Literature on teacher self-education. Topics for self-education. efficiency of self-educational activity
English language
Control and evaluation activities of teachers and students
Activity approach Tsydik D.Z.)
Communicative competence (Polonskaya T.A.)
Health saving
Information technology as a means of teaching a foreign language (Santotskaya S.S.)
Communicative activity (Venskaya O.Ya.)
Control and evaluation activities
Cognitive independence in the classroom (Bakovich V.A.)
Problem method (Lopan A.V.)
Working with gifted and highly motivated students
Development of speaking skills in elementary school (Ivashevich E.V.)
Psychologist's advice on working with gifted students
Mathematics
Competence-oriented tasks in the system of preparing students for the CT in mathematics (Zhuk A.A.)
Student-centered learning in mathematics lessons (Fields N.M.)
Accounting for individual characteristics - the basis of differentiated learning for students (Kokhovets R.S.)
Memo on the formation of educational and cognitive competence through the organization of independent activities of students (Bandaretskaya I.I.)
Memo on conducting a didactic game (Bandaretskaya I.I.)
The use of tests in the classroom in mathematics for the diagnosis and quality control of the assimilation of theoretical and practical material by students (Sheshko V.F.)
Tests in mathematics lessons (Zhidis M.S., Sheshko V.F.)
Biology
Formation of methods of independent work of students with educational information in biology lessons (Pronevich S.V.)
MODERN LESSON AS THE BASIS OF EFFECTIVE AND QUALITY EDUCATION (Orlova T. Ya.)
Chemistry
Optimal use of the individual abilities of students is possible only in conditions of differentiated learning (Nichipor E.V.)
Types and methods for solving problems in chemistry (Cherkas O.S.):
Geography
ANALYSIS OF CHANGES IN THE GEOGRAPHICAL CHARACTERISTICS OF THE LID DISTRICT ON THE MAP (Konon L.M.)
Problematic approach in the study of new material as a means of activating mental activity (Konon L.M.)
Belarusian language
“Methods and methods of organization of practical dzeynasts of academics in the development of kamunikatysh kampetentsy” (Venskovich N.I.)
Pharmacy of the kamunikatynka kampetentsiy praz vykarystanne kamunikatyn-aryentavykh metadas at the lessons of Belarusian language and literature (Baranouskaya A.A.)
Memo on the theme of self-aducation “Development of spiritual and maral teachings in the lessons of Belarusian literature” (Gayko T.V.)
Pryёmy for svarennya matevatsyі on ўroku (Penda V.V.)
Physical culture and health
Prevention of violations of posture and flat feet in young children (Gintsevich L.O.)
Formation of various motor skills, skills, knowledge among students of middle school age (Ermak E.L.)
Primary School
INFLUENCE OF ANIMATION FILMS ON THE FORMATION OF THE WORLD VIEW OF JUNIOR SCHOOLCHILDREN (Novogrodskaya N.E)
FORMATION OF CREATIVE ABILITIES IN THE LESSONS OF FINE ARTS (Novoselskaya A.A.)
FORMATION OF MOTIVATION OF LEARNING OF JUNIOR SCHOOLCHILDREN (Shor T.S.)
The system of exercises for the formation of a stable reading skill in younger students (Shor T.S.)
DESCRIPTION OF THE EXPERIENCE OF PEDAGOGICAL ACTIVITY "DEVELOPMENT OF CONNECTED SPEECH OF YOUNGER SCHOOLCHILDREN IN THE LESSONS OF LITERARY READING THROUGH ACTIVE METHODS AND TECHNIQUES (Emelyanovich S.V.)
Competence-oriented tasks in academic subjects literary reading, Russian language (Emelyanovich S.V.)
A modern lesson in mathematics at the 1st stage of general secondary education from the standpoint of a competency-based approach (Emelyanovich S.V.)
Self-education. Practical and didactic material (Yarmantovich O.R.)
Non-traditional spelling exercises (Blyudnik T.A.)
StoryBELARUS AS PART OF THE GRAND PRINCIPALITY OF LITHUANIA (Gubeyko S.P.)
TICKET 5. HISTORY OF BELARUS (Gubeyko S.P.)
