Guidelines. Analysis of the remedial lesson

A total of 36 lessons will be published (one lesson per week). Each lesson is designed for 5-15 minutes, depending on the capabilities and desires of the child (in no case should the child be forced: only what is learned on a positive emotional background brings benefits), but the child may not be ready for such a lesson, more at first. Thus, one lesson can be divided into 2-3 parts of 5-7 minutes each. The layout of these parts is easily visible: usually this is the first exercise of a "warm-up" nature, you can connect the second with it, next time we connect the first with the third, then the first with the fourth ... Thus, you are working with the child not one, but two or three once a week for 5-7 minutes.

If the child copes well with the whole lesson and works with pleasure, he should also be worked with 2-3 times a week. To do this, the texts of the lessons include different versions of one exercise. It is easy to organize such options yourself by changing the given color, names and characters(instead of the bear Misha - the hare Stepashka, etc.), using other cubes, other sets of split pictures, other sets for series, etc. Only the structure of the lesson, the sequence of exercises that have a specific methodological and didactic goal, remains unchanged.

Some children at this age will generally be happy to work with you on the same text again. Others will perceive the same activity as completely new if you make minor external changes to it, as indicated above.

Three years is the milestone at which early childhood ends and preschool age begins. The child begins to separate himself from the world of surrounding adults, he enters into a more independent life. The kid already understands a lot, knows and knows how and strives to learn even more. Three years is the age of the researcher, the main thing for this age is familiarity with objects and their qualities . Your task is to help the child in this. Shape, size, color, location in space, movement, correlation between parts - these are the properties and relationships (except for taste, sensation of warmth or cold, hardness or softness, strength, quality of material, etc.) that attract the child, but at the same time, they are characteristics of objects that are either measurable or subject to certain laws of a logical or mathematical nature.

In other words, in these lessons we single out a group of qualities (properties) of objects, which will later become the basis for building a mathematical model of these objects in the child's mind.

The game-activity, which is offered to children of this age, is based mainly on the actions of the child with a variety of objects. Among the tasks there are exercises aimed at the development of visual and verbal memory, the formation of concentration and expansion of the scope of attention, the development of perception and imagination, the formation of the ability to abstract, the formation and development of special mental skills (comparison, generalization, seriation, synthesis, analysis) .

The kid learns to notice and highlight the various qualities and properties of objects, becomes convinced of their significance, learns to notice and take into account the various options for seeing the same thing. Gradually learns to allocate and quantitative relationships between sets and in one subject.

As a result, the child gradually masters the scope of the proposed regularities, gradually assimilates and masters the significance of these implicit, but so important signs for mathematics. The system of "non-random accidents" organized and implemented during the lesson is not just an element of the educational environment, it is a factor that ensures goal formation in the unstable cognitive sphere of a three-year-old child.

Each exercise in itself, of course, has a methodological, didactic and psychological goal (these goals are specially formulated before each exercise for the convenience of those who work with the child), but the organization of several exercises into a system (lesson), outwardly united either by a plot or a single didactic material, allows you to reach a qualitatively different level of influence on the child.

The lesson is "multilayered" and has a "long range": those ideas and methods of action with objects that are gradually formed in the child will be the basis for completing tasks in the following age groups.

Thus, the purpose of this lesson age stage- not to learn or "work out" any mathematical concepts, but to introduce the child into specially organized situations (occupations), which form in his perception a number of living associations that have mathematical content in the subtext.

In other words, the child does not know that he is learning mathematics. He communicates with you, plays, he is busy with an interesting thing that he does well (this is your task - to organize a successful activity), and feels joy, affirms in his ability to do all these interesting things.

When working with a child, remember that his actions are just beginning to become purposeful. It is still very difficult for the kid to follow the intended goal, he is very easily distracted and moves from one activity to another. Fatigue sets in quickly. The attention of a child of this age can only be focused on a small number of objects. Interest easily arises, but just as easily disappears. When studying with a child, be sincere - the child must see and feel that you are also interested. When working with a child, do not distract yourself. Throughout the lesson, you should be an interested partner for the child, attentive and reckless, and not always reproaching and correcting the bore.

The lesson can be held individually or with 2-3 children, depending on the plot and your ability to be an attentive and instantly responsive partner for all participants. (A child of this age should not be forced to wait for their turn to receive your reaction.) Also, do not pair or group children who do not get along for classes. Do not combine "fast" children (choleric and sanguine) with "slow" children (phlegmatic and melancholic), because "fast" children will be ahead of the "slow" ones in everything, preventing them from thinking. If the child is engaged with you alone, but by the nature of his character loves the company, plant a favorite bear, a doll, a dog next to him - they will play the role of the company.

Be patient if the child is thinking, but also be sensitive, be able to catch the moment when the child is ready to admit defeat and refuse to complete the task. At this point, a light prompt by action will help the child cope with the work and serve to strengthen his self-confidence. Strengthening self-confidence, in the capabilities of one's intellect is one of the main conditions for the formation of cognitive interest and cognitive abilities.

Do not give the child for permanent use specially made didactic kits, cubes, kits geometric shapes etc., so that he does not lose interest in them and so that the details do not disappear.

· During the lesson, the child should not be distracted by foreign objects, people and sounds. Everything superfluous must be removed from the field of view of the baby.

· If you feel that one of the exercises "does not work", do not insist, do not put pressure on the child. Skip it and move on to the end of the session. After a day or two, try to return to this exercise (to its simplified modification).

However, if you feel that the child refuses to complete the task only out of unwillingness to complicate himself with mental effort, be more persistent, strive for the child to complete the task.

When completing assignments, special attention should be paid to incorrect answers. Don't just tell your child that their answer is wrong. It is necessary to analyze with the child the path of the decision and the conclusion that was made, to help him understand not only the fallacy of the decision, but also the reasons for its appearance. Benevolent assessment of an adult, tactful analysis of the causes that led to the error, joint interested activity allows the child to respond correctly to failure, not to be afraid to express their opinion.

The proposed sequence of classes is strictly mandatory, since each next lesson is a logical consequence and continuation of the previous one.

Since the course "Mathematical development of the child preschool age" is based on a fundamentally different conceptual solution than the traditional course "Formation of elementary mathematical representations", they should not be confused.

The course "Mathematical development of preschoolers" is based on the use of modeling as the main way of studying objects and relations between them and aims to form modeling activities in a child and, on this basis, to build a system of initial mathematical representations. Since the shape and spatial characteristics of objects are more convenient for building a model accessible to direct perception, as well as more convenient for organizing children's experimentation, they are the basis for constructing the proposed content.

