Traditional and non-traditional forms of monitoring knowledge in physics as a means of improving the quality of education Olga Gennadievna Butenko, physics teacher of the first qualification category MBOU "Secondary School 7" VII city scientific and practical conference of teachers "Experience, skill and knowledge of teachers to implement the requirements of the Federal State Educational Standard" Winter, 2012
Types of control ContentsMethods Preliminary level of knowledge of schoolchildren, general erudition. Testing, conversation, questioning, observation. Current Mastering educational material on the topic. Oral surveys, physical dictation, practical (laboratory) work, short-term independent work, quiz, crossword puzzle, testing. Final control over the implementation of assigned tasks. Written test, laboratory work, test assignments, oral test on the topic.
Test work Advantages Disadvantages Tests the ability to solve problems on a topic Tests a rather narrow range of knowledge and skills Tests various skills in the use of physical knowledge when solving experimental problems Must be combined with other forms of control Multi-level tasks Result after some time
Non-traditional forms of control matric test Questions Answer options Card given to the student Questions Answer options Answer card Control matrix (key)
Rating system for monitoring and assessing educational achievements Point grading system Rating system lack of weighting of grades to differentiate the significance of grades received by a student for performing various types of work Extracurricular academic work (participation in olympiads, competitions, etc.) is practically not taken into account. Students are not given the right to choose the time, the form of the answer, to adjust their work, based on the analysis of the dynamics, not only for the teacher, but also for the student, thereby placing him in the position of a subject of the educational process; a small amount of controlled educational material for each student. Sometimes the grade for a quarter is based on one or two answers to determine the level of preparation of each student at each stage of the educational process;
Point system Rating system Inhumanity of the system. A student cannot always claim the highest grade, answer when he wants, when he is ready. Plan and predict the range of knowledge levels, correlating the capabilities of each student with the educational standard. Narrow range of school grades, high subjectivity of evaluation, vagueness of its criteria. Lack of self-esteem Increase the objectivity of assessing knowledge and the dynamics of a student’s educational education not only during the school year, but throughout the entire period of study at school;
The phrase “lesson is the main form of teaching at school” cannot be understood in a simplified and one-sided way, focusing only on the word “lesson” and losing sight of the fact that there can be many types of lessons and each lesson must be unique; its construction must be approached creatively.
The work provides a outline of a model lesson in physics for grade 10 on the topic “Electric current in various media.”
My creative search for non-standard forms and methods of teaching physics has continued for 35 years of working at school. Even at the very beginning of my teaching career, I realized that it was impossible to achieve high efficiency in a physics lesson if it was carried out according to the usual standard scheme. The phrase “lesson is the main form of teaching at school” cannot be understood in a simplified and one-sided way, focusing only on the word “lesson” and losing sight of the fact that there can be many types of lessons and each lesson must be unique; its construction must be approached creatively.
Reasons for using a non-standard approach in constructing a physics lesson currently these are:
1. The country is experiencing a decline in the prestige of education and science, including physics, among young people. This is associated with fundamental social and economic transformations.
2. The introduction of universal education in the country, teaching everyone and everything the same in one class has led to the fact that in recent years the level of teaching for average and strong students has been reduced, as a result of which they have lost interest in learning. Currently, schools of various types with specialization have been created and are being created to overcome this situation.
3. Currently, there are many poorly prepared students in school; these are usually children from low-income, disadvantaged and single-parent families.
4. Insufficient material resources of schools, since supplies have switched to a commercial basis, and many schools, due to financial difficulties, cannot purchase instruments and equipment, textbooks and manuals.
These and other reasons encourage us to look for special forms and methods of working with students, otherwise the teacher’s activities will be ineffective.
My methodology for searching and then applying effective methods and forms of teaching physics is based on the following principles:
1. They should arouse students’ interest in learning, in the topic of the lesson, since it is the most effective motive for learning. As A. Einstein said: “He who teaches interestingly knows how to teach!”
