Development of a methodical theme for certification. Requirements for the design of methodological development

Methodical development and the requirements for it

Methodical development- a kind of educational and methodological publication to help the teacher, containing a logically structured and detailed course of the training session, event. Along with a description of the sequence of actions, it includes a description of the goals set by the teacher and the means to achieve them, the expected results, accompanied by appropriate methodological advice.

Methodical development- this is a publication that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies of training and education themselves in relation to a specific topic of the lesson, the topic of the curriculum, teaching the program as a whole.

Methodological development can be both individual and collective work.

Methodological development can be:

Development of a specific lesson;

Development of a series of classes;

Development of the theme of the program;

Description of new forms, methods or means of training and education (dictionaries, reference books, albums, posters, educational cards, tables, charts, videos, sound recordings, information and communication technology tools, etc.);

A collection of practical tasks and exercises that contribute to the achievement of modern educational goals;

A package (set) of diagnostic materials and instructions for their use.

There are quite serious requirements for methodological development. Therefore, before you start writing it, you must: carefully approach the choice of a development topic. The topic should be relevant, known to the teacher, the teacher should have some experience on this topic.

Determine the purpose of methodological development.

Carefully study the literature, teaching aids, positive experience on the chosen topic.

Make a plan and determine the structure of methodological development.

Determine areas for future work.

Getting started on the compilation of methodological development, it is necessary to clearly define its purpose.

For example, the target might be:

Definition of forms and methods of studying the content of the topic;

Disclosure of the experience of conducting classes on the study of a particular topic of the curriculum;

Description of the activities of the educator and pupils;

Description of the methodology for using modern technical and information teaching aids;

The use of modern pedagogical technologies or their elements in the classroom, etc.

Requirements for methodological development:

4. The material must be systematized, presented as simply and clearly as possible.

5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used should be consistent with the pedagogical thesaurus.

7. Methodological development should take into account the specific material and technical conditions for the implementation of the educational process.

8. Orient the organization of the educational process in the direction of the widespread use of active forms and teaching methods.

9. Methodical development should reveal the question "How to teach".

The structure of methodological development

General structure:

1. Introduction.

2. The main part.

3. Conclusion.

4. Literature.

5. Applications.

General requirements to the design and content

methodological development

Name of methodical development

The most informative part of the text, verbal formulation reflecting the subject of methodological development.

By its nature, the name of the methodological development should reveal the main result obtained by the teacher in educational activities and the pedagogical means (methodological tools, techniques, forms ...) used in the development.

Introduction

In the introduction, it is advisable to reflect the following aspects:

The relevance of this work.

To justify the relevance of the stated topic, in the introduction it is necessary to answer the questions: why did you choose this topic and what is its place in the content of education, what is positive in your pedagogical experience, what difficulties (problems, contradictions) arise in your activity or in the educational activities of children . The answers to these questions will emphasize the practical significance of your teaching experience and creative findings.

Goals and objectives of methodological development.

The purpose of methodological development is the main result that must be achieved in the educational process: new states that are the result of overcoming contradictions, i.e. what is reflected in the problem.

The tasks of describing the methodological development of innovative experience specify the goal: these are the issues that need to be addressed in order to achieve it.

The main idea of ​​pedagogical activity.

On the basis of self-analysis of your professional activity, describe the main pedagogical idea of ​​the methodological development of innovative experience, its components (these can be already adapted or new ideas and technologies of advanced pedagogical experience that meet your professional position). Briefly present the main theoretical provisions that underlie your system of work.

The novelty of the methodological development of the teacher's innovative experience.

The novelty is understood as the difference between the obtained (expected) results, considered in the methodological development of innovative experience, from those available and reflected in the scientific literature.

There are three degrees of novelty:

1. Methodological development clarifies and specifies any theoretical provisions or practical recommendations.

2. Methodological development supplements, develops, introduces new elements into any theoretical provisions or practical recommendations.

3. Methodological development reflects fundamentally new ideas, concepts, approaches, recommendations and differs most a high degree novelty.

Main part

The main part may consist of two or more sections.

The first section describes the main idea of ​​innovative pedagogical experience in more detail than in the introduction. A deeper psychological and pedagogical substantiation is given with reference to scientists-developers of concepts, theories, technologies.

On the basis of the tasks set in the introduction, the content of his pedagogical activity is revealed, the technologies of pedagogical activity for the implementation of his pedagogical idea are shown.

Modern techniques and methods of education;

Organization of creative activity of pupils;

Pedagogical ideas and initiatives;

New teaching methods and technologies;

Effective modern techniques and methods of using information technology.

At the end of each section of the main part, it is necessary to formulate conclusions and generalizations about what, when implementing the experience, made it possible to obtain better results.

The main part of the methodological development can be divided into sections and subsections.. They are assigned serial numbers, denoted by Arabic numerals. Section titles in the text are formatted as headings. The title of the section is typed in capital letters, font 14, bold, centered. The body text is separated from the title by a blank line. Subsection headings start with a paragraph. Do not put a dot at the end of headings. Headings should not be underlined. Each section is recommended to start on a new sheet.