Thus, the formation of ideas about number and count is not the central problem of the course, but is only one of its components. Therefore, you should not, at your own discretion, “overload” the lessons with this material. Children who studied at the course "Mathematical Development of Preschoolers" consider that they are no worse than children who studied at the traditional course, but, in addition, they show a high level of formation of logical methods of mental actions and cognitive abilities (analyzing observation, structured memorization, figurative memory, etc.). .)

Lecture notes - important step in memorizing the material, so every student must have a lecture notes. The task of the student at the lecture is to simultaneously listen to the teacher, analyze and take notes of the information. At the same time, as practice shows, one should not strive to keep a verbatim record. Thus, the teacher's lecture can be summarized, and it is important not only to listen carefully to the lecturer, but also to highlight the most important information and write it down in abbreviated form. At the same time, the same content is fixed in the mind four times: firstly, during the very hearing; secondly, when the main idea stands out; thirdly, when a generalizing phrase is searched for, and, finally, when writing. The material is remembered more fully, accurately and firmly.

A good summary is the key to clear answers in the classroom, good performance of oral surveys, independent and control work. The importance of taking notes in lectures is undeniable. It has been verified that the preparation of an effective lecture notes can reduce by four times the time required to fully restore the necessary information. To save time, before each lecture, you must carefully read the material of the previous lecture, make corrections, highlight important aspects of the material being studied.

The abstract helps not only to better absorb the material in the lecture, it is indispensable in preparing for the exam. Therefore, in the future it is important for the student to be able to draw up a summary so that the important points of the cultural idea are highlighted graphically, and the main information should be separated into independent paragraphs, fixing it in larger letters or colored markers. The abstract should have margins for notes. These can be bibliographic references and, finally, your own comments.

Practical classes are one of the types of classes in the study of the course of the discipline "Economic theory" and include independent preparation of students according to a pre-proposed topic plan, note-taking of the proposed literature, drawing up diagrams, tables, working with dictionaries, teaching aids, primary sources, writing essays, preparing reports, solving problems and problem situations.

The purpose of practical classes is to consolidate, expand, deepen the theoretical knowledge gained in lectures and in the course of independent work, the development of cognitive abilities.

The objective of the practical lesson is to develop students' skills of independent thinking and public speaking when studying a topic, the ability to generalize and analyze factual material, compare different points of view, determine and argue their own position. The basis of this type of occupation is the study of primary sources, the repetition of theoretical material, the solution of problem-search issues. In the process of preparing for practical classes, the student learns:

1) independently work with scientific, educational literature, scientific publications, reference books;

2) find, select and generalize, analyze information;

3) speak in front of an audience;

4) rationally assimilate the categorical apparatus.

Self-preparation for practical exercises includes such activities as:

1) independent study of lecture notes, textbooks, teaching aids, educational literature;

2) taking notes of compulsory literature; work with primary sources (is the basis for the exchange of views, identifying the incomprehensible);

3) presentations with reports (work on essays and homework assignments and their defense);

4) preparation for surveys and tests and exams.

The collected information, sources on a certain topic can serve as the basis for a presentation in the classroom in the discipline "Economic theory".

Report - a type of independent research work, where the author reveals the essence of the problem under study; gives different points of view, as well as his own views on it. Distinguish between an oral and a written report (in content, close to the abstract). Presentation of a report reveals the ability to work with literature; the ability to reveal the essence of the problem posed to classmates, its relevance; general training within the discipline.

In order to check whether the main guidelines for working on a report are correctly defined, the student must answer the following questions:

TOPIC → what to call it?

PROBLEM → what should be studied from what has not been studied before?

RELEVANCE → why does this problem need to be studied now?

OBJECT OF STUDY → what is being considered?

SUBJECT OF STUDY → how is the object considered, what new relationships, properties, aspects, functions does this study reveal?

PURPOSE → what result, working on the topic, intends to get, how he sees it?

OBJECTIVES → what needs to be done to achieve the goal?

HYPOTHESIS AND PROVISIONS PROVIDED → what is not obvious in the object, what does the speaker see in it that others do not notice?

A distinctive feature of the report is the scientific style of speech. The main goal of the scientific style of speech is the communication of objective information, proof of the truth of scientific knowledge.

Stages of work on the report:

selection and study of the main sources on the topic (as in writing an abstract, it is recommended to use at least 4–10 sources);

compiling a bibliography;

processing and systematization of the material. Preparation of conclusions and generalizations;

development of the report plan;

writing;

public presentation with the results of the study.

The general structure of such a report might be as follows:

1) wording of the topic of the speech;

2) the relevance of the topic (what is interesting about the direction of research, what is its importance, what scientists worked in this area, what issues were given insufficient attention in this topic, why this particular topic was chosen for study);

3) the purpose of the work (in general terms, it corresponds to the wording of the topic of the speech and can clarify it);

4) research objectives (specify the purpose of the work, "decomposing" it into components);

5) methodology for conducting the collection of material (a detailed description of all actions related to obtaining the results);

6) results. A summary of new information that the speaker received in the course of studying the topic. When presenting the results, it is desirable to give a clear and laconic interpretation of new ideas. It is desirable to demonstrate illustrated books, copies of illustrations, diagrams;

7) conclusions. They briefly characterize the main results obtained and the trends identified. In conclusion, the conclusions should be numbered, usually there are no more than four.

When preparing for a report (a speech in class on any issue), it is necessary to independently select the literature, it is important to use the recommended literature, read it carefully, paying attention to the key words, writing out the basic concepts, their definitions, characteristics of certain cultural phenomena. You should independently plan your speech, and if necessary, write down the entire text of the report.

If the summary of the future speech turns out to be too voluminous, there is too much material and it would seem impossible to reduce it, then it is necessary, while practicing, to retell the selected material orally. Invaluable assistance in working on the report is provided by notes written on separate sheets of paper for a short response plan, as well as records of names, dates, titles that can be used during the speech. At the same time, it is unacceptable to read the text of the report without interruption, so it is necessary to carefully prepare for it. At the end of the speech, they usually sum up, draw conclusions.

Ways to interest listeners of the report:

Start performance:

- from a problematic or original question on the topic of the speech;

- with an interesting quote on the topic of the speech;

- with a specific example from life, unusual fact;

- from a figurative comparison of the subject of speech with a specific phenomenon, thing;

- start with a story, an interesting case;

Main presentation:

- after an extraordinary beginning, the substantiation of the topic, its relevance, as well as the scientific position - thesis should follow;

- the report allows a certain impromptu (may not completely coincide with a scientific article), which attracts listeners;

- use figurative comparisons, contrasts;

- remember the relevance of the given images, contrasts, comparisons and the extent to which they are used;

- when talking, be specific;

End of speech:

- summarize the main ideas that were raised in the report;

- quote something on the topic of the report;

- create a climax, leaving the audience to think about the problem posed.

