individual concepts that reflect the views of the teacher, and so on.

Pedagogical design - further development of the created model and bringing it to the level of practical use.

At the design stage, a project is created, that is, the developed model is specified for certain pedagogical conditions, and here the possibility of its practical application arises. The pedagogical project contains data for the subsequent detailed development of the pedagogical object. Pedagogical projects include curricula and curricula, qualification characteristics, guidelines, plans for extracurricular educational work, and so on.

Pedagogical design is the final stage of lesson design.

At the design stage, the project is detailed to the basic components of objects, including the specific actions of real participants in pedagogical processes, being embodied in various constructs. And although there is no concept of construct in technology, but there is design documentation, nevertheless, it is introduced into pedagogy. The pedagogical construct contains specific data and creates the opportunity to present and correct any pedagogical object. Pedagogical constructs include: lesson plans and notes, scenarios for extracurricular activities, schedules for monitoring the completion of tasks, schedules for moving students to workplaces, didactic materials, schedules, and so on.

The objects of pedagogical design listed above are closely related to each other, since pedagogical processes are carried out within the framework of certain pedagogical systems, and pedagogical situations arise within the framework of specific pedagogical processes.

Consider another approach to pedagogical design described by Professor A.P. Tryapitsina.

Designing as one of the aspects of human creativity is the creation of an image of the future, a supposed phenomenon. Pedagogical design, as A.P. Tryapitsin, can be considered one of the areas of activity in education, providing the solution of specific pedagogical problems based on these fundamental theories. Hence the need arises for knowledge of the basic theories underlying the design (the theory of knowledge assimilation, the theory of learning motivation, the theory of developmental learning, etc.).

The logic of pedagogical design activity:

The definition of the idea begins with the analysis of the situation, the identification of contradictions, the identification of problems for solution, their coordination. Special work is needed to identify the contradiction. This procedure can be represented in the form of six operations:

Reconstruct a “reference” (normative, desired) situation, that is, describe the situation taking into account the requirements (instructions, orders, standards, recommendations, etc.), the needs of society and the desires of the author of the project himself and his idea of ​​what is due.

Make a model of a "reference" (normative, desired) situation.

Identify and analyze the gap between the "reference" and real situations.

Assess the real pedagogical situation from the position of "reference".

Find generalized causes of inconsistencies, contradictions and gaps between the real and the "reference".

Based on the analysis of these reasons, formulate a problem aimed at changing, improving, improving, adjusting the existing pedagogical reality, substantiate the chosen problem, which, in the author's opinion, can be considered the main one in a particular situation.

Formulation of ideas, value systems for project development, creation of a scheme or image - a sketch of a project, hypotheses, determination of design goals in specific criteria, forecasting, development and evaluation of solution options, selection of the most effective ones, determination of a system of design methods, that is, the formulation of a project concept .

Development of generalized action models, that is, a strategic program for managing the implementation of the project.

Specifying the tasks to be solved, defining and justifying the conditions and means to achieve the goals, developing tactics of action and a system of interaction for the implementation of projects. That is, planning the implementation of strategies.

Project implementation, at this stage, continuous feedback, process evaluation, refinement, and adjustment are organized.

Evaluation, analysis and generalization of the results, determination of further areas of activity.

Registration of the design process and results in specific products of pedagogical creativity, project documents (publications, messages, reports, defenses, and so on).

Simultaneously with the development and implementation of projects, an examination of the progress and results of the design is organized.

In reality, designing does not have a strict linearity in the stages of activity. For example, goal clarification is carried out at all stages of the process, analysis, diagnostics, forecast, adjustment also constantly accompany the activities of teachers.

We examined the objects and design procedures, identified the main stages of design, namely modeling, design and construction. The logic of pedagogical design activity was also considered, which is more specific stages in the design of lessons.

In the practical part of our course work, the logic of activity for designing a theoretical lesson will include some of the steps discussed above.

We will decide on the idea, the formulation of ideas, namely, the positive side of a systematic approach to creating goals, content, means, teaching methods. We will develop a model of the lesson of theoretical training, we will concretize it, having determined the conditions and means of achieving the goals, we will carry out the implementation of the project.

We exclude the evaluation, analysis and generalization of the results, expertise and design results, as we carry out the work theoretically.

1.3. General algorithm of pedagogical design

To perform pedagogical design, the following algorithm is proposed, described by S.Ya. Batyshev:

Ι. Preparatory work:

1. Analysis of the design object.

First of all, it is recommended to determine the object of pedagogical design, its structure and substructures, their state, connections between them. In the course of the analysis, it is necessary to find out its strengths and weaknesses, the shortcomings of the object in terms of public-state and personal requirements for it, and also to identify the existing contradictions between the components of the object, between the requirements for it and its state.

2. Choice of design forms.

The choice of forms depends on the design stage at which the pedagogical object is being developed and the number of stages to be passed. So, to design the activities of an educational institution, its concept, charter, qualification characteristics, curriculum, etc. will be required.

3. Theoretical support for design.

Any project of a pedagogical object is developed on the basis of existing ones, therefore, information about the experience of such objects in other conditions, theoretical and empirical data of pedagogical research, and more, that is, any information that allows developing an optimal pedagogical project, can be useful.

4. Methodological support of design.

This stage involves the creation of didactic and methodological materials, analysis of the content of the pedagogical object and other materials that will help the effective implementation of the pedagogical project.

5. Spatio-temporal support of design.

Any pedagogical project is created taking into account certain temporal and spatial frameworks. Spatial provision should provide for the selection of a suitable place or premises for the implementation of the developed project, which helps to predict activities. Temporary support is the correlation of the project with time in terms of its volume, pace of implementation, rhythm, sequence, which makes it possible to provide for the rational implementation of pedagogical and educational activities.

6. Logistics support for design.

The stage provides for equipping with organizational and pedagogical equipment for the implementation of the design activity itself and the subsequent successful implementation of the pedagogical project being developed.

7. Legal support of design.

This is the creation or consideration of legal foundations in the development of the activities of students and teachers within pedagogical systems, processes or situations.

ΙΙ. Project development:

8. Choice of a backbone factor.

A sign of any system is the presence of a system-forming factor through which all other components are determined. This factor creates the prerequisites for combining all other components into an integral unity, their purposeful selection and development stimulation. For pedagogical systems, as a rule, the system-forming component is the target component, which reflects the purpose of a given pedagogical object or determines the formed qualities of a student's personality. Other components can perform the function of a backbone component, but remember that they must be associated with the goal.

9. Establishing links and dependencies of components.

There are various types of connections and dependencies between the components of the system, therefore this procedure is one of the main ones in pedagogical design.

