Goals for the student:	Goals for the teacher: Educational: Educational: Educational:
Lesson type:	Lesson format:
Basic concepts, terms	New concepts:
Forms of control:	Resources: main ones: additional:

Lesson steps	Teacher activities	Student activity	Methods, forms	Formed UUD		Planned result
Self-determination for activity
Updating knowledge
Setting a learning task
Solving a learning problem
Primary consolidation
Dynamic pause
Working on the material covered.
Independent work
Reflection. Grade

Preview:

St. Petersburg State Clinical Institution "Children's sanatorium "Beryozka". School".

Technological lesson map

(In accordance with the requirements of the Federal State Educational Standard)

Primary school teacher:

Panova Alevtina Petrovna.

Technological map of the lesson.

Essence federal state educational standards for general education (FSES) in their activity-based nature.

The main task is the development of the student’s personality.

Traditional representations of learning outcomes in the form of knowledge, skills and abilities are outdated.Federal State Educational Standard determine real activities.
Tasks setFederal State Educational Standard , require a transition to a new system-activity educational paradigm. This means fundamental changes in the activities of teachers implementing the Federal State Educational Standard.

The requirements for learning technologies have also changed. The introduction of information and communication technologies (ICT) provides significant opportunities to expand the educational framework in the teaching of specific OU subjects.

A new concept has appeared -technological lesson map.

A technological map is a new type of methodological product that ensures effective and high-quality teaching of educational courses at school and the ability to achieve the planned results of mastering basic educational programs at the primary education level in accordance with the second generation Federal State Educational Standard.

Training using a technological map allows you to organize an effective educational process, ensure the implementation of subject, meta-subject and personal skills (universal educational actions), in accordance with the requirements of the second generation Federal State Educational Standard, and significantly reduce the time for preparing a teacher for a lesson.

The technological map is intended for designing the educational process.

To fully and effectively use technological maps, you need to know a number of principles and provisions that will help you work with it.

Structure of the technological map:

The name of the topic indicating the hours allocated for its study;

Planned results (subject, personal, meta-subject);

Interdisciplinary connections and features of space organization (forms of work and resources);

Stages of studying the topic (at each stage of work, the goal and predicted result are determined, practical tasks are given to practice the material and diagnostic tasks to test its understanding and assimilation);

Control task to check the achievement of planned results.

The technological map will allow the teacher:

• implement the planned results of the second generation Federal State Educational Standard;
• systematically form universal learning activities among students;
• plan your activities for a quarter, half a year, year by moving from lesson planning to topic design;
• implement interdisciplinary connections in practice;
• carry out diagnostics of the achievement of planned results by students at each stage of mastering the topic;
• monitor the implementation of the program and the achievement of planned results;

Technological maps are developed by teachers of schools in St. Petersburg, working on the educational complex “Perspective” of the publishing house “Prosveshchenie”, as part of an experiment designed for 4 years of study in primary school. The scientific management of the experimental activities is carried out by the St. Petersburg Academy of Postgraduate Pedagogical Education. Today, 12 schools in St. Petersburg and more than fifty teachers are taking part in innovative activities to master the new educational standard. Heads of educational institutions provided conditions for preparing teachers for innovative activities: training, experimental activities, participation in scientific and practical conferences, moral and material incentives.

Experimental teachers mastered innovative programs as part of advanced training:

• “New educational standard of the second generation”,
• “Conditions for the formation of UUD (Universal Learning Activities),
• “Technology of working with information” and others.

Testing of the latest developments showed the following results:

The level of student motivation for learning activities increases significantly;

Constructive communication between student and teacher appears;

Schoolchildren positively perceive and successfully use acquired knowledge and skills in intellectual and transformative activities within the framework of the topic being studied.

Technological maps are developed on the basis of the technology for the development of information and intellectual competence (TRIIC), which reveals general didactic principles and algorithms for organizing the educational process, providing conditions for the development of educational information and the formation of personal, meta-subject and subject skills of schoolchildren that meet the requirements of the second generation Federal State Educational Standard for educational outcomes.

At the first stage "Self-determination in activity» Stimulation of students’ interest in studying a specific topic is organized through a situational task, identifying missing knowledge and skills for its implementation in the context of the topic being studied. The result of this stage is the student’s self-determination, based on the desire to master educational material, on the awareness of the need to study it and set a personally significant goal for the activity.

At the second stage of “Educational and cognitive activity”, mastering the content of the educational topic necessary to complete a situational task is organized. This stage has content blocks, each of which includes a certain amount of educational information and is only part of the content of the entire topic. The number of blocks is determined by the teacher, taking into account the principles of necessity and sufficiency for

implementation of the set goal when studying a specific topic.

Each block represents a cycle of step-by-step implementation of educational tasks for mastering specific content and includes:

at step 1 - organizing the activities of students to master educational information at the level of “knowledge” - mastering individual terms, concepts, statements;

at step 2 - organizing students’ activities to master the same educational information at the level of “understanding”;

at step 3 - organizing students’ activities to master the same educational information at the “skill” level;

at step 4 - organizing the activities of students to present the result of mastering the same educational information of this block.

The diagnostic task in its nature corresponds to a “skill” task, but its goal is to establish the degree of mastery of the content block.

