Lesson plan (lesson) as a document that is a project of a specific lesson (based on an example in the disciplines of the profile of the specialty direction)

At its core, the lesson, as the main form of organizing learning in the class-lesson system, involves its planning as a prerequisite for effectiveness.

According to I.P. Podlasom, the formula for the effectiveness of a lesson includes two components: the thoroughness of its preparation and the skill of conducting it. Lesson preparation - the development of a set of measures for organizing the educational process, which include: diagnostics, forecasting, planning. And the skill of conducting, as a rule, is associated with the experience of the teacher.

As a rule, in order to enhance these two aspects in the effectiveness of conducting classes, young teachers in an educational institution are required to develop not only a lesson plan, but its outline plan or a detailed lesson plan to ensure its detailed planning and preparation.

The lesson plan is traditionally compiled in the TVET system, in many SSE institutions. Currently, there are no normatively approved requirements at the republican level on the obligatory preparation of lesson plans (classes) by teachers. However, as can be seen from the previous explanations, their preparation for the classroom system is recommended. Educational institutions, within the framework of the implementation of the education quality management system, can adopt their own standards for the need to reflect the results of constructing a teacher's lesson in the document "Lesson Plan" and even its form.

Lesson plan (lesson) - a document that is a project of a specific lesson, developed by a teacher for its implementation and reflecting its structure and main elements. The lesson plan includes the definition of the ultimate goals (tasks) of the lesson, its structure (course), a list of the main actions of the teacher and students to master the content of the educational material. An example form (fig. 21.1) can be used to draw up a lesson plan, which presents the main elements for describing the content of the lesson. When designing a lesson, each teacher enters the necessary (justified) information into the document being developed, for example, the name of the topic of the program, the formulation of the methodological goal of the lesson, the type of lesson, a description of the material and technical equipment, etc.

LESSON PLAN

Topic of the lesson program __________________________________ (number of hours)

Topic of the lesson ___________________________________________ (number of hours)

Lesson Objectives:

educational _________________________

educational _____________________

developing ________________________

Course (stages) of the lesson

Teacher's signature

Rice. 21.1. Sample lesson plan form (classes)

When preparing a lesson plan, it is difficult to give a clear recommendation for detailing the description of its content. We believe that it is necessary to describe the structure of the lesson to a degree that is understandable to other teachers and distinguishes it from other classes.

The course of the lesson is described by the teacher in accordance with its structure (the structure depends on the type of lesson, the type depends on the didactic goal). In this case, you can use their exemplary traditional structure, given in tab. 14.2.

The description of the stages of the lesson can be conducted through rubrication ( adj. 28, 29, 30, 31, 32, 33, 36 ) or in a technological map - a table that has strictly defined structural parts that characterize the educational process (Appendix 34). Its use when developing a lesson plan is optional. A description of the lesson plans in the form of a technological map can be found at the link: Methodology of the modern lesson: Methodological recommendations on the methodology of the modern lesson / Comp.: Zhuravkova T.K., Skomorokhova O.M., Skuratovich S.V. / Educational and Methodological Center for Vocational Education of the Department of Education of the Mogilev Regional Executive Committee. - Mogilev, 2007. - http://www.mgpl1.mogilev.by/methodist1.html.

The document “Lesson Plan” is drawn up with the fulfillment of the basic requirements of office work (Instruction on office work in state bodies and organizations of the Republic of Belarus, approved by the Decree of the Ministry of Justice of the Republic of Belarus dated January 19, 2009 No. 4 (as amended and supplemented)).

The plan of an open lesson is approved by the deputy head of the educational institution.

The lesson plan usually also indicates its date, number according to the thematic (calendar-thematic) plan, group number, specialty, qualification for which it is held. Any information is given not in order to increase its volume, and therefore reduce the efficiency of perception of its description, but to detail the necessary elements. For example, the name of the specialty is necessary if the discipline is read with different content for different specialties, therefore the teacher cannot confuse the lesson plans for them.