10. Drafting a document.

It is possible to use already existing forms of pedagogical design, especially if pedagogical objects are designed with a given form and content. But if necessary, new documents can be created that better reflect the essence of the project.

ΙΙΙ. Project quality check:

11. Mental experimentation on the application of the project.

This is a “playing” in the mind of the created project, its self-examination. All the features of its practical action, the features of the influence on the participants, the consequences of this influence and other forecasts regarding the results of the application are mentally represented.

12. Expert evaluation of the project.

This includes verification of the pedagogical project by independent experts, specialists in the field, as well as specialists interested in its implementation.

13. Correction of the project.

After the examination and experimental application of the project, changes are made to it, errors are eliminated, components are improved, communications are strengthened, etc.

14. Making a decision on the use of the project.

In this paragraph, we examined the general algorithm of pedagogical design, where we identified the components necessary to create a project at its different stages, namely, at the preparatory stage, the stage of project development and the stage of checking the quality of the project.

For use in designing a lesson, we will choose this pedagogical design algorithm.

In our term paper, we do not use certain points of this algorithm when developing a theoretical training lesson.

When carrying out the preparatory work, we go through a number of stages: analysis of the object; the choice of forms, depending on at what stage of design a pedagogical project is being developed; theoretical support of the project, that is, we analyze existing projects in order to develop an optimal pedagogical project; spatio-temporal provision of design, we determine the place, type of lesson, and hence the time needed to conduct it, all this contributes to the rational implementation of pedagogical and educational activities.

When developing a project, we carry out the following stages: the choice of a system-forming factor, it is the target component, which reflects the purpose of this pedagogical object; the establishment of links and dependencies of the components, the content of theoretical training is selected in conjunction with the learning objectives and on their basis, in accordance with the objectives of the lesson, methods are constructed to achieve it, the choice of teaching aids is influenced by teaching methods; drawing up a document, namely drawing up a model of learning technology and developing, on its basis, a lesson plan on the topic "Tool Steels".

When checking the quality of the project, it is possible, within the framework of the course work, to perform mental experimentation on the application of the project, that is, “playing” the created project in the mind, its self-examination; correction of the project if errors were found or new ideas for improvement and the relationship of the material appeared.

§2. Theoretical teaching lesson

The concept of a theoretical training lesson

In this section, we will consider some approaches to the concept of a lesson.

A lesson is a segment of the educational process that is completed in a semantic, temporal and organizational sense. Despite the short duration, the lesson is a complex and responsible stage of the educational process - the overall quality of training ultimately depends on the quality of individual lessons.

The lesson is considered as a multivariant form of organization of purposeful interaction (activity and communication) between teachers and students of a certain composition, systematically applied at a certain stage of the educational process (in certain periods of time) for the collective and individual solution of the problems of education, development and upbringing.

A lesson is understood as a lesson conducted by a teacher with a group of students of a constant composition and the same level of training.

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

The lesson remains the leading organizational form of learning. More than 300 years ago, Ya. A. Comenius in the book "Great Didactics" described the class-lesson system of education. For several centuries, the lesson has changed (lecture, laboratory work, seminar, etc.), but remained a convenient form of organizing the educational process. In the lesson, all components of the structure of the educational process interact (Fig. 1) .

The relationship of these structural components is due to the activities of the teacher and students.

The lesson reflects all the advantages of the class-lesson system. In the form of a lesson, it is possible to effectively organize not only educational and cognitive, but also other developing activities of students.

The advantages of the lesson as a form of organization of the pedagogical process are that it has favorable opportunities for combining frontal, group and individual work; allows the teacher to systematically and consistently present the material, manage the development of cognitive abilities and form the scientific worldview of students; stimulates other types of activities of students, including extra-curricular and home activities; in the classroom, students master not only the system of knowledge, skills and abilities, but also the methods of cognitive activity themselves; the lesson allows you to effectively solve educational problems through the content and methods of pedagogical activity.

Delivering a quality lesson is not easy, even for an experienced teacher. Much depends on the understanding and fulfillment by the teacher of the requirements for the lesson, which are determined by the social order, the personal needs of students, the goals and objectives of education, the laws and principles of the educational process.

Among the general requirements that a high-quality modern lesson must meet, the following stand out:

Using the latest achievements of science, advanced pedagogical practice, building a lesson based on the laws of the educational process.

Implementation in the classroom in the optimal ratio of all didactic principles and rules.

Providing appropriate conditions for productive cognitive activity of students, taking into account their interests, inclinations and needs.

Establishment of interdisciplinary connections realized by students.

Communication with previously studied knowledge and skills, reliance on the achieved level of development of students.

Motivation and activation of the development of all spheres of personality.

Logic and emotionality of all stages of educational activities.

Effective use of pedagogical means.

Communication with life, production activities, personal experience of students.

Formation of practically necessary knowledge, skills, rational methods of thinking and activity.

Formation of the ability to learn, the need to constantly replenish the volume of knowledge.

Thorough diagnostics, forecasting, design and planning of each lesson.

Each lesson is aimed at achieving a triune goal: to educate, educate, develop. With this in mind, the general requirements for the lesson are specified in the didactic, educational and developmental requirements.

Didactic requirements include:

A clear definition of the educational objectives of each lesson.

Rationalization of the information content of the lesson, optimization of the content, taking into account social and personal needs.

Introduction of the latest technologies of cognitive activity.

A rational combination of various types, forms and methods.

Creative approach to the formation of the structure of the lesson.

The combination of various forms of collective activity with independent activity of students.

Providing operational feedback, effective control and management.

Scientific calculation and mastery of the lesson.

Educational requirements for the lesson include:

Determination of the educational opportunities of educational material, activities in the classroom, the formation and setting of realistically achievable educational goals.

The setting of only those educational tasks that organically follow from the goals and content of educational work.

Education of students on universal human values, the formation of vital qualities: perseverance, accuracy, responsibility, diligence, independence, efficiency, attentiveness, honesty, etc.

Attentive and sensitive attitude towards students, compliance with the requirements of pedagogical tact, cooperation with students and interest in their success.

The developing requirements constantly implemented in all lessons include:

Formation and development of students' positive motives for educational and cognitive activity, interests, creative initiative and activity.

Studying and taking into account the level of development and psychological characteristics of students, designing a “zone of proximal development”.

Conducting training sessions at a "leading" level, stimulating the onset of new qualitative changes in development.

Forecasting "jumps" in the intellectual, emotional, social development of students and the operational restructuring of training sessions, taking into account the upcoming changes.

Thus, we have considered approaches to the definition of the concept of a lesson, on the basis of which we can conclude that a lesson is a form of organization of the pedagogical process, strictly defined in time, with a certain composition of students, systematically applied at a certain stage of the educational process.

