1.How to develop an elective course program.
When developing an elective course program, you must:
Analyze the content of the training course within the selected profile.
Decide how the content of the elective course will differ from the basic or specialized course.
Determine the topic, content, main goals of the course, its function within the framework of this profile.
Divide the content of the course program into modules, sections, topics, and allocate the required number of hours to each of them.
Find out the possibility of providing this course with educational and auxiliary materials: textbooks, didactic materials, manuals, etc. Make a list of literature for teachers and students.
Identify the main activities of students, determine the amount of independence and creativity when studying the course. If the course program involves performing practical work, conducting excursions, and completing projects, then their description should be presented in the program.
Consider what educational products will be created by students in the process of mastering the course program.
Determine criteria to evaluate the success of mastering the course program.
Consider a form for students to report on the results of mastering the course program: project, essay, speech, completion of a test or test.
2.Algorithm for developing an elective course program.
Explanatory note
It justifies the relevance, importance and significance of the course. Goals are formed as the expected end result of its development, tasks that determine the ways to achieve goals, requirements for the knowledge and skills of students. A description of the structure of the course program, its features, forms of control, and the ratio of hours of theoretical and practical parts is given.
2. Educational and thematic plan:
Number of hours
Form of conduct
Educational product
Total
Lectures
Practice
Educational product – these are materials that will be developed by students in class during educational and research activities. The student’s educational product is: a summary, theses, an experiment, a series of experiments, historical analysis, his own solution to a scientific problem, proof of a theorem, poetry, fairy tales, essays, painting, graphics, music, song, dance, embroidery, photography, composition, computer program and etc.
3. Content of education
A complete, detailed description of each topic of the program is given. It should be taken into account that the content of education is not only the knowledge that students should receive, but also the experience of cognitive activity, its known methods, creative activity, and the experience of emotional and value relations. Mastering these types of optics allows students to develop the ability to engage in culturally appropriate activities.
4. List of literature for teachers and students .
5. Applications.
Topics of creative work, projects, plans for practical and laboratory work, excursions, etc.
3. Scheme – outline of the elective course program.
Explanatory note
The course program "_____" is intended for
deepening knowledge on ______ (subject);
Role of this course in the professional development of the student, in the development of his personality.
The purpose of this course:
introduce __________________;
develop _________________________ skills;
To achieve goals it is necessary (tasks):
deepen theoretical knowledge about ___________________;
improve students’ skills and abilities ________________;
develop skills _________________________;
prepare students __________________________.
The program is aimed for the further development of students’ __________ competencies.
The course is based on _______________ (theories, concepts, ideas). The course is related to sections of _______________ (one school discipline or several).
The course is calculated for _____ hours, but his program can be adjusted (in some way). For example, taking into account the characteristics of the school, class, and level of students’ training. The teacher can independently distribute hours and choose specific forms of classes. In addition, studying the course will help the teacher prepare students to complete Unified State Examination tasks related to ________________ (name the type of tasks).
Educational and thematic plan
Chapter.Topic of the lesson.
Number of hours
Form of conduct
Educational product
Introductory task
A game
Draft training program
Section 1
Lesson topic
Lecture
Abstract
Lesson topic
Group workshop
Completing the task (what)
Section 2
Lesson topic
Lesson
Table "____"
Lesson topic
Laboratory work
Drawing up a background summary on the topic ____
Lesson topic
Discussion
Developing original ideas for _______
Section 3
Lesson topic
Seminar "___"
Drawing up a research design
Lesson topic
Study
Scientific text on the topic _____
Meeting with representatives of professions…..
Round table or excursion
Professional communication experience
Compilation and presentation of a collection of creative works. Exhibition of works.
Practical work. Presentation.
Collection of the best works.
Exhibition of the best works.
Applications
theme and methodology of the game (introductory lesson);
assignments for the workshop (lesson No. 3);
laboratory work plan (lesson No. 5);
questions for discussion (lesson No. 6);
seminar lesson plan (lesson No. 15);
topics and methods of research (lesson No. 16);
Thus, the preparatory (propaedeutic) stage will make it possible to differentiate the array of students, in accordance with their need for various options for pre-profile training.
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Federal State Budgetary Educational Institution of Higher Education "Kurgan State University"
Faculty of Education
Department of “Vocational Training, Technology and Design”
To help the technology teacher
Modern technology lesson
Kurgan 2017
Modern technology lesson: Methodological recommendations / Kurgan State University. – Kurgan 2017. −
Reviewer: Alekseene E.P., Associate Professor of the Department of POT&D, Candidate of Pedagogics. Sci.
The recommendations contain up-to-date information that reveals the features of a modern lesson in accordance with the currently implemented Federal State Educational Standard LLC. Separate techniques have been developed for the stages of a technology lesson using pedagogical technology for developing students' critical thinking. The recommendations may be useful to technology teachers and methodologists who are developing the problem of implementing the Federal State Educational Standards LLC in subject areas.
Introduction……………………………………………………………………………….4. | |||
Modern technology lesson in the light of the requirements of the Federal State Educational Standard LLC.5. | |||
Structure of a modern lesson…………………………………..8. | |||
Development of individual stages of a technology lesson (according to Federal State Educational Standards LLC) using methods of pedagogical technology for developing students’ critical thinking……..…………………………12. | |||
Conclusion………………………………………………………………………………21. | |||
List of sources used………………………………………..22. | |||
Appendix………………………………………………………………………………23.
Introduction
In the context of the implementation of the Federal State Standard of Basic General Education (FSES LLC), technology teachers will have to introduce many innovations into the educational process. First of all, it is important for all participants in the educational process to realize that the “new generation” standards are focused on achieving qualitatively new educational results and, therefore, it is necessary to approach the educational process differently.
The “second generation” standard (FSES LLC) establishes requirements for educational results: personal, meta-subject, subject. As a result, the requirements for the quality of educational preparation of students are significantly increasing. In such conditions, the teacher faces the need to restructure all aspects of teaching, but the problems of improving the lesson - the main stage of educational interaction between teacher and student - come first.Setting goals, structure, selection of content, technologies, methods and techniques, logistics - everything should be aimed at achieving the planned results.
A modern lesson should be interesting, information-rich, and the material should be understandable to students. The teacher’s task is to find ways to organize the educational process that would not only combine theoretical knowledge and practical skills of students, but also contribute to the formation of their worldview as a whole.
These recommendations demonstrate the main approaches to planning a modern lesson in terms of the implementation of the Federal State Educational Standard of LLC, and also develop individual stages of technology lessons using methods of pedagogical technology for developing students' critical thinking.
