“Project healthy lifestyle” - Teaches you to express your own judgments and be critical of the opinions of others. Project implementation timeframe: Problematic issues: What does it mean to “lead” healthy image life"? How to live today to have a chance to see tomorrow. Research methods: sociological survey; monitoring the diet in the family; express survey; ranging.
“Healthy lifestyle at school” - School traditions. Problems to discuss with children at valeopauses. The teacher’s competent attitude towards his own health. A system of educational and methodological work on healthy lifestyle issues. Be healthy! Relevant today. Implementation of health-saving technologies. School. Outdoor games.
“Healthy lifestyle of a schoolchild” - Sleep should be sufficiently long and deep. Fix the technique of passing and receiving the ball from above with both hands. Personal hygiene. Practical solution. Conclusion: The essence of the concepts “Health”, “Lifestyle”, “Healthy Lifestyle”. Approximate daily routine for schoolchildren studying in the 1st shift. Physical education lesson plan for 5th grade students on the topic: Volleyball.
“Healthy child” - Strengthening. Playing gym. Winter football. Healthy sleep. A walk is useful at any time of the year. CORRECT NUTRITION. Proper nutrition. The health of our children. Hardening. Sports activities. Playing on sports fields. Don't forget to go for walks with your children. As a rule, children are willing to engage morning exercises together with parents.
“Basics of a healthy life” - Mental hygiene and the ability to manage your emotions; Up to 60% of Russians are regular cigarette buyers. Following the rules of personal hygiene; Hardening; Drinking leads to alcoholism. Bad habits. More than 3 million people on the planet die every year from smoking. Alcohol destroys the human brain and other organs.
“Lesson Healthy Lifestyle” - Sports. Completed by: Ivanchenko Irina Anatolyevna, teacher in English. Independent work groups for completing assignments - 4, 5, 6 lessons. Academic subjects: humanities subjects, life safety, Physical Culture. Defense of the obtained results and conclusions – lesson 8, 20 min. Methodical presentation creative project.
Sections: Technology
Goals:
- Practice cutting skills of raw and cooked vegetables.
- Reinforce known methods of preparing cold appetizers.
- To cultivate a culture of work, accuracy, the need for work, the desire to master any profession.
- Develop creative imagination, the ability to generalize, compare, and analyze the results of your work.
Equipment, tools, visual aids: electric stove, tableware, bowls, two baskets, a set of products, frying pan, knives, forks, technological maps for preparing “Evening” and “Polyanka” salads; hot “Risotto with lamb”; dessert "Delight".
Progress of the lesson:
1. Organizational moment.
2. Information from the history of a romantic dinner.
From time immemorial and in all parts of the world, the joys of a perfectly laid table have served as an almost indispensable prelude to the joys of love.
The first romantic meal for two can be considered the tempting apple that Eve treated Adam to.
A tête-à-tête dinner is a favorite pleasure, accessible to representatives of all walks of life, and has been sung by geniuses of all times in the pages of their works.
Dinner for two is a delicate, elegant, festive dinner. And not overly rich. Its purpose is to create the appropriate mood, help you relax and forget about everyday worries.
3. Repetition in the form of a game: “Culinary duel.”
We form 2 teams of 3 people. We offer each team a basket with a set of products.
The task of the commands : from this list of products by technological maps prepare the salad and make its presentation.
Cooking time - 20 minutes. (Annex 1)
4. While the teams are imagining for 20 minutes, it is proposed:
- Working with a crossword puzzle on a topic "Vegetables" (Appendix 2)
- Student presentation on table setting. (Appendix 3)
5. Presentation of team salads.
6. Summing up the results of the “Culinary duel”(voting by tokens)
Presentation of memorable business cards to the participants of the “Culinary Duel”
7. Romantic dinner menu.
8. Preparation by the teacher together with the students of the hot dish “Risotto with lamb”
(Appendix 4)9. The teacher prepares the “Delight” dessert
10. Tasting dishes.
LITERATURE
- Billevich V., Khodkova N. Cooking ourselves. – Minsk, 1998
- Wolf. Modern encyclopedia for girls. – M., 2000
- Delicious chores. Ural L. T. D., 2002
- Ermakov. Cooking Basics 8-10. – M., 1999
- Zakharchuk. Cooking from A to Z. – Kemerovo, 1999
- What's a holiday without salad? – M.: RIPOL CLASSIC, 2002
- Confectionery art. – M., 1999.