2. They should help increase the emotionality of physics learning. As you know, an elevated emotional state helps to better assimilate scientific knowledge. It is no coincidence that A. Einstein said: “Where possible, learning should become an experience.”
3. They serve to create “feedback” with students and take their opinions into account. The educational process must be built in accordance with human nature, all this improves learning outcomes and its efficiency. Research by scientists has shown the following: “A person cannot be taught, developed, educated; he can only teach himself, i.e. learn, develop, educate.” First, the student must be taught to learn, and then gain knowledge on this basis.
In my work I pay special attention to effective forms of monitoring students’ knowledge in physics. It is clear to any teacher that the amount of knowledge (information) given by him is not equal to the amount of knowledge received by the student. We need objectivity, which allows the teacher or evaluators to evaluate the lesson; here, knowledge control plays a special role, in which students play the main role. Students, relying on knowledge of assessment standards, can, under the guidance of a teacher, conduct self-esteem, which eliminates the possibility of conflict between students and teachers over grades. Effective forms of control allow the teacher to check with the help of students all or most of the students. This forces students to repeat educational material and prepare for each lesson, which allows them to acquire good knowledge. From personal experience, the experience of practicing teachers, and research by scientists, it is known that a student who is passively in class absorbs 5-10% of knowledge, an active thinker in class learns 50-60% of knowledge, and one who actively repeats at home 90-100%.
When self-assessing students, they must know the system of standards and criteria for grading, which I introduce new students to at the beginning of the school year. This assessment system was developed and tested by me during my teaching career. To determine the rating, you need to know exactly what mistakes and shortcomings were made by the respondents and their price scale.
The price of a gross mistake is 2 points.
Errors - 1.2 points.
Gross defect - 0.5 points.
Shortcomings - 0.3 points.
Small flaw (disclaimer) - 0.2 points.
For example: a student made a minor mistake or omission when answering. How should I rate him? According to the standards, we have - the student lost 1.2 + 0.3 = 1.5 points. Since the grade for a complete answer is 5 points, the student’s final grade is 5 - 1.5 = 3.5 points. In this case, the journal is given a grade of 4, warning the student about her “weakness.”
In my practice, I most often use such effective forms of knowledge control - "self-control", "ring", "expedition", "intellectual battle" and others. I outline some of them in the outline of a model lesson in physics for grade 10.
Outline of a model lesson in physics for grade 10 on the topic "Electric current in various media"
Subject: Repetitive training lesson on the topic "Electric current in various environments."
Objectives and goals of the lesson: systematize knowledge about electric current in various environments; consider the significance of the studied phenomena for the development of technology. Continue to develop the skills to explain phenomena based on electronic representations, highlight the main thing, summarize the studied material, express your thoughts in speech, solve problems on electric current in various environments. Apply methodological techniques and methods for quickly testing students' knowledge, based on feedback from students to the teacher.
Lesson equipment: methodological developments of the teacher.
During the classes.
I.Organizational moment of the lesson. (1-2 min.)
The teacher informs the students how the lesson will proceed, appoints his assistants, and reminds them of the grading standards and the correctness of questions and answers. Assistants are usually two students, excellent students or students with solid knowledge of “4” and “5”.
Norm of ratings:
1) Gross mistake - 2 points.
2) Error - 1.2 points.
3) Major defect - 0.5 points.
4) Shortcoming - 0.3 points.
5) Disclaimer - 0.2 points.
Initial score - 5 points. For errors, omissions and reservations, the specified number of points will be deducted. Answers and questions must be given clearly, concisely and understandably.
II.Repetition of previously studied material (10-12 min.)
On-line written control of students' knowledge on the topic "Electric current in various media" is used. Used methodological technique “Self-control”. The technique is based on the cooperation of teacher and student, which is where the effectiveness of teaching is demonstrated. As is known, the effectiveness of the educational process is ultimately determined by the nature of the student’s activity; this is not only the teacher’s ability to present educational material in an accessible and understandable way, but also the students’ readiness to perceive, assimilate and reproduce it. Must be and act every day teacher-student feedback. The technique is that students answer questions posed according to the options within a strictly defined time. The answer form is short, symbols and abbreviations are used. Students write down and remember the answer plan during the first introductory lessons.