Content

Introduction………………………………………………………………………………………… 2

Why has the occupation established itself as the main form of additional education? ..... 3

What is required for a successful lesson? ......... 3

What are the rules for organizing a lesson? ………………………………………………………. 3

What is the action plan of the teacher when developing the structure of the lesson? .............................................. 4

Memo to a novice teacher …………………………………………………………….…. 5

Observation of the session should cover………………………………………………..... 6

Sheet of observation and evaluation of the lesson …………………………………………….…. eight

Routing classes …………………………………………………………..…… 9

Analysis of the lesson (didactic aspect) …………………………………………. ten

An exemplary memo for self-analysis of a lesson by a teacher of additional education ... 11

Map of identifying the level of organization and conducting practical exercises …………….... 12

Analysis of the occupation of the teacher of additional education by students ………………… .. 13

An approximate version of the analysis of the training session ……………………………………………….….14

Analyzing the lesson ………………………………………………………………………….… 15

To help teachers ……………………………………………………………………………. 16

Very often, teachers go to the methodologist with questions. What worries them, worries? Someone has a difficult pedagogical problem that needs to be resolved as soon as possible, someone needs methodological advice, and someone today is simply not in the spirit and needs good advice ...

The presented material contains recommendations, memos, samples of analyzes and self-analysis of classes. Here you can find positive and timely advice, an unexpected look at familiar things, folk wisdom- everything that helps us in the rapid flow of time and affairs to keep peace of mind and common sense.

The occupation is a "nuclear", a fundamental element of the system of additional education. From whatever position we consider additional education, any aspect of it is somehow aimed at organizing and conducting an effective lesson.

Why the occupation has established itself as the main form

additional education?

Firstly, all participants of this educational association are present at the lesson. Secondly, the lesson has flexibility, adaptability, which allows you to study the most diverse in content and continuously updated material. Thirdly, only in the classroom is it possible to systematically study the entire course of the program. Fourth, the lesson allows you to combine the individual work of students with the collective.

During the lesson, the teacher practically implements almost all the most important educational tasks that he faces: he transfers new knowledge to students, forms their skills and abilities, develops their cognitive interests and creative abilities, will, character and other vital personality traits.

What is required for a successful lesson?

To conduct an effective lesson, it is necessary to know the functions of the lesson and the ultimate goal of the teacher's activities in organizing the lesson, then establish the means to achieve it, which will help achieve the goal, and then determine the way how to act in order to achieve the result.

What are the rules for organizing a lesson?

First - define a goal, a pre-planned end result (what needs to be achieved).

Second - select the content of the lesson material, i.e. determine its volume and complexity in accordance with the goal and capabilities of students; establish a connection between the content and the life experience of students and methods of mental and practical actions; determine the system of assignments and independent work of students.

The material of the lesson is divided into more separate parts according to the meaning, with the highlighting of the most important issues. Minor issues and small details are grouped around the main ones. Thus, the presentation of the material does not unfold like an even thread, but has knots. The attention of students is focused on these nodes and conclusions are drawn.

Third - choose the most effective combination of techniques and methods in accordance with the goals and objectives and the content of the material.

Depending on the content of the material of the lesson, the activities of the students are planned. With some methods, the activity of children in the classroom is limited to understanding and memorizing the educational material. With others, students not only gain knowledge, but also acquire the ability to acquire it, work independently with literature, observe, analyze and generalize facts, explain new phenomena with the help of the studied laws and rules. It is these teaching methods that develop the cognitive interests of students. They cause maximum activity, satisfy their various requests.

Fourth - equipping classes with a variety of teaching aids. The equipment is closely related to the methods of training and has a significant impact on their effectiveness.

Fifth - management of students' activities by the teacher. The teacher is not only a source of knowledge. He teaches and educates with all the qualities of his personality, has a comprehensive impact on the child, his mind, feelings, will, demeanor.

The success of the lesson depends on the teacher as a person: how widely he is educated and methodically experienced, how he relates to his work and to children, whether he is well prepared for the lesson, with what mood he conducts classes, whether he knows how to observe children, understand their experiences, tactfully influence for everyone. All this together characterizes the style of work of the teacher, his pedagogical skills and determines the strength of his educational impact on the personality of the child.

Sixth - the teacher in the classroom works with the whole educational team and with each child individually.

What is the plan of action of the teacher in developing the structure of the lesson?

The action plan of the teacher when developing the structure of the lesson is presented in the following sequence:

Formulation of the purpose and objectives of the lesson.

Choice of lesson structure model.

Separation of semantic blocks.

Formulation of cognitive tasks for each block.

Planning the cognitive activity of students in relation to each cognitive task (i.e., the selection of methods, methodological techniques and forms of organizing activities: frontal, individual and collective).

Analysis of the course of the lesson in terms of whether it leads to the achievement of the set goals and objectives.

Making necessary adjustments.

It should be remembered that the structure of the lesson is closely related to its organization:

A clear, thoughtful distribution of time by the teacher, as well as their duties and the duties of students.

Leadership and management of cognitive activity of all students.

Combination of collective work with group and individual work.

Systematic feedback.

Ensuring discipline and order during the lesson.

That is, without a good organization of the lesson, no structure will ensure the realization of the goal.

The level of knowledge and skills of students, the pedagogical skills of the teacher are assessed mainly during the attendance of training sessions.