An example of the design of methodological development

The name of the methodological development (on the title page).

1. Introduction

2. The main part. Name of the main part

Section 1. Title of section

1.1. Subsection name

1.2. Subsection name

Section 2. Title of the section

2.1. Subsection name

2.2. Subsection name

Section 3. Title of section

Attention! The number of sections is created at the discretion of the author and depends on the intention.

3. Conclusion

4. Literature

5. Applications

Conclusion

The conclusion states:

Conclusions and assessment of the productivity of methodological development, which can be carried out on the basis of introspection of the results of your pedagogical activity.

For example:

Changes in the quality of pupils' knowledge, in mastering practical skills;

Changes in the level of upbringing;

Changes in the development of interest in the subject, etc.

The value of the application of the used form of work.

The possibility of using methodological development in the practice of other educators.

Literature

References are built alphabetically in accordance with GOST 7.1.-2003.

Applications

Applications are structured, titled and numbered in accordance with the sequence of their mention in the main text.

Methodological development of lessons (classes)- a kind of educational and methodical publication to help the teacher, educator, in a systematic way reflecting the content and course of the lesson, class. Among the methodological developments of lessons (classes), there are lesson plans, classes and abstracts of lessons, classes.

Lesson plan- a kind of methodological development, which is a logically ordered list of questions to be studied in the lesson, concisely reflecting the sequence of presentation of the material and the course of the lesson. The most important requirement for the lesson plan is accuracy, meaningful conciseness, i.e. the ability to reflect the content and course of the lesson as fully and accurately as possible in the minimum amount of text.

Lesson plan structure:

Date of the lesson with an indication of the group in which it is held; its number according to the thematic plan;

Topic of the lesson;

The purpose of the lesson;

Lesson objectives;

Class type;

The list of stages of the lesson;

Methods used during the lesson;

List of used equipment.

Lesson outline- a kind of methodological development, which is a combination of a plan and a brief written record of the content and sequence of the stages of the lesson, which has an author's, individualized character. Designed for the subsequent restoration of educational information with varying degrees of completeness during the lesson. It is characterized by multi-targeting: educators, the administration of the preschool educational institution and / or representatives of the educational authorities. Unlike the lesson plan, the lesson plan or summary of the lesson contains not only a list of the issues and stages of the lesson considered in the lesson, but also fragments of the teacher’s speech or the full text of the new material.

There are the following types of outline plans:

By volume (according to the degree of information collapsing): brief, detailed or detailed, mixed (allowing a combination of a brief one - in the form of plan items, abstracts, diagrams - and a full, detailed presentation of information);

In form: a text summary, a summary table, a summary diagram, a mixed summary of the lesson, in which the named types are combined.
Lesson outline structure:

Date of the lesson with an indication of the group in which it is held; his number according to the thematic plan

Topic of the lesson;

The purpose of the lesson;

Lesson objectives;

Class type;

The structure (scenario) of the lesson, indicating the sequence of its stages and the approximate distribution of time over these stages;

Methods and techniques of work of the educator in each part of the lesson;

Educational equipment necessary for the lesson;

Tasks for children at each stage;

Methodological development of activities- a kind of educational and methodological publication to help the teacher, containing a logically structured and detailed course of the event (parents' meeting, thematic evening, quiz, competition, game, festival, etc.). Along with a description of the sequence of actions, it includes a description of the goals set by the teacher, the means to achieve them, the expected results, accompanied by appropriate methodological advice.

The structure of the methodological development of activities:

The date of the event, indicating the group in which it is held

The theme of the event;

Purpose of the event;

Tasks of extracurricular activities;

Event Type

The structure (scenario) of the event, indicating the sequence of its stages and the approximate distribution of time over these stages;

Methods and techniques of the teacher's work used during the event;

Equipment required for the event;

Tasks for children at each stage of the event;

Task execution algorithms.

You will need

• - experience on the topic;
• - abstracts of the conducted classes;
• - results of pedagogical experiments.

Instruction

Choose a topic. Experienced teachers who have been working on topics of interest to them for a long time have no problems with this. A novice teacher or educator needs to carefully approach this issue: the topic should be in demand, relevant to society and interesting to other teachers.

Determine the purpose of the work on this topic. Ultimately, it will become the goal of this methodological development. The purpose largely depends on what exactly you write. For an individual abstract, a small goal will be enough, which can be achieved in the course of one lesson - for example, updating knowledge on a specific topic, developing one or more skills. Larger developments require larger targets.

If you are just starting out on a large topic, do an initial experiment or diagnostic. Find out to what extent students have the qualities you would like them to develop. Formulate provisions on what needs to be done so that these required qualities reach a high level of development in the whole group. Based on these data, determine the direction of work.

Study the literature on this topic. Write down what you disagree with and what you would like to take for your work. Make a work plan and start accumulating material. After you have given the required number of lessons on a topic, organize a diagnosis or the resulting experiment and see how effective the methodology you proposed is.

After the material is collected, proceed to the design of methodological development. Some sections can be started early. For example, an annotation where it is necessary to indicate the problem and purpose.