TICKET 9 (Gubeyko S.P.)
Grand Duchy of Lithuania and Russia (Gubeyko S.P.)
WESTERN BELARUS (Gubeyko S.P.)
ORGANIZATION OF THE SYSTEM OF REPETITION IN THE LESSONS OF HISTORY AND OPTIONAL CLASSES (Gubeyko S.P.)
THEORETICAL ASPECTS OF SUCCESSFUL PREPARATION OF STUDENTS FOR CENTRALIZED TESTING (Gubeyko S.P.)
Development of giftedness of students through the formation of subject competencies in history lessons (Gushchinskaya E.V.)
Requirements for the design of work on self-education
Materials are issued in a separate folder in the following form:
explanatory note (justification for the choice of topic, goal, task)
terms of self-education;
self-education schedule indicating the timing of the creative report (presentation of experience);
increasing the theoretical level;
application of theoretical aspects in practice;
efficiency of self-educational activity;
used (studied) literature;
applications: analytical and practical materials on the topic of self-education.
EXPLANATORY NOTE.
The explanatory note provides a justification for the need to organize self-educational activities specifically on this topic (“what is the problem?”), i.e. the answer to the question: “What do I want to master and why?” is convincingly given.
TARGET.
The goal is an indirect indication of the result of self-educational activity, to which the efforts of the teacher are directed. The goal is preferably to define one.
Example:
Increasing the professional level on the problem…
Mastering skills for problem solving…
Studying ... technology and creating conditions for its application in the classroom ...
Improving the quality of education by ... through the organization ...
TASKS.
The formation of tasks is the concretization of the goal, the definition of an algorithm of actions to achieve the goal. This is the answer to the question: "How to achieve the goal?". Tasks must correspond to the purpose, content, methods of the proposed activity.
Example:
Render…
Work out...
Organize…
Create conditions...
Implement…
Analyze…
Present...
TERMS OF SELF-EDUCATION.
For the organization of self-educational activities, real terms are determined: from one year to 2, 3 years, necessary for a qualitative study of the chosen topic, its methodological and practical testing.
If work continues on the topic, then draw up a schedule for the current academic year (schedule more practical testing of the topic). The folder should contain all the developments for the last academic year.
SCHEDULE OF SELF-EDUCATION
The schedule of self-education is intended for the step-by-step realization of the goal of self-educational activity. The main components are the direction of activity throughout the entire period of self-study.
Approximate schedule for teacher self-education:
As stages can be defined:
- preparatory: study and analysis of scientific and methodological literature on the topic, meetings with the deputy director, methodologists, experienced teachers, etc., diagnosis of the problem under study at the initial stage of activity, etc.;
- basic: connection of theory and practice, determination of one's own way of solving this problem, practical testing, etc.;
- final: summarizing, presentation of the material on the topic under study.
Timing are prescribed in each stage and in sub-stages, if the teacher needed to determine the sub-stages.
The planning of the content of activities can be attributed at various stages of implementation to the selection and generalization of the necessary literature, familiarization with new pedagogical technologies, attending the lessons of experienced teachers, selecting methods and techniques for organizing effective lesson activities, developing technological maps, algorithms, memos on the topic, modeling student activities, teachers...etc.
You can specify the methods and forms of self-educational work: conversation, discussion, speech, exchange of experience, analysis of activities at various intervals, systematization of theoretical and didactic material, study, generalization, implementation of the learned experience, diagnostics, questioning, description, evaluation of activities, drawing up recommendations, practical events (lessons and other activities), an exhibition, etc.
Result - this is a product of activity in accordance with the stage of implementation of a self-education program: compiling a list of used literature, accumulating and systematizing memos, algorithms on a given topic, an open lesson or other event at the initial stage of activity, creating a bank of innovative information, a plan for introducing ... into lesson activities, publication of methodical, didactic materials, creation of a methodical piggy bank, media library, etc.
INCREASING THEORETICAL LEVEL.
The study of scientific, methodological, psychological and pedagogical literature on the topic of self-education, their analysis and selection for further application.