Occupational supervision should cover:

1) The organizational side of the lesson. The present person determines whether the teacher arrives in the classroom on time (office), whether the lesson plan is available, whether manuals, equipment, chalk, board are prepared, whether the children are ready for the lesson, the sanitary condition of the office, duty and general order;

2) Lesson content . The depth and scientific nature of the teacher's explanations are assessed, whether a connection with reality is established, whether the material of the lesson is used for educational purposes, whether additional material is involved, recent achievements science, whether the explanation is interesting, whether visual aids, drawings, diagrams, models are used. What is the content of the students' answers, the depth of their knowledge, the level of independence, the culture of speech, the incentive system;

3) The educational role of the lesson. Does the teacher use the content of the material for educational purposes, what is the system of pedagogical requirements. Are the guys accustomed to work, independent work, do they follow the rules of conduct. Does the teacher pay attention to the behavior of students, their attitude to work, mutual assistance, adherence to principles, efficiency, discipline;

4) Methodical side of the lesson:

a) the leader (the present methodologist, colleague) pays attention to the methods of the survey (if any), the methods of activating the group during the survey, how much time it takes to survey, the deepening of knowledge during the survey;

b) the methods and techniques of the teacher’s work are carefully studied during the explanation: do they listen carefully, what methods does the teacher achieve in the development of students’ thinking, their independence and individual abilities, what does the teacher do to ensure that the children firmly assimilate the material, which of the modern teaching methods are used;

c) how visual and technical teaching aids are used, how experiments and practical work are organized;

d) ways of consolidating knowledge, solving problematic tasks, performing independent work;

e) homework technique and checking homework (if needed and used);

f) keeping workbooks, notes, checking these notebooks, developing skills to make notes, make drawings, diagrams (if necessary);

5) Features of the behavior of the teacher in the classroom. Of no less interest to the leader (methodist, colleague) is the role of the teacher in the classroom as an organizer and conductor, his culture, speech, tact, clothing, manners, habits, relationships with students.

Thus, the observation of the lesson has a comprehensive, complex character, it covers all components of the educational work. Observation is only the first stage of control, the second is the analysis of classes, its comprehensive analysis, and the development of recommendations for improving the work of the teacher.

An occupation cannot be analyzed abstractly on the basis of some eternal, unshakable criteria. First of all, don't look for at each lesson, the use of all means and methods of work without exception. To demand that all training sessions be combined, including all “elements”, means to schematize the educational process, to simplify it.

Analyzing lessons must take into account at least the following particular circumstances:

a) theme features. There may be classes where there is no need to use visual aids or technical means, call to the board, work with a book;
b) capabilities educational institution, the availability of classrooms, technical equipment, visual aids, necessary books in the library.

When analyzing a lesson, it is important to pay attention to whether the teacher used everything, but at the same time make real reasonable demands;

a) the composition of this study group, the level of development and abilities of students (often an opinion about the lesson is made on the basis of the answers of students, control and practical work, and the level of development of children, their abilities are not taken into account);

b) the individuality of the teacher, the level of training, character traits, health status, previous results of work.

In addition, we consider a one-sided analysis of the lesson (only by methodologists, colleagues, or only self-analysis) to be insufficiently reliable and insufficiently reliable and, as a result, irrational and ineffective. We can get the most accurate diagnostic cut, based on the ratio of the results of the lesson analysis as possible a large number categories of persons participating in the educational process: introspection of the teacher's lesson; supervisory colleagues, methodologists, heads of educational institutions; analysis of the lesson by students as consumers of the educational process; analysis of the occupation by parents (trustees) as the main customers of the educational process.

Parsing Forms can be very different. The most rational, as it seems, is this scheme:

1. During the lesson, those present (colleagues, methodologists, heads of educational institutions, parents) analyze the lesson according to the criteria reflected in the form “List of observation and evaluation of the lesson”. At the end of the lesson, they hand over the forms with the results of the analysis to the present specialist.

2. At the end of the lesson, the teacher himself talks about his lesson, about what he, in his opinion, succeeded in, what he did not. From this stage onwards, no children are present;

3. Then the present specialist (colleague, methodologist, leader - one authorized representative) analyzes the positive aspects of the lesson, identified by both specialists and customers of the educational process;

4. Then the present customer of the educational process (parent, guardian - one authorized representative) makes amendments and additions, proposals on the organization and content of the lesson from his point of view;

5. Only after this should an analysis of the negative points identified specialists(in case of a general negative result of the lesson, parents are not present at this stage);

6. Finally, suggestions are made on how to get rid of the shortcomings;

7. After the analysis, the teacher again expresses his opinion, and, finally, all those present are included in the discussion of the problems.

Observation and evaluation sheet of the training session

Inspector ___________________________________________________________________________________________

Date________________ Association _______________________________________________________________________________

Full name of the teacher __________________________________________________________________________________________

The number of children in the group ____________________ in the lesson ______________________________________________________________

Topic: __________________________________________________________________________________________________

_______________________________________________________________________________________________________

Technological map of the lesson is attached

Requirements to

teacher's activities

grade

Activity Requirements

students

grade

beats

choir.

ex.

beats

choir.

ex.

1. Beginning of the lesson

1.Attention of children at different stages:

At the beginning

In the middle

In the end

2. Repetition and knowledge testing

2. Interest in the topic

3. Theoretical level

statements:

Scientific

Logic

Systematic

Subsequence

Availability

3. The activity of children during the survey:

when studying

when fixing

4. Disclosure of the topic

4. Strength of knowledge, skills, skills

5. Material selection

5. Independence of judgments

6. Organization of attention

children

6. Attitude towards the teacher

7. The educational side of the lesson

7. Work culture

8. Use of TCO, visibility,

didactic material

8.Speech

9.Individual approach

9. Questions to the teacher

10. Emotionality

10. Self-control

11. Pedagogical tact

11. Discipline:

readiness for employment

during class

during independent work

during the explanation

12.Speech

The opinion of the teacher who conducted the lesson and the recommendations of the inspector:

13. Time calculation

14. Organization of independent

works:

methodology

15. Objectivity

16. Homework

/signature of the inspector/__________________________________

Technological map of the lesson

Teacher _____________________________________________________________________________

Topic of the lesson _______________________________________________________________

The date of the_______________________________________________________________

Children's age_________________________________________________________________

The purpose of the lesson _______________________________________________________________

_____________________________________________________________________________

Objectives of the lesson _________________________________________________________________

Type of lesson, form of conducting __________________________________________________

Methods used in the course of the lesson _______________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Expected result: ___________________________________________________________

ACTION OF THE TEACHER

ACTION CHILDREN

Lesson Analysis

(didactic aspect)

The ability to set a goal that is understandable and feasible for children, break it down into realistically achievable tasks

Aligning the goal with the end result

educational values educational material

The use of teaching methods, their compliance with the tasks set

The effectiveness of the methods and techniques used by the teacher for the development of mental operations and the active-practical sphere of the child

The optimal combination of verbal, visual, practical, reproductive and creative teaching methods

Positive reaction of children to the methods used (understanding, active inclusion ...)

