Sample lesson plan for theoretical training in spo. Diagnostics of the study group by psychological and pedagogical methods Recommended means of pedagogical influence to solve the problems of development and education of students. Workbook, class journal
by academic discipline/MDK_____________________________________________________
Lesson topic
Lesson objectives (taking into account OK and PC from the Standard, working curriculum and individual psychophysiological characteristics of students):
educational - form a student's concept of _________________________________________________________________________________
___
consolidate new information; to teach the ability to organize one's own activities and analyze the life / work situation, etc.
educational - to form the cognitive interests of the student; develop a sustained interest in future profession, the ability to work in a team, communicate effectively with fellow students, etc. ________________________________________________________
__________________________________________________________________________________
developing - to develop in students the desire to search for information necessary to perform professional tasks, to use ICT in professional activity; the ability to work independently and try to solve the problems that have arisen, etc.
__________________________________________________________________________________
_________________________________________________________________________________.
Used forms and methods, including active ones: forms– frontal, individual, group and steam room; methods- lecture, conversation, observation, solving problematic issues and situations, analysis of life and production situations, use of ESM, project-based learning, etc.; technology: problem-based, project-based learning, the use of game methods in teaching, collaborative learning, information and communication technologies, health-saving technologies, etc.; interactive: case method, interactive, binary, problematic lectures, round table, brainstorming, etc.
__________________________________________________________________________________
Interdisciplinary connections: physics, chemistry, biology, computer science, etc. ____________________
__________________________________________________________________________________
Logistics of the lesson: computer, video projector, screen; special technical training aids (if required) ____________________________
maps, tables, diagrams, methodological developments, didactic material, etc. _________________________________________________________________________________
_________________________________________________________________________________
During the classes.
Organizational stage ( greeting students , report of the headman / duty officer about those who are absent, checking the readiness of the room for the lesson (cleanliness and order), organizing attention: “Attention! Let's get started!"). 1-2 minutes.
Homework check step(check the correctness, completeness and understanding of the implementation of the DZ by the group taking into account a differentiated approach and psychophysiological characteristics of students: conversation, oral questioning, mutual verification, testing, etc. - 5-7 minutes
_______________________________________________________________________________
_______________________________________________________________________________
3 . Comprehensive knowledge test stage - if it is provided(comprehensively check the knowledge and skills of students, identify gaps and find out their causes, teach students to express their thoughts correctly and clearly) - oral survey, written survey, testing, conversation, work in pairs, etc.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. The stage of explanation and assimilation of new material, taking into account the psychophysiological characteristics of learning: message new topic, formulating together with learning the objectives of the lesson and voicing them, motivation for learning to learn new things, connection with the future profession / specialty, promotion of an educational problem, problem situation or problematic issue before the student; the desire to give students a concrete understanding of the new educational material; develop relevant knowledge and skills, use different ways revitalization cognitive activity, encourage students to search and think independently - the word of the teacher, a lecture with elements of a conversation, compiling a comparative table, computer presentation with the teacher's comments, pre-prepared messages from students on a new topic and their evaluation by other students, watching videos on the topic of the lesson with a preliminary statement of a problematic issue, etc. – 10-20 min.
____________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________5. The stage of consolidating new knowledge, taking into account the psychophysiological characteristics of learning: to consolidate the knowledge and skills that are then needed for independent work with new material, to apply different ways of consolidating knowledge, to consolidate the methodology for answering typical teacher questions, to consolidate the material in practice, in non-standard professional and life situations; questions on a new topic, simple tests, working with posters and diagrams, analyzing life and professional situations, doing exercises, solving problems of varying degrees of complexity, etc. are appropriate here. – 10-15 min.________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. The stage of summing up the results of the lesson and explaining the learning of DZ, taking into account their psychophysiological characteristics: thank the students for their work , reflection: what new things were learned, what was interesting and what turned out to be difficult; how the group worked, which of the students worked with dedication, grades for the lesson, invitation to tutoring; DZ motivation: an interesting statement of the problem, a sense of duty, a differentiated approach, a concise clear briefing on the implementation of DZ, answers to training questions - up to 5 minutes.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________
Teacher ____________________________________________________________________
Lesson plan on the topic: "Fillers"
Teacher: Chervova Natalya Viktorovna
OU: GPOU s. Tarasovo
Profession:"Plasterer"
Discipline: Materials Science
Lesson topic:"Fillers"
Lesson type: learning new knowledge
The purpose of the lesson: generalization and systematization of knowledge on the topic: "Fillers".