Educational tasks for “knowledge”, “understanding”, “skill” are formulated taking into account the requirements of logical and informational correctness. Consistent completion of educational tasks creates conditions for mastering the content of the topic, developing skills to work with information that correspond to meta-subject (cognitive) skills. Successful completion of tasks serves as the basis for moving on to mastering the next content block. The result of this stage is the acquired knowledge and skills necessary to solve the situational task identified in the first stage.

At the third stage of “Intellectual-transformative activity”, to complete a situational task, students choose the level of implementation (informative, improvisational, heuristic), the method of activity (individual or collective) and self-organize to complete the situational task. Self-organization includes: planning, execution and presentation of a solution. The result of this stage is the execution and presentation of a situational task.

At the fourth stage of “Reflective activity”, the obtained result is correlated with the set goal and self-analysis and self-assessment of one’s own activities in completing a situational task within the framework of the topic being studied is carried out. The result is the ability to analyze and evaluate the success of one’s activities.

Thus, the presented technology not only provides conditions for the formation of personal, meta-subject (cognitive, regulatory, communicative), but also the development of information and intellectual competence of junior schoolchildren.

What basic points should a teacher take into account when preparing for a lesson in accordance with the requirements?Federal State Educational Standard ?

First of all, let's look at the stages of lesson design:

1. Determine the topic of the educational material.

2. Determine the didactic purpose of the topic.

3.Determine the type of lesson:

Approximate types of lessons according to the Federal State Educational Standard:

• lesson on the initial presentation of new knowledge;
• lesson in the formation of primary subject skills;
• lesson on application of subject skills:
• lesson of generalization and systematization of knowledge:
• review lesson; lesson of control of knowledge and skills;
• correctional (lesson on correcting mistakes)
• combined lesson;
• educational excursion lesson:
• lesson in solving practical, design and research problems;
  

4. We think over the structure of the lesson.

5. We think about the lesson provision (table).

6. We think about the selection of the content of educational material.

7. We determine the choice of teaching methods.

8. Selecting forms of organizing teaching activities

9. We think through the assessment of knowledge, skills and abilities.

10. We reflect on the lesson.

Federal state standard requirement : formation of universal educational actions of students.

Organize the lesson according to thisrequirement A lesson flow chart may help.

A technological lesson map is a graphic display of the lesson scenario, a lesson plan, which contains methods of individual work and the possibility of variable development of the lesson.

It describes the process of activity, as well as all operations of the activity and its components.

This technological map can clearly reflect the interaction between teacher and student in the lesson, planning activities at each stage of the lesson.

5. Lesson of control of knowledge and skills.

1) Self-determination for activity (organizational stage).

3) Identification of knowledge, skills and abilities, checking the level of development of students’ general educational skills. (Tasks in volume or degree of difficulty must correspond to the program and be feasible for each student).

Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed

4) Reflection (summarizing the lesson)

6. Lesson on correcting knowledge, skills and abilities.

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Results of diagnostics (monitoring) of knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills.

Depending on the diagnostic results, the teacher plans collective, group and individual teaching methods.

4) Information about homework, instructions on how to complete it

5) Reflection (summarizing the lesson)

7. Combined lesson.

1) Self-determination for activity (organizational stage).

2) Setting the goals and objectives of the lesson. Motivation for students' learning activities.

3) Updating knowledge.

4) Solving a learning problem.

5) Initial check of understanding

6) Primary consolidation

7) Control of assimilation, discussion of mistakes made and their correction.

8) Information about homework, instructions on how to complete it

9) Reflection (summarizing the lesson)

8. Lesson educational excursion.

1. Report the topic, purpose and objectives of the lesson.
2. Updating basic knowledge.
3. Perception of the features of excursion objects, primary awareness of the information contained in them;
4. Generalization and systematization of knowledge;
5. Independent work on data processing. Presentation of results with conclusions.

9. Lesson - research.

1. Statement of the topic, purpose and objectives of the lesson.

2.Updating basic knowledge.

3.Motivation. Updating knowledge and mental operations.

4. Operational and execution stage:

• creating a problematic situation
• statement of the research problem
• determination of the research topic
• statement of the purpose of the study
• hypothesizing
• choosing a method to solve a problem situation
• drawing up a research plan
• discovering new knowledge, testing a hypothesis, conducting an experiment, making observations, creating motivation in the lesson for each child

1. Reflection. Grade.

Literature: Federal State Educational Standard

The introduction of the latest standards in the education system led not only to adjustments to the curriculum, a new list of recommended teaching methods and techniques, but also significantly influenced the amount of necessary documentation that teachers are required to prepare. One of these innovations was the mandatory technological lesson map according to the Federal State Educational Standard, the preparation and use of which helps the teacher conduct the lesson as efficiently as possible, while spending a minimum of effort.

New type of notes

A technological map is a graphical version of a traditional outline plan. The main impetus for the use of the new format was the adoption of the second generation Federal State Educational Standard. The authors of the educational standard believe that the use of technological maps helps to work out all stages of the lesson in as much detail as possible, which makes it easier to test and evaluate children’s knowledge at the end of the lesson.

Map structure

Teachers know that any summary, regardless of the subject, has a single structure. The same principle is used as the basis for the graphic version. Thus, the technological map of a biology lesson at the Federal State Educational Standard has the same structure as for any other lesson in the humanities or science field.

Any technological map begins with a header, which is similar to the header of an outline plan.