Structural organization, logical ordering of the lesson

Compliance of the content of this lesson with the plan, which makes it possible to determine the degree of preparedness of this lesson, the ability of the teacher to plan his work and use improvisation

Presenting clear requirements for educational activities

The sufficiency of the proposed material, the interest of children in it

The focus of educational activities on a realistically achievable result

Consistency and consistency in solving problems

Use of specially developed technologies to achieve results

Encouraging students to actively acquire knowledge and acquire skills independently

Introduction of problematic elements, development of scientific research skills

Asking ambiguous questions

The desire of children to apply the acquired knowledge in practice

Individual creative and research assignments

Independent work of children with teaching aids and literature in class and at home

Evaluation of educational achievements of students, support for the child in a situation of overcoming educational difficulties

Individual approach to the result of each

Evaluation is an analysis of the work performed

Using Incentive Assessment Methods

Formation of adequate self-esteem

Controlling negative motives in learning

The ability to see and correct your mistake

Value-semantic saturation of training sessions

The presence of an educational component of the lesson

Educational and thematic coordination with the subjects of the school course

Practical orientation of the lesson

Fostering a culture of interpersonal relationships in study group

Pedagogical culture of the teacher himself

Organization of work in microgroups

Help older children in different age groups

Communication skills of children

Creating an emotionally positive atmosphere in the classroom

Encouraging Children to Express positive emotions

Use of various forms of incentives

Creation of the prospect of successful activity

Cozy office and friendliness of the teacher

Minutes of rest or relaxation in class

Accounting for the individual and age-related cognitive abilities of children

Knowledge of child developmental psychology

Using the individuality of each in the selection of creative tasks

Stimulation of different points of view in children

Developmental orientation of the lesson

Personal and social significance of classes

Perspective for further activities

The development of higher mental functions of the personality

Creative nature of activity

Sample memo for introspection of the lesson

additional education teacher

1. What features of the students were taken into account when planning this lesson?

2. What is the place of this lesson in the topic, section, course? How is it related to previous lessons, what does it rely on? How does this lesson work for subsequent lessons, topics, sections? What is the specificity of this lesson?

3. What tasks were solved in the lesson:

a) educational

b) educational,

c) development objectives?

4. Was their comprehensiveness ensured? Relationship? What tasks were the main, pivotal? How are the characteristics of the group taken into account in the tasks?

5. Why was the chosen structure of the lesson rational for solving these problems? Is it rational to allocate a place in the lesson for questioning, learning new material, consolidating, etc.? Was the time allotted for all stages of the lesson rationally distributed? Are the “connections” between the stages of the lesson logical?

6. On what content (on what concepts, ideas, provisions, facts) did the main emphasis be placed on the lesson and why? Has the main thing been chosen?

7. What combination of teaching methods is chosen for the disclosure of new material? Give a rationale for the choice of teaching methods.

8. What combination of forms of education was chosen for the disclosure of new material and why? Was a differentiated approach to students necessary? How was it carried out and why exactly?

9. How was the control of the assimilation of knowledge, skills and abilities organized? In what forms and by what methods was it carried out? Why?

10. How was the classroom (other space) used in the classroom, what teaching aids? Why?

11. Due to what was the high efficiency of students ensured throughout the lesson and was it provided at all?

12. Due to what was a good psychological atmosphere and communication maintained during the lesson? How was the educational influence of the teacher's personality realized?

13. How and due to what was provided in the lesson and in homework students rational use of time, prevention of overload of students?

14. Spare methodical "moves" in case of an unforeseen situation.

15. Did you manage to fully implement all the tasks set? If not, then how and why? When does the teacher plan to replenish the unrealized?

MAP

identifying the level of organization and conducting practical classes by teachers of additional education for children

Analyze the lesson according to the following parameters, depending on the degree of their severity on a 10-point scale. Circle the appropriate score, where one is the lowest score and ten is the highest.

Correspondence of the topic and content of the lesson with the educational program of the teacher

The focus of the lesson on the fulfillment of the goal of educating and developing the personality of the child

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 - 1

The sequence and interconnectedness of individual stages, ensuring the integrity and completeness of the lesson

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 - 1

Correspondence of the methods used to the content of the material, the type and purpose of the lesson, the age characteristics of children

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 - 1

Ability to manage a group and organize the work of children, taking into account their individual characteristics

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 - 1

The use of cognitive, search, heuristic, research, creative tasks

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 - 1

Motivation for learning during the lesson, the use of special techniques for this purpose

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 - 1

Use of visual aids, didactic and technical teaching aids

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 - 1

The level of assimilation of knowledge, skills and abilities by children, as well as the ability to apply them in practice.

10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 - 1

Lesson Analysis

students

Read the question and the suggested answers carefully, think, choose one of the answers and circle the letter next to your answer. If you do not understand the question, ask the instructor for help.

How interesting was today's lesson for you?

a) very interesting

b) Partially interesting

in) For the most part interesting

d) not interested at all

Do you think that what you have learned today, understood, what you have learned, will be useful to you in the next classes?

a) fit perfectly

b) It may be useful, I don’t know for sure

c) mostly useless

d) not useful at all

How clear and accessible did the teacher explain what you learned today?

a) Fully understandable and accessible

b) Not always clear and accessible

c) Almost completely incomprehensible and inaccessible

d) Completely incomprehensible and inaccessible

When were you most interested?

a) At the beginning of the lesson (when the teacher introduced the topic of the lesson, checked our readiness for the lesson)

b) In the middle of the lesson (learning new, practical work)

c) At the end of the lesson (summing up the results of the lesson, rewarding those who distinguished themselves)

Was it easy for you to communicate with the teacher and comrades in this lesson?

a) lighter than usual

b) Easy, however, as always

c) Harder than usual

d) very difficult

What would you like to say about today's lesson, what to add, change?

Thank you for your answers!

Sample lesson analysis

additional education teacher

(All-Russian competition additional education teachers)

 setting and comprehensive solution of educational, upbringing and developing tasks;

 depth, completeness, scientific character;

 compliance with the tasks set and the content of the lesson;

 structured material in terms of complexity, volume;

 availability fun facts.

2. Methods and means of teaching. Technology.

 problematic presentation of the material;

 ways of motivation;

 technology of organization of activities;

 the nature of the tasks;

 compliance of tasks with goals and objectives.

3. The nature of communication in class

 humanistic orientation of the educational process;

 interaction between the teacher and the child;

 the attractiveness of the personality of the teacher in the classroom;

 creativity, improvisation, non-standard thinking;

 intellectual level, pedagogical culture, erudition.

4. The effectiveness of the lesson

 the level of achievement of the goal of the lesson;

 completeness of the plan;

 feedback in class;

 Children's activity in the classroom.

We analyze the lesson

Analysis of the lesson as a process of awareness and self-knowledge forms the teacher's analytical abilities, develops interest, determines the need to study learning problems, and improves the quality of teaching.