Tasks:
Educational:
1. contribute to the generalization of knowledge on the topic "The role and properties of fillers";
2. systematize and deepen knowledge on the topic "Classification of aggregates";
3. apply the acquired knowledge in specific situations.
Developing:
to promote the formation of cause-and-effect relationships, the ability to analyze, draw conclusions, make suggestions;
ensure the development of students' speech.
develop imaginative thinking, fantasy, imagination, creative approach to the work performed.
Educational:
Promote the development of responsibility, partnership;
Increase interest in the chosen profession.
Strengthen teamwork skills.
Forms of organization of educational and cognitive activity of students: frontal, group, individual.
Teaching methods: work in microgroups, practical work (exercises), slide show, conversation.
Interdisciplinary connections: Special technology, industrial training.
Material and technical equipment:TCO ( projector)
Educational and methodological support:
instruction cards;
student workbooks;
textbook V.A. Smirnov "Materials Science";
cards - tasks;
material samples.
During the classes
1. Organizational moment
Greeting, reconciliation of payroll, activating students to do work, goal setting.
2. Checking previously learned material
Find out the degree of assimilation of previously studied material (card - task)
| Answer options | Right |
|
| 1. The "binders" include: | a) sand, pebbles, sawdust b) gypsum, lime, liquid glass c) cement, clay, sand | |
| 2. Hydraulic binder includes: | and cement, hydraulic lime b) cement, clay c) gypsum, gypsum clay, liquid glass | |
| 3. Portland cement is... a binder | a) air b) hydraulic c) plaster plaster | |
| 4. Solution is: | a) a mixture of binder, water and sand b) a mixture of binder and water c) a mixture of binder, aggregate and water rationally selected mixture of binder, water, sand and necessary additives | |
| 5. The mortar mixture is: | a) a mixture of binder, aggregate and water b) a mixture of binder, aggregate and water before setting c) a mixture of binder, filler and water after hardening. | |
| 6. What binder increases in volume during hardening? | a) cement b) lime |
Oral survey.
Describe general properties Portland cement?
What is the activity and brand of cement?
What are the types of Portland cement?
Active mineral additives for Portland cement?
4. Updating the basic knowledge necessary to study a new topic
Communication of the purpose, topic and tasks of studying new material; indicate its practical significance.
5. Explanation of new material
a) motivation for introducing new concepts.
b) explanation of new material using TCO and visual aids.
General information about the types and purpose of placeholders;
The role and properties of placeholders;
Classification of aggregates;
Aggregate quality indicators;
Summary of new material.
1. General information about types and purpose of placeholders
For the preparation of concrete, mortar, mastic and adhesive mixtures on mineral binders, aggregates and fillers, special additives are used, which are introduced into the mixture in dry form or when mixed with water.
1.1 Aggregates - a loose mixture of grains of natural or artificial
origin, having a certain size.
2. The role and properties of placeholders.
2.1 Aggregate volume - 85% of the total volume of concrete;
70% of the total volume of the solution.
2.3 Role of placeholders:
The more aggregate in concrete or mortar, the cheaper concrete, mortar;
Reduced shrinkage of mortar, concrete;
The cracking ability of mortar, concrete increases;
Determine the properties of concrete, mortar (lightweight concrete or mortar, good heat-conducting properties, decorative properties).
2.3 Properties of placeholders.
The use of porous aggregates results in lightweight concretes and mortars with good thermal insulation properties.
The use of crushed marble, andesite, colored glass, mica, we obtain decorative mortars and concretes for finishing work.
3. Classification of aggregates.
3.1 From the size of the grains: there are small (0.16 - 5 mm) and large (5-70 mm)
3.2 I distinguish by shape: round and rough.
solutions
fine aggregate
coarse aggregate
Gravel - smooth rounded particles
Crushed stone - particles of irregular shape, rough
3.3 By origin, fillers are divided into:
1. On natural;
2. artificial;
3. for industrial waste.
Placeholders
Industry waste
(fuel slag, coarse ash from thermal power plants, ash and slag mixtures)
artificial aggregates
Natural aggregates
Thermal treatment of natural raw materials and industrial waste
(expanded clay, thermolite, slag pumice)
Mechanical restoration
Rocks (granite, diabase, limestone, volcanic tuff, gravel, quartz sand, marble
Associated rocks
enrichment waste
4. Filler quality indicators.
Bulk density
Small (porous)
Heavy (dense)
Over 1200 kg/m3
Less than 1200 kg/m3
Brand 200……800
Mark: 1200
4.2 Grain composition - the smaller the grain, the less voids in the mortar or concrete.
4.3 Mineral composition - characteristics of the rock, assessment of cracks, degree of weathering, data on impurities, radiation.