Also in this paragraph, the main requirements for the lesson were considered, namely didactic, educational and developmental.

All this contributes to understanding what the lesson should be like, what it should include and what requirements it should meet, this will allow us to create the most high-quality lesson project.

1.2. Structure and types of theoretical teaching lesson

In each lesson, its main elements (links, stages) can be distinguished, which are characterized by various types of activities of the teacher and students. These elements can act in various combinations and thus determine the construction of the lesson, the relationship between the stages of the lesson, that is, its structure.

Conducting any lesson consists of three phases: preparatory phase, active learning phase, evaluation phase of the lesson results. The content of these phases can be represented by the following scheme, developed by E. Stones.

Ι. Training:

Defining lesson objectives in terms of student learning.

Analysis of the purpose of the lesson in order to identify its main elements.

Identification of key characteristics, concepts and skills that students will learn.

Checking the current level of proficiency of students in the subject to which they will be taught.

Deciding how to provide gradual learning that guarantees the student a high level of success.

Deciding on the type of actions carried out by students, on the nature of the feedback that should be provided, on the ways of presenting educational material and assessing the degree of its assimilation.

ΙΙ. Education:

An explanation at the beginning of the lesson of the nature of the new material that the students must master.

Providing examples that give an idea of ​​the full range of key characteristics of the concepts being studied.

Arranging examples so that teaching concepts is economical and efficient.

Bringing counterexamples that are not related to utopian concepts.

Bringing new examples in order to expand the understanding of the concept.

Helping students in the early stages of learning. It is significant at first, but gradually fades away when students can demonstrate learning without outside help.

Rewarding students in some way that makes them feel like they are learning well and increases their interest in learning.

Encouraging students to independently explain new concepts through questions, prompts, hypotheses, etc.

Increasing the level of motivation of all students by ensuring a high level of success in learning.

Providing feedback on the activities of students at all stages of their learning.

When teaching motor skills, the ordering of control practical exercises in relation to the changing conditions for the performance of the skill.

When teaching motor skills, ensuring a smooth transition from one sub-skill to another.

Encouraging students to independent, analytical and heuristic problem solving.

ΙΙΙ. Evaluation:

Checking the ability of students to apply the acquired learning in new situations (transfer to changing conditions).

Evaluation of students' interest in the subject they are studying.

Comparison of students' achievements with the objectives of this lesson.

Let us give a classification of lessons according to B.P. Esipov with consideration of their structural features:

A lesson in introducing students to new material or communicating new knowledge. The structure of such a lesson: a repetition of the previous material, which is the basis for learning a new one; explanation by the teacher of new material and work with the textbook; verification of understanding and primary consolidation of knowledge; home assignment.

Knowledge consolidation lesson. Its structure: checking homework; performing oral and written exercises; checking the execution of tasks; home assignment.

A lesson in the development and consolidation of skills and abilities. It involves the reproduction of theoretical knowledge; implementation of practical tasks and exercises; verification of independently performed work; home assignment.

Lesson of generalization and systematization of knowledge. Such lessons are held at the end of the study of individual topics, sections, training courses. Their mandatory elements are the introduction and conclusion of the teacher, and the repetition and generalization of the material itself is carried out in the form of short messages and conversations between the teacher and students.

Lesson testing knowledge, skills and abilities. The main tasks of such a lesson are to identify the level of students' learning and to identify shortcomings in mastering the material. In this case, written or oral forms of control can be used.

Combined lesson. Its approximate structure is: checking homework and surveying students; learning new material; initial verification of its assimilation; exercises to consolidate new knowledge; repetition of previously studied in the form of a conversation; verification and assessment of students' knowledge; home assignment.

The obligatory elements of all the above types of lesson are: organizational moment (setting a goal and ensuring its adoption; actualization of educational motivation and attitude to the perception, comprehension and memorization of the material; creation of a working environment) and summing up the lesson (fixing the achievement of lesson goals; determining the degree of participation in their achievement by each student and the class as a whole; evaluation of work and determination of future prospects).

In this paragraph, we have considered the structures and types of theoretical teaching lessons.

The structure of the lesson should be understood as the ratio of the elements of the lesson in their specific sequence and interconnection, we considered the structure, consisting of preparation, teaching and assessment, each of which has its own structural elements.

We singled out the classification of lessons developed by B.P. Esipov, where their structural features were considered.

Consideration of the structure and types of lessons allows you to decide what the lesson should be.

In our lesson, we use some of the structural components of the lesson developed by Stones, and we also determined the type of the future lesson, namely the combined one, its approximate structure was described by B.P. Esipov.

1.3. Frontal, group and individual

work with students in the classroom

In any lesson, frontal, group and individual forms of work can be used.

With frontal learning, the teacher manages the educational and cognitive activities of the entire class working on a single task. The pedagogical effectiveness of frontal work largely depends on the ability of the teacher to keep the student team in sight and at the same time not lose sight of each student. Its effectiveness invariably increases if the teacher manages to create an atmosphere of creative teamwork, maintain the attention and activity of students. Frontal work can be used at all stages of the lesson, however, being focused on the average student, it should be supplemented by group and individual forms.

Group forms are subdivided into link, brigade, cooperative-group and differentiated-group forms. Link forms of educational work involve the organization of educational activities of permanent groups of students. In the cooperative-group form, the class is divided into groups, each of which performs only a part of a common, as a rule, voluminous task. The differentiated-group form of educational work is characterized by the fact that both permanent and temporary groups are selected by the teacher depending on learning opportunities, learning ability, the formation of learning skills, the speed of cognitive processes, and for other reasons. Group work also includes pair work of students. The teacher manages the work of study groups both directly and indirectly through his assistants - link and team leaders, whom he appoints taking into account the opinions of students.

Individual work of students is carried out within the framework of both frontal and group forms. It does not imply direct contact with other students and, in its essence, is nothing more than the independent fulfillment by students of the same tasks for the whole class or group. If the student performs an independent task at the direction of the teacher, usually taking into account his learning opportunities, then this form of work organization is called individualized. For this purpose, specially designed cards can be used. When the teacher specifically pays attention to several students in the lesson at a time when others are working independently, this form of educational work is called individualized - group.

Traditionally, frontal and individual forms of organization of the educational process are used more often, and group forms are used less frequently.

The biggest drawback of the existing forms of organization of the pedagogical process is that they are not collective in the true sense of the word. Collective work arising on the basis of differentiated group work should have the following features:

The class perceives the task given by the teacher as a task for which the class is responsible as a team and receives an appropriate assessment.

The organization of the assignment falls on the shoulders of the class itself and individual groups under the guidance of the teacher.

There is such a division of labor that takes into account the interests and abilities of each student and allows each to better express themselves in common activities.