1 Modern technology lesson in light of the requirements of the Federal State Educational Standard LLC
Modern life makes strict demands on a person - high quality education, communication skills, determination, creativity, leadership qualities, and, most importantly, the ability to navigate a large flow of information. The preparation of an individual for life is laid down at school, so the requirements for education today change their priorities: the goals and content of education change, new means and technologies of teaching appear, but despite all the diversity, the lesson remains the main form of organizing the educational process.
Within the framework of the Federal State Educational Standards LLC, the functions of participants in the educational process are changing: the teacher from an information transmitter becomes a manager. The main thing for a teacher in the new education system is to manage the learning process, and not to transfer knowledge. The functions of the student are an active figure, that is, the student becomes an active person who knows how to set goals and achieve them, independently process information and apply existing knowledge in practice. .
A feature of the subject “Technology” in accordance with the Federal State Educational Standard LLC is the introduction of students into the world of spiritual and material culture, which closely interact and influence each other, being an important component of human life.
The study of “Technology” in accordance with the new standard of general education should ensure the achievement of personal, meta-subject and subject results.
The study of the subject itself (the experience of obtaining, transforming and applying technological knowledge) is based on subject-specific universal educational activities.
The objectives of the subject area “Technology” in the general education system, within the framework of the Federal State Educational Standard LLC, include: the formation of the labor and technological culture of students, a system of technological knowledge and skills, the education of labor, civic and patriotic qualities of the individual, professional self-determination in the conditions of the labor market, the formation of humanistic and a pragmatically oriented worldview.
The content of technological education in accordance with the new standard provides for students to study material in the following educational areas: technological culture; common technologies of modern production; culture of work aesthetics; receiving, processing, storing and using technical information; basics of drawing, graphics, design; getting to know the world of professions, making plans for vocational education and employment; the impact of technological processes on the environment and human health; arts and crafts, project activities; history, prospects and social consequences of the development of technology and technology.
In the process of learning technology in accordance with the Federal State Educational Standard LLC, students master:
- skills in preparing and organizing work activities in the workplace; compliance with work culture;
- skills of constructive, transformative, creative activity;
- skills in reading and drafting technical documentation for measuring parameters in technology and the product of labor; choosing a method of modeling, constructing, designing an object of labor and technology using a computer, artistic design;
- basic methods and means of transformation and use of materials, energy and information, objects of the social and natural environment;
- the ability to recognize and evaluate the properties of structural and natural ornamental materials;
- ability to navigate the purpose and use of hand tools and devices;
- workplace organization skills;
- the ability to correlate with personal needs and characteristics the requirements for training and personal qualities of a person imposed by various professions.
The main didactic means of teaching technology is the creative educational and practical activity of students, and the priority methods are exercise, laboratory-practical, educational-practical work, and design work. For practical work, the teacher, in accordance with available capabilities, selects an object, process or topic of project work for students in order to cover the entire range of technological operations being studied. At the same time, he must take into account the feasibility of the object of work for students of the appropriate age, as well as its social or personal significance.
Thus, in order to realize the requirements of the “second generation” standards, the technology lesson must become modern. All educational activities should be built on the basis of an activity approach, the purpose of which is to develop the student’s personality based on the development of universal methods of activity.
2 Structure of a modern lesson
New elements and stages have been introduced into the typology and structure of a modern technology lesson, therefore the most important task of the teacher in the implementation of the Federal State Educational Standard
LLC is the development of lesson design technology taking into account the activity approach. In accordance with the new standards, there are four types of activity-oriented lessons (depending on the goals):
- lessons in “discovering” new knowledge; activity goal: developing in students the skills to implement new methods of action; content goal: expanding the conceptual base by including new elements;
- reflection lessons; activity goal: developing in students the ability to reflect on a correctional-control type and implement a correctional norm (fixing their own difficulties in activities, identifying their causes, constructing and implementing a project to overcome the difficulty, etc.); meaningful goal:consolidation (and, if necessary, correction) of the learned methods of action, concepts, algorithms;
- lessons of general methodological orientation; activity goal: developing students’ activity abilities and abilities to structure and systematize the subject content being studied; content goal: construction of generalized activity norms and identification of theoretical foundations for the development of content and methodological lines of courses;
- developmental control lessons; activity goal: developing in students the ability to carry out control functions;
- meaningful goal:control and self-control of learned concepts and algorithms.
A modern lesson includes the following stages of its structure:
- motivation for educational activities;
- updating and recording individual difficulties in a trial action;
- identifying the location and cause of the difficulty;
- building a project to get out of the difficulty;
- implementation of the constructed project;
- primary fixation;
- independent work with self-test according to the standard;
- inclusion in the knowledge system and repetition;
- reflection of educational activities.
It is assumed that such a lesson structure will be aimed at active educational and cognitive activity of students and the formation of all types of universal learning activities (UAL).
Let's take a closer look at these stages in the lesson structure (in accordance with the Federal State Educational Standards LLC):
- motivation for educational activities (organizational stage, which takes 1-2 minutes); goal of the stage: conscious entry of the student into the space of educational activity; the motivation of the student for educational activities in the lesson is organized, namely, the requirements for him from educational activities are updated; conditions are created for his internal need to be included in educational activities; thematic framework is established;
- updating and recording individual difficulties in a trial action (4-5 minutes); goal of the stage: readiness of thinking and awareness of the need to build a new way of action;
- identifying the location and cause of the difficulty (4-5 minutes); the purpose of the stage: to identify the location and cause of the difficulty; at this stage, the teacher organizes for students to identify the place and cause of the difficulty that has arisen based on an analysis of the problem situation;
- building a project for getting out of a difficulty (7-8 minutes); goal of the stage: setting the goals of educational activities, choosing the method and means of their implementation; students in a communicative form think about the project of future educational activities: they set a goal, formulate a topic, build a plan for achieving the goal and determine the means (this process is led by the teacher);
- implementation of the constructed project (4-5 minutes); goal of the stage: construction and recording of new knowledge; at this stage, students put forward hypotheses and build models of the original problem situation; at the end of the stage, the general nature of the new knowledge is clarified and the overcoming of the difficulty that has arisen is recorded;
- primary consolidation (4-5 minutes); goal of the stage: application of new knowledge in standard tasks; students, in the form of communicative interaction (frontally, in pairs, in groups), solve standard tasks for a new method of action, pronouncing the solution algorithm out loud (primary consolidation can be carried out in the form of testing);
- independent work with self-test using a standard (4-5 minutes); goal of the stage: self-test of the ability to apply new knowledge under standard conditions; during this stage, individual
- form of work: students independently perform tasks of a new type and self-test them, step by step comparing them with the standard;
- inclusion in the knowledge system and repetition (7-8 minutes); goal of the stage: inclusion of new knowledge in the knowledge system, repetition and consolidation of previously learned; at this stage, the boundaries of application of new knowledge are identified and tasks are carried out in which a new way of action is provided as an intermediate step, providing the opportunity to prepare for the introduction of subsequent topics; students are offered tasks that contain a new algorithm, a new concept, etc., then in which new knowledge is used with previously learned knowledge;
- reflection on learning activities in the lesson (2-3 minutes); goal of the stage: compliance with the purpose of the lesson and its results, self-assessment of work in the lesson, awareness of the method of constructing new knowledge; at this stage, new content learned in the lesson is recorded, and reflection and self-assessment of students’ own learning activities is organized; at the end of the stage, the set goal and results are correlated, the degree of their compliance is recorded, and further goals of the activity are outlined.