This is followed by a table that outlines the main content elements, divided into stages. After the table, you can also place additional materials - tests, problem solving, diagrams or tables used in the lesson.

Main stages

The technological maps must describe in detail the following stages of the lesson:

1. Class organization.
2. Checking homework.
3. Updating knowledge.
4. Familiarization with new material.
5. Initial verification of what has been learned.
6. Consolidation.
7. Application of knowledge gained during the lesson in practice.
8. Generalization and systematization.
9. Homework.
10. Summarizing.

Note that it is permissible to combine several stages into one to save time and increase work efficiency. In some cases, it is completely acceptable to omit some items. For example, the Federal State Educational Standard may not contain such stages as consolidating the material covered, checking what has been learned, etc. (especially if the lesson is dedicated to the study of poetry or the teacher has planned to devote all 45 minutes of time to watching a film adaptation of a novel or story).

At the same time, do not forget that, regardless of the type, the following stages remain mandatory:

1. Preparing to study new material.
2. Main stage.
3. Summarizing.
4. Reflection.

The technological map helps to determine in advance the form of organization of educational activities, that is, to plan which tasks will be completed by students individually, and which will be processed in pairs or small groups.

How to make a map?

When drawing up a technological map, you must:

1. Indicate all operations and their components.
2. Describe in detail the activities of students and teachers.

Such a detailed study of the lesson will help to identify in advance tasks and exercises that are ineffective or too difficult for children, and will help to calculate and distribute the material for each stage of the lesson as accurately as possible. Thanks to this, the teacher does not have to worry that the students will not have time to complete any assignments or, conversely, does not have to think about what to do if they complete the assignments much earlier than the bell rings from the lesson.

For example, you need to teach a math lesson. The technological map of the Federal State Educational Standard, compiled by you, will help you select the most interesting and really necessary tasks, choose in advance the form of organizing educational activities, and determine the type of test at the end of the lesson.

To create a truly useful map, you need to follow several steps:

1. Determine the topic and its place among other topics in this section.
2. Determine the type of lesson.
3. Formulate a triune goal.
4. Highlight the main stages of the lesson, based on the type and type of lesson.
5. Formulate the purpose of each stage.
6. Determine the expected results of each stage.
7. Choose the most successful forms of work for implementation.
8. Select the necessary material.
9. For each stage, highlight the main type of work for students and teachers.

To create a lesson map, you need to prepare a template in advance and think about what the lesson map will look like. We will present a sample of the Federal State Educational Standard a little lower.

Teacher's activities according to the map

The main feature of the map is that the teacher must calculate in advance and indicate in it what exactly the teacher will do at this or that stage of the lesson. It doesn’t matter what subject you teach. The history lesson of the Federal State Educational Standard and the map of the geography lesson will be compiled according to one universal model.

The teacher’s activities can be identified using the following phrases:

1. Checking student readiness.
2. Articulating the topic and purpose.
3. Raising the problem.
4. Creating an emotional mood.
5. Task formulation.
6. Control of work performance.
7. Handing out assignments.
8. Organization of self-test.
9. Keeping the conversation going.
10. Assessment.
11. Conducting a dictation.
12. Story.
13. Leading students to conclusions.

Student activities in class

You can plan student activities using the following formulations:

1. Working with a notebook.

Modern lesson and technological map.

The transition from a knowledge-based to an activity-based paradigm in education was expressed in the strategy for developing a standard of general education, which considers education as an institution of socialization that ensures the entry of the younger generation into society.

Who, if not the school, is called upon to develop the student’s ability to realize himself in new socio-economic conditions, to be able to adapt to various life situations.

A. Asmolov, corresponding member of the Russian Academy of Education, Doctor of Psychology, professor at Moscow State University, believes that the task of the education system today is not to transfer a volume of knowledge, but to teach children to learn. An activity-based teaching method is adequate to this task, ensuring the systematic inclusion of children in educational and cognitive activities. And activity, including socially leading activity, is always a purposeful system, a system aimed at results.

The system-activity approach that underlies the New Generation Standard, the main result of the application of which is the development of the child’s personality on the basis of universal educational activities, assumes:

1. education and development of personality traits that meet the requirements of the information society;
2. transition to a strategy of social design and construction in the education system based on the development of educational content and technologies;
3. focus on educational results (development of the student’s personality based on educational learning);
4. recognition of the decisive role of the content of education, methods of organizing educational activities and interaction between participants in the educational process;
5. taking into account the age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and ways to achieve them;
6. ensuring continuity of preschool, primary general, basic and secondary (complete) general education;
7. a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creative potential and cognitive motives;
8. guarantee of achieving the planned results of mastering the basic educational program of primary general education, which creates the basis for students’ independent successful acquisition of knowledge, skills, competencies, types, methods of activity.

And here the need arises to solve important problems. It is necessary to include the student in the educational process, help his self-determination, teach him to relax. This can only be done using an action.

The concept of a system-activity approach to teaching was introduced in 1985 as a special kind of concept. This was an attempt to combine views on the systems approach, which was developed in the studies of the classics of our national science (such as B. G. Ananyev, B. F. Lomov and a number of researchers), and the activity approach, which has always been systemic (it was developed by L. S. Vygotsky, L. V. Zankov, D. B. Elkonin, V. V. Davydov and many other researchers).

What is the essence of the activity approach?