Write an introduction. In this part, you need to indicate why you chose this particular topic, how important it is, what your predecessors did in it, and how their methods were developed in your work. A brief review of the available literature can be given. The introduction is a rather short part, it takes no more than 2-3 pages.

The main part is the most voluminous, and it must be divided into several smaller sections. First you need to indicate how important the topic you proposed is, how much time you allocate to study it, what knowledge you give to students and what skills and abilities you form in them. Indicate the connection of this lesson or section of the program with other parts of the course, with other academic disciplines. Offer readers the methods and forms of teaching that you used in your work. Here you can also talk about the results of diagnostics or the initial and resulting experiments.

In conclusion, draw conclusions, explain why it is better to use the methods you proposed. In a separate section, indicate the list of used literature. Compose applications. In applications, you can provide drawings and sketches of visual material, tables, graphs. You can visualize the results of experiments and indicate them in applications. The number of applications is usually not limited, the more there are, the more convenient it will be for your followers to use your methodology.

Ekaterina Durnikova
Requirements for the design of methodological development

1. Structure methodological development

Methodical development must have a title page, annotation, content, introduction, main body, conclusion, list of references, if necessary, applications.

Title page

On the title page methodological development the name of the institution is given (according to licenses) (top of page); title of the work (in the center of the sheet; information about the author (full name, position, qualification category, teaching experience) (bottom right); year of writing development(centered down).

annotation

Specify:

The problem to which methodical development;

The questions she reveals;

Potential Users (who may benefit from development) .

Introduction

Revealed:

Novelty methodological development;

Target methodological development;

Application conditions (what is needed in order to methodical development was implemented in the practice of education);

Labor intensity, limitations, risks.

Main part

Conclusion

Are given:

Main conclusions on the topic development;

Information about where, when and in what form development was presented to the professional community;

Review Information methodological development by the professional community indicating the number of the minutes of the meeting, data on reviewers, etc. An extract from the minutes of the meeting, copies of reviews, reviews, etc. must be placed in the appendix.

Bibliography

Issued in a standard form in accordance with the bibliographic requirements. The list of sources used should contain 10-15 items (including Internet resources). If development is only practical, demanding theoretical references, the list of sources used can be omitted.

Applications

Applications to number;

Specify the name of each application;

Each application starts on a new page. On the right side of the page is the word "Appendix", which is denoted by the corresponding Arabic numeral, for example "Attachment 1"

The volume of applications is not limited, but they must correspond to the text (references to them in the text are optional)

Department of Education of the City of Moscow

State Autonomous Professional

Moscow educational institution

"Moscow Educational Complex named after Viktor Talalikhin"

Malkova L.A.

Moscow

2014

What is methodological development and the requirements for it

How to write a methodical development

Some types and types of lessons

What is methodological development and the requirements for it. How to write a methodical development. Some types and kinds of lessons. Methodological recommendations for conducting lessons using health-saving technologies./ L.A.Malkova - M.: GAPOU IOC im. V. Talalikhin. 2014. - 26 p.

Getting acquainted with the materials of the brochure, the teacher will learn what methodological development is, its types and learn how to correctly distribute the material, correctly and competently draw up materials from their experience. In addition, the brochure presents some materials on the types and types of lessons and some recommendations for them.

GAPOU IOC named after V. Talalikhin

2014-10-08

What is methodological development and the requirements for it.

Methodological development is a manual that reveals the forms, means, methods of teaching, elements of modern pedagogical technologies or the technologies of teaching and education themselves in relation to a specific topic of the lesson, the topic of the curriculum, teaching the course as a whole.

Methodological development can be both individual and collective work. It is aimed at the professional and pedagogical improvement of a teacher or a master of industrial training or the quality of training in educational specialties.

Methodological development can be:

 Development of a specific lesson.

 Development of a series of lessons.

 Development of the theme of the program.

 Development of a general methodology for teaching subjects.

 Development of new forms, methods or means of training and education.

 M methodological developments related to changes in the material and technical conditions of teaching the subject.

There are quite serious requirements for methodological development. Therefore, before you start writing it, you must:

Carefully approach the choice of development topic. The topic should be relevant, known to the teacher, the teacher should have some experience on this topic.

Determine the purpose of methodological development.

Carefully study the literature, teaching aids, positive experience on the chosen topic.

Make a plan and determine the structure of methodological development.

Determine areas for future work.

Getting started on the compilation of methodological development, it is necessary to clearly define its purpose. For example, the goal may be as follows: determining the forms and methods of studying the content of the topic; disclosure of the experience of conducting lessons on the study of a particular topic of the curriculum; description of the activities of the teacher and students; description of the methodology for using modern technical and information teaching aids; implementation of the connection between theory and practice in the classroom; the use of modern pedagogical technologies or their elements in the classroom, etc.

Requirements for methodological development:

1. The content of the methodological development should clearly correspond to the topic and purpose.

2. The content of methodological development should be such that teachers can obtain information about the most rational organization of the educational process, the effectiveness of methods and methodological techniques, the forms of presentation of educational material, the use of modern technical and information teaching aids.