The objectives of the lesson can be set from different positions (see. section 23). If the teacher has chosen the option of setting three goals for the lesson (training, education and development or teaching, educational and developing), they should all be set from the same position. Another variant of goal-setting is possible: setting the didactic goal and objectives of the lesson as its parts. In this case, at least three tasks are formulated (teaching, educational, developing). Teachers who set goals from the position of a teacher usually also bring the results of the lesson in order to describe the specific expected activity of students and, accordingly, provide tasks for them to master it and evaluation criteria.

The lesson plan, if its form is not approved, has no restrictions on the volume and detail of the description of the content of the lesson. However, the teacher compiles this document both for verification by methodological services and for rationalizing their own activities, which is most important. He should help the teacher as much as possible in the conduct of the lesson. So, the teacher should be comfortable using it.

For a competent description of the lesson, it is necessary to indicate its type, since its structure depends on it. When designing a lesson, the teacher predicts the time spent on each of its elements. Time can be shown for each step in the lesson plan.

The description of the stages of the lesson is supplemented by the teaching methods that the teacher plans to use, the forms of teaching, and teaching aids. If necessary, these tools are detailed (described) directly in the lesson plan (for example, planned questions may be indicated to update knowledge, etc.). However, there are more detailed forms for describing the content and organization of the lesson.

The lesson plan indicates the necessary logistics or TCO, homework. The lesson plan may be accompanied by the necessary didactic materials (standard answers to tasks of a closed test, task cards, etc.), evaluation criteria.

It must be remembered that there are several forms of describing the results of designing a lesson: lesson plan, outline plan, detailed outline plan, non-traditional lesson scenario, methodological development. In this enumeration, the forms of describing the lesson are ranked on the basis of increasing detail of the description. Although the framework between them is rather arbitrary (if their form is not documented).

Lesson summary - a detailed description of the lesson. It does not fix not only the structure of the lesson, but also the educational material. A detailed outline plan implies a detailed (complete in comparison with the abstract) description of the lesson.

Methodical development is a set of all materials that provide a lesson. It contains a lesson plan or outline. The text provides an explanation of many positions of the methodology for conducting a lesson, methodological support for a lesson (or a series of lessons).

Related issues: MP - 5 , 6 , 7 , 8 , 9 , 10 , 14 , 20 , 22 , 23 , 35 ; P - 18 , 19 .

TOPIC: "BRANCHING AND SEQUENTIAL DETAILS OF THE ALGORITHM"

Lesson Objectives:

Educational:

1. introduce students to the branching team.

2.show an example of a problem with two-step detailing.

Educational:

education of information culture, attention, accuracy, perseverance.

Developing:

1.development of self-control;

2.development of cognitive interests

Lesson type: combined

Type of lesson: lesson of explanation and primary consolidation of the material

Equipment: board, computers, projector

Textbook: Semakin "Informatics and ICT" Grade 9

Lesson plan:

Organizational moment, checking homework.

Explanation of new material.

Practical part.

Summing up the lesson.

Homework.

During the classes

Teacher activity

Student activities

Hello guys! Have a seat! Today we will study the branching algorithm.

Checking homework

Branch command

Let's get acquainted with another GRIS team. It is called the branch command. The format of the branch command is:

if<условие>
then<серия 1>
otherwise<серия 2>
sq.

The service word kv denotes the end of a branch.

As before, the GRIS can only check two conditions: “is there an edge ahead?” or “there is no end ahead?”.<Серия>is one or more consecutive commands. If<условие>is true, then<серия 1>, otherwise -<серия 2>.

Let's draw a block diagram.

Such branching is called complete.

Incomplete form of branching

In some cases, an incomplete form of the branch command is used

For example:

if the edge is ahead
then turn
sq.

Block diagram:

An incomplete branch command has the following format:

if<условие>
then<серия>
sq.

Here<серия>is performed if<условие>fair.

Let's make a relatively complex about the gram for GRIS. In this example, you will see that the use of the method of progressive detail makes it easier to solve some "puzzle" problems.

An example of a problem with two-step detailing

Task 6. Construct an ornament consisting of squares located along the edge of the field. The initial position of the HRIS is in the upper left corner, south direction.

Let's call the procedure that draws a chain of squares from edge to edge of the field a ROW. The procedure that draws one square is called SQUARE. First, write the main

Ornament program
early
make a ROW
turn
make a ROW
turn
make a ROW
turn
make a ROW
con

Now let's write the procedures SERIES and SQUARE:

In the SERIES procedure, the cycle body contains an incomplete branch. The structure of such an algorithm can be called as follows: a loop with nested branching.