4.5 Strength - characterized by a grade of 8-24, the weaker the gravel, the more grains.
4.6 Frost resistance - is estimated by the brand from F 15 to F300.
6. Consolidation of the studied material
1. The ability of students to relate to each other the concepts of the types and properties of fillers. 2. Consolidate the knowledge gained in the lesson (students make two questions on the new topic of the lesson to each other and write them down on a sheet, then exchange sheets with questions with each other, then evaluate each other's answers).
7. Summing up the lesson
Self-assessment and assessment of students and groups. Argumentation of the grades, comments on the lesson.
8. Homework
Information about homework.
LESSON PLAN
Group; vocational training Profession "Bricklayer"
Lesson topic: "System for dressing seams in masonry"
Goals:
educational – introduce students to different types of suture dressing systems;
To promote the formation of students' skills in reading construction drawings.
Educational - to create conditions for the manifestation of cognitive activity among students, interest in the profession, responsibility;
To promote the development of a sense of mutual assistance among students when working together in pairs; positive communication experience.
Educational – create conditions for the development of creative thinking;
To promote the development of students' abilities to analyze production situations.
As a result of studying the topic, the student should:
Be able to
Choose tools, fixtures and equipment for stone work;
Select the required masonry materials;
Know
Types, purpose and properties of masonry materials;
General rules masonry;
Suture dressing systems.
Lesson type: combined
Generated general competencies:
OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 3. Analyze the working situation, carry out current and final control, evaluation and correction of their own activities, be responsible for the results of their work.
OK 6. Work in a team, communicate effectively with colleagues, management, clients.
Formed professional competencies:
Perform general stone work of varying complexity
Teaching methods:
Verbal (conversation, story);
Visual (observation of students, schemes);
Practical (execution practical work)
Form of study:
Frontal, work in pairs
Means of education:
A set of educational and visual aids for the profession of a bricklayer - 6 sets;
Drawing tools
Schemes of single-row and multi-row masonry
DURING THE CLASSES
1. Organizational moment
Greetings, checking readiness for the lesson.
2. Target setting
Lesson topic message
3. Actualization of basic knowledge
Checking and linking the topic of the new lesson with the content of the previous one.
3.1. Front poll:
Name the edges of the brick.
What row of masonry is called the inner verst, outer verst, backfill?
Show on the diagram the vertical longitudinal and transverse seams of the masonry.
Types of bricks used for laying walls.
What is called jointing, what is the form of jointing?
What is the thickness of brick walls used in civil engineering?
How many rows are in one meter of masonry if the thickness of the brick is 65mm?
What is called masonry trim?
Show all available architectural and structural elements in the classroom.
3.2. According to the proposed drawings, name all parts of the building and its architectural and structural elements.
3.3. Testing
4. Primary assimilation of new knowledge
4.1. Creation of a problem situation and formulation of the main question by students.
How is the strength and solidity of the masonry achieved?
What is the third rule for cutting brickwork.
Why is it necessary to follow all three rules for cutting masonry?
4.2. Writing on the board of the topic of the lesson
4.3. Explanation of the new topic
Outline plan
Dressing system- this is a certain order of laying bricks and stones of the correct form, laid in a structure. In construction, three ligation systems are most common: single-row (chain), multi-row and three-row.
Single row (chain) the suture dressing system provides for the alternation of the bonder row with the spoon row. In this case, each vertical seam of the lower row is covered with bricks of the upper row. With this dressing scheme, the vertical transverse seams in adjacent rows are shifted relative to each other by a quarter of a brick, and the longitudinal ones by half a brick. In order to ensure the displacement of the vertical transverse seams by ¼ bricks, it is necessary to start laying each new row with three-quarters (3/4 bricks).
Such masonry is highly durable: all three cutting rules are fully observed in it.
A significant disadvantage of a single-row dressing system is that it requires a lot of labor for laying verst rows, a large number of whole bricks, as well as more skilled masons.
(draw in the notes a single-row dressing scheme)
In a multi-row dressing system tychkovy rows are located through five spoon rows. At the same time, I block the vertical transverse seams with overlying bricks in each row, and the longitudinal rows - only after five rows.
The disadvantage of such a masonry is that the bearing capacity of the masonry is reduced by 6% compared to a single-row dressing system ... Certain complications arise when laying in the winter (during thawing, walls can bulge).
Advantage - masonry is less laborious than single-row, as it requires a smaller volume of verst rows.