3. Author's (private) methods should not repeat the content of textbooks and curricula, describe the phenomena and technical objects being studied, or cover issues set forth in the general pedagogical literature.

4. The material should be systematized, presented as simply and clearly as possible.

5. The language of methodological development should be clear, concise, competent, and convincing. The terminology used should be consistent with the pedagogical thesaurus.

7. Methodological development should take into account the specific material and technical conditions for the implementation of the educational process.

8. Orient the organization of the educational process in the direction of the widespread use of active forms and teaching methods.

9. Methodical development should reveal the question "How to teach".

10. Should contain specific materials that a teacher can use in their work (task cards, UPD samples, lesson plans, instructions for laboratory work, diagram cards, tests, level-by-level tasks, etc.).

The structure of methodological development

General structure:

1. Abstract.

2. Content.

3. Introduction.

4. The main part.

5. Conclusion.

6. List of used sources.

7. Applications.

The abstract (3-4 sentences) briefly indicates what problem the methodological development is devoted to, what questions it reveals, to whom it may be useful.

The introduction (1-2 pages) reveals the relevance of this work, i.e. the author answers the question why he chose this topic and what is its place in the content of education.

How to write a pedagogical development

Pedagogical development - qualifying work teacher, by which, to a certain extent, one can judge his professional level.

Types of pedagogical developments

Teacher

Pedagogical developments

Private Methodical Methodical Training

Methodical Educational-methodical Textbooks

manual development

Fig.1.

Methodological developments : contain specific materials to help teachers, set out in detail the issues of studying individual, as a rule, the most difficult topics for studying curricula, scenarios for conducting various kinds training sessions, summaries of individual topics.

Guidelines : are developed according to the composition and implementation term papers(projects), specific works, preparation for exams, tests, for the final State certification, independent work of students, etc., as well as for laboratory and practical work and practices, where it is important to pay attention to the sequence of actions and (or) compliance with certain precautions.

Guidelines : cover the general methodological issues of maintaining educational documentation, organizing course design, intermediate and final certification, planning educational and educational work, etc., offer technologies for the work of teachers in preparing for training sessions, highlight issues of a specific methodology for teaching academic disciplines.

Teaching aid:

1. A work containing materials on teaching methods academic discipline, its section, part.

2. A type of textbook designed for students to work independently.

Composition of pedagogical development

Title page

BUT notation

P foreword

P educationalParts

Content

R development Sections

Introduction

Chapters

ABOUT main

h ast

Paragraphs

W conclusion

paragraphs

Applications

Text

judgments

FROM squeak

literature

Fig 2.

Such a structure of pedagogical development is logically-linguistically oriented, which makes it as easy as possible for the reader to perceive the text.

The main part is necessary for a detailed and complete understanding of pedagogical development, and annotation, preface, content, introduction and conclusion are necessary and, in principle, sufficient for understanding the general meaning of pedagogical development, its main ideas.

Number of rubrics ( heading- section, subdivision in a printed work) can be reduced depending on the type of pedagogical development, its volume, goals, etc., but in any case, the correct composition of the material of pedagogical development, regardless of its content and the relevance of the topic, will be an indicator of the author's methodological culture .

Title page

The title page is the first page of pedagogical development, which provides output information, the list of which should be as follows:

Name of the educational institution;

The name of the pedagogical development (title).

This is the dominant lettering on the title page and is therefore in the largest font used on the title page. It should be short enough, clear, adequately express the content of the work, not have subordinate clauses, tautologies and semantic twists;

Under the title, subtitle data may be placed, which include information:

a) explaining the name (for example, the type of pedagogical

development);

b) about the literary genre;

c) about the reader's appointment (for example, a novice teacher, a graduate student, etc.).

Geographic location (city);

Year of completion.

If a pedagogical development requires official consideration, approval, approval, then the corresponding vultures are placed above the name of the development. The approval stamp must consist of the word I approve (without quotes), the name of the position of the person, his signature, initials, surname and date of approval, for example:

Considered I approve

cyclic methodological commission Deputy. director of

academic work

Disciplines _______ I.I. Ivanova

Minutes of the CMC meeting 03.02.200__

From 01/16/200 __, No. 6

Signatures and dates must be in black ink only.

annotation

Abstract - a brief description of the content of pedagogical development. It is located immediately after the title page (on the back of the title page if the print is double-sided). In it, in a concise, concise form, only the essential features of the content of the work are indicated that are not reflected in the imprint on the title page, novelty and difference from other works that are similar in subject matter and intended purpose, and the reader's address.

Annotation includes:

Job title;

The specific form of the annotated work (educational manual, guidelines, etc.);

The object of presentation and its main characteristics;

Distinctive features of the work in comparison with related ones in terms of subject matter and purpose: something new in content, what the work carries in itself, as well as a feature of the presentation of the material, for example, a systematic presentation of the question, a problem statement, a solution to a particular question, a new methodology, a generalization of new data on various sources, a new assessment of the facts, new concept(hypothesis), specific practical recommendations, etc.;

A specific reader's address is the specialty or specialization of the reader to whom the work is addressed, an additional circle of readers, in addition to the main one.