APPLICATION OF THEORETICAL ASPECTS IN PRACTICE:
Participation in seminars, workshops, conferences with the presentation of experience on the topic under study, development of practical materials, conducting open lessons of extracurricular activities, class and parent meetings, participation in competitive events, etc.
EFFICIENCY OF SELF-EDUCATIONAL ACTIVITIES:
Improving the professional level, the quality of the educational process, resolving problematic issues, positive dynamics ..., the effectiveness of participation in events ... etc.
LITERATURE.
All sources used in the course of the teacher's work on the topic of self-education are indicated.
APPS:
ANALYTICAL AND PRACTICAL MATERIALS ON THE TOPIC OF SELF-EDUCATION- these are performances, practical developments and development of open events.
Formulation starts with title page , where it is indicated: the educational institution, approval by the methodological council of the educational institution, the topic of self-education of the teacher, the period of its study, full name. teacher.
Plan of work on the topic of self-education
"Development of reading skills in the initial stage of education"
| Timing | Planning |
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| September | Consider and outline tasks on the topic of self-education. |
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| Study articles, work with the magazine "Primary School", Internet resources, teaching aids. Introduce students to different types of breathing exercises. |
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| Carry out explanatory work with parents, introduce memos for children and parents that help improve work on the book and self-reading. Learn game exercises. |
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| Conduct a questionnaire for children and parents "We read ourselves." Learn exercises for the eyes, to train and strengthen the muscles around the eyes. |
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| Attend reading classes in elementary school. Conversation "What types of tasks can be used for works of different genres." |
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| Attend literature lessons in 5th grade. Create a folder "Literary Basket" with students, hold competitions of essays, poems. |
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| To carry out additional work on the topic of self-education "Russian language and reading - what unites them"? |
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| Edit your personal portfolio. Organize an open extracurricular activity. Work with additional literature. |
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| Draw conclusions based on the results of pedagogical activity. |
"Development of reading skills in primary education"
Goals:
1. master a holistic, conscious, expressive reading.
2. study the scientific literature on the chosen topic;
3. systematic expansion of horizons and improvement of the teacher's business classification;
4. to promote the formation of interest in the lessons of reading and the Russian language;
5. development of logical thinking, curiosity, observation in a younger student;
6. expanding the reader's horizons of children.
Tasks of the selected topic:
-To teach holistic reading techniques, master tempo reading, master conscious and expressive reading.
-To form general educational skills: retell, highlight the main idea, divide the text into parts, draw up a plan.
- Contribute to the enrichment of the inner world of students, knowledge about life and the world around them. --Develop independent thinking, get artistic enjoyment.
- Development of reading technique.
Reading in the life of every person occupies an important place, since it is books that can enrich the inner world of a person. To give knowledge about life and the world around us, develop independence of thinking and deliver artistic pleasure.
The value of a book in a person's life is enormous. In the age of computers and high technology, a person cannot do without reading. But, having barely learned to read in elementary school, children are more often addicted to computers and TV. The reading process slows down, interest in it is lost. Because of this, the processes of intellectual activity also slow down: the guys read the condition of the task, exercises more slowly, forget its essence before they begin to perform. Many terms and concepts that they should have an idea about at this age are simply unknown and uninteresting to them. It's no secret that the desire to read, a strong interest in reading is formed in the family, and its basis is the child's habit of reading. That is why the main burden of raising a child’s sustainable interest falls on the teacher and our task is to teach holistic reading techniques, master tempo reading, help master conscious and expressive reading, and also form general educational skills: retell, highlight the main idea, divide the text into parts. , draw up a plan, as well as other methods of working with a work of art.
At reading lessons in the primary grades, the tasks of establishing and further improving the reading skills of students, developing a full-fledged perception of works of art by children are solved.
The upbringing of correct and pure speech in a child is one of the most important tasks in the general system of work on teaching the native language.
Correct reading requires:
Clear pronunciation of words: no distortion, no repetition, no omissions of syllables and sounds, no rearrangement of letters;
Correct placement of stress in words;
Compliance with the rules of literary pronunciation (orthoepic requirements: for example: “evo, shto, red…”
Reading any work must be conscious and therefore children must understand:
The meaning of each word;
The meaning of each sentence;
Determine the main thoughts in the text, the main content, confirm it with private thoughts;
Consciousness of reading is helped by the use of illustrations, contributes to a deeper perception of artistic images, evokes emotions and contributes to a deeper perception of artistic images, evokes emotions and contributes to expressiveness, imagery and brightness of speech, stimulates storytelling.