So, a teacher implementing the “second generation” standard must make changes in his activities, in the structure of the lesson and its delivery.
3 Development of individual stages of a technology lesson (according to Federal State Educational Standards LLC)
using pedagogical technology techniques for developing students' critical thinking
The most important means of guaranteed achievement of personal, meta-subject and subject results and precise instrumental management of the educational process is the use in the educational process of modern educational technologies of the activity type, aimed at developing the intellectual, creative and socio-psychological potential of the child’s personality, achieving the planned results of the Federal State Educational Standard LLC.
The technology for developing critical thinking is a holistic system that develops skills in working with information. It is a set of techniques aimed at first arousing the student’s interest (awakening research and creative activity in him), then providing him with the conditions for understanding the material and, finally, helping him generalize the acquired knowledge.
The constructive basis of the “technology of critical thinking” is the basic model of the three stages of organizing the educational process: “Challenge - comprehension - reflection.”Each stage has its own goals and objectives, as well as a set of characteristic techniques,which help to include students in joint activities.
Insert is a technique for developing students’ critical thinking through meaningful reading, used inworking with text . The technique is used in lessons to update new knowledge and skills and requires the student not to passively, but to carefully read what is being studied. information . And, if previously the student missed some paragraphs, sentences and words in the text, then the insert technique forces him to pay attention to them
attention, concentrate on each line of text. Students read the text, marking it with special icons:
V – “I know it!!”;
+ – “This is new information for me!”;
- - “I thought differently, this contradicts what I knew!?”;
? - “This is not clear to me, I need explanations and clarifications.”
The student then fills out the table:
Here, theses are written terms and concepts found in the text that were already known. | Here we note something new that has become known from the text. | Here contradictions are noted: the student notes what goes against his knowledge, ideas, and beliefs. | Here we list unclear points in the text, those that require clarification, or questions that arose as we read the text. |
The table is discussed in columns: there is an analysis of how knowledge is accumulated, while the path from old to new, from unknown to known becomes more clear.
Technique "Key words". The teacher names the main words (terms) related to the topic being studied. Students, in turn, try to guess what will be discussed in the lesson, what issues will be discussed.
“Circles on the water” - uhThis technique is an effective means of activating students’ cognitive activity. The key word for this technique can be the concept or phenomenon being studied. It is written in a column and words (nouns, verbs, adjectives, phrases) related to the topic being studied are selected for each letter. This is a short exploration that can start in the classroom and continue at home..
Sinkwine is a technique that consists of composing a poem consisting of five lines. Moreover, the writing of each of them is subject to certain principles and rules. Thus, there is a brief summary and summing up of the studied educational material. Writing a syncwine is a free creativity that requires the student to find and highlight the most significant elements in the topic being studied, analyzing them.
When compiling a syncwine in class:
- interest in the material being studied increases;
- imaginative thinking develops;
- students’ creative abilities, their thinking and imagination develop;
- communication skills are improved to express one’s thoughts concisely;
- the ability to analyze is developed;
- vocabulary expands.
Examples of syncwines:
Project.
Doable, creative.
We design, cut, sew.
The project allows us to achieve a lot.
Activity.
Cooking.
Diverse, national!
Cook, decorate, serve.
The art of cooking.
Dishes.
Let us show with examples (tables E.1; E.2; E.3) the application of the described methods of pedagogical technology for developing students’ critical thinking at individual stages of technology lessons in the 5th grade in the direction of “Housekeeping Technologies”.
Table E. 1 – Application of pedagogical technology for developing students’ critical thinking at the “Challenge” stage
Topic name Class | “Sandwiches” / 5th grade |
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Purpose of the topic | To promote the development of students’ cognitive interest in mastering the “Cooking” section; skills to classify sandwiches, determine their quality, usefulness and advantages in the process of independent practical activity; develop the skill of making sandwiches. |
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Lesson stage | Call |
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Purpose of the stage | Updating students' basic knowledge (experience) and arousing cognitive interest in learning new material. Motivate students to be active in class and at home. |
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Basic terms and concepts | Sandwich: open, closed, simple, complex |
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Planned results: |
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Personal results of students’ educational activities: 1 ); 2 ); 3 ); 4 ); 5 ). Meta Cognitive UUD: 1 ); 2 ); 4 ); 5 ); 6 ); 7 ). Regulatory UUD: 1 ); 2 ); 3 ); Correct actions (R 4 ); Evaluate your work (R 5 ). Communicative UUD: 1 ); 2 ); 3 ); 4 ). Subject results of students’ educational activities: Know the classification of sandwiches (Pr. 1 ); Determine the quality and value of the product (Pr. 2 ); Select the necessary products to perform practical work (Pr. 3 ); Be able to prepare sandwiches (Ex. 4 ); Be able to handle food rationally and with care (Pr. 5 );. |
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Organization of space |
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Interdisciplinary connections | Forms of work | Resources |
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Story | Group, individual | |||||
Teacher activities | Student activities | Pedagogical techniques | Planned results |
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Posing a problematic question to define a topic. Pay attention to the board (on the board there are 2 pieces of paper with the inscription “Butter” “Brot”), 2 words are encrypted on these sheets. Puzzles: 1) We won’t spoil their porridge, the saying echoes us. If we add it to the cake, we will get a rich cream. (Oil) 2) “He is the head of everything”; dressed with a crispy crust, soft, black, white... (Bread) Can you guess what dishes we will prepare today? Let's figure it out. We have agents who have figured out what these words mean. What is the topic of our lesson? Write the word “Sandwich” in a column on the board. For each letter you need to select a noun, verb, adjective or phrase related to the topic being studied. For example: B - loaf; U - morning; T – toaster; E – food; P – chopped herring; B – cook quickly; R – cut; O – very tasty; D – jam. | Engage in dialogue with the teacher and offer their own solutions Identify difficulties in completing a task Carry out a dialogue between the past and new subjective experience | Reception "Circles on the water" | L 3 R 1 K 1 R 3 R 4 |
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Table E. 2 – Application of pedagogical technology for developing students’ critical thinking at the “Comprehension” stage
Topic name Class | “Clothing care” / 5th grade |
Purpose of the topic | To promote the development of students’ cognitive interest in mastering the topic “Clothing Care” and the ability to analyze, classify and identify symbols for clothing care; develop clothing care skills |