Foreword

The purpose of the preface is to help the reader to better imagine the work, to choose it from a number of others. The preface may be combined with the introduction.

Content

In a pedagogical development of less than 10 pages of printed text, the heading "Content" is optional. The location of the “Contents” rubric at the beginning of the development (as compared to the location at the end of the development) is more convenient for the reader both to get acquainted with the work and to use it. According to the content, it is possible to make a preliminary assessment of the information offered, and therefore placing this heading at the beginning of the development is methodologically justified.

How to write: "Content" or "Table"?

If the text is divided into chapters, then the word "Table of Contents" is appropriate. If there is no division of the text into chapters, then the name of the heading "Contents" is more universal.

The content should contain the names of all parts, sections, paragraphs and paragraphs (if they have a title) indicating the page numbers on which the beginning of the material of the parts, sections, paragraphs, paragraphs is placed. The writing of heading names in the content should be an exact copy of the heading names in the text, both verbally and in graphic form, for example, if the text says “Part One”, then the content should also be written “Part One”, and not “Part I”.

Principles of text rubrication

Usually the introduction and conclusion are solid, and the main part is subjected to a more fractional heading into chapters and paragraphs. This is done by numbering the headings.

1.1

1.2

… no more than 7+2

1.7

2.1

2.2

2.3

2.3.1

2.3.2

2.3.2.1 ← such fractionality is undesirable

2.3.3

2.3.4

3.1

Fig 3.

Heading Requirements

Headings of headings must follow the rule of logical subordination: the heading of a heading of a larger level in semantic terms should be wider than the headings of structural units united by this level or simpler, the title of the chapter should be wider than the title of each of its paragraphs, and the title of the development should be wider than any from the titles of its chapters.

Each heading must strictly correspond to the content of the text following it. Headings should be neither too wordy nor too short. Long headlines that span multiple lines look cumbersome and hard to read. Too short names, especially those consisting of one word, are not good because they lose all specificity and are perceived as extremely general and therefore turn out to be wider in meaning than their corresponding content.

Headings should not include highly specialized terms, abbreviations, abbreviations, formulas.

Introduction

The introduction is the introductory, initial part of the pedagogical development. The introduction provides information that prepares the reader for the perception of the main part. It could be:

Justification of the need for the emergence of this pedagogical development, its relevance;

Description of the situation on the designated topic, the problem at the moment,

assessment of its condition, the degree of development in existing publications;

The goals and ways of solving the designated topic, problem are formed;

The place of the developed topic in the educational process, communication with others

disciplines, etc.;

Information about the order of placement of material in development with an explanation

reasons for such placement;

Main part

The main part reveals the idea. The disclosed topic should be commensurate with the role and place of the topic in the program, curriculum, educational standard and correspond to the time allotted for its study. In essence, all the pedagogical developments of the vocational education teachers' direction of study are devoted to the technology of transmitting information on any topic (section, discipline). Such pedagogical developments, on the one hand, are a compilation (a compilation is a work compiled by combining the best thoughts, studies and not containing its own generalizations or interpretations), and, on the other hand, the teacher’s creativity, as it is necessary:

Carefully select information, check its relevance current regulations, standards, laws, etc.;

Carry out the dosage of information in accordance with the educational standard, the discipline program and process it to the level of perception of the trainees;

It is methodically correct to present it or, to put it differently, to develop a technology for presenting educational information.

Some tips:

Initially, the pedagogical development should be written by yourself, trying not to look into any sources, and only then turn to various publications on this topic and compare your ideas, the course of reasoning, the text itself with them. In this case, the pedagogical development to the greatest extent will bear the features of the author's individuality, contain a "zest";

Strictly observe the principle of scientific character;

Where possible, use one of the didactic techniques of the Soviet physicist J. Frenkel: in a simplified way, to the point of a caricature, state the complex and thoroughly, state the simple.

From Murphy's laws:

Even if your explanation is so clear that it rules out any misinterpretation, there will still be a person who will misunderstand you.

Conclusion

N.V. Gogol defined the role of the conclusion in the structure of a text work as follows: “The conclusion should repeat the work of the treatise and embrace it again in an abbreviation so that the reader can repeat to himself.”

In conclusion, one can state:

Brief summary of the above;

The final synthesis of everything significant and new that is contained in the development;

Generalization of the proposed pedagogical means;

Evaluation of results (obtained or expected);

Suggestions for a sequel;

The perspective of the topic being covered, etc.

The volume of the conclusion should take no more than 10% of the total volume of the text of pedagogical development.

From Murphy's laws:

The conclusion is the place in the text where you are tired of thinking. The first 90% of the work takes 10% of the time, and the last 10% takes the remaining 90%.

Appendix

An appendix is ​​a part of the text of an additional nature, but necessary for a more complete coverage of the topic or for the convenience of using pedagogical development.

Each application, as a rule, has an independent meaning and can be used by the reader regardless of the main text of pedagogical development. It is recommended to provide it with a thematic heading, brief, but accurately and in its entirety reflecting the content of the application.