What is the place of this lesson in the topic, section, course? Is it connected with previous lessons, what does it rely on? How does this activity work for future sessions? What is its specificity?

What is the characteristic of the real possibilities of students in this group? What features of the students were taken into account when planning this lesson?

What tasks does the teacher solve in the classroom (general educational, educational, developmental)? Was their completeness ensured? What tasks were the main, pivotal for the teacher, how did the teacher take into account the peculiarity of the group in the tasks?

Why was the chosen structure of the lesson rational for solving these problems? Is time allocated rationally for questioning, learning new material, consolidating? The logical connection between the various stages of the lesson.

On what content (what concepts, ideas, provisions, facts) is the main focus of the lesson and why? Is the object of lasting assimilation singled out, i.e., is it clear and precise to single out the main thing from everything told so that the children are not lost in the volume of the secondary?

What combination of forms of education was chosen for the disclosure of new material and why? Is a differentiated approach to students necessary? What is the basis for differentiation? What has differentiated? Only the volume, or only the content, or the degree of assistance provided to the learners, or both?

How was the control of the assimilation of knowledge, skills and abilities of students organized? In what forms and by what methods was it carried out?

How was the classroom used in class? Were the teaching aids appropriately used?

Due to what was the psychological atmosphere maintained in the lesson, what exactly was the culture of communication with the group manifested in? How does the teacher behave in a critical situation? How was the educational influence of the teacher's personality realized?

What ensured the high performance of students throughout the lesson?

What emergency moves were thought out for an unforeseen situation?

Were you able to complete all the assigned tasks? If it didn't work, why not? Which?

Myakinchenko L.P., Ushakova T.V. Modern lesson. Lesson analysis schemes.//Handbook of the head teacher of the school.– 2006.– P.293-299.

Grebenkina L.K., Antsiperova N.S. Criteria for the effectiveness of observation, analysis and evaluation of the lesson //Technology management activities Deputy Director of the School. - 200. - P. 125-130.

Pleshakova L.V., Saveliev V.V. Analysis and introspection of the lesson of a teacher of additional education // Guidelines and developments for the manufacture of soft toys. -2003.

The modern DOD system is a specific branch in the domestic pedagogy of development. It is the additional education of children that is a harmonious unity of knowledge, creativity, communication between children and adults. The content of education in the educational institution DOD is usually determined by the educational program, curriculum and educational programs of teachers of additional education, developed by pedagogical workers independently . When organizing the educational process, teachers of additional education implement their own individually - author's, modified, developmental programs, as well as in-depth programs in certain educational areas for gifted children and others, using the main form of organization of the educational process – occupation.

Employment in an institution of additional education for children has a number of features:

Less regulated, more flexible, free in terms of composition of participants, alternation of forms of work, saturation various types activities;

More dynamic, wears an element of lead; has a different grading system.

This paper presents the methodology and technology for conducting classes of artistic and aesthetic orientation in the system of additional education for children. Methodical development can be used in the work of teachers of additional education, school teachers involved in extracurricular activities, circle work.

Occupation - the main element of the educational process in the MBU DO "Center" Luch ", but today its form of organization is changing significantly. The main thing is not the communication of information knowledge, but the identification of the experience of students, their inclusion in cooperation, the active search for the necessary knowledge. Classes in the institution are attended by children and adolescents aged 4 to 18, developing their creative potential. And the teachers of the Luch Center, focusing on humanistic universal values, carry out a holistic educational process in the classroom (development, education, training of children and adolescents in accordance with their natural inclinations, inclinations and interests).

Occupation in an institution, first of all, this is the time that teachers spend with children, organizing various educational and leisure activities. It is characterized by the fact that the personal component is a priority in the content of educational activities, and the main attention of the teacher is paid to the development of the child's personal-semantic sphere. (attitude to reality, experience, empathy, awareness of value orientations in the life of the children's team, etc..).

Each lesson is planned and conducted by a teacher of additional education in accordance with the educational and thematic plan of the educational program being implemented. Therefore, any lesson is a chain of one link of the educational program implemented in a particular children's creative association.

The creative association "Young Artist" of the MBU DO "Center" Luch "works on a comprehensive general developmental educational program" School of Artistic Creativity ". The main objective of this program is to introduce children to the emotional perception of the subject-spatial environment and to independent activities in the artistic organization of the environment. The difference from other similar programs is that the artistic organization of the environment in it is considered as a process that combines the laws of fine arts, sculpture, architecture, design, decorative and applied arts and folk art in refraction through the compositional structural transformation of the internal and external environment of a person. Each lesson in this association has a clear structure, which is the relationship of its components, as well as a certain logic, depending on the goals, objectives, methods, chosen form.

In their activities, teachers are guided by the methodology of preparation for training sessions, which includes:

1. definition of the topic of the lesson;

2. thinking over the general course of the lesson;

3. thinking through and selecting the content of the theoretical part of the lesson;

4. thinking through and choosing methods for theoretical training of children;

5. selection of teaching materials on the topic of the lesson;

6. performance of practical work;

7. drawing up a lesson plan (if necessary).

Consider the Methodological recommendations for an art teacher of the MBU DO "Center "Luch" for conducting a lesson on the topic "Change in color space at different times of the day", presented in the educational program in the "Landscape" section.

The teacher, first of all, should think over the specific feature of the lesson, the logic of construction (the relationship and completeness of all parts of the lesson with summing up the results of each part of the practical and theoretical material), determine the volume of the educational component of the educational material.

The target settings of the lesson should be aimed at certain specific goals of this lesson (educational, developing and teaching), leading to a real, achievable result.

The teacher should pay attention to the setting of tasks aimed at

for the development of real creativity children, moral and emotional areas of the child's personality.

In this lesson, for the development of creative abilities, attention should be paid to the independent individual work of students when creating a landscape. And the moral and emotional impact on children must be tracked in the process of viewing and discussing visual material on the topic.

When developing the content of this lesson, the teacher should pay attention to:

clarity in determining the content components of the lesson in accordance with the goals and opportunities determined by the given age stage of development of students;
connection of this lesson with previous and subsequent lessons
unity of educational, developing, teaching objectives of the lesson;
application of the principle of value orientation;
application of the necessary methods of education;
a combination of individual, group and frontal work with students.

When organizing a training session, the teacher should adhere to the technological chain:

- organizing the work of students at a level accessible to them, at the limit of their capabilities and at a pace acceptable to them;

– a clear, step-by-step explanation at a high professional level of theoretical material on this topic of the educational program;

- installations not on the mechanical memorization of educational information, but on the meaning and practical significance of the knowledge gained;

- mandatory control or final check, carried out in the context of explaining a new topic, after studying it and as a final check;

— implementation of an individual approach at each training session.