Simultaneously with conscious reading, fluency in reading must also develop, but we must understand that with fluency in reading, speed of understanding must develop.
The improvement of reading skills is facilitated by the repeated reading of the same text, since during repeated reading the student is already familiar with the text, a “reading field” is developed, that is, he reads one word, and prepares reading the next word with peripheral vision, thus developing smooth reading skills . Also, the achievement of correctness, fluency and expressiveness of reading is facilitated by a clear articulation in the pronunciation of sounds, syllables, words. In my class, I do the following exercises:
Take a deep breath at a count of 1 - 3, hold your breath at a count - once and exhale at a count of 1 - 10, while exhaling, we pronounce the sounds of vowels and consonants. Then we complicate the same exercise: on the exhale we pronounce a tongue twister, a sentence, a line from poems. Or another exercise: sit down, straighten your shoulders, keep your head straight. Taking a deep breath, pronounce consonant-vowel sounds, while I show how to pronounce: “loud - soft”, “higher-lower”, “fast-slow”. These exercises take a few minutes and contribute to the development of voice, diction, and strengthen spelling skills.
The richer and more correct the child's speech, the easier it is for him to express his thoughts, the wider his ability to know reality, the more fully his future relationships with children and adults, his behavior, and therefore his personality as a whole. Conversely, a child's unclear speech will greatly complicate his relationships with people and often leaves a heavy imprint on his character.
Our task is to educate a full-fledged personality. To do this, it is necessary to create conditions for free communication of the child with the team. To do everything to ensure that children, perhaps earlier, have mastered their native speech well, speak correctly and beautifully.
The development of written speech is an important task of teaching the native language. Speech is the basis of all mental activity, a means of communication. Students' abilities to compare, classify, systematize, generalize are formed in the process of mastering knowledge through speech and are also manifested in speech activity. A logically clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.
Speech arises from the need to speak. It is necessary to teach the child to build sentences correctly, that is, not to skip words, put words in a certain sequence, correctly coordinate them with each other and pronounce correctly, and then write them down. When teaching coherent speech, it is necessary to give children theoretical information, since skills and abilities are formed more successfully when they are meaningful.
Students from the first grade gradually get acquainted with the requirements that apply to their speech, in the process of performing various exercises, they realize what it means to speak on a topic, reveal the main idea, speak in order, coherently. It is necessary to help students understand what a story, description, reasoning is; how the description of an object differs from the description of a picture or description according to observations; how is the story of what he saw different from the story of the picture; the difference between detailed and selective stories, between oral and written composition, between exposition and composition. Children receive all this knowledge and skills only in a practical way in the process of performing oral retellings and writing summaries.
From the first days of teaching at school, children show a love for retelling. Their stories and descriptions enliven the lessons, develop initiative, sociability, and imagination in the children. The formation of speech skills and abilities begins with the first lessons of the Russian language in the first grade.
Teaching full-fledged perception of speech takes place mostly in the lessons of reading and the Russian language. The task of these lessons is to teach children to read and perceive a work of art, to approach it as an art of the word, that is, to teach them to read expressively. In elementary school, “... that very thread begins that pulls the student’s love for literature, and the passion for reading, and the desire to know by heart, to imitate the teacher in his ability to read expressively” (G.K. Bocharov).
At the lessons of literary reading, when working on a work, I try to show the integrity of the artistic image, the indispensability of each artistic element, the beauty of the word. I take into account the students' personal perception of what they read, the emotional state of the children, their readiness for empathy. Each lesson should be aimed at developing children's interest in learning. And also on the development of the child's logical thinking, curiosity, observation.