The principle of activity is that the formation of a student’s personality and his advancement in development is carried out not when he perceives knowledge in a ready-made form, but in the process of his own activity aimed at “discovering new knowledge.” Chinese wisdom says: “I hear - I forget, I see - I remember, I do - I learn.”

Activity method technologyinvolves the ability to extract knowledge through the implementation of special conditions in which students, relying on acquired knowledge, independently discover and comprehend the educational problem. The goal of the activity approach is to develop the child’s personality as a subject of life activity. To be a subject is to be the master of your activities: set goals, solve problems, be responsible for results.

For a teacher, the principle of the activity approach requires, first of all, an understanding that learning is a joint activity (teacher and student) based on the principles of cooperation and mutual understanding. The “teacher-student” system achieves its effective indicators only when there is coordination of actions, a coincidence of purposeful actions of the teacher and student, which is ensured by a system of stimulating cognitive activity in project and research activities.

According to the theory of V.V. Davydov, formulated in the work “The Theory of Developmental Training,” activity is transformative, purposeful and cultural-historical in nature. It is inextricably linked with communication and has a collective form of implementation. Thus, wanting to shift the emphasis in education from mastering facts (Result - Knowledge) to mastering ways of interacting with the world (Result - Skills), we come to the realization of the need to change the nature of the educational process and the ways in which students act. To include a child in active cognitive collective activities, it is necessary:

1. connect the material being studied to everyday life and the interests of students;
2. bring students' past experiences into discussion;
3. evaluate student achievements not only by grade, but also by meaningful characteristics;
4. plan a lesson using the whole variety of forms and methods of educational work, and, above all, all types of independent work, dialogic and design-research methods.

Lesson on new standards?

A lesson is the main component of the educational process. The educational activities of the teacher and the student are largely focused on the lesson. That is why the quality of students’ preparation in a particular academic discipline is largely determined by the level of the lesson, its content and methodological content, and its atmosphere. In order for this level to be high enough, it is necessary that the teacher, during the preparation of the lesson, try to make it a kind of work with its own concept, beginning and ending, like any work of art.

How to construct such a lesson?How to make sure that the lesson not only equips students with knowledge and skills, the significance of which cannot be disputed, but so thatDid everything that happens in the lesson arouse sincere interest and genuine passion in the children, and shape their creative consciousness?

1. Where should I start preparing for the lesson?

1. clearly define and formulate its topic for yourself
2. determine the place of the topic in the training course
3. determine the leading concepts on which this lesson is based, in other words, look at the lesson retrospectively
4. identify for yourself that part of the educational material that will be used in the future, in other words, look at the lesson through the prism of the perspective of your activity.

2. Why is the lesson needed at all?

It is necessary to determine and clearly formulate for yourself and separately for students the target setting of the lesson. In this regard, it is necessary to identify the teaching, developing and educating functions of the lesson.

3. Plan training material. What is needed for that?

a) Select literature on the topic. At the same time, if we are talking about new theoretical material, you should try to ensure that the list includes a university textbook, an encyclopedic publication, a monograph (primary source), and a popular science publication. It is necessary to select from the available material only that which serves to solve the assigned problems in the simplest way.

b) Select learning tasks whose purpose is:

1. learning new material
2. playback
3. applying knowledge to a new situation
4. application of knowledge in an unfamiliar situation
5. creative approach to knowledge.

c) Arrange learning tasks in accordance with the principle “from simple to complex.” Create three sets of tasks:

1. tasks that lead the student to reproduce the material
2. tasks that help students understand the material
3. tasks that help the student retain the material.

4. Think over the “highlight” of the lesson

Each lesson should contain something that will cause surprise, amazement, delight of the students - in a word, something that they will remember when they have forgotten everything. It could be an interesting fact, an unexpected discovery, a beautiful experience, a non-standard approach to what is already known.

5. Group selected educational material

To do this, think about the sequence in which work with the selected material will be organized, and how the students’ activities will change. The main thing when grouping material is the ability to find a form of lesson organization that will cause increased student activity, rather than passive perception of new things.

6. Plan monitoring of students’ activities in the lesson,

In order to effectively monitor students’ learning activities, it is necessary to consider:

1. what to control
2. how to control
3. how to use the control results.

At the same time, do not forget that the more often everyone’s work is monitored, the easier it is to see typical mistakes and difficulties, as well as to show the teacher’s genuine interest in their work.

7. Prepare equipment for the lesson

Make a list of necessary educational visual aids, instruments, etc. Think about the type of chalkboard so that all new material remains on the board in the form of a supporting note.

8. Think over homework assignments: their content, as well as recommendations for completing them.

9. The lesson prepared in this way should be included in the notes.

What is a lesson summary?

A systematic, logical, coherent record that combines a plan, theses, and extracts - that’s what it is abstract . Important qualities of a summary include: internal logic of presentation, clarity and brevity.

Lesson outline, lesson plan, methodological development... This is the holy of holies, this is the creative laboratory of the teacher, this is the fruit of his daring and torment, this is something that can be born suddenly, or can be tormented through sleepless nights, during work, in the silence of the office or the hustle and bustle of public transport .

The lesson notes are a subject of increased interest to the administration; this is what we share with colleagues, what we discuss, analyze, and evaluate. Some teachers are discussing - is a lesson note necessary? After all, it is almost never possible to conduct a lesson the way you intended. So what. You still need a summary. These are notes that allow improvisation; they are the support, the foundation, the foundation of a future building called a “lesson.”