- Lemkul L.M. Festive table. 2000
- Menu for every day. – M.: AST – PRESS SKD, 2004
- Müller M., Preg E. Krin H. Holiday on the table. 1996
- Romantic dinner. Ural L. T. D., 2002
- Russian customs. – S-P., 2001
- Serbin. Encyclopedia of cooking. – M., 1998
- Salads. Book. – Rostov-on-Don, 2000
- Sweet tooth. Rostov-on-Don, 2000
- The miracles of baking. – M., 1999
Republic of Tatarstan Verkhneuslonsky municipal district MOU "Matyushinskaya secondary school" Research work on the topic: " Healthy dinner for the whole family” Completed by: 7th grade student Aliya Kabirova Supervisor: technology teacher Sadeeva L.A. 2008 Need Our family consists of five people: dad, mom, two older sisters Aisyl u and Aigul and me. In the morning my parents go to work, and I go to school. Aisyl u and Aigul study in the city and therefore we do not take them into account. Paul learns that on weekdays our family gathers at one table only in the morning and evening and not as a whole. In the morning, everyone is in a hurry so as not to be late for their business. Therefore, in the evening I want to spend more time together. Mom is tired at work, and dinner must be prepared every day. I come home before everyone else. If I do my homework right away, I will have time to help my mother or prepare dinner myself. We must try. . I also want dinner to restore strength and replenish the body with useful substances. My task is to develop a healthy dinner menu for a family of three and prepare it. Research How to answer all these questions? Where can I find information? Where to begin? First read in books on healthy eating all about dinners. Nutrition is vital for the body. And it must meet the requirements of the body, i.e. include biologically complete protein substances of plant and animal origin, fats, minerals, vitamins, as well as a sufficient (but not excessive) amount of carbohydrates for the body’s energy expenditure. The body needs nutrients every day, and the need for them depends on a person’s height, age, activity, gender, physiological characteristics, climatic conditions. In order for the metabolic process in the body to be balanced, the diet must be varied. I learned a lot of interesting things from the literature. It turns out that you can’t plan dinner without taking into account what happens to a person during the day: what he eats, what he does. A healthy body works like a clock. At the usual time he is awake, resting, working gastric juice to digest food. There should be at least four meals during the day, and you should try to eat at approximately the same time. Diet is the time and number of meals. Certain time intervals are observed between meals. Eating at a certain time leads to the production conditioned reflex digestive glands. The most rational is four and three meals a day. For four meals a day, a second breakfast or afternoon snack is additionally served. This is how it works for me: I have breakfast before going to school, have lunch at school during the same break, and have dinner when everyone is going home after work. But the fourth meal (second breakfast or afternoon snack) happens at different times. You need to ask your parents how and when they have lunch at work. Tomorrow by 25% Meal Lunch 40% Dinner 25% Midday 10% The heaviest meal of the day should be lunch to replenish the body’s various expenses, the lightest should be a second breakfast or afternoon snack to maintain energy reserves, and breakfast and dinner should be approximately the same amount of energy. Menu. Feast program. Has two main meanings. 1. A list of dishes for each specific breakfast, lunch, dinner, continuously changing daily and compiled for the day, week, month and even year. 2. A general list of dishes prepared consistently in a particular restaurant or cafe and remaining long time unchanged, and also certainly different from the menu of other similar establishments. In order to eat properly, rationally and more profitably, to spend food and time economically, it is advisable to draw up a menu in advance - a list of dishes. This helps to diversify and properly regulate the composition of nutrients. The task of any good, qualified menu is to create a harmonious table in which maximum variety would be combined with ease of digestion, small quantity, and unpalatability of dishes. Dinner menu You should have dinner no later than two hours before bedtime. Dinner can consist of two or three courses. The total amount of food a person eats during the day should not exceed 2.5 - 3 kg. (excluding bread). Of this amount, an average of about 500g should be consumed for dinner. (300g - for the main course, and the rest - for fruits or drinks). Dad needs more food, and mom needs less, because men spend much more energy than women. And I need to eat about the same amount as my mother, since I am still growing, and I need energy for this. Conclusion: there are three of us, the total weight of our family dinner should be 500 x 3 = 1500 gr., of which: for the share of the main dish -300 x 3 = 900 gr.; for