I develop a conscious expressive reading of a work by reflecting on the features of the text in the process of listening and rereading it. Analyzing the text, together with the students we try to understand whether we read it this way, why it should be read this way, and not otherwise. I constantly support the creative speech activity of children. I give everyone the opportunity to express their own opinion, reasoning, attitude to what they read, to assess their own emotional state in the process of listening or reading a work. I teach to find means of expressing the author's position, I try to create an atmosphere of relaxed conversation in which the author of the work, the teacher, and students participate equally. Also, one of the forms of preparation for expressive reading is role-playing, since with such reading children become artists and everyone has to play a role with their voice, choose a tone, tempo, etc.
The expressiveness of reading is manifested in the ability to reasonably, based on the content of the text being read, use pauses (logical-grammatical, psychological and rhythmic - when reading a poem), make logical stress, find the necessary information, read quite loudly and clearly.
Preparation for the expressive reading of a work is, first of all, the process of finding the right intonation of reading (finding the right pace, strength and melody of speech), as well as non-linguistic means - gesture and facial expressions. The skillful use of intonation-sound means of expression must be taught.
The ability to convey the intonational expressiveness of speech is one of the active forms of creative activity, which should be given special attention, both in the classroom and after school hours, which will make it possible to introduce children to reading, help them understand, see the richness and beauty of the Russian language.
I want to describe a few basic tasks and exercises for the development of reading skills that I use in literary reading classes:
· Read quickly in whole words “in a circle” (for example, house, house - tooth, house - tooth - nose)
· Say a combination of sounds at a different pace, strengthening and weakening, raising and lowering your voice (for example, Ra-ru-ry-ri-re-re)
· Read and complete the words
Ba-boo-bepillars in the yard
Do-doo-yesbuzzing…..
Sa-sa-sarunning in the forest...
· Connect the proverbs on the left with the half on the right with arrows.
· Read the tongue twister
· Find the animals hidden among the letters
FYVAPRENOTM, YACHSMEDVED, EZHDVORONAPA, KENROMYSHI
· Guess the puzzles
· Proverbs and sayings
· Puzzles
Studying and developing a system of exercises for the development of reading skills and expressiveness of oral speech at the lessons of literary reading, I was convinced that when applied in practice, students develop an interest in reading, the desire to know by heart, the ability to read expressively; observe speech culture and develop the ability to communicate.
In my practice, I also use reading - sprint. The meaning of such reading is that children read an unfamiliar text to themselves at maximum speed. To do this, we use a reminder:
Close your lips tightly;
Read only with your eyes;
Read as quickly as possible.
For myself, I concluded that this topic is very important for the development of a full-fledged citizen, and therefore I will continue to work on the topic and further.
Olga Akhrameyeva
“To prepare a person spiritually
to an independent life must be introduced
him to the world of books"
V. A. Sukhomlinsky.
Project type: cognitive-research, creative.
Project duration: long term.
Project participants: children, educators, parents of pupils of the preparatory group No. 12.
Educational areas covered: communicative development, cognitive development, social and personal development, artistic and aesthetic development, physical development.
Problem: decreased interest in reading fiction.
Project relevance: Among the main areas of preschool education, one of the central places is the work of introducing children to the world of fiction. The relevance of the chosen topic is determined by the fact that children's interest in reading has decreased. Today the whole world faces the problem of maintaining interest in the book, in reading as a process and leading human activity. Audio and video equipment, which gives ready-made auditory and visual images, influencing people in a special way, has weakened interest in the book and the desire to work with it: after all, a book requires systematic reading, tension of thought. Therefore, modern children prefer watching TV and playing computer games to books. But fiction plays a big role in the personal development of a person. Entering a person's life in early childhood, literature gradually creates a circle of his moral judgments and ideas. Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child's thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. Its educational, cognitive and aesthetic significance is also enormous, because, expanding the child's knowledge of the world around him, it affects his personality, develops the ability to subtly feel the imagery and rhythm of his native speech. The book should enter the world of the child as early as possible, enrich his world, make it interesting, full of unusual discoveries. All subsequent acquaintance with the huge literary heritage will be based on the foundation that is laid in preschool age. According to scientists, the 21st century will be a century of new values, where capital will be not money, land, tools and means of production, but knowledge, possession of information and the ability to manage them. In order for a modern child to be prepared for life, it is necessary to instill in children a love for the artistic word, respect for the book, and educate a competent reader. Acquaintance with literature for each child begins precisely with fairy tales that accompany all his childhood and remain with him for life.