To organize clear teaching activities, each teacher must have at least two things in his portfolio: lesson planning of topics and lesson plans (notes). Below are detailed recommendations for compiling such notes.

The lesson plan usually consists of the following sections:

SUBJECT: You take the name of the topic from the curriculum, from your perspective-thematic (lesson) planning.

LESSON No. ../..: write out the serial number of the lesson and its name from your perspective-thematic (lesson) planning.

TYPE OF LESSON: You determine it yourself, based on the goals and objectives of the lesson. There may be a lesson in learning new material, a lesson in consolidating the material being studied, a lesson in repeating the material covered, a lesson in generalizing and systematizing new knowledge, a combined lesson, etc.

TYPE OF LESSON: must be consistent with the type of lesson.

THE PURPOSE OF THE LESSON: put it yourself, preferably specifically. This is a predetermined outcome that must be achieved at the end of the lesson.

LESSON OBJECTIVES: you achieve the above-mentioned goal by jointly solving well-known didactic tasks: educational, developmental and educational. Briefly provide the content of the tasks you have set yourself.

MAIN STEPS OF THE LESSON:reflect the stages that must be worked out in the lesson, even if it is difficult and, perhaps, not as intended: the experiment did not go well, the homework check was crumpled, etc. It is not recommended to finish the lesson without working on these stages.

MEANS OF EDUCATION:here you list the equipment and instruments for demonstrations, laboratory work and workshops (beakers, rulers, scales, dynamometers, etc.). Here you also include a list of technical teaching aids (TSO) that you plan to use in the lesson (computer, projector, overhead projector, overhead projector, video recorder, television camera, etc.). It is allowed to include didactic material and visual aids (cards, tests, posters, filmstrips, tables, audio cassettes, videos, etc.) in this section.

LESSON PLAN: write briefly about the planned stages of the lesson, often presented in notes in the form of tables with the following content (at the discretion of the teacher):

No.	Lesson stage	Techniques and methods	Time, min

DURING THE CLASSES - the main part of your outline plan. Here, in detailed form, outline the sequence of your actions for conducting a lesson and show the entire procedure of your interaction with students from bell to bell. In addition, indicate the materials that you use in class, including textbooks, problem books, test books, various additional literature on experimental tasks, demonstrations and laboratory work. This section of the summary, at the discretion of the teacher, can be presented in the form of a table:

The list of stages includes the corresponding lesson typologies.

At each stage, educational moments can be highlighted, for example: activation of students’ mental activity, motivation to move on to new material, updating (or repetition) of new material, demonstration of experiments, a list of questions for the class, independent work of children with drawings and drawings, recording definitions in workbooks. notebooks, familiarization with material from textbooks, etc.

LIST OF LITERATURE USED: here you list all the textbooks, problem books, teaching materials, books for extracurricular reading that you and the children used during the lesson. The sources of information included in the section should be numbered in order, then you can refer to these numbers in the text of the outline where necessary. Feel free to add your work notes, lesson planning, your outline plans for other lessons to this list and refer to them in the appropriate places in the sections. Place references to literature in square brackets in the text.

TEACHER'S signature: at the end of the notes you put your name and sign. Without this, it is unclear who is working on this outline and who is responsible for what is written.

What is the difference between a lesson plan and a lesson plan?

Examples?

Practical work on the topic?

Preview:

Technological lesson map

Lesson topic ________________________________________________________________________________________

How to create a list of literature and Internet resources

The bibliography includes reference books, encyclopedias, general publications, monographs, popular science books, articles from periodicals (newspapers, magazines, abstracts, information sheets of scientific institutes and organizations, etc.), publications of scientific conference materials.

The list of references is given in alphabetical order. First comes the author's surname and initials, then the title of the work, the place of its publication and the date of publication. The place of publication can be abbreviated only for Moscow as “M” and for St. Petersburg as “Spb”; other cities are written in full.

Examples of abbreviated output:

1. Aksenov A.I. Genealogy of the Moscow merchants of the 18th century. (From the history of the formation of the Russian bourgeoisie). M.: Nauka, 1988.
2. Petrov A.Yu. Russian-American company: activities in domestic and foreign markets (1799-1867). M.: IVI RAS, 2006.
3. Fedosyuk Yu.A. Moscow in the Garden ring. 2nd ed., revised. And additional M.: Moscow. Worker, 1991.
4. Artistic encyclopedia of foreign classical art. - M.: Bolshaya grew up. encycl., 1996. 1 elect. wholesale disk (CD-ROM).
5. From Dusk to Dawn [Video recording] / dir. Robert Rodriguez, starring: K. Tarantino, H. Keitel, J. Clooney; Paramount films. M.: Premier video film, 2002. 1st century. The film was released in 1999.
6. Gladkov G.A. How a lion cub and a turtle sang a song and other tales about Africa [sound recording] / Gennady Gladkov; Spanish: G. Vitsin, V. Livanov, O. Anofriev [and others]. M.: Extrafon, 2002. 1 micron.

Example of full output:

Fedosyuk Yu.A. Moscow in the Garden ring. - 2nd ed., revised. and additional - M.: Moscow. worker, 1991. - 496 pp.: ill.

In accordance with GOST, when compiling a list of references, it is allowed to omit the dash, which is used in the full bibliographic description. A complete bibliographic description assumes the presence of a dot and a dash between the areas - titles, publications, imprints - as shown above.