(draw a multi-row dressing scheme in the notes)
A variation of the multi-row dressing system is three-row, which is used mainly for laying pillars and piers. Masonry is performed by alternating a bond row and three spoon rows. In this case, the coincidence of vertical seams and three adjacent spoon rows is allowed.
(draw a three-row dressing scheme in the notes)
There are a number of other dressings (cross, gothic, Dutch and many others), but in each of them - the first and last rows, also at the level of wall cuts, pillars, protruding elements, under supports of parts of beams, slabs and other structures - they lay out poke from whole bricks.
In low-rise construction, in order to save bricks, so-called lightweight brick walls, in which the brick is partially replaced by effective heat-insulating materials.
5. Initial check of understanding
Performance practical task
It is necessary, according to the schemes, to lay out the brickwork using the method of single-row (chain) dressing of seams in 1 brick; in 1½ bricks and in 2 bricks;
Lay out the brickwork on a multi-row chain joint dressing system in 1 brick, in 1½ bricks and in 2 bricks
Based on the results of the practical task, a discussion is held with an analysis of typical mistakes.
6. Summing up the lesson
Analysis and evaluation of the success of achieving the goals; grades for the lesson.
7. Reflection
1. Was the lesson helpful for you?
2. What new knowledge have you acquired?
3. What skills have you developed?
4. Put a final assessment of your activities in the lesson.
5. I think that the objectives of the lesson have been achieved/not achieved.
Lesson plan for theoretical training in metal welding
well - 1
Group- GS-17
profession - welder
speciality - electric welder of manual arc welding, gas welder, gas electric welder, electric welder on semi-automatic machines.
Program theme: Weld defects.
Topic of the lesson : Types of defects in welds, causes and methods for their elimination ..
Purpose of the lesson : Familiarize yourself with the types of defects in the weld, the causes of their formation and methods of elimination.
1 . educational goal:
Formation of a responsible, conscientious attitude to the quality of work, respect for work and one's profession,
2. Educational Purpose:
Learn to identify the types of defects in the weld, the causes of their formation and choose the necessary methods of elimination.
3. Developmental goal:
To promote the development of technical thinking, independence, observation, activity, professional interest and creative initiative, self-control and self-esteem skills.
Form of study : Front.
Location:
Room No. 23 "Special Welding Technology" GBOU SPO KO "PTPT".
Methods and techniques : Story, show, survey, presentation demonstration, independent work students.
Inter-subject relationships:
"Fundamentals of the Theory of Welding and Cutting" -
topic "Welds and joints".
Occupational Safety and Health.
Methodological support:
Posters, presentation.
Material and technical equipment:
Slide projector.
Bibliography:
–http.//www.svartek.ru
–http.//www.osvarke.info/61
–Welding works: textbook. Allowance for the beginning. prof. education / V.I. Maslov.-5th ed., ster. - M: Publishing Center "Academy", 2007. - 240 p.
–Electric arc welding: textbook. Allowance for the beginning. prof. education / S.V. Vinogradov. - M.: Publishing center "Academy", 2007. - 320 p.
Welder. Manual welding technology: practical foundations of professional activity (Text): textbook / so-called. Zhegalina. - M.: Akadkmkniga / Textbook, 2006. - 126 p. : silt
Class structure
Lesson elements
Teacher activity
Student activities
1. Organizational moment: Prepare students for work in the classroom: Checking the availability of students
Checks for students.
They answer questions.
2. Introductory part:
Message topic, lesson plan.
Questions on the topic
Informs the topic of the lesson, and the plan of the lesson.
Asks questions about the topic:
1. Types of welded joints?
Listen, answer, ask questions.
3. The main part.
Shows the presentation "Defects of welds", then the teacher comments on the students' presentations, where necessary.
Students show prepared presentations.
4. Final part.
Summing up the lesson.
Gives homework.
Listen, write down homework.
Organizing time:
The teacher conducts Organizing time for classes. Checks to see if students are in class.
Introductory part:
Announces the topic of the lesson, and asks questions on the topic covered.
1. Types of welded joints?
2. Classification of welds in spatial position?
Shows a presentation: "Defects of welds", "Methods of quality control of welded joints"
Main part:
Students show their presentations that they made at home:
Kuznetsov - Quality control.
Shamakov - Quality control - 2 presentations
Polovnikov - Methods for detecting weld defects.
Final part:
Summing up the results of the lesson.
Gives grades for presentations, marks the best works. Find out what they learned during the lesson.