Objective of the project: to form a steady interest in fiction, to develop literary speech, to help maintain the traditions of family reading.
Project tasks:
To acquaint children with the history of the creation of fairy tales;
To develop in children the ability to listen, compare, compare, analyze and reason;
Develop coherent speech;
Develop thinking, attention, memory, imagination;
To cultivate the ability to listen to fairy tales, stories, poems, follow the development of the action, empathize with the heroes of the work;
To cultivate a careful attitude to books, as a result of the work of many people;
Increasing the competence of parents in introducing children to works of art - fairy tales.
Methodological work on the project
Formation of the need for the study of children's literature, motivation for self-education in matters of literary education for children;
Increasing the professional level in the field of methods of introducing preschoolers to fiction;
Development of the ability to introspection of one's own pedagogical activity;
The introduction of new forms of organizing children's activities, building the educational process on the basis of the Federal State Educational Standard.
The above tasks were solved through various forms of work with children: daily reading of fairy tales, stories, poems; independent examination of books by children; organized classes; free communication of the educator with children on the basis of fiction; cooperation with parents on this issue.
The process of daily reading took at least 30 minutes a day. The purpose of daily reading was a deep comprehension of the text by children. Daily reading involves the selection of works. The best option is to combine them on the basis of genre and alternation of stories, fairy tales, poems.
After the book was read by me, the attention of the children was fixed on its content, showed illustrations for it.
For me, the main purpose of looking at illustrations is to provoke children to a conversation. When looking at books, I needed to teach children to treat a book as the greatest value, to hold it correctly in their hands, to leaf through it correctly, to know its place on a bookshelf, to remember that a book has an author and a title.
In order to carry out various forms of work to introduce children to the book, certain conditions were created in the group:
Availability of age library fund of fiction.
The presence of a portrait fund of children's writers.
Availability of grammar dictionaries for educators.
Organization of a book corner.
The list of books in the group book corner was updated from time to time, either completely or partially, not only because the books wore out, but also because the process of raising children required their constant thematic renewal. Children take books from the book corner according to their desire and taste, but then they always put them in their place. In our group, a duty of children is organized, who give out and receive books, are responsible for their safety.
If a shabby book was found, then together with the children we repaired it. Thematic book exhibitions were periodically organized in the book corner. For example, "Our books about nature", "Pushkin's Tales", "Our Russian folk tales", "Books read in September". Illustrations by well-known children's illustrators were exhibited. With my help, they remembered the names of such authors as A. S. Pushkin, K. I. Chukovsky, L. N. Tolstoy, M. M. Prishvin, S. Ya. Marshak, S. V. Mikhalkov.
There were short but meaningful conversations about books and writers. During these conversations, it turned out which books the children liked, and later, why they liked this or that book. After talking about the read works, it was proposed to perform creative tasks. For example: pick up a rhyme for a word, pronounce a word with a change in intonation, pick up synonyms for the word - sleeps, sleep, pick up antonyms for the word - strong, brave. In the process of children's communication with the books of the group book corner, they learned the following words: binding, cover, page, and a little later - spine. Through children's book corners, the education of a competent reader takes place.
Children imitate adults in everything. If they see an adult washes
hands, before opening a book, never bends it, carefully turns the pages, and when he meets wrinkled, painted ones, he expresses displeasure, then the children themselves become the defenders of the book.
Studying the work of A. S. Pushkin, the children completed the collective work "At the Lukomorye there is a green oak.", Which took 1st place in the city festival of children's preschool creativity "Crystal Drop", and also made work in the non-traditional technique "Goldfish".
An exhibition of pupils' works "My favorite heroes of fairy tales" was organized, which were subsequently sent to the city competition "Flipping through the pages of your favorite book." After summing up the results, the children received diplomas of participants, and Nesterova Anastasia took the 1st place.
PERFORMANCE OF WORK:
The main result of the work done is that children love books, read, examine them, share their impressions, actively use the expressive means of language in speech, compose, fantasize and independently stage mini-performances.