Response Plan:
1) Definition of a law, phenomenon, concept. Explain them.
2) Formulas and their output (if any).
3) New physical quantities and their units (if any).
4) Drawings, diagrams, graphs.
5) Practical application.
Leaflets are transmitted and collected along the chain with minimal time. When answering in writing, students tend to be more psychologically relaxed and give better answers than those on the board. The second important point is that all students in the class are involved in the work. The third important point is that students conduct self-monitoring of their knowledge; when checking, peeking and turning around is strictly prohibited. And lastly, very important, based on the Ebbinghauss repetition pattern (time-dispersed repetition is more effective than concentrated repetition)- on the same issues, self-control will be repeated after some time (after 1-3 lessons).
Self-control questions:
Option 1 - Electric current in metals.
Option 2 - Dependence of the resistance of a metal conductor on temperature. Superconductivity.
Option 3 - Electric current in a vacuum. Application of current in a vacuum.
Option 4 - Electric current in gases.
Option 5 - Plasma. Practical use of plasma.
Option 6 - Electric current in melts and solutions of electrolytes.
Option 7 - Faraday's Law of Electrolysis.
Option 8 - Electric current in semiconductors.
Option 9 - Electron-hole transition. Semiconductor diode. Transistor.
Checking the answers takes little time; if the course of the lesson allows, they can be announced immediately; if not, then they must be announced at the beginning of the next lesson.
III.Improving knowledge and skills. Knowledge control based on student initiative. (15-20 min)
At this point in the lesson, use "Ring" method which is an effective form of “teacher-student” feedback and is used to check the assimilation of the material of the covered topics or group of questions, serves to improve the knowledge and skills of students. The important thing about it is that the main role in testing knowledge lies with the students themselves (under the control of the teacher), who analyze and evaluate the answers of their friends. The second, valuable aspect of it is the development of students’ active speaking. Research by scientists has shown that on average a student's active speaking time for an entire school day is 2 minutes, which is very little. Increasing this time is the most important problem of pedagogical science. Students know the grade standards, which are communicated to them in introductory lessons at the beginning of the school year. Thus, each student, if he knows the lesson well, knows exactly what grade the answer should be given. With this approach to setting grades, the basis for conflict between students and teachers over grades disappears. Using "Ring" method The teacher appoints 2-3 students as teaching assistants who will listen, analyze and evaluate the answers of their comrades; these are usually the strongest students. A group of students is called to the board - 3, 4, 5 or more, depending on the scope of the topic being tested. The technique is as follows: the first student asks a question to the second, the second answers and poses a question to the third, the third answers and poses a question to the fourth, etc., the last answers and poses a question to the first - the “ring” is closed. Further, all this is repeated, the number of questions and answers depends on the scope of the topic being tested, the “ring” is stopped by the teacher. The class also participates in the work; all textbooks, notebooks and other aids are closed. If any student in the “ring” cannot pose a question or answer, the teaching assistant asks the class. If no one can cope with this, the assistant teachers themselves are responsible. The main thing when posing and answering a question is correctness, clarity, brevity, speech development is underway, knowledge and skills are tested. After the “ring” stops, the teaching assistants, analyzing the answers and questions specifically for each person being tested, give grades. The class also takes part in this, in which case the assessment is adjusted. For participation in the work of the “ring”, students in the class, if they gave at least three questions and answers, are also given a grade. Teacher assistants are graded by the teacher, taking into account the opinions of the class. With this method, at least 10 assessments are usually given with analysis, there are no conflict situations, the mental activity of students is active, which contributes to deep and strong knowledge of students.
IV.Solving calculation and qualitative problems. (10-12 min)
This part of the lesson is devoted to solving repetition problems. A problem book and didactic material are used. The work can be done individually or with the whole class, it is carried out at the board and on the spot. You can use the following tasks:
1. Determine the average speed of ordered movement of electrons under the influence of an electric field in a copper wire with a cross-sectional area 1 mm 2 with a current equal to 10 A.