Lesson stage | Comprehension |
Purpose of the stage | Obtaining new information; its comprehension and correlation with existing knowledge |
Basic terms and concepts | Clothes care symbols |
Planned results: |
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Personal results of educational activities: Evaluate statements and events from the point of view of your own knowledge (L 1 ); Determine the motive and meaning of your activities (L 2 ); Show cognitive interest and activity in discussing the proposed lesson problem (L 3 ); Express your position, propose your own solutions (L 4 ); Accept other opinions and treat them with respect (L 5 ). Cognitive UUD: Search and select the necessary information to solve a learning task (P 1 ); Gain new experience in the process of research activities, solving practical problems and discussing material (P 2 ); Comprehend the information received: compare, analyze (P 3 ); Determine the cause-and-effect relationships of the concepts being studied (P 4 ); Draw conclusions based on new experience gained, express your vision of the problem (P 5 ); Monitor and evaluate your actions (P 6 ); Structure existing experience (P 7 ). Regulatory UUD: Be able to recognize the problem and update knowledge to set goals (R 1 ); Be able to plan your activities (P 2 ); Exercise control over your activities (R 3 ); Correct actions (R 4 ); Evaluate your work (R 5 ). Communicative UUD: Be able to explain your choice, construct phrases, answer the question posed, argue (K 1 ); |
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Be able to fully and accurately express your thoughts in accordance with the tasks and conditions of communication (K 2 ); Form and argue your opinion in communication (K 3 ); To develop the ability to work in pairs and small groups (K 4 ). Subject results of students’ educational activities: Know symbols for clothing care (Pr. 1 ); Be able to care for clothes made of cotton and linen fabrics, hats (Pr. 2 ). |
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Organization of space |
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Interdisciplinary connections | Forms of work | Resources |
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Story | Group, individual | Notebook, textbook “Technology. Technologies for housekeeping" (5th grade) / N.V. Sinitsa, V.D. Simonenko; tools and devices for practical work, ICT. |
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Development of a technology lesson fragment |
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Teacher activities | Student activities | Methodical techniques | Planned results |
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Formulating the topic and purpose of the lesson. He suggests working with the textbook and creating an insert. | Write down the topic in your notebook. Working with the text of the textbook: mark paragraphs and sentences in the margins using the signs: “V” - what is known, “+” - what is interesting, “-” - thought differently, “?” - I don’t understand, I have questions. Systematize the information, arranging it in accordance with their notes in a table. Drawing up an insert. Discussion of each column of the table. | Reception "Drafting an insert" | L 2 R 1 R 4 R 1 R 2 R 3 R 1 R 2 |
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Table E. 3 – Application of pedagogical technology for developing students’ critical thinking at the “Reflection” stage
Topic name Class | Classification of textile fibers. Cotton and linen fabrics" / 5th grade |
Purpose of the topic | Development of students’ cognitive interest in mastering the “Materials Science” section, the ability to classify textile fibers and identify them by appearance. |
Lesson stage | Reflection |
Purpose of the stage | Holistic comprehension, generalization of the information received. Assignment of new information by the student. Formation of each student’s own attitude to the material being studied. |
Basic terms and concepts | Textile fibers: natural and chemical |
Planned results: |
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Personal UUD: Evaluate statements and events from the point of view of your own knowledge (L 1 ); Determine the motive and meaning of your activities (L 2 ); Show cognitive interest and activity in discussing the proposed lesson problem (L 3 ); Express your position, propose your own solutions (L 4 ); Accept other opinions and treat them with respect (L 5 ). Meta-subject results of students' educational activities: Cognitive UUD: Search and select the necessary information to solve a learning task (P 1 ); Gain new experience in the process of research activities, solving practical problems and discussing material (P 2 ); Comprehend the information received: compare, analyze (P 3 ); Determine the cause-and-effect relationships of the concepts being studied (P 4 ); Draw conclusions based on new experience gained, express your vision of the problem (P 5 ); Monitor and evaluate your actions (P 6 ); Structure existing experience (P 7 ). Regulatory UUD: Be able to recognize the problem and update knowledge to set goals (R 1 ); Be able to plan your activities (P 2 ); Exercise control over your activities (R 3 ); Correct actions (R 4 ); Evaluate your work (R 5 ). Communicative UUD: Be able to explain your choice, construct phrases, answer the question posed, argue (K 1 ); Be able to fully and accurately express your thoughts in accordance with the tasks and conditions of communication (K 2 ); |
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Form and argue your opinion in communication (K 3 ); To develop the ability to work in pairs and small groups (K 4 ). Subject results of students’ educational activities: Know the classification of textile fibers; fabric production technology; General information about the profession of spinner and weaver (Pr 1 ). |
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Organization of space |
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Interdisciplinary connections | Forms of work | Resources |
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Literature Fine arts | Group, individual | Notebook, textbook “Technology. Technologies for housekeeping" (5th grade) / N.V. Sinitsa, V.D. Simonenko; ICT. |
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Development of a technology lesson fragment |
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Teacher activities | Student activities | Methodical techniques | Planned results |
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Suggests returning to the beginning of the lesson, when the chain of words was demonstrated, and giving the concept of each word: “BOX – BLUE FLOWERS – SHEEP – CATERPILLAR – COAL – PINE – OIL – SPINDLE – CLOTH.” Suggests making a syncwine with the words linen, cotton), for example: Cotton. Soft, fluffy! Collected and cleaned. Cotton fabric is made. Cotton wool. | - engage in dialogue with the teacher and offer their own solutions Identify their difficulties in completing a task Make up syncwine. | Reception "Keywords" Reception "Sinquain" | L 1 L 3 R 1 R 3 P 4 P 5 K 1 R 3 Ex 1 Ex 2 |
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Thus, due to the wide variety of techniques included in the technology of critical thinking, each teacher can choose those that correspond to the pedagogical tasks being solved. It all depends on professionalism, motivation, desire to develop, apply innovations and improve your skills.
Conclusion
The new approach to education corresponds to the modern concept of the lesson, where the teacher, together with students, works on equal terms to search for and select the scientific content of knowledge to be learned. Only in this case does knowledge become personally significant, and the student is perceived by the teacher as the creator of his knowledge. It is these lessons that make it possible today to implement new educational standards and meet modern characteristics.