There is mutual control and responsibility to the group.

Not all work that formally takes place in a team is essentially collective; by its nature, it can be purely individualistic.

With frontal work, cooperation and comradely mutual assistance, distribution of duties and functions are almost excluded: all students do the same thing, they are not involved in management, since only one teacher directs the educational process. Collective learning, on the other hand, is such learning in which the team trains and educates each of its members, and each member actively participates in the training and education of their comrades in joint educational work. This can be communication between teachers and students in dynamic pairs, or pairs of shifts.

Thus, we examined the main forms of work with students in the lesson, namely frontal, group and individual. Considered their features, advantages and disadvantages.

Our theoretical teaching lesson will be frontal in the form of working with students, as it is supposed to explain the new material.

Conclusion on Ι chapter

Having considered the features of designing a theoretical teaching lesson, we draw conclusions.

By pedagogical design he understands the preliminary development of the main details of the upcoming activities of students and teachers.

Pedagogical design contributes to the creation of more technological pedagogical objects, including pedagogical processes.

The use of pedagogical design minimizes the teacher's routine work and leaves more room for constructive creative research.

The connection in the educational process between theory and practice is carried out through pedagogical design along the following chain: PT - PPR - PP, where PT is pedagogical theory, PPR is pedagogical design, PP is pedagogical practice.

Pedagogical design involves a number of stages:

Pedagogical modeling.

Pedagogical design.

Pedagogical design.

A lesson is a segment of the educational process that is completed in a semantic, temporal and organizational sense.

Despite the short duration, the lesson is a complex and responsible stage of the educational process - the overall quality of training ultimately depends on the quality of individual lessons.

The lesson as an organizational form is not a fixed scheme, it can and should vary both in type and in structure in order to achieve maximum results.

The structure of the lesson should be understood as the ratio of the elements of the lesson in their certain sequence and interconnection with each other.

Conducting any lesson consists of three phases: preparatory phase, active learning phase, evaluation phase of the lesson results.

The variety of lesson structures, methods of their organization and didactic goals suggests a variety of their types.

There are the following types of lessons:

A lesson in introducing students to new material or communicating new knowledge.

Lesson testing knowledge, skills and abilities.

Lesson of generalization and systematization of knowledge.

A lesson in the development and consolidation of skills and abilities.

Knowledge consolidation lesson.

Combined lesson.

Forms of work with students in the classroom are also diverse. Allocate frontal, group and individual forms of work.

Pedagogical design allows you to increase the effectiveness of the lessons. This is expressed in the fact that when designing a lesson, the teacher thinks through all the details of the future lesson, develops the content, methods and means of teaching, and also determines what his activity and the activity of students will be, which allows you to more clearly plan the future lesson.

Chapter ΙΙ. Designing a materials science lesson

on the topic: "Tool steels"

§one. Main design stages

Let's summarize the design sequence:

Based on the learning goal (“To ensure the assimilation of knowledge about tool steels, to summarize the knowledge gained”), we determine the taxonomy of learning goals:

Understanding

Application

Evaluation (column 2)

Conceptual analysis and logical analysis of educational material in accordance with the taxonomy of educational goals make it possible to identify the following educational elements (column 3):

Knowledge: areas of application of tool steels; classification of tool steels; characteristics of the types of tool steels (carbon, alloy); features of heat treatment of the considered types of tool steels.

Understanding: the dependence of the use of tool steels on their properties; features of types of tool steels; dependence of properties on heat treatment, their change; explanation of the heat treatment process.

Application: decoding grades of tool steels; defining properties; determination of the scope of tool steel grades.

Analysis: analysis of tool steel grades in order to determine the scope.

Synthesis: determination of the grade of tool steel based on the scope and properties of the tool; systematization of tool steel marking for better memorization.

Evaluation: assessment of the heat treatment of the studied steel based on comparison with previously studied; consideration and evaluation of the structure and properties of tool steels.

Taking into account the structure of the combined lesson, we determine its main stages and their duration (column 1):

Organizational part (3 min).

Preparation for the study of new material (updating knowledge) (15 min).

Explanation of new learning material (30 min).

Consolidation of educational material (7 min).

Independent work (33 min).

Homework (2 min) .

Taking into account the stages of the lesson and the content of the educational material, we determine the possibilities of motivating the educational and cognitive activity of students: the importance of repetition for the assimilation of new material; encouraging students to accept the purpose of the lesson; practical significance of the topic under study; reliance on interest; creating problem situations; stimulation of independent work of students (control, hint, encouragement, etc.); encouraging students to independently analyze and solve problems, etc. (column 4).

For each educational element, in accordance with the stage of the lesson, the characteristics of the educational goal, we will identify the ways of cognitive activity of students, and then the methods of teaching and learning (columns 5 and 6).

Based on the goals, content, teaching methods, etc., teaching aids are constructed (column 7). Questions, tasks are developed on the basis of the educational goal, content and methods of studying the corresponding educational element.

The teacher at each stage of knowledge formation must monitor the effectiveness of the teaching technology used and, if necessary, make adjustments. As the project progresses, column 8 for each educational goal indicates the learning outcomes, the level of mastering the knowledge of students. If necessary, corrective work is carried out (column 9).

In conclusion, after completing all the design stages, we will compile Table 1 "Teaching Technology Model".

Its advantage is the possibility of implementing a systematic approach in building a specific learning technology.

Table 1

The project of teaching technology in the conditions of a combined lesson

Lesson topic: Tool steels.

Learning objective: To ensure the assimilation of knowledge about tool steels, to summarize the knowledge gained.

means of education

2.Understanding

3.Application

3. Decrypt. stamps st. Def. sv. Region approx.

3. Attempts to self. approx. knowledge when deciphering. stamps st. 3. Estimated res. educational student actions. (instructive method)

4. Analysis of brands.

4. Analysis of stamps Art. according to their St. you on the basis of them determined. region approx.

5. Synthesis

5. Stamps, reg. approx.,

sv-va, TO.

5. Based on the region. approx. and St. def. brand.

6. Evaluation of maintenance is different. Art. comparison

with specific

Consider. and evaluation str-ry and sv-in art.

6. Evaluation of maintenance is different. Art. Consider. str-ry and sv-in art.

6. Natur. objects: equipment, tools, materials, product samples. Didactic mater. for the worker (manuals)

7. Communication of the topic and purpose of the lesson.

7. Motivation of students. to accepting the goal of the lesson (reporting method)

1. Knowledge

1. Region approx. instr. Art.

2. Classification. instr. Art.

3.Har-ka each type of instr. Art.

4. Features of TO of the considered types of instr. Art.

1-4. Practical the significance of the studied educational material.