the share of drink or fruit -200 x 3 = 600 g. The amount of food should depend on its calorie content, i.e. the amount of energy (calories) that the body receives from it. And each of us spends these calories during the day. People engaged in heavy physical labor spend (burn) the most energy. Behind them are people who move or study a lot, especially during exams. Less - those who lead a sedentary lifestyle. In terms of calorie content, dinner should be ¼ of the daily diet. I learned how many calories each member of our family needs during the day. I will divide the result by four (the number of meals) and find the calorie content of dinner. Calorie content of dinner for each family member Members Gender Necessary Calorie content of family activities amount of dinner, kcal kcal per day Dad Driver 4200 1050 Mom Teacher 3000 750 Me (14 years old) Student 2450 613 Total 2413 Conclusion: dinner for all family members should contain approximately 2500 kcal. In this case, the main dish should weigh approximately 900 grams, drinks and fruits - 600 grams. Requirements (criteria) for dinner Dinner should be: quick and easy to prepare; vk usnym; useful; beautifully designed; affordable at a price (cost); filling, but not too high in calories (about 2500 kcal). Which products to choose? Books on healthy eating say that in the evening it is better to eat those foods that are digested faster. These are cottage cheese, eggs, vegetables, porridge or pasta, kefir, yogurt, jelly. It is not recommended to include meat, fish, and fatty dishes, including butter, in dinner. Why? It turns out that they are digested slowly and linger in the stomach for a long time. And during sleep, digestion processes proceed much slower than when the body is awake. In addition, meat products “excite” the nervous system. Therefore, sleep may be restless and shallow, and in the morning it will be difficult to get up and go to work or school, to be attentive and collected. What to cook for dinner? Meat and butter are not suitable for dinner. What to choose: porridge, pasta, vegetables, eggs or dairy products? Let me do some research: what do we eat during the day? Members Breakfast Lunch family 2 Mom I Dinner work 1 Dad Afternoon snack for 3 4 At home: In the dining room: Sandwiches, eggs, dairy vegetables - in salad, tea, coffee. porridge, pasta soup or in a product, second course; sandwiches with meat and cheese and fish gastronomic products - at home: groceries, tea, soup or Yogurt or coffee, cocoa. second; side dishes tea with pasta sandwiches. 5 ? products, cereals; compote, tea. Conclusion: we eat porridge and pasta quite often, so it is better to include vegetables or dairy products in dinner. Everyone loves vegetables, but my mother often cooks them. For some reason, we mainly consume milk or yogurt among dairy products; for dairy products we use cheese. And we rarely buy cottage cheese. What are the benefits of cottage cheese? From a book on ulinaria, I learned that cottage cheese contains all the necessary nutrients. Therefore, it is useful for everyone - both adults and children. Surely you can make something unusual and tasty from it. Which dish to choose? In the fall, when it’s already cold outside, it’s better for dinner to be hot. This means you need to choose a hot dish. And after it you can serve dessert or drinks with pastries. First, I’ll analyze recipes for hot dishes, and then I’ll look at how to prepare desserts and baked goods. Cottage cheese dishes Appetizers Hot dish Dessert Spicy curd masses Curd caviar Casseroles Lapshevnik Krupenik Cheese pancakes Dumplings Curd cream Easter Sweet curd masses Cheeses in chocolate Baking Curd cake Cheesecake Ideas. Hot dish In some books, next to the recipe of the dish, it is indicated how many servings it is designed for, and the calorie content - this is very convenient. Idea 1. Buckwheat groats Products: buckwheat groats - 190 g, milk - 200 ml, water - 120 ml, cottage cheese - 320 g, margarine - 20 g, sour cream for greasing - 20 g, sour cream for serving - 150 g., salt to taste. Cooking time (heat treatment) - 40 minutes. Number of servings - 4. Calorie content of 1 serving - 355 - 450 kcal.
I decided to take one dish from each idea. From the first idea, I decided to take naval pasta, because this dish is easy to prepare. From the 2nd idea I took juice, because you can buy it, that is, you don’t have to waste time preparing the drink. In the 3rd idea, I liked the quick-to-prepare Shell cookies.
Meat (boneless) g., pasta g., onions pcs., salt, pepper
Preparation: Broth is cooked from a decent-sized piece of meat. Served first. The meat is removed, cleaned of veins and bones and passed through a meat grinder. If you love onions, you should chop them finely; if only you love them, but the person you are going to feed this dish cannot stand, you should also grind them (the onions). Lightly fry the onion and meat. Boil the pasta, breaking it finely. Mix the meat with pasta, pepper and fry over low heat until the first signs of browning appear.