The development of personal, cognitive, regulatory and communicative universal educational actions of students is the most important component of the educational process in accordance with the Federal State Educational Standard LLC. The introduction of UUD into the educational process makes it possible to prepare competitive people who have the ability to think outside the box and are able to achieve success in any field. Teacher and student act as partners, solving significant problems. The teacher’s goal is to correctly organize the search for a solution, and not to transfer knowledge.
List of sources used
1 Asmolov A. G. Formation of universal educational actions in primary school: from action to thought. System of tasks: a manual for teachers - M.: Education. – 2010. – 159 p.
2 Avgusmanova T.A.. Development of critical thinking in the professional training of a social teacher: Educational and methodological manual. – Irkutsk: Irkut Publishing House. state ped. un-ta. – 2008. – 148 p.
3 Zair-Bek S.I. Development of critical thinking in the classroom: A manual for teachers. M.: Enlightenment. – 2004. – 175 p.
4 Zelenskaya E.Yu. Work programs. Technology grades 5-8: educational and methodological manual - M.: Bustard. – 2014. − 150 p.
5 Kopoteva G.L. Designing an activity model for a technology lesson based on a technological map [Text]. School and production. – No. 4. – 2013. – P. 24-28.
6 Krylova O.N., Mushtavinskaya I.V. New didactics of a modern lesson in the context of the introduction of the Federal State Educational Standard LLC: Methodological manual / O.N. Krylova, I.V. Mushtavinskaya. – SPb., KARO. – 2013. − 29 p.
7 Mushtavinskaya I.V. Technology for the development of critical thinking in the classroom and in the teacher training system: Educational method. allowance. – St. Petersburg. : KARO. – 2009. – 144 p.
8 Chernobay S.V. Technology of lesson preparation in the modern information educational environment (series “We work according to new standards”). – M.: Enlightenment. – 2012. – 46 p.
Application
Results of studying the subject area "Technology"
(in accordance with Federal State Educational Standards LLC)
Personal results: socialization; caring attitude towards natural and economic resources; manifestation of cognitive interests and creative activity in this area of subject technological activity; expression of the desire to study and work in production to meet current and future needs; development of hard work and responsibility for the quality of one’s activities; mastering the attitudes, norms and rules of the scientific organization of mental and physical labor; self-assessment of one’s mental and physical abilities for work in various fields from the perspective of future socialization; educational and professional career planning; awareness of the need for socially useful work as a condition for safe and efficient resources; readiness for rational housekeeping; manifestation of technical, technological and economic thinking when organizing their activities.
Meta-subject results: planning the process of cognitive activity; responsible attitude towards choosing food that meets the standards of a healthy lifestyle; determination of methods for solving an educational or work task that are adequate to the conditions based on specified algorithms; manifestation of non-standard approaches to solving educational and practical problems in the process of modeling a product or technological process; independent performance of various creative works to create original products of decorative and applied art; virtual and natural modeling of artistic and technological processes and objects; reasoned defense orally or in writing
results of its activities; identifying needs, designing and creating objects that have consumer or social significance; selection of various sources of information to solve cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources and other databases; the use of additional information when designing and creating objects that have personal or socially significant consumer value; coordination and coordination of joint cognitive and labor activities with other participants; objective assessment of one’s contribution to solving the general tasks of the team; assessment of one’s cognitive and labor activity from the point of view of moral, legal norms, aesthetic values according to the requirements and principles accepted in society and the team; justification of ways and means of eliminating errors or resolving contradictions in ongoing technological processes; compliance with the norms and rules of work culture in accordance with the technological culture of production; compliance with safe methods of cognitive and labor activity and creative work.
Subject results: rational use of educational and additional technical and technological information for the design and creation of labor objects; assessment of technological properties of materials and areas of their application; orientation in available and possible technical means and technologies for creating objects of labor; knowledge of algorithms and methods for solving technical technological problems; recognition of types of tools, devices and equipment and their technological capabilities; knowledge of reading methods and methods of graphical presentation of technical and technological information; application of general scientific knowledge in the process of implementing rational technological activities; mastery of methods of scientific organization
labor, forms of activity corresponding to the culture of work and technological culture and technological culture of production; application of elements of applied economics when justifying technologies and projects; planning the technological process and the labor process; workplace organization; selection of materials taking into account the nature of the object of labor and technology; carrying out the necessary experiments and research in the selection of materials and design of the work object; selection of tools and equipment taking into account the requirements of technology and material and energy resources; planning the sequence of operations and drawing up a technological map; performing technological operations in compliance with established norms, standards and restrictions; determination of the quality of raw materials and food products by organoleptic and laboratory methods; preparing culinary dishes from milk, vegetables, fish, meat, poultry, cereals, taking into account the requirements of a healthy lifestyle; developing a responsible attitude towards maintaining one’s health; creating a menu for teenagers that meets the requirement of maintaining health; preparation of products for long-term storage with maximum preservation of their nutritional value; compliance with safe labor practices, fire safety, sanitation and hygiene rules; compliance with labor and technological discipline; assessment of one’s ability and readiness to work in a specific subject activity; choosing a technological training profile in senior high school or a profession in primary or secondary specialized education institutions; expressed readiness to work in the sphere of material production; coordination of one's needs and requirements with other participants in cognitive and labor activity; awareness of responsibility for the quality of labor results; the presence of an environmental culture when justifying the object of work and performing work; the desire for economy and frugality in the expenditure of time, materials, money and labor; product design; the use of various technologies of decorative and applied arts in the creation of objects of material culture; modeling of artistic design of the object of labor; the ability to choose your own clothing style, taking into account the characteristics of your figure; aesthetic design of the workplace and work clothes; a combination of figurative and logical thinking in the process of creative activity; creation of an artistic image and its embodiment in material; development of spatial artistic imagination; development of compositional thinking; development of a sense of color; development of a sense of proportion, rhythm, style, form; understanding the role of light in the formation of shape and color; the ability to be a leader and an ordinary member of a team; formation of a working group taking into account the common interests and capabilities of future members of the workforce; ability to collectively solve creative problems; development of motor skills and coordination of hand movements when working with hand tools and devices; compliance with the required amount of force applied to the tool, taking into account the technological operation. Activity
teachers
Student activities
Module 1
Module 2
Module 3
Cognitive
Communicative
Regulatory
Actions taken
Actions taken
Formed methods of activity
Actions taken
Formed methods of activity Module 4
Cognitive
Communicative
Regulatory
Personal
Actions taken
Formed methods of activity
Actions taken
Formed methods of activity
Actions taken
Formed methods of activity
Actions taken
Formed methods of activity
Module 3
Module 4
Module 5
Cognitive
Communicative
Regulatory
Personal
Module 1
Actions taken
Formed methods of activity
Actions taken
Formed methods of activity
Actions taken
Formed methods of activity
Actions taken
Formed methods of activity
Basic level tasks
Advanced quests
Introductory part.