Listening, observation, notes in notebooks, answers to the questions posed (reproductive method)

Explanation with elements of conversation, demonstration of visual objects, manuals (explaining method)

2-4. Classification scheme. instr. Art.

Photo of steel.

Maintenance schedule for steel U8A.

Photo p-ry steel after MOT.

Learning Level 2

2. Understanding

1. Dependency approx. instr. Art. from their St.

2. Features of each type of art.

3. Dependence of saints on TO, their change.

4. Explanation of the maintenance process.

Encourage students. to independent. action on analysis, problem solving

Perception of the teacher's explanation. according to reproductive methods. method, analysis, comparison, justification (partial search method)

Combination of teacher's explanation. with asking questions to students (stimulating method)

Maintenance schedules instr. Art.

Photo page st. before and after. Some tools.

Learning level 2-3

4. Consolidation of educational material

1. Understanding

Answers on questions

Asking questions

1.Application

1. Deciphering steel grades. Establishment of the steel grade and details.

1. Task cards

2. Generalization of knowledge (analysis, synthesis)

2. Character instr. St., maintenance process, depending on the maintenance

2. Tutorial

by mother and TO Art.

2. Analysis, synthesis.

§2. Development of a plan-outline of the lesson and the methodology for its implementation

Lesson plan for theoretical training on the topic: "Tool steels"

The objectives of the lesson: to ensure that students learn knowledge about tool steels, to consolidate and generalize knowledge on the topic, to form skills and systematize the knowledge gained.

Teaching and material equipment of the lesson:

Posters: "Classification of tool steels"; "Iron-cementite diagram"; "Heat treatment of steels on the example of U8A".

Photo: "The structure of steel"; "The structure of steel after heat treatment".

Task cards: tasks for decoding the brand; selection of steel grade for the part.

During the classes:

Ι. Organizational part (3 min).

ΙΙ. Preparation for learning new material (15 min):

Collective analysis of homework (on the topic of structural steel).

Evaluation survey:

Classification of structural steels.

Characteristics of structural steels.

Features of heat treatment of various types of structural steels.

Option number 1

St 1 kp - d) 65 G - g) G 13 -

A 11 - e) 30 HGSA -

10 kp - e) SHX 15 -

Sample response:

a) St 1 kp - structural steel, carbon ordinary quality, with guaranteed mechanical properties without a guarantee of chemical composition group A, 1st category, boiling.

b) A 11 - structural steel, automatic, carbon content 0.11%, with a high content of sulfur and phosphorus.

c) 10 kp - structural steel, carbon, high-quality, with a carbon content of 0.1%, boiling.

e) 30HGSA - structural, alloyed, high-quality steel, with a carbon content of 0.3%, chromium, manganese, silicon each up to 1.5%.

f) ШХ 15 - structural steel, ball-bearing, with an average mass fraction of chromium 1.5%, with a carbon content of about 1%.

Option number 2

Decipher the data in the task of the grade of structural steels.

a) V Art 2 - d) 65 D - g) D 13 -

b) A 20 - e) 12X2H4A -

c) 30 - e) SHX 20 SG -

Sample response:

a) In St 2 - structural steel, carbon steel of ordinary quality, with guaranteed chemical composition and mechanical properties, group B, 2nd category, calm.

b) A 20 - structural steel, automatic, carbon content 0.2%, with a high content of sulfur and phosphorus.

c) 30 - structural steel, carbon, high-quality, with a carbon content of 0.3%, calm.

d) 65 G - structural steel, carbon spring-spring with a carbon content of 0.65%, with a high content of manganese.

e) 12X2H4A - structural steel, alloyed, high-quality, with a carbon content of 0.12%, chromium 2%, nickel 4%.

f) ShKh 20 SG - structural steel, ball-bearing, with an average mass fraction of chromium 2%, silicon and manganese up to 1.5%, with a carbon content of about 1%.

g) G 13 - structural steel, high manganese with a carbon content of about 1% and a manganese content of 13%.

4. Communication of the topic and objectives of the lesson.

ΙΙΙ. Explanation of new learning material (30 min).

1. Applications and properties of tool steels.

Tools:

Cutting (scissors, files, cutters, drills)

For forming (matrices with punches, rolling rolls)

Measuring (rulers, calipers)

During operation, tool materials experience high pressure, increased stress, abrasion hence the service properties of tool materials: high hardness to ensure wear resistance, high strength while maintaining high viscosity to prevent chipping of the working edges and maintain the shape of the tool, heat resistance (the ability of the material to maintain high hardness when heated ).

Technological properties: workability by cutting, pressure, compressibility, fluidity, high hardenability and hardenability and small changes in size and shape during hardening.

2. Classification of tool steels, their characteristics and features of heat treatment.

Tool steels fall into four categories:

1) carbonaceous; 2) alloyed: a) low-alloyed, b) high-alloyed (high-speed) (scheme 1).

Marking: Y - indicates that the steel is carbon, the number after Y, for example 8 - will mean the carbon content in tenths of a percent. A - high-quality steel (U8A).

Carbon tool steels contain 0.9 - 1.3% C. For the manufacture of tools, high-quality steels U10A, U11A, U12A are used. After heat treatment, steels (HRC 60-62) have a red hardness of 200 - 2500C. Above this temperature, the hardness of the steel decreases sharply, and the tools cannot perform the work of cutting. Steels are of limited use, since the allowable cutting speeds do not exceed 15-18 m/min. Taps, dies, hacksaw blades are made from them.

Modes of heat treatment of carbon tool steels depend mainly on the carbon content.

Consider the heat treatment of U8A steel in the manufacture of a center punch from it.

This steel contains 0.8% C, it is eutectoid; its location on the iron-cementite diagram is shown in Fig. 2.

Rice. 2. The location of U8A steel on the iron-cementite diagram

The tempering temperature of eutectoid steel U8A is 30 - 500C higher than the critical point Ac1, we will cool it in water.

Next, we will carry out high-temperature tempering with heating to temperatures in the range of 500 - 6500C. We carry it out in order to obtain the structure of tempered sorbitol (Comp.), whose hardness is 20 - 30 HRC, as well as to reduce internal stresses and obtain maximum viscosity.

The hardness obtained by us does not suit us, therefore, further we will carry out surface hardening with high frequency currents (HFC).

The heating temperature will be 760 - 7700C, cooling will be carried out in water. The heating time should be short because the diameter of the center punch is small.

Next, we will carry out low-temperature tempering with heating to temperatures in the range of 150 - 2000C. We carry it out in order to obtain the structure of tempered martensite (MTM) whose hardness is 64 HRC, there are internal stresses.

In this way, we have obtained a core structure, which is com, a hardness in the range of 20 - 30 HRC, and a maximum toughness that will contribute to impact resistance. The surface of our product, however, has a structure with a hardness of 64 HRC, which will facilitate the penetration of the center punch into the material of the workpiece.