Gives homework - repeat the topic: "Defects in welds."
teacher specially
technologies for metal welding /S.N. Rafalskaya/
practice report
5. Outline of the theoretical lesson
Subject: "Psychology".
Theme of the lesson: "Teen suicide".
1. Formation of an adaptive attitude to life, stress resistance, awareness of the value of life.
2. Psychological education about suicide and ways to prevent it.
3. Development of skills of interaction, communication, team building.
4. Prevention of juvenile suicide.
5. Development of a tolerant attitude towards each other.
Equipment and materials: statements on A4 sheets:
Life is given for good deeds. Life is a gift, it should be appreciated.
Perhaps in this world you are just a person, but for someone you are the whole world!
Computer, multimedia projector, pens, half sheets of A4, the name of the topic of the lesson, a fragile object symbolizing life - “heart”, capital letters- “we love life”, positive slogans-statements, music tracks with disturbing and calm music, badges for students in grades 10-11, a presentation with slides on the subject of a psychology lesson, videos with a problem situation.
Analysis of the activities of Chelyabinsk state college food and trade industries
Subject: "Food technology" Topic: "Dishes from chopped and cutlet mass" Plan: 1. Characteristics of raw materials, importance in nutrition. 2. Technology of preparation of minced meat dishes. 3. Technology of cooking dishes from cutlet mass. four...
Analysis of the lesson from the point of view of student-centered learning
Students are invited to choose synonyms and defining words for the concept of "family", based on their observations and feelings. After several statements, the following wording is voiced: "A family is a group of people living together ...
TOPIC: "The origins of jazz" Objectives: 1) to introduce the style of "jazz"; the history of the emergence of this musical direction; With characteristic features style; with famous performers of jazz music; allocate funds for musical...
Education of schoolchildren by means of classical jazz
TOPIC: "The origins of jazz" Objectives: 1) to introduce the style of "jazz"; the history of the emergence of this musical direction; with characteristic style features; with famous performers of jazz music; allocate funds...
Lesson No. 1 Theme of the lesson: "Global Internet" Time: 45 minutes Lesson objectives: educational: the formation of students' knowledge about the Internet, brief history the development of this industry, talk about modern opportunities on the Internet ...
Methods of teaching the topic "Global Internet" in 11 classes of economic profile
Lesson No. 2 Theme of the lesson: "Working on the Internet" Time: 45 minutes Lesson objectives: educational: providing students with ways to search, process and analyze information, form students' knowledge of using certain types of Internet resources ...
Pedagogical foundations of material processing in technology lessons
Lesson in the form of a business game "Constructing a drawing of a shoulder product for an individual figure" Aims and objectives of the lesson: 1. Consolidate the knowledge and skills of students in the section "Design and processing of shoulder products". 2...
Trial lessons
Lesson: "Labor training" Teacher: Murashka N.A. Section topic: Processing of metals. Lesson topic: Drilling holes. Lesson objectives: Educational: Formation of skills and abilities to use when drilling metal ...
Development of a lesson on the topic "Ways to write algorithms"
Grade: 9 Lesson topic: Ways of writing algorithms. Lesson Objectives: Educational: - To form an idea of how to write algorithms. Developing: - the ability to analyze, compare, systematize and generalize; * interest in learning ...
Development of a private methodology for presenting the topic " Computer network Internet"
1. Topic: Searching for information on the Internet 2. Objectives: Educational - to form students' ideas about the main Internet search engines. Show the difference between them, learn how to apply the knowledge gained in practice...
Development of a private methodology for presenting the topic "Microsoft Excel Spreadsheet Editor" in computer science
Topic: Autocomplete, function wizard, charting, inserting a document in Word. Objectives: To give students basic knowledge of working with cells, using the function wizard, building charts from table data ...
Development of a private methodology for presenting the topic "Text editor Microsoft Word" in computer science
Topic: Possibilities of combining text and graphics. Objectives: To give students basic knowledge of working with graphics in a text editor Word. Cultivate a sense of rationality and concreteness...
Development of an experimental program for the study of traditional painting (on the example of Gzhel for students in grade 5)
Lesson topic: Fairy Gzhel. Lesson objectives: 1. To introduce children to the art of Gzhel masters; contribute to the development aesthetic taste and fantasies. Stimulate the desire to create beauty with your own hands. 2...
Formation of ethnocultural knowledge among students of the children's art school
Lesson topic: “Ancient roots of folk art. Chuvash embroidery” Objectives: 1. To introduce students to the old Chuvash embroidery; 2. Cultivate love for national art, for various types folk art; 3...