ROW procedures.

Compiling this program required two steps to refine the algorithm, which were performed in the following sequence:

Now you know all the commands for controlling the graphical executor. They can be divided into three groups: simple commands; procedure call command; structural commands. The third group includes loop and branch commands.

Appendix 1.

Let's move on to the practical part of our lesson.

Upload file C_1 level

Develop an algorithm for moving from point A to point B in a straight line with drawing a trace. The distance from A to B is not known in advance. But it is known for sure that there is a wall behind point B at a distance of one cell from it. Use this wall to complete the movement exactly at point B: jumping forward, check if there is a wall ahead and, if there is no wall, then go back and leave a trail.

Upload file C_2 level

Develop an algorithm for moving the performer from point A to point B, overcoming three pairs of "jumping" walls that appear on the way. The trail must be visible. Use the procedure to overcome one pair of walls.

Upload file C_3 level

Appendix 2

Annex 3

Appendix 4

Summing up the lesson, putting marks.

Homework item 31,

Appendix 1.

Appendix 2

Annex 3

Appendix 4

Lesson type: a lesson in consolidating knowledge and learning new material.

Type of lesson: combined lesson (lecture and practice).Lesson Objectives: General education:

to form an idea among students about the basic concepts of the topic: a branching command, an incomplete form of a branching command;

to form the skills of developing algorithms with branching in the GRIS "Strelochka";

Developing:

development of information vision of the phenomena and processes of the surrounding world;

Educational:

education of information culture of students, attentiveness, accuracy, discipline, perseverance;

education of cognitive interest of schoolchildren

Lesson structure:

I .Organizational moment (2 min.)

Greetings. Checking those present. The topic of the lesson.

Written survey 2 work options

III

Explaining with a presentation

An example of a problem with two step details

Explanation with the help of the presentation “Demonstration of the algorithm with branching “Ornament” in the environment of the Strelochka performer”.

V . Summary of the lesson (2 min.)

VI . Homework (1 min.)

During the classes:

I .Organizing time

Lesson topic: “ Branching and progressive drill down ”

The main topics of the paragraph:

♦ branch command;
♦ incomplete form of branching;
♦ an example of a problem with two step details.(slide 2)

II . Updating knowledge (5 min.)

Subject Test:Cyclic algorithms

Option 1

1. In which of the figures the condition is checked:

2. The cyclic algorithm is:

nc
step
kts

until the end is ahead, repeat
nc
step
turn
kts

early
step
con

nc
step
kts

4. The body of the cycle is:

graphical way of describing the algorithm

this is a set of instructions describing the procedure for the performer to achieve the result of solving the problem in a finite number of actions.

an algorithm in which some sequence of commands must be executed several times.

5.Draw the cycle structure (flowchart)

Subject Test:Cyclic algorithms

Option 2

1. In which of the figures the procedure is performed:

2. The cycle is:

an algorithm in which some sequence of commands must be executed several times.
graphical way of describing the algorithm
this is such an algorithmic structure in which repeated repetition of one (or several) commands is carried out.
this is a set of instructions describing the procedure for the performer to achieve the result of solving the problem in a finite number of actions.

3. It is required to draw a horizontal line across the entire screen. Choose the right program:

early
step
con

nc
step
kts

step

turn

kts

until the end is ahead, repeat

step

kts

4. Block diagram is:

a sequence of commands included in the algorithmic structure "cycle".

graphical way of describing the algorithm

this is a set of instructions describing the procedure for the performer to achieve the result of solving the problem in a finite number of actions.

an algorithm in which some sequence of commands must be executed several times.

5. Write a program looping the algorithm.

III . Theoretical part (20 min.)

Branch command

Let's get acquainted with another GRIS team. It is called the branch command. The format of the branch command is:

if<условие>
then<серия 1>
otherwise<серия 2>
sq.(slide 3)

The service word kv denotes the end of a branch.

(slide 4)

Such branching is called complete.

Incomplete form of branching

In some cases, an incomplete form of the branch command is used (Figure 5.13). For example:

if the edge is ahead
then turn
sq.