The scheme of heat treatment of U8A steel is presented in fig. 3.

The structure of steel after heat treatment is shown in Fig. 4, where

a - core structure (Comp.), b - surface structure (Momp).

Alloyed tool steels are carbon tool steels alloyed with various elements (X - chromium, V - tungsten, F - vanadium, G - manganese, C - silicon, etc.).

Depending on the chemical composition, alloyed tool steels are divided into 2 groups:

Low-alloyed.

High-alloyed (high-speed)

Low-alloyed tool steels contain no more than 5% of alloying elements, they belong to the hypereutectoid class in structure.

Marking: the principle of marking is similar to the marking of structural steels, but the carbon content is indicated in tenths of a percent, if there is no figure indicating the carbon content, then its content is about 1%. If there is no figure indicating the amount of alloying element, then it is there up to 1%.

After heat treatment (HRC 62-64) they have a red hardness of 250 - 3000C. Compared to carbon steels, low-alloy steels have an increased toughness in the hardened state, higher hardenability, less tendency to deformation and cracking during hardening. Permissible cutting speeds 15 - 25 m/min. They are used for the manufacture of broaches, drills, taps, dies, reamers (9ХВГ, ХВГ, ХГ, 6ХС, 9ХС, etc.).

High-alloy steels are marked: they are designated by the Russian letter "R", the number after which indicates the content of tungsten in the steel. The chromium content in all high speed steels is about 4% and is not indicated in the grade. Also, vanadium is not indicated with its content up to 2% and carbon with a content of 0.7 - 0.9%.

High-alloy (high-speed) steels contain 8.5 - 19% W, 3.8 - 4.4% Cr, 2 - 10% Co and V. For the manufacture of cutting tools, steels R9, R12, R18, R6M5, R9F5, R14F4 and etc. The cutting tool made of high-speed steel after heat treatment (HRC 62-65) has a red hardness of 600 - 6300C and has increased wear resistance, can work at cutting speeds up to 80 m/min.

ΙV. Consolidation of new material (7 min):

Dependence of the use of tool steels on their properties.

Features of each type of considered steels.

Dependence of properties on heat treatment, their change.

Explanation of the heat treatment process.

Make a conclusion.

V. Independent work (33 min).

Work of students with task cards:

Option number 1

Sample response:

U8A - carbon tool steel, with a carbon content of 0.8%, high quality.

9XC - low-alloy tool steel, with a carbon content of 0.9%, chromium and silicon content up to 1%.

Р6М5 - high-speed steel, with a content of tungsten 6% and molybdenum 5%.

Chisel 1. U8

Punches 2. X

Knife for cutting paper 3. U7

File 4. 85HF

Sample response:

Chisel (U7)

Punches (U8)

Paper knife (85HF)

File (X)

Option number 2

1) Decipher the data in the task of the grade of tool steels.

Sample response:

U12 - carbon tool steel, with a carbon content of 1.2%.

8HF - low-alloy tool steel, with a carbon content of 0.8%, chromium and vanadium content up to 1%.

P18 - high speed steel, with a tungsten content of 18%.

2) Establish a correspondence between the part and the steel grade from which it is made.

1. File 1. R6M5

2. Cold stamping die 2. X

3. Incisors 3. P9

4. Hacksaw 4. HG

Sample response:

File (X)

Cold stamping die (HG)

Cutters (R6M5)

Hacksaw (P9)

VI. Summing up, issuing homework (2 min).

The plan-outline of the lesson was drawn up on the basis of the teaching technology project, where the stages of the lessons for each of which were identified, the learning goals, learning elements, motivation, educational and cognitive activities of students, methods and means of teaching, the expected level of mastering the knowledge of students were determined.

The technology project is compiled in the form of a table, which allows you to trace all the components in the implementation of specific educational goals.

When conducting a lesson, one should take into account the time allotted for each of its stages, assess the abilities of students and make adjustments to the lesson, view the availability of educational and material equipment for the lesson, clearly understand at what point in time it is necessary to submit posters, photos, task cards.

Given the ability of students, there is the possibility of some adjustments, namely:

To complicate tasks for independent work, or vice versa to simplify it, but in this case, it is necessary to pay attention to why the tasks are still overwhelming for students and eliminate the cause.

Changes in learning technology are possible, for example, when explaining the heat treatment of carbon tool steels, problem-based learning technology can be used.

An example of a problem situation and methods for solving it.

To select the heat treatment of steel U8A for the manufacture of center punch.

Center punch ← Required properties ← Heat treatment of U8A steel

Questions that encourage students to make assumptions:

What do you need to know to answer the question?

In what order should the problem be solved?

Conclusion: The material for the punch will be determined by the required properties, which in turn are obtained as a result of heat treatment.

Determining the working conditions of the center punch.

What is the principle of operation of a puncher?

What environment does it work in?

Conclusion: The center punch works under the following conditions:

Operating temperature 180C.

Relative air humidity 60%.

Slight heating of working parts.

Determination of the properties that the center punch should have.

What material properties are required for a center punch to work?

Conclusion: A center punch must have the following set of properties: hardness, strength, impact strength, corrosion resistance, fluidity, machinability, hardenability, hardenability, lower threshold of cold brittleness, heat resistance.

d) Correspondence of the identified set of properties, which the core material should have, is established.

Is U8A steel suitable for us.

As a result, which heat treatment of U8A steel will satisfy us.

What sectional properties are obtained from the center punch.

e) Based on the answers of the students, the final conclusion is made: The center punch is made of U8A steel as a result of heat treatment: Hardening + High tempering + HDTV hardening to a depth of 1.5 mm + Low tempering.

3. When the opportunity arises, it is necessary to switch to modern teaching aids, such as multimedia, which allows you to capture the attention of students more than using outdated teaching aids.

4. If possible, find more visual means to explain the educational material

Conclusion on chapter ΙΙ

In the process of designing a materials science lesson

The staff of the school is represented by 40 teachers and masters, of which 15 people have Government awards and honorary titles, more than 80% of teachers and managers have the highest and first qualification categories. The management of the lyceum includes the director, deputy director for educational and production work

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by academic discipline/MDK_____________________________________________________

Lesson topic

The objectives of the lesson (taking into account OK and PC from the Standard, the working curriculum and individual psychophysiological characteristics of students):

educational - form a student's concept of _________________________________________________________________________________

___

consolidate new information; to teach the ability to organize one's own activities and analyze the life / work situation, etc.

educational - to form the cognitive interests of the student; cultivate a steady interest in the future profession, the ability to work in a team, communicate effectively with fellow students, etc. ________________________________________________________

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developing - to develop in students the desire to search for information necessary to perform professional tasks, to use ICT in professional activities; the ability to work independently and try to solve the problems that have arisen, etc.