Ingredients: dough: margarine 200 gr., room temperature 100 gr. sour cream 3 yolks flour as much as the dough absorbs, approximately 2 cups, so that the dough is soft. cream: 3 egg whites 1 cup sugar vanilla. 1 cup walnuts, lightly toasted and coarsely ground
Dough: mix margarine 200 gr., room temperature, 100 gr. sour cream, 3 yolks, as much flour as the dough absorbs, approximately 2 cups, so that the dough is soft. Divide the dough into 24 balls the size of Walnut. Cream: beat 3 egg whites, 1 cup sugar, vanilla. Then, stirring gently, add 1 cup of slightly toasted and coarsely ground walnuts. Roll out each ball thinly with a teaspoon in the center, put the cream in half like a dumpling, then fold corner to corner again and press the edges with a fork. This must be done carefully so that the cream does not leak out. There is no need to grease the baking tray. Place the oven in a preheated oven at 180 degrees until the top is slightly browned. Sprinkle the finished shells with powdered sugar.
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Text content of presentation slides: Work program in biology * Types of training programs 1. Sample program.2. Author's program. Mandatory procedures: review; approbation; approval. Mandatory part (180 hours) Variable component (65 hours) must fully include the content of the sample program; includes additional content The main content is presented in the form of sections: Living organisms (115 hours); Man and his health (50 hours); General biological patterns (15 hours). It is a guideline for drawing up working and author’s programs... Authors can offer their own approach in terms of structuring educational material, determining the sequence of its study... * Work program A work program is a regulatory and management document that characterizes the system of organizing educational activities in a given educational institution by a certain teacher. A work program can be developed by several teachers teaching the same subject. * Compiled by work program can: expand the list of topics studied; specify and detail the topics; change the sequence of studying educational material; include material from the regional component of the subject; choose methods, technologies of teaching and control. * Source documents for drawing up work programs: Law “On Education in the Russian Federation”; Federal State Educational Standards for a specific level of education; sample curricula; basic curriculum; federal list of textbooks (recommended!); equipment requirements educational process. * Ready-made work programs Work programs that are published by various publishing houses can be used as source material for drawing up your own work program. Implement educational activities based on such programs is inappropriate. * Requirements for the work program This is a normative document. Compliance educational program schools sample program by subject. Systematicity and integrity. Taking into account the specifics of the subject. Sequence of topics studied. Connections with other subjects of the curriculum educational institution. * Schedule and thematic planning: a) is included directly in the work program; b) is given as an appendix to the work program. The first option is preferable: firstly, there is less paperwork; secondly, it is easier to eliminate force majeure. * Structure of the work program 1. Title page.2. Explanatory note disclosing:2.1. general characteristics academic subject; 2.2. description of the place of the educational subject, course in curriculum;2.3. personal, meta-subject and subject-specific results of mastering an academic subject, course; 2.4. methods of monitoring and assessing the educational achievements of students.3. Contents of the academic subject, course.4. Calendar-thematic planning with identification of main types educational activities.5. Description of educational, methodological, material, technical and information support of the educational process.6. Planned results of studying an academic subject, course.7. Applications. * 1. Title page Full name of OU Statement mark of program approval Title training course Indication of parallel, class Number of hours: annual and weekly UMKFIO developer, qualification. categoryName of settlementYear of program development * 2. Explanatory note: type, type of education. institutions; educational region, in cat. includes the subject; the general goals of the academic subject; the timing of the program; the logic of constructing the program; the system for assessing student achievements; the main tools for assessing results; the system of conventions. notation used in the text of the work program. * 2.1. General characteristics of the academic subject Curriculum on the basis of which the author’s program was developed (publisher, year of publication); General characteristics educational process: methods, forms of classes, technologies; Logical connections of the subject with other subjects. * 2.2. Place of the subject in the curriculum a) connection with related subjects; b) weekly and annual number of hours; c) specific goals and objectives of studying the subject; d) level of mastery of the curriculum; e) student competencies formed by the subject. * 2.3. Personal, meta-subject and subject learning outcomes Here can be given a standard list for a given subject of personal, meta-subject and subject results of mastering an academic subject. Such a list is usually contained in the “Explanatory Note” to the sample curriculum. * 2.4. Methods of monitoring and assessing the educational achievements of students 2.4.1. Personal: - compliance with the norms and rules of this educational institution; - participation in the life of the school; - responsibility for learning outcomes; - readiness to choose one’s educational path; - value-semantic attitude of the student in studying the subject; - activity and initiative when working in groups, when carrying out educational projects. * 