2. Determine the speed of electrons with which they reach the anode of a two-electrode vacuum tube, if the voltage between the cathode and anode 100 V.
3. Explain why the electrometer discharges if you bring a burning match to its cathode. (You can conduct an experiment)
4. Why are the high voltage line wires not covered with an insulating sheath?
5. Determine the electric field strength at which ionization of air molecules can occur. Ionization energy of air molecules W=15eV, length is 5 ·10 -4 cm.
6. Calculate the electrochemical equivalent of silver.
7. What valence must an impurity have in a germanium semiconductor for it to have electronic conductivity?
8. Will current flow in the circuit?
9. How does the dissociation of electrolytes differ from the ionization of gases? Why doesn't electrolysis require high voltage?
10. What happens to the electric arc if you cool the negative electrode too much; positive electrode?
When preparing tasks for this stage of the lesson, the following literature is used:
1) G.Ya. Myakishev, B.B. Bukhovtsev, Physics - 10, Moscow, “Enlightenment”, 1990.
2) A.P. Rymkevich, P.A. Rymkevich, Collection of problems in physics for grades 8-10 of secondary school. Moscow, “Enlightenment”, 1988.
3) I.M. Martynov, E.N. Khozyainova, Didactic material on physics, grade 9. Moscow, “Enlightenment”, 1978.
4) M.E. Tulchinsky. Qualitative problems in physics. Moscow, “Enlightenment”, 1972.
5) G.I. Ryabovolov Collection of thematic works on physics. Publishing house “Higher School”, Minsk, 1973.
V. Homework. (1-2 min)
a) Brief summary of Chapter X - p. 200
Physics - 10 G.Ya. Myakishev, B.B. Bukhovtsev
Moscow, “Enlightenment”, 1988.
b) No. 845, No. 861
A.P. Rymkevich, Collection of problems in physics for grades 8-10 of secondary school. Moscow, “Enlightenment”, 1988.
c) ex. 12 (1,5,9), textbook, p. 200.
To download material or!In 1976 he graduated from the Khabarovsk State Pedagogical Institute with a degree in physics teacher. Teaching experience – 29 years. Working on the topic of self-education “Forms and methods of monitoring students’ knowledge in physics lessons.”
Control includes various types of dictations, individual homework, all kinds of tests, independent work and tests. Using various methods of monitoring knowledge in physics, Igor Vasilyevich hopes that this will contribute to a more solid assimilation of the material covered.
Due to the fact that the number of hours of physics is decreasing, but the requirements remain the same, Igor Vasilyevich believes that for students to successfully master the material, it is most acceptable to present new material in large blocks, using the Shatalov method. This saves time for solving problems.
REPORT ON THE TOPIC OF SELF-EDUCATION
My topic of self-education is: “Methods for testing knowledge in physics.” Control includes various types of dictations, homework, all kinds of tests, independent work and tests. So, in order: physical dictations. I start taking dictations in 7th grade. They include: letter designation, units of measurement, formulas, conversion of units of measurement to the SI system. I will dwell on the latter in more detail. For example, turn 200 cm2 into m2. First, I demand that they understand the concept of a standard number, I explain why it is needed (there will be no textbook for grade 7, and the calculator will not allow the use of very small and very large numbers), then I explain the purpose of prefixes for the formation of decimal multiples and submultiples. , and only then, using knowledge of mathematics and mental arithmetic, I convert it into the SI system and standard form. As a rule, I work with the prefixes: S, N, K. I already divide physical dictations in high school into two types. The first type is based on physical concepts. These dictations were published in finished form in the newspaper “Physics at School” (Supplement to September 1). The point is that I read an unfinished definition from the options, and the students must complete it. For example, the force with which the Earth attracts all bodies.... Students write: gravity. The options are chosen as follows: odd questions - the first option, even questions - the second. If students receive a negative mark for dictation, they can correct it, but in a different way. Now I say at the blackboard: gravity..., and the student must answer: the force with which the Earth attracts all bodies. The second type is based only on formulas. Before the start of each topic, a list of all formulas for this topic without names is posted in the classroom. (see Attachment). In the process of explaining new material, students sign the names of the formulas. As soon as the topic ends, we conduct a dictation. The peculiarity is that the dictation is carried out quickly and the formulas are called scattered, (see appendix.) so that there is no time left for copying.
