The lesson is the main form of organization of schooling. There are several types of lessons that differ in their goals and, accordingly, in their structure.
The structure of the lesson is a set of options for interaction between the individual elements of the lesson, which arises during training and provides for it purposeful effectiveness.
There are the following types of lessons:
1) lessons in which students acquire new knowledge, accumulate factual material;
2) the lessons on which the formation and improvement of skills and abilities takes place;
3) lessons of systematization and generalization of the studied material;
4) lessons in which students repeat and reinforce the knowledge gained;
5) control and testing;
6) combined.
Структура урока напрямую зависит от цели его the content of the material that is planned to be studied, the means, methods and methods of instruction, the use of which is planned, from the preparation of students and from the creative potential of the teacher himself.
The standard structure of the lesson is as follows:
1. Organizational moment.
2. Check the homework.
3. Interrogation of pupils on the passed material.
4. Statement of the new material.
5. Fixing the information received.
6. Record a homework.
7. Summing up the lesson.
Types and structure of lessons are planned in personteachers who will conduct them. The teacher is an independent creative and intellectual person. One of the main requirements to which it must correspond is the love and respect for the students, the belief in the uniqueness of each of them. And, of course, every teacher must know the subject he teaches, be interested in and love him, try to learn more about him.
Все типы уроков и их структура должны provide for an organizational moment that is characterized by both external and internal readiness of children to conduct a lesson: to check the homework, skills and knowledge of students to prepare for the consideration of a new topic. It is necessary to be able to correctly set the goal of the lesson in front of children, organize it in such a way that the students have enough time not only to perceive, but also to comprehend the information received, to conduct a primary audit of the understanding of the new knowledge.
For example, the lesson of studying a new material has this structure:
1. Organizational moment.
2. Conducting a first acquaintance with the new material, taking into account the laws of this process and the level of mental activity of students.
2. Clear installation on what exactly is required to remember.
3. Motivation for the need to memorize and further save material in memory for a long time.
4. Update of techniques that facilitate memorization (semantic grouping, application of supporting materials).
5. Initial consolidation of knowledge through direct repetition and partial conclusions under the guidance of the teacher.
6. Quality control of primary storage.
7.Regular systematic recurrences both in short and long time intervals with different requirements for their reproduction, including the solution of differentiated tasks.
8. Continuous use of acquired skills and knowledge to obtain new ones, as well as their internal repetition.
9. Use reference materials as often as possible to memorize, monitor, and regularly evaluate the results of memorization.
10. Record a homework.
11. Summing up the lesson.
The structure of the lesson, its correct construction isone of the main tools on which the volume and quality of knowledge depends, with which the child will leave the educational institution. All its elements act as practical tasks that require the teacher to solve them to some extent in the preparation and conduct of the lesson.