Modern innovative education strategies are mainly determined by three processes of civilizational change that are already obvious to the entire world community:
- transition to a post-industrial, information society;
- globalization;
- building a civil society.
The formation of the information society as one of the main global innovations of the 21st century requires a qualitative increase in human and intellectual potential and thereby brings the field of education to the forefront of social development. The introduction of pre-vocational training in the 8th-9th grades of a general education school and specialized training in the 10th-11th grades makes it possible to create conditions for the awareness of self-education and self-study as a leading form of education and to realize the value and significance of education and the choice of one’s path; accordingly, the introduction also supports portfolio of individual student achievements. Moreover, a portfolio allows you to take into account a wide variety of results of a student’s educational activity – actual educational, creative, social, communicative and others.
Main part.
The adjective “elective” in Latin means “chosen, chosen.” Any course designated as elective in the curriculum must be taken.
Testing on elective courses that differ from traditional assessment scales can provide material that will allow teaching staff to take the next step towards understanding the principles of humane, personality-oriented pedagogy that successfully applies the technology of teaching not with a stick, but with success.
Today we live in a time when access to information is widespread. The consequence of this was that the modern teacher (this, by the way, is a global trend) has lost the position of “an inexhaustible source of knowledge,” “a guide to the temple of science.” If previously the teacher had to answer all the questions that the students posed to him, now he cannot do this. Today, the teacher is called upon to create conditions and situations that facilitate the student’s mastery of ways to acquire information and teach the student to work effectively with it. In the curriculum of any school there should be a place for free creative educational work. It is planned that this place in the modern national school should be taken by elective courses. Elective courses represent a unique place for teacher research, reflection, that is, self-education.
A specialized school is an “organism” that must be structured so that the student, while in it, is as successful as possible.
Each teaching staff, when creating a high school project, must understand that the educational program it implements must now take into account not only the interests of the state, but also the professional elite of the university and the high school student himself.
A specialized school will differ from a general education school in that it will have to give the student the opportunity to acquire the necessary set of skills in the set of training courses (profile) that is closer and more interesting to the student.
The inclusion of elective courses in the Basic Curriculum is an innovative action for Russian schools. Elective courses allow you to obtain results on the basis of which you can take the next step towards creating a civilized educational standard. The school gets the opportunity to enter into a dialogue with the family not only about the quality of learning. Teachers get the opportunity to work differently than usual. Elective courses can be trial, orientation and in-depth. Any elective course is proprietary. The content of the elective course program, first of all, depends on the characteristics of the set of profiles at the third stage of study at a given school. Whatever tasks the teacher sets for himself, he cannot help but remember the need to comply with the following conditions:
- the course should be structured so that it allows full use of active forms of organizing classes, information project forms;
- the content of the course and the form of its organization should help the student, through successful practice, to assess his or her potential from an educational perspective;
- elective courses should help create positive motivation;
- courses should acquaint the student with the specifics of the types of activities that will be leading for him. They should include samples for the leading type of activity for a given profile;
- courses should, if possible, be based on something that will eliminate the teacher’s monopoly on information.
Before starting to draw up an elective course program, it is useful for the teacher to answer the following questions:
- on what content material and through what forms of work I can most fully implement the tasks of specialized training;
- how the course content will differ qualitatively from the required course;
- what educational and auxiliary materials are provided for this course;
- what types of work can and should be performed by students to confirm their success in future studies and professional activities;
- what criteria will allow you to evaluate your success in studying this course;
- how the course can end for the student, what is the form of reporting.
Having answered all these questions, the teacher will actually prepare to draw up an explanatory note for the program. After this, you can begin scheduling.
Teachers working in modern Russian schools must gain practice working with fundamentally new curricula and manuals. It is necessary to teach students the techniques of independent search, the formation of generalized intellectual and practical skills. You can begin to solve these student and teacher problems only in lessons that are “free from the standard,” that is, in elective courses.
A history teacher, who is also a social studies teacher, can offer schoolchildren an elective course that will not only guide graduates in choosing a profession, but will also contribute to the development of value orientations and personality traits that are relevant for life in the modern world.
The prerequisites for building a civil society make serious changes in many areas of human activity, especially significant ones in education, which, as a social institution, serves as the basis for the norms and values of public morality, legal culture and legal competence and, in general, the education of a citizen.
Pursuing these goals, in the 2005-2006 academic year I opened elective courses in Civics. When drawing up the plan, I was guided approximately by this scheme:
- A system of diagnostic tasks at the “input” and “output” of elective courses.
- Worksheets, handouts and teaching materials.
- Calendar and thematic planning.
- Bibliography.
- List of topics for final creative works of students.
- Criteria for assessing creative works and educational achievements of students in elective courses.
After submitting a thematic plan and a proper list of literature on civics, the school administration allowed the opening of an elective course on civics. More than twenty students began to attend this course. We called our class 9 “El”. In addition to the main work, according to the plan, a practical part was provided: attending trials, meetings with judges, the district prosecutor, the head of the police department, lawyers, etc. The course seemed to have a legal orientation.
After listening to the main material, the guys began to prepare and accumulate their portfolio. To collect the portfolio, the themes of the final creative works were named, for example: “Nation of Man. Who protects our rights and how”, “Personality. What is this?”, “Terrorism is a threat of the 21st century”, etc.
The children successfully completed the assignments and many of them defended themselves brilliantly at the school-wide scientific and practical conference on elective courses. Indeed, I was convinced that training should be successful. After this, many children appeared at school who wanted to start their own portfolio.
The forms of control over knowledge during the course were very diverse: quizzes, messages, clustering, association games, problematic tasks, question-and-answer exercises, tests, round tables.
The main forms of monitoring the level of student achievements:
- markless system;
- pass – failure;
- rating determination;
- self-esteem;
- mutual assessment;
- tests;
- design work, their presentation.
Elective courses teach you how to study, require you to think and work creatively, and teach you independence and responsibility.
Approximate planning of the course "Civics" with elements of the author's program.
Section 1. “About man and citizen.”
- What is personality?
- Human culture.
- Russian citizenship (The concept of citizen. Citizenship. Dual citizenship).
Round table “I am a citizen of Russia.” - Legal capacity and capacity of a citizen.
Section 2. “On the rights and freedoms of a citizen.”
- UN and international legal acts.
- Political rights and freedoms.
- Economic rights and freedoms.
- Cultural rights.
- International and national mechanisms for the protection of human rights.