(slide 4)

An incomplete branch command has the following format:

if<условие>
then<серия>
sq.

Here<серия>is performed if<условие>fair.slide 5)

Let's compose the last, relatively complex program for the GRIS. In this example, you will see that the use of the method of progressive detail makes it easier to solve some "puzzle" problems.

An example of a problem with two-step detailing

Task 6. Construct an ornament consisting of squares located along the edge of the field. The initial position of the HRIS is in the upper left corner, direction to the south (Fig. 5.14).

(slide 6)

Let's call the procedure that draws a chain of squares from edge to edge of the field a ROW. The procedure that draws one square is called SQUARE. Let's write the main program first.

Ornament program
early
make a ROW
turn
make a ROW
turn
make a ROW
turn
make a ROW
con(slide 7)

Now let's write the procedures SERIES and SQUARE:

(slide 8)

In the SERIES procedure, the cycle body contains an incomplete branch. The structure of such an algorithm can be called as follows: a loop with nested branching.

On fig. 5.15 shows a block diagram of the RAD procedure.

Compiling this program required two steps to refine the algorithm, which were performed in the following sequence:

(slide 9)

IV . Consolidation of knowledge (15 min.)

Development of the "Ornament" algorithm

V . Summary of the lesson (2 min.)

Evaluation of student work in class.

VI . Homework (1 min.)

§31, questions. Getting ready for the test(slide 10)

Questions and tasks

1. What is drill down?
2. What commands can the auxiliary algorithms of the last level of detail consist of?
3. What is the format of the branch command? What actions of the performer does it determine?
4. What is the difference between full branching and incomplete branching?
5. By step-by-step detailing, compose graphics artist control programs to solve the following tasks:
draw the entire field with horizontal dotted lines;
draw squares in all four corners of the field;
draw the entire field in a cell with a side equal to the step.

Topic: "Incremental refinement method"
Learning goal: To repeat with students the stages of solving problems on a computer: formulation, algorithm, method of a mathematical model, program, analysis of results. Introduce the concept of stepwise refinement method.
Having developed the goal: To develop logical thinking, memory, interest in the subject. Ensuring a strong and conscious mastery of the basics of computer science by students.
Bring up the goal: Culture of behavior, communication. Education in students of information culture. Preparing students for an active full life and work in the information society.
During the classes:
1. Org moment
2. The stage of setting the goal of the lesson
3. Poll d / z
Stages of solving problems on a computer: setting, algorithm, method of mathematical model, program, analysis of results.
Test
1. A clearly formulated sequence of rules describing this process is
a) block diagram
b) algorithm *
c) one of the properties of the algorithm
2. Properties of the algorithm
a) accuracy, certainty, effectiveness
b) clarity, understandability, effectiveness
c) discreteness, certainty, mass character, effectiveness *
3. The developed algorithm can be fixed in several ways
a) graphic
b) drawing up equations, rules, formulas
c) verbal description, block diagram, in algorithmic language *
4. The stage of information processing is depicted
a) a rectangle *
b) rhombus
c) oval
5. Checking conditions is depicted
a) a rectangle
b) rhombus *
c) a square
6. In a figure similar to an oval, we write
a) input, output*
b) formula
c) beginning, end
7. We write the input of the initial data and the output of the result in ...
a) parallelogram *
b) square
c) rhombus
8. Which of the documents are algorithms?
a) Spelling rule for prefixes ending in z, s
b) TV program guide
c) Cooking recipe*
d) Instructions for assembling a cabinet sold disassembled *
9. In what cases does the sentence end correctly: An algorithm is
a) the final sequence of actions leading to the desired result for any valid initial data *
b) instructions to perform actions
c) a finite set of commands understandable to some executor, the execution of which leads to a unique solution of the problem
d) program in machine codes
10. The division of the algorithm into separate elementary actions is
a) Discreteness*
b) Certainty
c) mass character
d) Determination
11. Which of the documents are algorithms?
A) Catalog of books in the library
B) Procedure for dialing an international telephone number*
C) Recipe for making glue*
D) Wall calendar for the current year