Applications are arranged in the order in which they are referenced in the text of the pedagogical development. There may be applications that are not directly related to the link with the text. Such applications are called informational.

Appendices should have a common pagination with the rest of the pedagogical development and be listed under the heading "contents" with their numbers, headings and pages.

Bibliography

The title "List of sources used" is inherent in scientific reports, studies, abstracts, monographs.

The title "Bibliographic List" means a list (list) of printed works on any issue, topic.

The title "Literature" is by definition neutral and may include the meaning of the titles listed above.

Usually sources in the list of references are placed alphabetically, but the placement order may be chronological, thematic, and there may also be a division into official sources, educational, journal, etc. Each source must be described in accordance with GOST 7.1-84 (“Bibliographic description of the document ").

Bibliographic description - a set of information about a printed work or other document, given according to established rules and intended for its identification and general characteristics.

Consider examples of bibliographic descriptions.

Example 1. Description of a book written by one or two authors:

Sample: Novikova E.A., Egorov V.S. Information and researcher. - L.: Nauka, 1974 - 99 p.

Example 2 Description of the book written by several authors:

Title proper / Authors' initials and surnames; Initials and surname of the responsible editor. – Information about the repetition of the publication. – Place of publication: Publisher, year of publication. - Number of pages.

Sample: Introduction to scientific research in pedagogy. Tutorial for students of pedagogical in-tov / Yu.K. Babansky, V.I. Zhuravlev and others; Ed. V.I. Zhuravleva, - M.: Enlightenment, 1988. - 239 p.

Example 3 Article description:

Sample: Migdal A.B. Physics and Philosophy // Questions of Philosophy. – 1990.

№ 1. - S. 5-33.

Example 4 Description of the multi-volume edition:

Title proper: Total number of volumes / Information about editors. – Information about the repetition of the publication. – Place of publication: Publisher, year of publication. - Volume. - Number of pages.

Sample: Dictionary of the modern Russian literary language: In 20 volumes / Ch. ed. K.S. Gorbachevich. - 2nd ed., revised. and additional - M.: Russian language, 1993. - T. 4. - 576 p.

K.A. Helvetius:

It takes much more intelligence to convey one's thoughts than to have them.

Methodical development of the theme of the program

The main part may consist of the following sections:

Theme characteristics.

Planning the study of the topic.

The description of the topic indicates:

 Educational goals and objectives of the topic;

 Planning the topic and the number of hours allotted for its study;

 Knowledge and skills that students need to acquire or improve;

 Place and role of the topic in the course;

 Communication with the previous or subsequent material, as well as intra-subject and inter-subject communications;

 A didactic analysis of the content of the material is given;

 Levels of study and assimilation of educational material are distinguished;

 It is possible to compare the quality of teaching according to the proposed methodology with the methodology that was used by the teacher before using the one proposed in the methodological development.

When planning a learning topic,:

1. Think over the methodology of teaching the topic.

2. Pick up examples, illustrations, outline laboratory and practical classes, tests, excursions, etc.

3. Highlight the main questions that students should firmly master.

4. Analyze the educational possibilities of the educational material and the methodology used.

In conclusion (1-2 pages), the results are summarized on those problematic issues that were raised by the teacher, starting to draw up a methodological development.

The structure of the methodological development of a theoretical teaching lesson.

The main section contains the following sections:

Methodological substantiation of the topic.

Lesson plan (with technological map).

Didactic material for the lesson (you can not select as applications).

List of literature (sources) for students.

List of literature for teachers.

1. The theme of the program.

2. The topic of the lesson.

3. Type of lesson.

4. Type of lesson.

5. The goal is methodical.

6. The goals of education (training, education, development).

7. Logistics of the lesson.

8. Intersubject and intrasubject communications.

Didactic

Structure

lesson

Methodological substructure of the lesson

signs

solutions

didactic

tasks

Methods

learning

The form

activities

methodical

techniques and their

content

Facilities

learning

Ways

organizations

worker-

news

Lesson type determined by the purpose of organizing the lesson, i.e. the purpose of its implementation.

Lesson learning new educational material.

A lesson in improving knowledge, skills and abilities.

Lesson of generalization and systematization of knowledge.

Lesson control of knowledge, skills and abilities.

Combined.

Lesson on the initial formation of skills and abilities.

A lesson in improving skills and abilities.

Lesson on the implementation of complex tasks (works) and others.

Type of lesson is determined by the form of joint activity of the teacher and students, which dominates the lesson:

Lecture.

Conversation.

Independent work.

Practical work.

Laboratory work.

Conference.

Seminar.

Test.

Offset.

Business game.

Excursion.

Mixed (several activities of approximately the same time).

The didactic structure of the lesson includes the following didactic tasks:

Motivation and stimulation of students' activities, target setting, activation of the necessary knowledge.

Formation of new concepts and methods of action.

Application of concepts and methods of action.

It is most effective when all three didactic tasks are solved in the lesson, but it can be different (depending on the goals and type of lesson).

Didactic Methods(according to Lerner I.Ya.)