Section 3. “Citizen and State” (Constitution of the Russian Federation)
- The Constitution is an agreement between citizens.
- Sovereignty of the Russian Federation.
- Russia is a federal state.
- Federation problems.
- Democratic government
- Separation of powers.
- The President of the Russian Federation and his powers
- Federal Assembly.
- Government of the Russian Federation, Republic of Dagestan.
- Higher judicial authorities and prosecutor's office.
Section 4. “Modern family.”
- Marriage (from the book “Family and Morality”, general and ethnopsychological aspects, authors A.D. Mankiev, L.Z. Shakhgireev, Sh.I. Balueva, Grozny, 2003).
- Property rights and marriage contract.
- Woman in society and family (pp. 33-34)
- Man in society and family (pp. 33-48)
- Divorce. (According to the social studies course)
Section 5. “What is civil law?”
- What is civil law?
- Ownership.
- Purchase and sale.
- Consumer rights.
- Consumer protection.
- Bank deposit.
Section 6. “Crimes and Punishments”
- Criminal liability.
- Profitable crimes.
- Crimes against health and life.
- Trial.
Portfolio topics:
- "Nations and national relations".
- "Corruption and bribery."
- "Tolerance in modern society."
- “Personality. Personal status."
- "Human rights. Who protects our rights and how.”
Literature:
- Civics, textbook for high school, Association of Authors and Publishers “Tandem”, Moscow, 1998.
- Fundamental rights, elective course on the study of legal disciplines, Panorama Publishing House,
- Urban studies. Our choice: no drugs., 9-11th grades, authors: A.N. Musaev, M.A. Dalsaev, E.A. Isaev, Moscow, Young Guard, 2005.
- “Family and Morality; General and ethnopsychological aspects”, authors: A.D. Mankiev, L.Z. Shakhgireev, Sh.I. Bulueva, Grozny, G.U. "Book Publishing House", 2003.
- Law and Politics, “Enlightenment”, Moscow, 2000, Volgograd, 2006.
- Social studies, 9th grade, lesson planning, according to the textbook by L.N. Bogolyubova, Volgograd, 2006.
We emphasize that textbooks for elective courses, for club work, as well as popular science literature and reference publications can also be used as educational literature for elective courses.
The concept of specialized education is aimed at the implementation of a personally oriented educational process and involves the widespread use of elective subjects, educational practices, and student research projects.
The federal basic curriculum for organizing specialized education for students in grades 10–11 provides, along with teaching basic and specialized courses, mandatory elective courses of students' choice. The explanatory note to the Federal Basic Curriculum for educational institutions of the Russian Federation states: “Elective subjects are compulsory subjects chosen by students from a component of an educational institution.
Elective subjects perform three main functions:
1) development of the content of one of the basic academic subjects, which allows you to support the study of related academic subjects at the profile level or receive additional training to pass the Unified State Exam;
2) “superstructure” of a specialized educational subject, when such an additional specialized educational subject becomes fully in-depth;
3) satisfying the cognitive interests of students in various spheres of human activity.”
The minimum number of hours allocated by the basic curriculum for the study of elective subjects is 4 hours per week for two years, i.e. total 280 hours. The volume ratio base: profile: elective is determined by the proportion 50: 30: 20. For example, in the curriculum of a biological-geographical or chemical-biological profile, elective courses should take 4-6 hours of teaching load per week.
Basic requirements for elective courses
1. Characteristic features of the elective course:
– redundancy – the presence in the training course of such information, the mastery of which does not serve the achievement of learning goals, but increases the reliability of knowledge, simplifies understanding and assimilation;
– variability – the ability of the educational system to provide students with a fairly large variety of complete, high-quality and attractive options for educational trajectories;
– short-term – a form of training that has become widespread due to the short duration of training: from 4 weeks (8-hour course) to several months (16-34-hour course);
– originality – determined by the personal contribution of the author;
– non-standard – deviation from standards.
2. In terms of structure and content, elective courses should:
– have social and personal significance for both the teacher and the student;
– focus on acquiring educational results for successful advancement in the labor market, conscious professional self-determination;
– serve for intra-profile specialization of training and for building individual educational trajectories for high school students;
– supplement the content of the profile course, in this case such supplemented profile course becomes fully in-depth;
– be aimed at satisfying cognitive interests that go beyond the student’s chosen profile;
– to form universal educational actions;
– have significant development potential, contribute to the formation of a holistic picture of the world.
3. Organization of elective courses:
– elective course programs are developed, accepted and implemented by educational institutions independently;
– the number of elective courses offered as part of the profile should be such that there is plenty to choose from;
– the duration of the course can be arbitrary, but not more than 70 hours: a quarter – 8–10 hours, a half-year – 16–18 hours, one year – about 34 hours;
– there is no requirement to pass an exam, but there must be some form of reporting.
4. It is possible to use different structures for presenting content: linear, concentric, spiral, mixed, modular.
Main types of elective courses
1. Subject-oriented:
– provide an increased level of study of a particular subject, develop the content of one of the basic courses, including deepening certain topics of basic general education programs;
– give the student the opportunity to realize personal cognitive interests in his chosen educational field;
– create conditions for high-quality preparation for the final certification.
2. Profile oriented:
– focused on obtaining educational results for successful advancement in the labor market, i.e. these courses are in addition to the content of the profile course;
– clarify the student’s readiness and ability to master the chosen subject at the profile level.
3. Interdisciplinary:
– provide interdisciplinary connections and provide the opportunity to study related subjects at the profile level;
– support student motivation, promoting intra-profile specialization.
4. Subject:
– ensure the realization of the cognitive interests of schoolchildren that go beyond traditional subjects and extend to areas of human activity outside their chosen profile;
– introduce schoolchildren to complex problems that require a synthesis of knowledge in a number of subjects and ways of developing them in various professional fields, and promote career guidance.
5.Deepening: solve the problems of mastering in-depth educational material that significantly exceeds the requirements of the state standard, basic and specialized level.
6. Career guidance: are aimed at students acquiring ideas about possible professions and practical skills for successful advancement in the labor market.
7.Pragmatic: contribute to the social adaptation of students to the objective requirements of modern life, form relevant knowledge and skills necessary in a person’s everyday life.
8. Epistemological:“actually student” orientation, contribute to the development of gnostic skills, the ability to cognize, learn, acquire, organize and apply knowledge in practice.