At the initial stage of the lesson, the teacher needs to create a favorable moral and psychological climate, setting up children for co-creation and community in the process of cognitive activity, at the final stage - to analyze all the work done by the children.

On the topic of the lesson“Changing the color space at different times of the day”, the teacher should prepare an educational and methodological complex: handouts, an audio-video library and didactic means: visual aids, training tasks for individual and group work, differentiated exercises, final tasks, tests, etc. The teacher needs to think over the methodology for the most productive use of the visual material used. And also to prepare individual tasks for children with developmental advances, to determine the volume and forms of independent work with children. The teacher needs to pay attention to the choice teaching methods, providing the formation of knowledge, skills and abilities necessary

To solve educational problems. Teaching methods in the classroom should correspond to:

· lesson objectives;

· the nature and content of the educational material;

· the level of knowledge, skills and abilities of students;

· material support of the lesson;

· the personal qualities of the teacher, his preparedness and the level of methodological skill;

· individual characteristics, capabilities and preparedness of students;

· time regulations.

During the entire lesson, in working on the topic, the teacher is obliged to provide psychological and pedagogical support to students, aimed at:

creation of favorable prospects for educational activities;
humanization of learning (optimization of the load in accordance with the individual - psychological characteristics students (selection of individual tasks in the learning process);
optimization of the load in connection with the dynamics of performance; and in accordance with the motivation for learning.

The teacher should not forget about the observance of state sanitary and hygienic standards, the temporary mode of employment in this age category of children, about the methodology for saving health.

Since in the planned lesson, students are presented with the following values for personal understanding and living: nature, beauty, work, freedom of choice, the teacher needs to demonstrate and talk about his work on the topic of the lesson.

This lesson was developed in the system student-centered education and directed to initiation of the subjective properties and potentials of the child's personality, the development of its universal functions through independent creative work. Therefore, it is important for the teacher to pay attention to the use of forms of work organization in class:

· teacher - children's team

· individual work of each student (image on a plane by impression or imagination).

As well as on working methods: verbal, visual, practical, partially search.

The validity of the choice of these methods in the best waywill contribute to the achievement of the goal, to ensure the development of cognitive activity. The choice of these methods will allow the teacher to take into account the age capabilities of students, since children aged 8–9 years are observant, creatively active, and emotionally responsive.

It is also important for the teacher to observe a democratic style of communication with students. Do not forget the technology of building a lesson, subdivided into a number of stages that are logically interconnected:

· organizational;

· verification;

· preparatory;

· basic;

· control;

· reflective;

· final;

And each subsequent stage differs from another stage by a change in activities, content, and specific tasks.

2. Outline of an artistic orientation lesson on the topic "Landscape"

As a practical material, a plan is proposed - a summary of the lesson of the painting teacher of the MBU DO "Center" Luch "on the topic: "Changes in the color scheme of space during the day" and an analysis of the lesson conducted by the teacher.

Topic of the lesson: "Changes in the color scheme of space during the day."

Type of lesson: training lesson - drawing by impression (imagination).

Lesson objectives:

1. development goal - develop imagination, creative fantasy;

2. educational - to cultivate an aesthetic attitude to nature;

educational - to learn how to choose colors for depicting different times of the day in a landscape, to consolidate knowledge about contrasting colors, about the stages of creating a landscape.

Lesson methods: verbal: reasoning, conversation; visual: demonstration of reproductions of paintings, presentations; practical: practical work with paints; partially - search: independent work on the selection of colors

Material and technical equipment:

· presentation "Nature of the native land", prepared by the teacher

· teacher's work on this topic

· benefits: "Darkening and whitening of colors", "Color wheel".

· gouache, watercolor (optional),

brushes, palette,

· whatman paper (format A-4).

visual range: I. Kuindzhi "Moonlit night on the Dnieper",

A. Romadin "The Last Ray", C. Monet "The Lady in the Garden",

K. Friedrich "Morning in the mountains", L.V. Piskunova "Volcanoes in the sun"

musical series: K. Debussy "Evening in Grenada", L. Beethoven "Moonlight Sonata", Gershwin "Summer Day".

Literary series: poems by A. Kondratiev, F. Tyutchev

The course of the lesson on the topic:

"Change in color space during the day".

1.Organizing time. Greetings. Checking the readiness of students for the lesson (Appendix 1).

Creation of a moral and psychological climate in a lesson in a children's creative association. The organizational part ends with the announcement of the topic of the lesson and the setting of goals.

2.Conversation. "Change in color space during the day".

2.1 Repetition material covered on the topic "Landscape":

what is "landscape", "horizon line", "aerial perspective"?

2.2 introductory word teacher. It is possible to arouse interest through analogies that contribute to the concentration of attention and the preservation of interest. Light and color are integral elements of the landscape. The teacher focuses the attention of children on the special atmosphere of nature pictures that captivate us: dawn, various shades of summer flowers, shady valleys, mountain peaks illuminated by the setting sun, fog in the forest, a still surface of water in the lake in the early morning. Today we will learn how to convey all this beauty with paints.

2.3 Dialogue - discussion colors, sounds, smells of morning, afternoon, evening, night.

A poem by A. Kondratiev sounds (Appendix 1). Children talk about their feelings from each time of the day. Choosing a certain time to paint a landscape, the artist seeks to depict the play of light and color in the picture. This game defines the connection between man and nature, evoking the emotions that the artist is trying to convey in the painting.

We look at paintings by artists.

Sample questions for pictures:

How do we recognize certain times of the day?

What colors for the sky did the artists use in each painting?

How does the color of foliage, grass change during the day?

What mood does each painting evoke? How did the artist express it?

What time of day do you like best? Why?

We listen to musical works and compare them with pictures. What piece of music evokes the mood that matches the mood of one of the paintings? Reading the poems of F. Tyutchev and

I. Nikitina, we influence the fantasy and imagination of children. Viewing the work of the teacher, his story about the idea and selection of colors for the image of a certain time of day.

We find common features in the description of different times of the day in poems and paintings.

2.4 Viewing a presentation about the nature of his native land.

After watching a discussion with children of the nature of their native land at different times of the day.

Sample questions:

Have you seen similar landscapes?

What is their beauty?

What time of day do you like best? Why?

How should one relate to one's native nature?

By depicting nature, can we contribute to its conservation? How?

2.5 game moment"Imagine this". We invite the children to close their eyes, present to each their own landscape (morning, evening, night, day), using the impressions received, and talk about it. Verbal images will set you up for a visual narrative, suggest a color scheme. 2.6. Summing up the conversation.