1. Information-receptive.

2. Reproductive.

3. Problematic: problematic presentation; heuristic; research.

Form of activity depends on the method and method used. For example: conversation independent work, reading a book, watching a video, etc.

Ways to organize activities teacher and students:

1. Frontal.

2. Individual.

3. Paired.

4. Collective.

Educational goals are subdivided into the goals of education (formation of knowledge, skills and abilities), education (formation of views, beliefs, personality traits) and development (development of interests, thinking, speech, will, etc.).

The methodological goal for each lesson implies the creation of conditions for the formation of knowledge, skills and abilities; ability development; education of personality traits, etc. If the lesson is open, then the methodological goal depends on the goal of inviting colleagues to this lesson.

General requirements for the design of methodological development.

The total amount of methodological development should be at least 24 sheets of computer text (font 14). If the methodological development is the development of one lesson, then at least 10 sheets.

The volume of the main content is at least half of the entire manuscript.

The volume of applications is not limited, but they must correspond to the text (links to them in the text are required).

The list of sources used should contain 10-15 titles. If the development is only practical in nature, not requiring theoretical references, then the list of sources used can be omitted.

The number and volume of sections is not limited.

ANALYSIS OF METHODOLOGICAL DEVELOPMENTS

Methodological development is evaluated according to the following indicators:

Correspondence of the content of the development to the selected problem.

The literacy of the presentation and the quality of the design of the development.

Independence of performance of work, depth of study of a material.

Validity and evidence of conclusions.

The practical significance of the work.

Examples of lesson goal statements

Develop skills, skills on the topic (section, ...).

Reveal the level of knowledge, skills, abilities by topic (section, ...) .

To achieve automatic execution (operations), consolidation, mastery, improvement (quality of knowledge), expansion (area of ​​application of knowledge, skills, skills, professional skills), rational (logical) sequence of actions.

Achieve compliance with the standards (certain indicators).

Consolidate knowledge, skills, skills, new material.

Complete the formation, study, research ....

Explore the main stages of the creative path.

Explore dependency….

Motivate the development of skills, skills ... .

To teach to analyze, highlight (the main, essential, main episodes from the studied works), prepare (micropreparations, food), distinguish, use, apply, conduct, work independently.

Summarize knowledge, skills, training material.

To teach skills, operations, actions, use (reference books), design and technical skills.

Explain the principle of action, organization, device.

To acquire knowledge, skills, skills in ... .

Familiarize, familiarize yourself with the principles of organization, action, device (device, mechanism, production, content of the work, choosing the best solution from the given options).

Develop techniques, skills, actions.

Show the relationship, role, value, advantages, disadvantages, advantages.

Explain the properties, essence, principle of operation.

Develop professional skills and knowledge.

Expand knowledge, scope, area (application of knowledge, skills, participation)

Explain the relationship, basic provisions, ideas, concepts.

Systematize knowledge, skills, skills (by topic, section, subject, in working with a book, devices).

Help shape...

To promote the study, development, development (design skills), development of skills.

To form, form knowledge, skills, research skills, skills in designing and manufacturing (details), skills in establishing (technical device).

Deepen knowledge (on a topic, section, subject, in working with a book, devices).

Establish the relationship, dependence, level of knowledge from ....

Experimentally confirm, verify (calculations, formulas).

To evoke a feeling of admiration, pride, interest, collectivism, responsibility, empathy, sympathy, joy, respect, indignation, disgust, contempt.

Develop, develop thinking skills, habits, character traits.

To educate, patriotism, love for the Motherland, ideology, humanity, diligence, honesty, fearlessness, disinterestedness, vigilance, activity, accuracy, politeness, generosity, fidelity, attentiveness, endurance, good nature, goodwill, discipline, diligence, culture of behavior, curiosity, observation , tolerance, resourcefulness, frankness, objectivity, courage, ingenuity, justice, ability, diligence, tact, aspiration.

Identify attitudes, inclinations, abilities.

Achieve awareness (goals of the lesson, the need for education).

Motivate the need (of knowledge).

Learn the rules and principles.

Learn to evaluate.

Explain the essence of the worldview, ideas, concepts, principles.

Describe the historical conditions, ideas, views.

Encourage activity.

Nowadays, more and more attention is paid to health-saving technologies. Since the “cell” of the educational process is the lesson, thenassessing its impact on student health is the most important part of the overallassessment of teacher performance in this area. Most of the criteria by which classes are traditionally conducted using this technology relate to purely pedagogical aspects of the lesson. Suggested application methods lessons are a guide for teachers.When using health-saving technologies, it is advisable for the teacher to pay attention toattention to the following aspects of the lesson.

1. Hygienic conditions in classroom(cabinet): purity, temperature and the freshness of the air, the rationality of classroom lighting and blackboards. Availability(absence) monotonous, unpleasant sound stimuli, etc. Note that the fatigue of students and the risk of allergic disorders to a large extent depend on the observance of these simple conditions.

2. Number of types of learning activities used by the teacher. Recall that these include: questioning students, writing, reading, listening, telling, looking at visual aids, answering questions, solving examples, tasks, practical exercises, etc. The norm is 4-7 types per lesson.