Homework. This is not a traditional task that we do after each lesson, but a strictly individual task for each student. The first time I give homework in the 9th grade on the topic: “Mechanical vibrations”, where from the graph you need to determine the amplitude, period, and using the formula to calculate the frequency of oscillations, the length of a mathematical pendulum, etc. In the 10th grade, I give homework already in the system: “Gas laws”, “Principle of ionization”, “Magnetic field”. For example, the topic: “Gas laws” - the student, using an individual card, prepares a summary table in which he indicates: the law, process, which parameter remains constant and which parameters change, and so on for each topic.
Tests. Testing as a way to control the level of knowledge in our country began to be used not so long ago. There is still debate about which type of test is more objective: an oral or written exam, or testing? There are many pros and cons. In terms of psychological comfort, testing has a great advantage: you have time to tune in, “gather your thoughts,” the subjective attitude of teachers is eliminated, you can return to a difficult question, and you don’t have to answer to the commission. If during the exam, the student, while solving a problem, was unable to complete the solution to the correct answer, the examiners can always follow the course of his thoughts and appreciate his knowledge. During testing with dichotomous assessment - (true - false), only absolutely correct answers are credited to the student. Therefore, an experiment is being conducted to introduce a more flexible – polytomous (differentiated) assessment of results. The bottom line is that if a student knows the formulas, knows how to use them, has drawn the drawing correctly and compiled the system of equations correctly, but for some reason could not get the correct answer, then this answer is worthy of at least half a point. I use tests in grades 7-8 based on the books: “Testing students’ knowledge in physics”, author A.V. Postnikov. In high school I use tests from various sources. When performing tests, the question arises: what should a student put in a cell if he does not know the answer - put it at random or leave the cell empty.
Independent work. After completing a topic, I give Rymkevich 5-6 problems from the problem books. For the next lesson I ask if there are any difficulties? If there are any, then we solve the problem that caused difficulties. During the second lesson, I challenge you to solve one or two problems at the board. Then, in the third lesson, independent work is carried out on the remaining tasks.
And finally, tests. Previously, when there was a lot of didactic material, and you could choose tasks, i.e. three to five tasks should be included in the test, and moreover, several options at once. Now I had to return to writing the test work on the blackboard for the majority of students (I level of difficulty); I give the stronger students tasks of II level of difficulty.
Thus, using various methods of control in physics, I hope that this will contribute to a more solid assimilation of the material covered.
Municipal autonomous educational institution
"Secondary School No. 40"
Physics teacher: Melnik E.D.
Priority types and forms of control in physics lessons:
Depending on who monitors the results of students’ educational activities, the following three types of control are distinguished:
1)
external control (exercised by the teacher over the student’s activities);
2)
mutual control (exercised by the student over the activities of a friend);
3)
self-control (carried out by the student on his own activities).
For students, from the point of view of their personal development, the most important type of control is self-control . This is due to the fact that during self-control the student realizes the correctness of his actions, detects the mistakes he has made and analyzes them. These actions of the student allow him to prevent possible mistakes in the future and optimally form residual knowledge.
Mutual control allows students to focus their attention on the objective side of monitoring learning outcomes. When checking the work of a classmate, the student compares it with the standard and at the same time, internally, compares his own knowledge with the same standard. While working with the standard, the student fixes in his mind the constituent elements of knowledge and the main stages of performing a specific task, clarifying and integrating educational information into the system, i.e., turning it into knowledge. Peer control effectively prepares the student for self-control.