__________________________________________________________________________________

_________________________________________________________________________________.

Used forms and methods, including active ones: forms– frontal, individual, group and steam room; methods- lecture, conversation, observation, solving problematic issues and situations, analysis of life and production situations, use of ESM, project-based learning, etc.; technology: problem-based, project-based learning, the use of game methods in teaching, collaborative learning, information and communication technologies, health-saving technologies, etc.; interactive: case method, interactive, binary, problematic lectures, round table, brainstorming, etc.

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Interdisciplinary connections: physics, chemistry, biology, computer science, etc. ____________________

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Logistics of the lesson: computer, video projector, screen; special technical training aids (if required) ____________________________

maps, tables, diagrams, methodological developments, didactic material, etc. _________________________________________________________________________________

_________________________________________________________________________________

During the classes.

Organizational stage ( greeting students , report of the headman / duty officer about those who are absent, checking the readiness of the room for the lesson (cleanliness and order), organizing attention: “Attention! Let's get started!"). 1-2 minutes.

Homework check step(check the correctness, completeness and understanding of the implementation of the DZ by the group taking into account a differentiated approach and psychophysiological characteristics of students: conversation, oral questioning, mutual verification, testing, etc. - 5-7 minutes

_______________________________________________________________________________

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3 . Comprehensive knowledge test stage - if it is provided(comprehensively check the knowledge and skills of students, identify gaps and find out their causes, teach students to express their thoughts correctly and clearly) - oral survey, written survey, testing, conversation, work in pairs, etc.

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4. The stage of explanation and assimilation of new material, taking into account the psychophysiological characteristics of learning: posting a new topic, formulating together with learning the objectives of the lesson and voicing them, motivation for learning to learn new things, connection with the future profession / specialty, promotion of an educational problem, problem situation or problematic issue before the student; the desire to give students a concrete understanding of the new educational material; to form the relevant knowledge and skills, use different ways to enhance cognitive activity, encourage students to search and think independently - the word of the teacher, a lecture with elements of a conversation, compiling a comparative table, a computer presentation with the teacher's comments, pre-prepared messages from students on a new topic and their assessment by other students, watching videos on the topic of the lesson with a preliminary formulation of a problematic issue, etc. – 10-20 min.

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____________________________________________________________________________________________________________________________________________________________________5. The stage of consolidating new knowledge, taking into account the psychophysiological characteristics of learning: consolidate the knowledge and skills that are then needed for independent work with new material, apply different ways of consolidating knowledge, consolidate the methodology for answering typical teacher questions, consolidating the material in practice, in non-standard professional and life situations; questions on a new topic, simple tests, working with posters and diagrams, analyzing life and professional situations, doing exercises, solving problems of varying degrees of complexity, etc. are appropriate here. – 10-15 min.________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________

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6. The stage of summing up the results of the lesson and explaining the learning of DZ, taking into account their psychophysiological characteristics: thank the students for their work , reflection: what new things were learned, what was interesting and what turned out to be difficult; how the group worked, which of the students worked with dedication, grades for the lesson, invitation to tutoring; DZ motivation: an interesting statement of the problem, a sense of duty, a differentiated approach, a concise clear briefing on the implementation of DZ, answers to training questions - up to 5 minutes.
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Teacher ____________________________________________________________________

LESSON PLAN

Group; vocational training in the profession "Bricklayer"

Lesson topic: "System for dressing seams in masonry"

Goals:

educational – introduce students to different types of suture dressing systems;

To promote the formation of students' skills in reading construction drawings.

Educational - to create conditions for the manifestation of cognitive activity among students, interest in the profession, responsibility;

To promote the development of a sense of mutual assistance among students when working together in pairs; positive communication experience.

Educational – create conditions for the development of creative thinking;

To promote the development of students' abilities to analyze production situations.

As a result of studying the topic, the student should:

Be able to

Choose tools, fixtures and equipment for stone work;

Select the required masonry materials;

Know

Types, purpose and properties of masonry materials;

General masonry rules;

Suture dressing systems.

Lesson type: combined

Generated general competencies:

OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.

OK 3. Analyze the working situation, carry out current and final control, evaluation and correction of their own activities, be responsible for the results of their work.

OK 6. Work in a team, communicate effectively with colleagues, management, clients.

Formed professional competencies:

Perform general stone work of varying complexity

Teaching methods:

Verbal (conversation, story);

Visual (observation of students, diagrams);

Practical (doing practical work)

Form of study:

Frontal, work in pairs

Means of education:

A set of educational and visual aids for the profession of a bricklayer - 6 sets;

Drawing tools

Schemes of single-row and multi-row masonry

Test tasks

DURING THE CLASSES

1. Organizational moment

Greetings, checking readiness for the lesson.

2. Target setting

Lesson topic message

3. Actualization of basic knowledge

Checking and linking the topic of the new lesson with the content of the previous one.

3.1. Front poll:

Name the edges of the brick.

What row of masonry is called the inner verst, outer verst, backfill?

Show on the diagram the vertical longitudinal and transverse seams of the masonry.

Types of bricks used for laying walls.

What is called jointing, what is the form of jointing?

What is the thickness of brick walls used in civil engineering?

How many rows are in one meter of masonry if the thickness of the brick is 65mm?

What is called masonry trim?

Show all available architectural and structural elements in the classroom.

3.2. According to the proposed drawings, name all parts of the building and its architectural and structural elements.

3.3. Testing

4. Primary assimilation of new knowledge

4.1. Creation of a problem situation and formulation of the main question by students.

How is the strength and solidity of the masonry achieved?

What is the third rule for cutting brickwork.

Why is it necessary to follow all three rules for cutting masonry?

4.2. Writing on the board of the topic of the lesson

4.3. Explanation of the new topic

Outline plan

Dressing system- this is a certain order of laying bricks and stones of the correct form, laid in a structure. In construction, three ligation systems are most common: single-row (chain), multi-row and three-row.

Single row (chain) the suture dressing system provides for the alternation of the bonder row with the spoon row. In this case, each vertical seam of the lower row is covered with bricks of the upper row. With this dressing scheme, the vertical transverse seams in adjacent rows are shifted relative to each other by a quarter of a brick, and the longitudinal ones by half a brick. In order to ensure the displacement of the vertical transverse seams by ¼ bricks, it is necessary to start laying each new row with three-quarters (3/4 bricks).

Such masonry is highly durable: all three cutting rules are fully observed in it.

A significant disadvantage of a single-row dressing system is that it requires a lot of labor for laying verst rows, a large number of whole bricks, as well as more skilled masons.