The monotony of the lesson contributes to the fatigue of students, as it happens, for example, when performing tests. At the same time, the teacher must remember that frequent changes from one activity to another require additional adaptation efforts from students. It also contributes to increased fatigue.

Average duration and frequency alternation of various types of educational activities. The approximate norm is 7-10 minutes (if the lesson lasts 45 minutes).

Number of types of teaching used by the teacher : verbal, visual, audiovisual, independent work, etc. The norm is not less than three per lesson.

Alternation of types of teaching no later than 10-15 minutes later.

Using Methods contributing to the activation initiatives and creative self-expression of students, which allow them to really turn from “consumers of knowledge” into subjects of activity for their acquisition and creation. These methods include:

♦ free choice methods(free conversation, choice of action, its method, choice of methods of interaction, freedom of creativity, etc.);

♦ active methods(students as teachers, learning by doing, group discussion, role play, discussion, workshops, etc.);

♦ methods aimed at self-knowledge and development (intelligence, emotions, communication, imagination, self-esteem and mutual evaluation and etc.

There is an inversely proportional relationship between the creative activation of students in the lesson and the likelihood of them developing unproductive fatigue. And chronic fatigue is one of the main factors in the depletion of schoolchildren's health resources.

7. Duration of application of technical teaching aids in accordance with hygiene standards.

8. The teacher's ability to use the possibility of displaying video materials to initiate discussion, discussion, instilling interest in educational programs, i.e. for an interconnected solution like training as well as educational tasks.

9. Postures of students and their alternation depending on the nature of the work being done. The teacher needs to remember that posture disorders are formed just in educational institution. Psychophysical comfort of students on the lesson is the most important condition for preventing their fatigue.

10, Physical education minutes and physical education breaks, which today are
mandatory integral part lesson. It is necessary to pay attention to their content and duration (the norm is for 15-20 minutes of the lesson, 1 minute of 3 light exercises with 3-4 repetitions of each), as well as the emotional climate during the execution exercise and having at schoolchildren desire to fulfill them.

11. positive evaluation deserves inclusion in the content
part of the lesson on issues related to health and a healthy lifestyle: showing examples, tracing these connections; formation of attitude towards a person and his health as a value; developing an understanding of the essencehealthy lifestyle; formation of the need for a healthy lifestyle: developmentindividual way of safe behavior, discussion of different possibilities and consequences of choosing one or another command, etc. The ability of the teacher to highlight and emphasize in most those issuesassociated with health, is one of the criteria of his pedagogical professionalism

Students' motivation for learning activities in the classroom:
interest in classes, the desire to learn more, the joy of being active, interest in the material being studied, etc.For health questions motivation are most directly related: the constant coercion to study
destroys children's health and exhausts teachers. There is a direct relationship between interest in learning and its positive impact on health.



Favorable psychological climate in a lesson thatserves as one of the indicators of the success of its implementation: the charge of positiveemotions received by the students and the teacher himself - an additional weight on scales that determine the positive impact of education on health.

And vice versa: the presence of stress, chronic psychophysical stress, the production of negative emotions, etc. manifestations both on the part of the teacher and students indicate the predominance of health-destroying tendencies in the lesson.

The presence of micro-conflicts in such a lesson between teacher and
students : due to violations of discipline, disagreement with the mark, manifestations
uncomfortable conditions, etc. The teacher's ability to prevent such
emotionally-negative "flashes", to neutralize them competently without disturbing the work of the entire class - a reflection of his ability to manage the educational process, ensuring the prevention of "school neuroses".

The dominant expression on the teacher's face , for example, variousmanifestations of benevolence or malevolence, smiling -
sullenness, etc. Lessonincomplete if there were no emotional and semantic discharges on it: smiles,appropriate witty jokes, the use of humorous pictures, sayings, aphorisms with comments, short poems, musical minutes and etc.

At the end of the lesson, pay attention to the following four indicator.

one). The final density of the lesson, i.e. amount of time spent:
students directly to the educational work.

2). The moment of onset of fatigue of students and a decrease in their learning
activity is determined in the course of monitoring the increase in motor and
passive distractions of students in the process of educational work.

Norm - not earlier than 5-10 minutes before the end of the lesson.

TO undesirable indicators relate:

- unreasonably fast pace of the final part, its "crumpled";

Lack of time for student questions;

The need for hasty, almost no commentary, writing down homework.

All this is unnecessary stress for both students and teachers. In addition, it is unacceptable for students to be in the classroom after the bell for recess. It is desirable that the end of the lesson be calm: students have the opportunity to ask the teacher questions, the teacher can comment on the task above, say goodbye to the students.

16. An integral indicator of the effectiveness of the conducted classes can be considered the state and type of students leaving the lesson: on one pole calm businesslike, satisfied, moderately excited state of students; on the other - tired, confused, aggressive,"inflated".

Cheboksary 2013

Compiled by:

Head of the Department of Documentation Support for Management and Methodological Work of the State Archive of the Modern History of the Chuvash Republic of the Ministry of Culture of Chuvashia