2.4.2. Meta-subject results The ability to independently master knowledge. The ability to collaborate and communicate. The ability to use ICT. The ability to self-organize, self-regulation and reflection. The main procedure for assessing meta-subject results is the defense of an individual project. * 2.4.3. Subject results The main thing is the student’s ability to solve educational-cognitive and educational-practical problems based on the material being studied. Example types of control: survey; self-test; peer review; test; dictation - spelling, mathematics; vocabulary work; working with cards; independent and test. * 3. Contents of the topics of the training course Here is a list and name of sections and topics of the courses. Contents of the training topics: - main issues studied; - practical and laboratory work, creative works and tasks, educational projects, excursions. * 4. Calendar and thematic planning Topics and number of hours for their study; Type of lesson, form of its delivery; Planned three-component results of the lesson; Forms of organization of educational and cognitive activities of students; Equipment, electronic educational resources; System for monitoring the achievement of three-component results; Planned and actual dates of implementation lessons. * 5. Educational, methodological, material, technical and information support Components of teaching materials: basic textbook, workbooks, anthologies, collections of problems. Teaching aids: educational and laboratory equipment, instruments, technical and electronic means training and knowledge control, educational and reference literature, handouts, etc. Media supplement to the textbook. List of Internet resources, monitoring and other programs. * 6. Planned results of studying the subject Unlike paragraph 2.3. here the requirements for the results of mastering the curriculum are specified. Personal: a system of values, interests, motives for activity. Meta-subject: methods of activity mastered through the example of one or several subjects. Such methods are also used in education. process and in life. Subject: knowledge, skills, experience creative activity etc. * 7. Applications to the program Testing and measuring materials Topics of educational projects Topics of creative works Methodological recommendations Other materials Programs of individual academic subjects and courses must contain: 1) Title page. 2). Explanatory note, which specifies the general goals of the main general education taking into account the specifics of the academic subject; 2.1. general characteristics of the academic subject, course; 2.2. description of the place of the academic subject, course in the curriculum; 2.3. personal, meta-subject and subject-specific results of mastering a specific academic subject, course; 2.4. methods of monitoring and assessing the educational achievements of students; 3) content of an academic subject, course; 4) calendar-thematic planning with identification of the main types of educational activities; 5) description of educational, methodological and logistical support of the educational process; 6) planned results of studying an academic subject or course. Structure of the work program Calendar - thematic planning for the 2013 - 2014 academic year Subject: BiologyClass: 5UMK: UUD: regulatory (R). personal (L), communicative (C), cognitive (P). Date of lesson No. Number of hours Lesson topic Lesson typeForm of delivery Forms of organization of educational and cognitive activities of students Planned results Control system Basic teaching aids, electronic educational resources Paragraph (or textbook page) personal meta-subject subject plan fact EXAMPLE OF A FRAGMENT OF THE WORK PROGRAM OF THE COURSE “Biology” Lesson No. Topic, type of lesson, homework Date of the lesson Elements of the main content Requirements for educational results Metrics Pedagogical means subject results / level of proficiency in holistic competence universal learning activities (ULA) Section 1. Structure and properties of living organisms (10 hours) Topic 1.1. Basic properties of living organisms (1 hour) 1 Chemical composition of cells Lesson of “discovery” of new knowledge Key concepts Organic substances. Not organic matter. An object. Contents, composition of elements in a cell. Water, other inorganic substances, their role in the life of cells. organic substances: proteins, carbohydrates. nucleic acids. Their role in the cell. Reproductive level. Give examples of the content of proteins, fats and carbohydrates in food products. Describe chemical composition living organism using the example of a person. Intellectual level. Identify signs of division into groups of elements in a cell. Compare key concepts“inorganic substances” and “organic substances” according to the content of their definitions, highlighting similarities and differences. Distinguish food products based on the content of proteins, fats and carbohydrates. Determine the presence of fats in seeds; starch in potato tubers Cognitive: general education, logical, comparison, formulation and solution of problems. Regulatory: Communicative: Personal: meaning formation Questions 1-11 on p. 17 textbook. Demonstration of the slide show “Proteins, fats and carbohydrates”. Demonstration (flash animation). Participation in a conversation based on analysis of the content of flash animation. Demonstration of a diagram. Organization based on analysis of the content of the diagram. Working with textbook text. Compiling a table. Comparative characteristics organic and inorganic substances. Performance test task based on slideshows and animations. Execution laboratory work“Determination of the composition of plant seeds, potato tubers” PLANNED BIOLOGY LEARNING OUTCOMES IN GRADE 5 Subject learning outcomes Meta-subject learning outcomes Personal learning outcomes Section 1. Living organism: structure and study Students should know: the main features of living nature; the structure