Types of control
Input diagnosticsusually carried out at the beginning of the school year, half-year, quarter, at the first lessons of a new section or topic of the curriculum. Its functional purpose is to study the level of readiness of students to perceive new material. At the beginning of the year, it is necessary to check what has been preserved and what has “evaporated” from what schoolchildren studied in the last academic year (strength of knowledge or residual knowledge, in modern terminology).
Based on the input diagnostics, the teacher plans the study of new material, provides for accompanying repetition, works through intra- and inter-topic connections, and updates knowledge that was not previously in demand.
Current control– the most efficient, dynamic and flexible verification of learning results. Current control accompanies the process of forming new knowledge and skills, when it is too early to talk about their formation. The main purpose of this control is to analyze the progress of knowledge and skills formation. This allows the teacher to promptly identify shortcomings, establish their causes and prepare materials that will allow them to eliminate shortcomings, correct mistakes, learn the rules, and learn to perform the necessary operations and actions.
Current control is especially important for a teacher as a means of timely adjustment of his activities, allows him to make changes to planning and prevent student failure.
During ongoing monitoring, the teacher’s assessment (analytical judgment), noting successes and shortcomings and errors and explaining how they can be corrected, becomes especially important. Converting a grade into a mark at this stage must be done very carefully, because the student is learning new material, he has the right to make mistakes and needs to determine and master the sequence of educational actions, the implementation of which will help to assign the educational material. This sequence of learning activities, generally speaking, can be different for different students, and it should be developed jointly by teacher and student. This is the only way to maintain a situation of success, make self-esteem more adequate and form the correct attitude of the student towards control.
Thematic controlcarried out after studying a topic or two small topics connected by linear connections. Thematic control begins in revision and generalization lessons. Its goal is to generalize and systematize the educational material of the entire topic.
By organizing repetition and testing of knowledge and skills in such lessons, the teacher prevents forgetting of the material and consolidates it as the basis necessary for studying subsequent sections of the subject.
Test assignments are designed to identify knowledge of the entire topic, to establish connections within the topic and with previous topics of the course, to be able to transfer knowledge to other material, and to search for generalizing conclusions.
Preliminary and current control, as well as the first part of thematic knowledge control are, in fact,formative controlknowledge and skills. Thematic control (second part) andfinal controlare designed to ascertain the presence and evaluate the results of training over a fairly large period of educational time - a quarter, half a year, year or level of study (state final certification of the OGE and the Unified State Exam).
oral and written control
Oral survey requires an oral presentation by the student of the studied material, a coherent narrative about a specific object in the surrounding world, a physical phenomenon, a physical quantity, a device or installation, a law or theory. Such a survey can be structured as a conversation, a student’s story, an explanation, a presentation of a text, a report of an observation or experience.
Brief surveys are carried out:
· when checking what has been learned in the lesson at the end of the lesson;
· when checking what has been completed in a lesson at the beginning of the next lesson;
· when checking homework;
· in the process of preparing students to study new material;
· during a conversation on new material;
· when repeating the material covered;
· when solving problems.
A more detailed oral survey may be accompanied by drawings, notes, conclusions, demonstrations of experiments and instruments, and problem solving.
An oral survey as a dialogue between a teacher and one student (individual survey) or with the whole class (answers from the seat, frontal survey) is usually carried out in the first stages of teaching, when
· clarification and classification of knowledge is required;
· it is checked what has already been learned at this stage of learning, and what requires additional study time or other methods of study.
For educational dialogue, a well-thought-out system of questions is very important, which test not only the ability of students to remember and reproduce information, but also the awareness of assimilation, the ability to reason, express an opinion, argue a statement, actively participate in a general conversation, and the ability to specify general concepts.
Written surveyis carried out when it is necessary to test knowledge of definitions, wording of laws, methods of solving educational problems, readiness to navigate specific rules and patterns, etc. When conducting a written survey, the time factor is very important. Typically, dynamic surveys last 5–10 minutes, short-term surveys last 15–20 minutes, and long-term surveys last 40–45 minutes.