Conclusion
The influence of fiction on the mental and aesthetic development of a child is well known. Its role is also great in the development of the speech of a preschooler. Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child's thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. Familiarization with fiction includes a holistic analysis of the work, as well as the performance of creative tasks, which has a beneficial effect on the development of poetic hearing, a sense of language and verbal creativity in children. The art of the word reflects reality through artistic images, shows the most typical, comprehending and summarizing real life facts. This helps the child to learn life, forms his attitude to the environment. Artistic works, revealing the inner world of heroes, make children worry, experience, as their own, the joys and sorrows of heroes.
1. Belyakova Alexandra Anatolyevna: "The development of cognitive activity in students in biology lessons."
2. Valikova Elena Alexandrovna: "A person-oriented approach through interdisciplinary connections and project activities."
3. Gorbunova Tatyana Yuryevna: "Formation of skills and abilities when working with tasks of an increased and high level of complexity in preparation for the exam."
4. Gubanova Elena Vladimirovna: "The development of perception of music as the basis for the education of the musical culture of schoolchildren."
5. Demidov Vasily Sergeevich: "Museum in an educational institution."
6. Dyachkova Svetlana Nikolaevna6 "Formation of skills of self-educational activity of students through the use of information technology in the classroom."
7. Evteeva Svetlana Viktorovna: "Solving problems of increased complexity in physics as a means of developing the cognitive activity of students."
9. Eroscheva Inna Vasilievna: “Research activity of students in the study of the history of their native land as one of the conditions for the formation of a creative personality”, “Formation of the legal culture of students in the process of studying the courses “Law”, “Economics and Law”.
10. Zhdanova Nina Ivanovna: "The influence of individual approaches to a person's personality on the development of giftedness."
11. Zaitseva Victoria Vladimirovna: "Formation of speech competence of students in the lessons of speech development."
13. Kozhakina Galina Mikhailovna: "Research work in physics lessons."
15. Krasikov Anton Igorevich: "Fundamentals of the methodology of scientific and pedagogical research in physical culture and sports."
16. Lazareva Alexandra Alexandrovna: "Pascal programming techniques and technology for developing programming algorithms with an emphasis on topics submitted to the exam in computer science and ICT."
17. Laktyukhina Anastasia Vladimirovna: "Formation of speech competence of students in the lessons of the Russian language and literature."
19. Lyushakova Svetlana Sergeevna: "Local history in teaching geography."
20. Minaev Gennady Nikolaevich: "The method of mini-projects as a means of enhancing the cognitive activity of students."
21. Mikhailenko Oksana Vladimirovna: "The use of gaming technologies in English lessons."
22. Plemyannikova Tatyana Viktorovna: "Improving the reading technique of younger students."
23. Proshkina Tatyana Leonidovna: "The development of cognitive abilities in mathematics lessons."
25. Smirnova Ekaterina Alekseevna: "The development of students' creative abilities in mathematics lessons and after school hours."
26. Sokolov Nikolai Vasilyevich: "Preparing young men for service in the armed forces."
28. Sushkov Nikolai Afanasyevich: "The role of innovative approaches to management in the development of the lyceum."
30. Trushlyakov Kirill Vladimirovich: "Methods of preparing students for the Olympiads."
31. Chernopyatova Svetlana Vyacheslavovna: "The development of the creative abilities of children in school and out of school hours."
32. Shabat Gennady Vladimirovich: "The use of information technology in the context of the modernization of the educational process."
33. Shatrov Vladimir Evgenievich: "Formation of a competency-based approach to the study of biology among students."
34. Shulepova Tatyana Viktorovna: "The use of information technology in mathematics lessons in the context of the modernization of the educational process."
An approximate list of topics on teacher self-education.
- Development of creative activity of students in the classroom
- Activation of cognitive activity of students in mathematics lessons
- The use of gaming technologies in mathematics lessons
- Using a computer in teaching physics
- Application of integrated learning in biology and chemistry lessons.
- Using circuit training to develop basketball skills
- Patriotic education in life safety lessons
- Using materials from the school museum in history lessons
- Using the techniques of project methodology in English lessons
- Possibilities of using personality-developing education in the lessons of the Russian language and literature
- Implementation of interdisciplinary connections in the process of teaching geography.