Important maintain a uniform style: either indicate the full output data for all books in the bibliography, or give abbreviated output information everywhere.

The list of references should begin with the works of domestic authors and only then foreign ones should be indicated.

Sometimes there are sources that do not indicate the place or year of compilation of the document. In this case, according to the rules of GOST, instead of the designation “without place”, one should indicate [b.m.] in square brackets, and “without a publisher” [b.i.], the indication “and others” should be indicated [etc.] . Abbreviation of the author's name, title, series title, and subseries title of the document is not permitted.

Important! When registering Internet resources, you must indicate the full name of the path to the information.

Example 1. Skryagin L. Marine fleet. — URL:http://www.ka-50.ru/lib_art.php?

If the document on the Internet has been updated, indicate: “(n/a / YEAR)”, where YEAR is the date the document was accessed. Example 2. Skryagin L. (n.d./2006) Marine fleet. — URL:http://www.ka-50.ru/lib_art.php?

Examples of the design of a media lesson script and an author's multimedia productare on the pedagogical laboratory page“How to organize a media lesson”http://planeta.tspu.ru/?ur=810&ur1=948&ur2=1089on the Pedagogical Planet website

A technological lesson map is one of the most modern ways of organizing the educational process, a table in which the teacher describes how he will teach children. Most often used in primary grades (from 1st to 4th), but suitable for both secondary and primary schools.

Functions of the technological lesson map

The functions of the technological lesson map are:

1. Organization of the educational process in strict accordance with federal state educational standards (FSES) (for teachers).
2. The emergence and development of not only educational, but also all other - developmental and educational skills. In other words, the technology map provides comprehensive learning (for students).
3. Planning the educational process not for one or several lessons, but for a more serious period - a quarter, half a year and even a year (for a teacher).
4. Application of interdisciplinary connections in practice (for students).
5. Diagnosing the level of mastery of the material according to the stages of the topic (for the teacher).

Technological map and abstract: how they differ from each other

The most obvious, but not the main difference between a technological map and a synopsis is that the first has the form of a table.

Other differences between the technological map and the abstract are presented in the table:

Routing	Abstract
It is a description of the activities of both the teacher and students at all stages of the lesson, providing an opportunity to understand how the teacher interacts with students	It is a description of what a teacher should do in a lesson, and then in general
Contains a description of student activities indicating universal learning activities (ULA) after each stage of the lesson	Contains only forms for pre-filling material in the lesson
Allows you to mark the results after each stage of the lesson and, if necessary, make adjustments to the educational process	Allows you to mark results only after the lesson

Some tips on how to make a lesson flow chart

Russian legislation does not say what the technological lesson map should be. Therefore, we will only provide recommendations regarding this document.

Firstly, Don’t discount the “hat”, it is the basis of the basics. The “hat” consists of several points:

● name of the item;
● title of the lesson topic;
● type of lesson;
● the results that I would like to see after the lesson (subject, interdisciplinary and personal);
● didactic tools;
● equipment.

Secondly, do not make the flow chart very detailed, this will only cause confusion and make it difficult to present the material. Best option:

Third, if necessary, the technological map can be supplemented with the columns “Duration”, “Information and communication technologies (ICT) used” and “Method of pre-checking the level of mastery of the material” (independent, laboratory, test, etc. work).

Fourthly, Despite the fact that it is customary to write “classical” stages of a lesson in a technological map, you don’t have to follow this rule. In particular, based on the type of lesson, you can exclude or combine some of them.

Fifthly, When prescribing universal learning activities (UAL) and the results that you would like to see, it is best to use a work program.

At sixth, In no case should we forget that a modern lesson should be structured in such a way that students acquire and develop not only educational, but also all other developmental and educational skills.

Seventh, At the bottom of the technological map you can place additions: samples of exercises, tests, etc.

And one last thing. There are programs that simplify and speed up work on a technological map. They contain work programs, universal learning activities (ULAs) and the results that we would like to see. Nobody forbids you to resort to their help.

Working on a technological lesson map

Work on the technological lesson map includes:

1. Determining what role this particular lesson plays in the entire topic, choosing the type of lesson (typical or unusual, for example, a conference lesson).
2. Compiling a list of the most important and auxiliary objectives of the lesson. They can be taken from any block - educational, developmental, educational.
3. Structuring the lesson depending on what type it belongs to (schedule by stages).
4. Formulation of tasks for each stage of the lesson.
5. Indication of the results that I would like to see after each stage of the lesson.
6. Choosing forms of presenting material in the lesson.
7. Writing about the characteristics of the activities of the teacher and students.

The main stages that make up the lesson flow chart:

1. Preparation for the lesson. At this stage, the teacher activates the students with a very small introduction orally, and the students get into the business rhythm - they begin to learn.
2. Identifying the strengths and weaknesses of the guys. At this stage, the teacher determines how well the old material has been mastered, and the students do an assignment to test some skill.
3. Setting the most important goal of the lesson. At this stage, the teacher creates a problem that must be solved at the end of the lesson, and students set subgoals and, if necessary, ask clarifying questions.
4. Development of a project to solve the problem. At this stage, the teacher explains in general terms how to solve the problem (offers several options), and students choose the most optimal means for this (algorithm, model, etc.).
5. Consolidation of new material. At this stage, the teacher summarizes what has been covered and the students perform standard exercises.
6. Independent work on new material (individually or in groups). At this stage, the teacher creates conditions for the use of new material, and students control themselves by turning to the standard.
7. Lesson reflection, i.e. summarizing. At this stage, the teacher creates conditions for reflection, and students compare whether the most important goal of the lesson corresponds to what they have achieved.