Written survey
№
| Form/Purpose | Time | Description |
Dictation
| 10 min | Held: At the beginning of the lesson; |
|
Independent work Monitoring the assimilation of current material; | 10–20 min | Held: 2. similar to those discussed in the class, and with elements of complexity |
|
Practical work Consolidation of theoretical knowledge; etc.); | 10–20 min | Held: |
|
Laboratory work Consolidation of knowledge; | 30–45 min | Held: |
|
Test Identification of knowledge and skills on current material; | 10–15 min | Held: |
|
Blitz test work | 10–15 min | Held: |
|
Relay control work | 10–15 min | Held: At the beginning of the lesson; |
|
Test Allows for ascertaining control and identification of learning results | 30–45 min | Held: |
|
Test | 45–90 min | Held: |
graduate work
2.2 Types of control and forms of its organization
At different stages of training, different types of control are used: preliminary, current, thematic and final (Table 2).
Preliminary control is aimed at identifying the knowledge, skills and abilities of students in the subject or section that will be studied. Students with different levels of preparedness come to grades V and X. To plan his work, the teacher must find out who can and knows what. This will help him determine what students should focus on, what questions require more time, and what he should just stop at, and will help him approach each student individually.
Current control is carried out in daily work in order to check the assimilation of previous material and identify gaps in students’ knowledge. It is carried out primarily through the teacher’s systematic observation of the work of the class as a whole and of each student individually at all stages of learning.
Using testing methods when teaching the grammatical side of speech at the middle stage of training
Monitoring students' knowledge when studying line equations in primary school
There are various types of control of student knowledge. Scheme 1 presents the classification on various grounds. Scheme 1 1. In accordance with the forms of training in practice, there are 3 types of control: individual...
Observation method for teaching science in 3rd grade
The study of nature cannot be imagined without direct observation and study of objects and natural phenomena. Therefore, in the practice of teaching natural science, excursions into nature occupy a large place...
Organization of control and assessment activities in computer science lessons
The connections between teacher and student in the overall structure of teaching are most significant in the educational process...
Fundamentals of the scientific organization of student educational activities at a university
Training classes at a university are usually conducted in the form of lectures, seminars, laboratory and practical classes, colloquiums, etc. Technologies for conducting training classes are determined by many factors...
Planning and accounting of educational work at school during the lesson of sports games
Accounting consists of the systematic recording of records relating to the state of work, the implementation of planned plans and results for certain periods of work...
Checking and assessing the level of students' knowledge in the process of teaching geography
Testing and recording knowledge and skills in physics in secondary schools
Knowledge control is a rather complex structure, which is divided into several levels. Some of them are divided in turn into sublevels. The system of levels of knowledge control identifies its types, methods and forms...
Independent work as a means of organizing ongoing control in algebra
Monitoring knowledge, skills and abilities ensures the establishment of feedback, i.e., obtaining information about the result of the students’ educational activities. The teacher establishes what knowledge and to what extent the student has acquired...
Independent work for thematic control of students' knowledge in algebra lessons in 8th grade
To organize independent work, it is important for the teacher to know their forms and types, and their place in the learning process. Depending on the goals set for independent work...
System of organizing labor education and career guidance in rural schools
According to the nature of the main efforts expended, labor activity can be divided into several types: physical labor, intellectual labor, mental labor (less than the first two are described in the literature and less often mentioned)...
Listening to music in kindergarten as the main way to develop emotional responsiveness and foster interest in music
Forms of work Work on developing music listening skills is carried out in classes, entertainment, and during the child’s independent activities. Listening to music in class should be given great importance...
Test control of schoolchildren's knowledge in history
Pedagogical control is understood as a system of scientifically based verification of the results of education, training and upbringing of students. Control means identifying, measuring, assessing the knowledge, skills and abilities of students. In the research of V.S...
Tests as a means of monitoring the development of grammatical skills of 6th grade students in English lessons
There are several types of control. According to G.V. Rogovoy, F.M. Rabinovich, T.E. Sugar control can be current, thematic (P.I. Pidkasisty gives the name “periodic”) and final. P.I...
Fostering love, a conscious, caring attitude towards nature is the main pedagogical task. With its brightness, diversity...