of a light microscope; the main organelles of a cell ;the main organic and mineral substances that make up the cell; leading naturalists and their role in the study of nature. Students should be able to: explain the importance of biological knowledge in everyday life; characterize methods of biological research; work with a magnifying glass and a light microscope; recognize the main cell organelles on tables and microslides; explain the role of organic and mineral substances in the cell; follow the rules of behavior and work with instruments and tools in the biology classroom Students should be able to: carry out simple observations, measurements, experiments; set a learning task under the guidance of a teacher; systematize and generalize intelligent species information; draw up a plan for completing an educational task Formation of a responsible attitude to learning; formation of cognitive interests and motives for learning; formation of skills in behavior in nature, awareness of the value of living objects; awareness of the value of a healthy and safe lifestyle; formation of the foundations of an ecological culture Section 2. Diversity of living organisms Students should know: - the essential features of the structure and vital activity of the biological objects being studied; - the main features of representatives of the kingdoms of living nature. Students should be able to: - determine the belonging of biological objects to one of the kingdoms of living nature; establish similarities and differences between representatives of the main kingdoms; distinguish between studied objects in nature, on tables; - establish features of the adaptability of organisms to the environment; - explain the role of representatives of the living kingdoms nature in human life Students should be able to: - conduct the simplest classification living organisms in individual kingdoms; - use additional sources of information to complete the educational task; - independently prepare an oral report for 2-3 minutes See section 1 Section 3. Habitats of living organisms Students should know: the main habitats of living organisms; natural areas of our planets, their inhabitants. Students should be able to: compare different habitats; characterize living conditions in different habitats; compare living conditions in different natural zones; identify features of the adaptability of living organisms to certain conditions; give examples of inhabitants of the seas and oceans; observe living organisms Students should be able to: find and use cause-and-effect relationships; build, put forward and formulate simple hypotheses; highlight semantic parts in the text and title them, pose questions to the text See section 1 Section 4. Man on Earth Students should know: - human ancestors , their character traits, lifestyle; - basic ecological problems facing modern humanity; - the rules of human behavior in dangerous situations natural origin; - the simplest methods of providing first aid for burns, frostbite, etc. Students should be able to: - explain the causes negative influence human economic activity on nature; - explain the role of plants and animals in human life; - justify the need to take measures to protect wildlife; - observe the rules of behavior in nature; - distinguish on living objects, tables, species of plants and animals that are dangerous to human life; - lead a healthy lifestyle and fight against bad habits their friends Students should be able to: - work in accordance with the assigned task; - draw up a simple and complex plan of the text; - participate in joint activities; - work with the text of the paragraph and its components; - recognize the objects being studied on tables, in nature. See section 1 Didactic basics modern lesson Typology of lessons in the didactic system of the activity method “School 2000...” The type of lesson determines the formation of one or another educational action in the structure of educational activities. Lesson on setting an educational problem. Lesson on solving an educational problem. Lesson on modeling and transforming a model. Lesson on solving particular problems using an open method. Lesson on monitoring and evaluation. Didactic foundations of a modern lesson Activity-oriented lessons on goal setting can be divided into four groups: lessons of “discovery” of new knowledge; lessons of reflection; lessons of a general methodological orientation; lessons of developmental control. Didactic foundations of a modern lesson 1. Lesson of “discovery” of new knowledge. Activity goal: developing students’ ability to a new way of action. Educational goal: expanding the conceptual base by including new elements in it. 2. Reflection lesson. Activity goal: developing in students the ability to reflect on a correctional-control type and implementing correctional norms (fixing their own difficulties in activities, identifying their causes, constructing and implementing a project to overcome difficulties, etc.). Educational goal: correction and training of learned concepts, algorithms, etc. Didactic foundations of modern lesson 3. Lesson of general methodological orientation. Activity goal: developing students’ ability to a new way of action associated with building the structure of studied concepts and algorithms. Educational goal: identifying theoretical foundations constructing content and methodological lines.4. Lesson of developmental control. Activity goal: developing the ability of students to carry out the control function. Educational goal: control and self-control of learned concepts and algorithms. Theoretically based mechanism of control activities: - presentation of a controlled option; - presence of a conceptually justified standard, not a subjective version; - comparison of the tested option with the standard according to the agreed mechanism; - assessment of the comparison result in accordance with a pre-justified criterion. Thank you for your attention!