The lesson steps depend on the type of lesson selected.

Thus, the technological map is an effective form of interaction between teacher and students. Thanks to it, the educational process is optimized. And both sides benefit from this: both the teacher and the students. The teacher does not go beyond the federal state educational standards, systematizes his work, and the students develop comprehensively.

Example of a lesson flow chart:

Interdisciplinary lesson in algebra and computer science

in 11th grade on the topic “Solving percentage problems using spreadsheets”

Lesson type: integrated combined lesson on the complex application of knowledge in algebra and computer science.

The purpose of the lesson:
Create conditions for the formation:
– personal UUD (self-determination, meaning formation, moral and ethical assessment);
– regulatory control and management (planning, forecasting, control, correction, evaluation);
– cognitive UUD (general educational, logical);
– communicative control (planning, asking questions, managing a partner’s behavior, the ability to express one’s thoughts with sufficient accuracy);
using the subject algebra when studying the topic “Interest”.
Tasks:
– contribute to the formation of motivation to study the topic by creating a problem situation through questionnaire questions;
– update students’ knowledge through their participation in a frontal survey;
– organize group work of students to analyze and process text information, as well as solve real-life problems;
– organize students’ reflection of their own knowledge by comparing their answers with real data;
– organize students’ self-assessment of their activities.
Expected results:
Personal:
– students demonstrate interest in learning the topic;
– students realize how important the topic of the lesson is to them
Metasubject:
Regulatory:
– students are able to draw up a plan and determine the sequence of actions;
– students are able to predict the results of their actions;
– students are able to control the correctness of their actions;
– students are able to adjust their actions;
– students are able to evaluate their own activities and the activities of classmates;
Cognitive:
– students are able to accept the goals of educational activities and search for means of achieving them;
– students are able to arbitrarily and consciously construct a speech statement;
– students are able to find the most effective way to solve problems;
– students are able to carry out analysis and synthesis, formulate conclusions;
– students are able to put forward hypotheses and justify them;
– students are able to determine the goals and functions of interaction participants;
Communicative:
– students are able to carry out proactive cooperation while working in a group;
– students are able to control and evaluate the actions of a partner;
– students are able to express their thoughts with sufficient clarity.
Subject:
– students know the formulas for finding percentages
– students are able to use the acquired knowledge in real life

– students know how to use spreadsheets

Teaching methods:

– method of problem presentation;

– partially search.

Means of education:

1. Handout: Appendices 1–10
2. Presentation "Interest".
3. Multimedia complex.

Organizational forms:

– frontal;

– individual;

– group.

Pedagogical technologies: technology of dialogue interaction with elements of technology for the development of critical thinking.

