Non-traditional kinds of lessons

The teachers of the young teacher asked her ward how her first lesson was, whether she was happy with the class. "Yes, they worked well," she answered, "actively, they pulled their hands." Experienced teachers opened her a secret. Before the lesson, they specially seated the class, in the middle row - strong students, at the window - "average", and closer to the door - the weakest ones: "So who worked for you?" The discouraged teacher realized that there were strong and partly middle-aged children active. "And they will be able to work independently," she was told. "You do not really need them." This example from school practice results in the book "Neskuchnaya shkola" by A. Ershov. The author does not specify what kind of a lesson this is. It does not matter, because whatever it is, no matter what kinds of lessons, indifferent pupils should not be. And yet it is especially sad when such a thing happens in the lesson of literature, an object that has so many opportunities to interest all students, regardless of the series on which they are sitting.

the main problem

The problem of interest is the main thing in school education. It is through interest that the process of obtaining knowledge becomes the driving force of the intellectual, moral and emotional development of the individual. Students' understanding of the importance of studying the subject, their involvement in the process of independent search for knowledge, the diversity of educational activity, the brightness of the material, the emotional response and the interest of the teacher are the main indicators for the emergence of a stable craving for learning. But the traditional types and types of lessons do not provide a comprehensive realization of these conditions. This is the main reason that encourages educators to look for new, non-traditional approaches to the organization of the school lesson.

Unconventional lesson as a solution to the problem

While Methodists are trying to create a generally accepted classification, non-standard types of lessons have already firmly established in school practice. There are already a lot of them, and choosing from the set the option that is needed, the teacher can be guided only by intuition. This choice leads to significant shortcomings that reduce the effectiveness of training. This is spontaneity and unsystematic use; Accentuation of the form to the detriment of content. Non-traditional forms are used as single lessons, which do not resonate with previous studies.

Against stamps and templates

In numerous publications there are two terms in parallel, which denote the forms and types of lessons that are different from the conventional ones - "non-standard" and "non-traditional". Such modern methodology recognizes lessons:

- with the structuring of content and form, which causes primarily the interest of students and contributes to the optimal realization of their potential;

- on which the teacher does not adhere to clear stages of the educational process and minimally uses the traditional methods of conducting the lesson;

- with the teaching of the material in a form related to associations and emotions that help create a positive motivation for learning activity ;

- on which the cliches of pedagogical technologies are not abused.

Unconventional execution of traditional elements

The tradition of the usual lesson is, first of all, the traditionality of its structure: preparation for learning activities - checking the homework - motivation - updating the basic knowledge - learning new material - fixing the material - explaining the homework. These elements are present in the structure of most typical lessons. Varying the duration of these elements, changing their order, it is impossible to build non-standard kinds of lessons. In this way, you can only get different types of regular lessons. The structure of the non-standard lesson differs in the non-traditional execution of ordinary elements. IV Malafaik notes in his Didactics: "An unconventional lesson is the development, the movement of the structure of the traditional lesson."

Without giving up the rules

Depending on the nature of the educational activity, there are two types of non-standard lesson.

1. With the predominance of logical forms in the organization of learning activities: lesson-study, lesson-lecture, lesson-presentation, lesson-seminar, lesson-report, lesson-workshop, lesson-protection of abstracts and projects.
2. With the predominance of emotional-figurative forms of organization of educational activity: lesson-composition, lesson-montage, lesson-short story, lesson-improvisation, lesson-journey (excursion), lesson-play, lesson-concert.

Such a number of different types of non-traditional activities testifies to the desire to go beyond the sample. But overcoming the template does not mean abandoning all rules. The question of choosing the type and, accordingly, the structure of the lesson can not be solved spontaneously. Each of these training sessions has its own face, its unique structure, because "there can not be two absolutely similar lessons" (FF Bugayko). At the same time, the teacher should remember that in the construction of school classes, regardless of their form (traditional or non-traditional), there are general patterns. Didactics and methodologists identify the following factors that influence the modeling of the structure of the literature lesson:

- requirements of the program, which are specified directly for the purpose of the lesson;

- successive tasks (structural elements), through which the didactic objective of the occupation is achieved;

- the type of lesson that is determined by its goals.

All elements of any non-standard educational process, except for structural ones, are for him mandatory and unchanged.