Check: Evaluation criterion: 11 "+" -5, 9 "+" -4, 7 "+" -3, 5 "+" -2

4. Explanation of the new topic:
The success of any activity depends on careful planning. And the more difficult the task, the more important the ability to plan your actions. The main thing in this case will always be a clear definition of the final results, then the definition of intermediate results, without which it is impossible to achieve the goals.
This approach turns out to be the only possible one when compiling complex algorithms and large programs for solving problems using a computer. This method is called step-by-step detailing of algorithms and programs. With step-by-step detailing, algorithms are written as a set of auxiliary algorithms that solve auxiliary subtasks, and each of them requires obtaining certain intermediate results.
Having developed the main algorithm, one can proceed to the development of “second level” algorithms, which in turn may require further detailing. Thus, the main algorithm is a plan of action that must be completed to achieve the goal, and the essence of each action is deciphered in the corresponding auxiliary algorithm.
Using step-by-step detailing to describe algorithms allows you to clearly, clearly and understandably describe how to solve problems.
The method of step-by-step detailing facilitates the compilation of algorithms, since allows you to solve the problem in parts and use as auxiliary algorithms problems that have not yet been solved. This structure is called top-down programming.
Let's consider the problem and compose an algorithm using the method of step-by-step detailing.
1. There are 2 jugs with a capacity of 3L and 8L. Artist Jin can draw water from the river into each jug, pour water out of it and determine whether the water in the jug is filled to the top. Make up an algorithm, by executing which Jin will draw 7 liters from the river. water.
2. The performer is able to replace one letter in a word, and from a meaningful word a meaningful word should turn out again. Write a transformation algorithm:
a) the words GARDEN to the word CAT;
b) the words FLY into the word ELEPHANT.

5. The stage of staging D / s: read the summary, come up with several short (no more than 15 commands) programs with errors, so that in the next lesson they can be debugged by your neighbor on the desk. Having previously reported for what purpose you compiled these programs.

6. The stage of summing up the lesson.

>>Computer Science: Branching and Sequential Detailing of the Algorithm

§ 31. Branching and sequential detailingalgorithm

The main topics of the paragraph:

♦ branch command;
♦ incomplete form of branching;
♦ an example of a problem with a two-step specification.

Branch command

Let's get acquainted with another GRIS team. It is called the branch command. The format of the branch command is:

if<условие>
then<серия 1>
otherwise<серия 2>
sq.

The service word kv denotes the end of a branch.

Such branching is called complete.

Incomplete form of branching

if the edge is ahead
then turn
sq.

if<условие>
then<серия>
sq.

Here<серия>is performed if<условие>fair.

Let us compose the last, relatively complex program for GRIS. In this example, you will see that the use of the method of progressive detail makes it easier to solve some "puzzle" problems.

An example of a problem with two-step detailing

Task 6. Construct an ornament consisting of squares located along the edge of the field. The initial position of the HRIS is in the upper left corner, direction to the south (Fig. 5.14).

Let's call the procedure that draws a chain of squares from edge to edge of the field a ROW. The procedure that draws one square is called SQUARE. First, write the main program

Ornament program
early
make a ROW
turn
make a ROW
turn
make a ROW
turn
make a ROW
con

Now let's write the procedures SERIES and SQUARE:

In the SERIES procedure, the cycle body contains an incomplete branch. The structure of such an algorithm can be called as follows: a loop with nested branching.

On fig. 5.15 is given block diagram RAD procedures.

Compiling this program required two steps to refine the algorithm, which were performed in the following sequence:

Briefly about the main

The branch command has the following format:

if<условие>
then<серия 1>
otherwise<серия 2>
sq.

If<условие>true, then the commands that make up<серию 1>if false, then -<серию 2>.

An incomplete branch command has the following format:

if<условие>
then<серия>
sq.

If the condition is true, then<серия>, if false, then immediately go to the next command of the algorithm.

Complex algorithms are conveniently built by step-by-step detailing.

Questions and tasks

What You Should Learn from Chapter 5

To master the program control of one of the educational graphic performers.
Write linear programs.
Write cyclical programs.
Write programs that contain branches.
Describe and use auxiliary algorithms (subroutines).
Apply the method of sequential detailing.

I. Semakin, L. Zalogova, S. Rusakov, L. Shestakova, Informatics, Grade 9
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