Lesson Plan

Contents of teacher activities	Student assignments	Content of student activity	Which UUDs are formed as a priority
Lesson stage: organizational
Greets students. Checks readiness for lesson Creates a positive atmosphere in the classroom		Greetings from the teachers. Get into the business rhythm of the lesson	CUUD: planning educational cooperation with the teacher and peers. RUUD: organizing your educational activities
Lesson stage: Setting the goals and objectives of the lesson. Motivation for students' learning activities
Organizes filling out the questionnaire using a presentation and clarifying comments	Answer the questions in writing (Appendix 1)	Fill out the form using your life experience
Organizes a comparison of student answers with the correct answers. Discussion of answers	Compare your answers to questions 1-4 with the correct ones.	Write down the correct answers in the form next to your answers.
Organizes goal-setting of educational activities in the lesson	Determine the topic of the lesson based on the questions	Formulate the purpose of the lesson	LUUD (meaning formation): “what meaning does the teaching have for me,” and be able to find an answer to it LUUD (moral and ethical assessment): assessment of assimilated content, ensuring personal moral choice based on social and personal values PUUD (general education): formulation of a cognitive goal;
Lesson stage: Updating knowledge
Asks questions on the topic “Interest”	Remember the rules for finding percentages?	Answer questions on the topic “Interest”	PUUD (general education): search, selection, structuring of information;
Organizes distribution into groups using lots	Divide into 4 groups. Discuss and complete the task.	Distribution into 4 groups. Clarification of the task.	PUUD (general education): arbitrary and conscious construction of a speech utterance; PUUD (general education): choosing the most effective ways to solve problems.
Organizes the work of groups to solve problems	Prepare for public presentation of information	Work in groups: completing tasks on the forms “Task for Group 1” (Appendix 2), “Task for Group 2” (Appendix 3), “Task for Group 3” (Appendix 4) and “Task for Group 4” (Appendix 5). Joint discussion and problem solving. Preparing an oral presentation	QUUD (questioning): proactive cooperation in searching and collecting information
Organizes presentations by group representatives based on the results of completing assignments.	Present the results of group activities	Explain solutions to problems. Answer the questions asked	PUUD (logical): synthesis as the composition of a whole from parts, incl. replenishment of missing components; KUUD (ability to express one’s thoughts with sufficient accuracy)
Organizes a discussion of the question: “How does the Unified State Exam differ from real life?”	Discuss the answer to the question: “How does the Unified State Exam differ from real life?”	Take part in the discussion of the question: “How does the Unified State Exam differ from real life?”	LUUD (self-determination): motivation for learning, formation of the foundations of a person’s civic identity WPMP (logical): analysis to highlight features (essential, non-essential); WPMP (logical): putting forward hypotheses and their justification
Lesson stage: Application of knowledge and skills in a new situation
Organizes groups to work on solving real-life problems using spreadsheets	Get the next group task. Perform calculations	Work in groups: complete tasks on the forms “Task for Group 1” (Appendix 6), “Task for Group 2” (Appendix 7), “Task for Group 3” (Appendix 8) and “Task for Group 4” (Appendix 9). Clarify tasks. They discuss and solve problems together. Prepare an oral presentation	LUUD (meaning formation): “what meaning does the teaching have for me,” and be able to find an answer to it ECUD (planning): determining the goal, functions of participants, methods of interaction QUUD (questioning): proactive cooperation in searching and collecting information CMUD (partner behavior management): control, correction, assessment of the partner’s actions KUUD (ability to express one’s thoughts with sufficient accuracy)
Lesson stage: Generalization and systematization of knowledge
Organizes a discussion of solutions to problems and compares them with the correct answers	Compare your solution with the correct answer	Explain the solution to their problem. Compare your solution with the correct answer. Discuss the solution to their problem and the solution to the problems of other groups	RUUD (control): in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard
Lesson stage: Reflection (summarizing the lesson)
Organizes the calculation of the error made when filling out the questionnaire at the beginning of the lesson	Compare your answers to the survey questions with the correct answers	Compare their answers in the questionnaire with the correct answers and calculate by what percentage they were wrong	RUUD (correction): making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product
Organizes surveys	Evaluate your activities in class. Write a review about the lesson	Fill out the form. Evaluate their work and the work of their classmates according to specified criteria.	LUUD (meaning formation): “what meaning does the teaching have for me,” and be able to find an answer to it RUUD (forecasting): anticipation of the result and level of assimilation, its time characteristics
Lesson stage: Information about homework, instructions on how to complete it
Assigns homework and gives instructions on how to complete it	Get homework	They delve into the essence of homework. Make sense of it	RUUD (control): in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard

The technological map allows you to design the educational process. The teacher’s task when creating it is to show the so-called activity approach in the learning process. By describing each stage of the lesson in a technological map, the teacher designs his own activities and the intended actions of the students. Below are the requirements for a technological lesson map in primary grades and a description of its structure.

Modern lesson ideas (i.e. lesson requirements):

The purpose and objectives of the lesson are stated clearly and specifically;

The main goal is to achieve specific results (universal learning activities);

Students are motivated to do activities;

A problematic situation has been created in the lesson;

The relationship between students’ activities in the lesson and the goal (achieving planned results) is traced;

Conditions have been created for students to work independently;

SanPin requirements are taken into account;

During the lesson, the teacher creates conditions for the formation of students’ evaluative activities and reflection.

Structure of the technological map:

1. The goal that the teacher wants to achieve in the lesson (only one goal is indicated, it should not be confused with the concept of “lesson objectives”). If possible, the problem (i.e. idea) of the lesson, the objectives of the lesson (how to achieve the goal) are stated. Planned results of the lesson (formed during the UUD lesson) - verbs are used in the indefinite form (see Federal State Educational Standards). Used educational technologies and methods (including health-saving technologies are listed). The teaching aids used (electronic and printed resources, textbook, teaching aids, visual aids, equipment).

2. Progress of the lesson. Created from two columns. The first column is called “Teacher Activities” (during each stage of the lesson, you need to briefly describe the teacher’s actions using words such as: “organizes, creates, reads, promotes, helps,” etc.). The second column is “Student activity” (it can be described using the words: “read, analyze, make assumptions, generalize, negotiate,” etc.). At the end of each stage of the lesson, the teacher must organize control and evaluation activities for students, and students conduct self-assessment of learning activities and results.

The course of the lesson consists of 4 main stages, which must be reflected in the map. The teacher can break each stage into smaller ones depending on his own intention. It is necessary to describe actions, not expected responses from students. Direct speech should be used as little as possible, only if it is impossible to replace it with a descriptive phrase.

Stage 1. Setting a learning task. The teacher creates a problem situation and organizes the students’ actions so that they themselves (if possible) formulate the problem. Together with the teacher, children determine the topic of the lesson. An audit of the children's current knowledge and skills is carried out, which will be necessary to solve the formulated problem.

Stage 2. Organization of cognitive activity. The teacher and students plan work for the lesson. In the course of performing special tasks, new knowledge is discovered, UUDs are formed, a previously formulated problem is solved, etc.

Stage 3. Consolidation and inclusion in the knowledge system. The teacher organizes independent activities of students aimed at consolidating, generalizing, accepting, incorporating new knowledge or skills into the system of existing knowledge, self-control and self-assessment, etc.

Stage 4. Reflection on learning activities in the classroom. Correlating the goal set at the beginning of the lesson with the planned results. Diagnostics of achieving planned results. Self-assessment of students’ (and teacher’s) activities in the classroom. The final results of solving the problem (or learning task) formulated at the beginning of the lesson. Practical application of new knowledge and skills.