- Using the project method in teaching
- Accounting for the individual characteristics of students in the study of mathematics.
- The use of information and communication technologies as a means of improving the quality of students' knowledge, developing their creative abilities.
- The use of elements of the system of developmental education in mathematics lessons.
- The role of reflection in the organization and inculcation of skills of educational work.
- The technology of the activity approach in mathematics lessons as a method of improving the quality of knowledge.
- Using a computer in teaching various subjects. (for a computer science teacher)
- Increasing cognitive activity in informatics lessons.
- The use of Internet resources in conducting informatics lessons.
- Computer technologies in physics lessons as a method of improving the quality of knowledge.
- Techniques and methods for enhancing cognitive activity in chemistry lessons.
- Accounting for individual characteristics is the basis of differentiated learning for students.
- Improving the quality of knowledge through the use of modern pedagogical technologies.
- Ecological direction in the education of students in geography lessons.
- Independent work of students in the classroom
- Formation of a diversified personality with the help of outdoor and sports games at a physical education lesson
Sample self-education topics
- Development of creative and intellectual abilities of students in the classroom.
- A problematic approach to learning new material as a means of activating mental activity.
- Creation of problem situations through active independent activity of the student.
- Organization of design and research activities in the classroom.
- Research activities of students.
- Research and project activities of students in the classroom and after school hours.
- Multi-level differentiation of students in the classroom.
- The use of information technology in teaching.
- The development of cognitive activity in students in the classroom.
- Person-oriented approach through interdisciplinary connections and project activities.
- Formation of skills and abilities when working with tasks of increased and high level of complexity in preparation for the DT.
- Formation of skills of self-educational activity of students through the use of information technology in the classroom.
- Formation of conditions for creating emotional and psychological comfort in the classroom through various visual aids, including ICT.
- Research activities of students in the study of the history of their native land as one of the conditions for the formation of a creative personality.
- Formation of cognitive independence of students.
- The method of mini-projects as a means of activating the cognitive activity of students.
- The use of gaming technologies in the classroom.
- Individualization of learning as a factor in the success of student learning.
- Methods of preparing students for the Olympiads.
- The use of information technology in the classroom in the context of the modernization of the educational process.
- Formation of a competency-based approach to the study of history among students.
- Methods and forms of extracurricular work.
- Activation of cognitive activity of students in the classroom by means of ICT.
- The use of tests in the lessons of history and social disciplines as a means of developing the educational and intellectual skills of students.
- The development of critical thinking in the classroom.
- Technology for the development of critical thinking in the classroom.
- Learner-centered learning through a differentiated approach.
- differentiated learning.
- Cognitive and creative activity of students in the classroom. Modular technology in education.
- The incentives for students' learning activities are the work of students with the greatest efficiency and the least stress.
- Development of students' abilities through mastering various types of educational activities.
- Practical orientation in the classroom.
- Individual and differentiated approach to teaching.
- Student-centered approach to learning.
- Group and pair forms of work in the classroom.
- Activating the work of students in the study of history. Increase motivation.
- Formation of skills of independent work in the classroom.
- Project work on history.
- The role of the school history course in the socialization of the personality of a young person (student)
- Formation of research skills in students in the classroom and in extracurricular activities.
Approximate topics of self-education of teachers of foreign languages
1. Problems of forming a picture of the world, characteristic of the country of the language being studied, among students when teaching a foreign language.
2. Ethno-cultural component in the content of education in the context of teaching foreign languages.
3. The role of the computer in the modern communicative technology of teaching foreign languages.
4. The use of interactive forms of work in the process of forming the speech competence of secondary school students.
5. Control of the formation of foreign language competence.
6. Communicative approach to teaching the grammar of a foreign language.
7. Independent controlled work of students in teaching a foreign language.
8. The use of cooperation technology in teaching foreign language communication.
9. Development of creative thinking of schoolchildren in a foreign language lesson.
10. Development of the student's personality in the process of teaching intercultural communication.
11. Cultural self-determination of students in the conditions of multicultural language education.
12. The system of work of a teacher with highly motivated students.
13. Integrated teaching of a foreign language in a modern school.
14. Social technologies in teaching students foreign language communication.