Elements of the curriculum
Elements of the curriculum |
|
Explanatory note |
1. To whom the program is addressed: type (general education, special, etc.), type (lyceum, gymnasium, etc.) of educational institution and determination of the class of study. |
Educational and thematic plan |
1. List of topics or sections, the sequence of their study. |
Requirements for skills and abilities |
1. Educational product (materials that will be developed by students in the classroom during educational and research activities: project, theses, experiment, layout, diagram, poetry, etc.). |
Information Support |
1. Literature used in preparing the program. |
Educational materials |
1. Basic concepts of the course. |
Elective courses are essentially the most important means of building individual educational and professional trajectories, since they are largely related to the choice of educational content by each high school student depending on his interests, abilities, and post-school life plans.
The effectiveness of elective courses will be achieved only if students have the opportunity to consciously choose an elective course. To justify choosing an elective course, students need certain conditions. Firstly, they must be clearly aware of their interests and plans. Secondly, students should have the opportunity to become familiar with the content of the proposed elective courses in advance by studying their brief annotations in the form of educational and methodological kits. Thirdly, the teacher who will implement the elective course must make a presentation of the elective course so that high school students have a complete understanding of the content of the proposed elective course. The main feature of elective courses is variability, which provides the student with the opportunity to freely choose an individual educational path that contributes to the professional self-determination of a high school student. Elective courses are implemented through the school component of the curriculum and are proprietary in nature.
Let us briefly recall the basic information about elective courses.
The Concept of specialized education at the senior level of general education, approved by Order No. 2783 of the Ministry of Education of Russia dated July 18, 2002, outlines the goals of the transition to specialized education, one of which is the goal of creating conditions for significant differentiation of the content of education for high school students with wide and flexible opportunities for students to build individual educational programs. For this purpose, in addition to specialized general education subjects, elective courses are introduced in high school - mandatory courses of students' choice.
Elective courses– compulsory courses chosen by students from the educational institution component, included in the training profile. Elective courses perform three main functions:
are “superstructure” of the profile course, when such an additional specialized course becomes fully in-depth (and the school (class) in which it is studied turns into a traditional school with in-depth study of individual subjects);
develop the content of one of the basic courses, the study of which is carried out at a minimum general educational level, which allows you to support the study of related academic subjects at the profile level or receive additional training to pass the unified state exam in the chosen subject at the profile level;
contribute to the satisfaction of cognitive interests in various areas of human activity.
The Concept of specialized training clearly states:
1. Elective courses– compulsory elective courses for students that are part of the profile of study at the senior level of school.
2. Elective courses are implemented through the school component of the curriculum, are intended to provide meaningful support for the study of basic core subjects or serve for intra-profile specialization of education and for building individual educational trajectories.
3. Number of elective courses must be in excess of the number of courses the student is required to take.
Elective courses should be aimed at addressing the following tasks:
contribute to the student’s self-determination and or choice of further professional activity;
create positive motivation for learning in the planned profile;
introduce students to the leading activities for this profile;
to intensify the cognitive activity of schoolchildren;
increase the information and communicative competence of students.
The fact that the set of elective courses is determined by schoolchildren themselves puts students in a situation of independent choice of individual educational trajectory and professional self-determination.
The main reasons for choice that should be taken into account when developing and implementing elective courses:
preparation for the Unified State Exam in specialized subjects;
acquiring knowledge and skills, mastering methods of activity to solve practical, life problems, moving away from traditional school “academicism”;
opportunities for a successful career, advancement in the labor market;
curiosity;
support for studying basic courses;
vocational guidance;
integration of existing ideas into a holistic picture of the world.
The percentage ratio of the volumes of basic, specialized and elective courses can be approximately the following: 50-30-20.
Types of elective courses. In pedagogical practice, the following types of elective courses are conventionally distinguished.
I. Subject courses, the task of which is to deepen and expand knowledge in subjects included in the basic curriculum.
In turn, subject elective courses can be divided into several groups.
1) Advanced elective courses aimed at deepening a particular academic subject, having both thematic and temporal coordination with this academic subject. Choosing such an elective course will allow you to study the chosen subject not at a specialized level, but at an in-depth level. In this case, all sections of the course are deepened more or less evenly.
2) Elective courses in which individual sections of the main course are studied in depth included in the compulsory curriculum of this subject.
3) Elective courses in which individual sections of the main course are studied in depth, not included in the compulsory program of this subject.
4) Applied elective courses, the purpose of which is to introduce students to the most important ways and methods of applying knowledge in practice, to develop students’ interest in modern technology and production.
5) Elective courses dedicated to studying methods of cognition of nature.
6) Elective courses, dedicated to the history of the subject, both included in the school curriculum (history of physics, biology, chemistry, geographical discoveries), and not included in it (history of astronomy, technology, religion, etc.).
7) Elective courses, dedicated to the study of problem solving methods(mathematical, physical, chemical, biological, etc.), composing and solving problems based on physical, chemical, biological experiments.
II. Interdisciplinary elective courses, the purpose of which is to integrate students’ knowledge about nature and society.
III. Elective courses in subjects not included in the basic curriculum.
Elective courses, although they differ in goals and content, in all cases they must meet the needs of the students who choose them.
Design of elective courses. Before embarking on the process of designing elective courses for pre-professional and specialized training of schoolchildren, teachers need to ask themselves a number of questions, the solution of which will greatly facilitate their work. These include the following:
What teaching and support materials are provided for this course (in the library, from the teacher...)?
What types of activities are possible when working with this content?
What types of work can students complete to demonstrate their success in future studies?
What is the student’s share of independence, in what ways can he show initiative?
What criteria allow you to evaluate your success in studying this course (a grade is given for the course, but you can put a review of the result in your portfolio).
How can the student complete the course? What is the reporting form?
The answers to these questions will make it possible to optimally build a program of elective courses. At the same time, when developing an elective course program it is necessary:
Analyze the content of the academic subject within the selected profile.
Determine how the content of the elective course will differ from the basic or specialized course.
Determine the topic, content, main goals of the course, its function within the framework of this profile.
Divide the content of the course program into modules, sections, topics, determine the required number of hours for each of them.
Find out the possibility of providing this course with educational and auxiliary materials: textbooks, anthologies, didactic materials, laboratory equipment, reagents, etc. Make a list of literature for teachers and students.
Identify the main types of activities of students, determine the degree of independence of students when studying the course. If the program involves the implementation of practical work, laboratory experiments, excursions, and projects, then their description should be presented in the program.
Determine the educational products that will be created by students in the process (result) of mastering the course program (An educational product is materials that will be developed by students in the course of cognitive, research activities - notes, theses, an experiment, a series of experiments, historical analysis, evidence, poetry, essays, song, photograph, model, layout, diagram, computer program, etc.).
Determine criteria to evaluate the success of mastering the program.
Consider a reporting form based on the results of mastering the course program.
In pedagogical practice, the stages of designing elective courses have been determined. The goals, content and expected result of the totality of these stages represent the general technology of course design.