Generalization. Children are encouraged to self-assess the information. Summarize the general discussion. Highlight the main main idea embedded in the material, information.

Conclusion: Morning, evening, day, night have different colors.

So, night is not a black, colorless space, it is an interweaving of all colors with black or gray paint. The night landscape is enlivened by moonlight (if the night is moonlit) or electric lighting (in the urban landscape).

Morning is the time of the first sunbeam, the awakening of nature. All the colors are delicate, the fog, as it were, envelops all the colors in a haze

The day is characterized by rich colors. On a sunny day, in illuminated places, the colors “whiten” a little, and the shadows are sharp, contrasting (we repeat what contrasting colors are according to the “Color Wheel” manual). The sky on such a day is piercingly bright.

The evening is rich in warm, earthy colors, in the sky shades from light yellow to burgundy. The closer to the epicenter of the sunset, the better the objects are illuminated, and the farther away, the more they sink into darkness (Dimming Colors tutorial)

2.7 Generalizations e. Summary of the general discussion. Tips and recommendations for the practical application of the information received

3.Fizkultpauza(Attachment 1).

4. Practical work.

Independent work of students. Image of a landscape (morning, evening, day, night) according to imagination or impression.

Stages of work:

1. We start work by choosing a plot (what exactly will be depicted in the landscape). We focus on creativity and individuality.

2. We mark the composition with a pencil: we draw the horizon line and designate the main elements of the landscape (it is assumed that students have the initial skills of building a landscape).

3. We compose on the palette the shades of the sky, grass, foliage, water surface and other objects corresponding to the selected time of day. We remember that warm colors “approach”, cold ones “remove”.

4. Work with paints on the background of the sky and the water surface (if it is present in the landscape). We take into account that the water itself is transparent and acquires the color of objects reflected in it, the sky or landscape elements.

5. The image of other elements of the landscape, taking into account the aerial perspective. We recall that, according to the laws of aerial perspective, when moving towards the horizon line, all objects decrease in size, and the colors turn pale and become colder, the shadows of distant objects turn blue.

5. Summing up lessons. Exhibition of works. Positive assessment of the work of each student; self-analysis and self-assessment by children of the results of their activities in the classroom; analysis of characteristic errors.

We choose the most successful works. As an incentive, they will be placed at the mug exhibition.

At the end of the lesson, we thank the children for their creativity, good mood and passion for painting.

6. Analysis of the effectiveness of the lesson. Methods used: self-control , oral control (questions), written control

(questionnaire). Self-control is carried out in order to identify those aspects of the methodology and organization of their work in the classroom that will lead students to success or, conversely, to failure, in order to repeat and develop successfully found techniques and methods in the next classes, and change unsuccessful ones.

Questions for children:

· What did you learn new in the lesson?

· What did you like, what didn't you like?

· What would you like to do differently?

· Was there an educational effect on the lesson?

Trainers fill out the "Questionnaire", which evaluates the activities of the teacher (Appendix 1)

Criteria for evaluating children's work:

Children's drawing should contain an aesthetic attitude to the world, his personal choice;

children's drawing should reflect individual characteristics creative development author of a certain age in a particular historical time.

·in children's drawing there must be a sense of belonging to nature.

2.1 Analysis of the lesson conducted by the teacher on the topic "Landscape"

This lesson included the following steps:

organizational stage.

task the organizational stage were: setting goals, communicating the topic and lesson plan, an initial check of the students' knowledge and skills on this topic, creating a major psychological attitude of students for cognitive activity, using techniques to increase students' attention to the readiness to perceive information material on a new topic.

Preparatory stage( preparation for new content).

The teacher’s message of the topic, the purpose of the lesson and the motivation of educational activity (cognitive conversation, problem task, educational crossword, etc.) At the lesson, the motivation for educational activity was facilitated by a cognitive conversation.

main stage

Assimilation of new knowledge and methods of action, primary verification of understanding, consolidation of knowledge and methods of action, generalization and systematization of knowledge. In this lesson, the new knowledge was the color scheme of different times of the day in landscapes, the whitening and darkening of colors; knowledge of warm and cold colors, contrast was consolidated. After the conversation and viewing visual and video material, conclusions and generalizations were made, and an algorithm for performing practical work was developed.

Final.

The teacher analyzed the educational activities of students, encouraging them for certain completed tasks. At the lesson, as an encouragement, the best works were placed at the current exhibition.

Reflective stage

The teacher assessed the performance, psychological state, performance, content and usefulness of the work. Self-analysis of children's work took place in the lesson in the form of a dialogue. As well as introspection pedagogical activity.

Distribution of time in class:

Stage 1 - 2 minutes

Stage 2 - 2 minutes

Stage 3 - 15 minutes

Stage 4 - 20 minutes

Stage 5 - 2 minutes

Stage 6 - 2 minutes

Stage 7 - 2 minutes

Total lesson -45 minutes

conclusions

After analyzing the attended lesson, we can conclude that the methodological recommendations for preparatory stage were taken into account by the teacher. The objectives of the lesson and the planned volume of the lesson were generally achieved. The children were active, showed good performance in the classroom, interest in the topic, communication skills, the formation of painting skills and landscape image skills. We learned to observe in nature and select color shades to convey different times of the day in the landscape, to aesthetically respond to the beauty of the world around us.

As a pedagogical control of the creative development of children, observation of the manifestation of knowledge, skills and abilities in the process of work was used. The most important function of assessment in the classroom is ethical (support, stimulate creative activity, point out in a tactful manner the shortcomings of the work).

The nature of communication between students and the teacher was positive - emotional. A favorable climate for learning was maintained at the lesson. The distribution of time at the individual stages was optimal. The proof of all this was interesting children's work, creative landscapes. The creativity of children and the creativity of the teacher is a journey through time into the world of visual, real and imagined images, it is a harmonious, spiritual connection and activity of generations.

The lesson presented in this paper is one of the points of this fascinating journey.

Bibliography

1. Ivanchenko V.N., Occupation in the system of additional education

Children. - Rostov - n-D, publishing house "Uchitel".

2. Ermolinskaya E.K., Pedagogical technologies in the additional art education of children. - M., Enlightenment, 2004.

3. Lobodina N.V., Visual arts. - Saratov, Saratov printing plant, 2006

Application No. 1

Application. PoemA. Kondratiev

The spring forest keeps a secret

What did he see at dawn

HOW LILY OF THE VALLEY HOLDS ON WEIGHT

IN GLASS CUPS DEW.