(draw in the notes a single-row dressing scheme)

In a multi-row dressing system tychkovy rows are located through five spoon rows. At the same time, I block the vertical transverse seams with overlying bricks in each row, and the longitudinal rows - only after five rows.

The disadvantage of such masonry is that the bearing capacity of the masonry is reduced by 6% compared to a single-row dressing system ... Certain complications arise when laying in the winter (during thawing, walls can bulge).

Advantage - masonry is less laborious than single-row, as it requires a smaller volume of verst rows.

(draw a multi-row dressing scheme in the notes)

A variation of the multi-row dressing system is three-row, which is used mainly for laying pillars and piers. Masonry is performed by alternating a bond row and three spoon rows. In this case, the coincidence of vertical seams and three adjacent spoon rows is allowed.

(draw a three-row dressing scheme in the notes)

There are a number of other dressings (cross, gothic, Dutch and many others), but in each of them - the first and last rows, also at the level of wall cuts, pillars, protruding elements, under supports of parts of beams, slabs and other structures - they lay out poke from whole bricks.

In low-rise construction, in order to save bricks, so-called lightweight brick walls, in which the brick is partially replaced by effective heat-insulating materials.

5. Initial check of understanding

Completion of a practical task

It is necessary, according to the schemes, to lay out the brickwork using the method of single-row (chain) dressing of seams in 1 brick; in 1½ bricks and in 2 bricks;

Lay out the brickwork on a multi-row chain joint dressing system in 1 brick, in 1½ bricks and in 2 bricks

Based on the results of the practical task, a discussion is held with an analysis of typical mistakes.

6. Summing up the lesson

Analysis and evaluation of the success of achieving the goals; grades for the lesson.

7. Reflection

1. Was the lesson helpful for you?

2. What new knowledge have you acquired?

3. What skills have you developed?

4. Put a final assessment of your activities in the lesson.

5. I think that the objectives of the lesson have been achieved/not achieved.

Lesson plan on the topic: "Fillers"

Teacher: Chervova Natalya Viktorovna

OU: GPOU s. Tarasovo

Profession:"Plasterer"

Discipline: Materials Science

Lesson topic:"Fillers"

Lesson type: learning new knowledge

The purpose of the lesson: generalization and systematization of knowledge on the topic: "Fillers".

Tasks:

Educational:

1. contribute to the generalization of knowledge on the topic "The role and properties of fillers";

2. systematize and deepen knowledge on the topic "Classification of aggregates";

3. apply the acquired knowledge in specific situations.

Developing:

to promote the formation of cause-and-effect relationships, the ability to analyze, draw conclusions, make suggestions;

ensure the development of students' speech.

develop imaginative thinking, fantasy, imagination, creative approach to the work performed.

Educational:

Promote the development of responsibility, partnership;

Increase interest in the chosen profession.

Strengthen teamwork skills.

Forms of organization of educational and cognitive activity of students: frontal, group, individual.

Teaching methods: work in microgroups, practical work (exercises), slide show, conversation.

Interdisciplinary connections: Special technology, industrial training.

Material and technical equipment:TCO ( projector)

Educational and methodological support:

instruction cards;

student workbooks;

textbook V.A. Smirnov "Materials Science";

cards - tasks;

material samples.

During the classes

1. Organizational moment

Greeting, reconciliation of payroll, activating students to do work, goal setting.

2. Checking previously learned material

Find out the degree of assimilation of previously studied material (card - task)

Oral survey.

Describe the general properties of Portland cement?

What is the activity and brand of cement?

What are the types of Portland cement?

Active mineral additives for Portland cement?

4. Updating the basic knowledge necessary to study a new topic

Communication of the purpose, topic and tasks of studying new material; indicate its practical significance.

5. Explanation of new material

a) motivation for introducing new concepts.

b) explanation of new material using TCO and visual aids.

General information about the types and purpose of placeholders;

The role and properties of placeholders;

Classification of aggregates;

Aggregate quality indicators;

Summary of new material.

1. General information about types and purpose of placeholders

For the preparation of concrete, mortar, mastic and adhesive mixtures on mineral binders, aggregates and fillers, special additives are used, which are introduced into the mixture in dry form or when mixed with water.

1.1 Aggregates - a loose mixture of grains of natural or artificial

origin, having a certain size.

2. The role and properties of placeholders.

2.1 Aggregate volume - 85% of the total volume of concrete;

70% of the total volume of the solution.

2.3 Role of placeholders:

The more aggregate in concrete or mortar, the cheaper concrete, mortar;

Reduced shrinkage of mortar, concrete;

The cracking ability of mortar, concrete increases;

Determine the properties of concrete, mortar (lightweight concrete or mortar, good heat-conducting properties, decorative properties).

2.3 Properties of placeholders.

The use of porous aggregates results in lightweight concretes and mortars with good thermal insulation properties.

The use of crushed marble, andesite, colored glass, mica, we obtain decorative mortars and concretes for finishing work.

3. Classification of aggregates.

3.1 From the size of the grains: there are small (0.16 - 5 mm) and large (5-70 mm)

3.2 I distinguish by shape: round and rough.

solutions

fine aggregate

coarse aggregate

Gravel - smooth rounded particles

Crushed stone - particles of irregular shape, rough

3.3 By origin, fillers are divided into:

1. On natural;

2. artificial;

3. for industrial waste.

Placeholders

Industry waste

(fuel slag, coarse ash from thermal power plants, ash and slag mixtures)

artificial aggregates

Natural aggregates

Thermal treatment of natural raw materials and industrial waste

(expanded clay, thermolite, slag pumice)

Mechanical restoration

Rocks (granite, diabase, limestone, volcanic tuff, gravel, quartz sand, marble

Associated rocks

enrichment waste

4. Filler quality indicators.

Bulk density

Small (porous)

Heavy (dense)

Over 1200 kg/m3

Less than 1200 kg/m3

Brand 200……800

Mark: 1200

4.2 Grain composition - the smaller the grain, the less voids in the mortar or concrete.

4.3 Mineral composition - characteristics of the rock, assessment of cracks, degree of weathering, data on impurities, radiation.

4.5 Strength - characterized by a grade of 8-24, the weaker the gravel, the more grains.

4.6 Frost resistance - is estimated by the brand from F 15 to F300.

6. Consolidation of the studied material

1. The ability of students to relate to each other the concepts of the types and properties of fillers. 2. Consolidate the knowledge gained in the lesson (students make two questions on the new topic of the lesson to each other and write them down on a sheet, then exchange sheets with questions with each other, then evaluate each other's answers).

7. Summing up the lesson

Self-assessment and assessment of students and groups. Argumentation of the grades, comments on the lesson.

8. Homework

Information about homework.