Independent work of students with EIR. Monitoring knowledge of students is an integral part of the learning process. Checking knowledge of students should give information not only about the correctness or incorrectness of the final result of the activities carried out but also of it: whether the form of actions corresponds to this stage of absorption. Properly supplied training of students' training activities allows the teacher to evaluate the knowledge of skills and skills in time to provide the necessary assistance and achieve the goals of learning.

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Ministry of Education and Science of Russia

Federal State Budgetary Educational Institution of Higher Professional Education "Ugra State University" (soup)

Nizhnevartovsky Oil Technical Academy

(branch) of the Federal State Budgetary Educational Institution

higher Professional Education "Ugra State University"

(NNT (branch) FGBOU VPO "SUGA")

Methods and forms of control in the lessons of physics

(from the experience of the teacher Miroshnichenko V.V.)

nizhnevartovsk 2015.

In modern didactics, control, on the one hand, determines the organization of the learning process at the final stage, on the other - the ratio of the results achieved with the goals of training.

Control in the learning process performs various functions: verification, training, educational and methodical. The most important and specific - verification function, which states the results and assessment of the training activities of individual students and teachers, the state of educational work of the entire educational institution, as well as measures for its improvement.

In the learning process, repetition and consolidation, the improvement of the knowledge acquired earlier, by clarifying them and additions, students are rethought and summarized the material passed, use knowledge in practical activity. The practical significance of control contributes to the formation of skills and the ability to rationally organize educational activities, independently master knowledge.

The developing control function is implemented by creating conditions and opportunities for the intense mental activity of students, which manifests itself in the development of its cognitive abilities.

The methodological function of control allows rationally to build and improve the methodological work of both the teacher himself and the pedagogical team as a whole, since properly organized control shows the advantages and disadvantages of the teaching techniques used by teachers, its weak and strengths.

To achieve the goals of learning, when planning an organization and conducting control, it is necessary that it be:

Systematic and systematic, i.e, was carried out in accordance with the planned course of the educational process, was its organic part and was built on major learning issues. The regularity of control makes it possible to identify and correct errors, flaws, take measures to eliminate them by appropriate improvement of the educational process;

Objective, allowing real and comparable to evaluate the success and shortcomings of students' training activities, correctly establish the degree of mastering knowledge and skills, excluding subjective estimates based on insufficient study of students. The objectivity of the inspection is determined by many factors: scientific validity and development of objectives and content of learning, knowledge requirements, skills and skills of students, selection of objects and inspection content, compliance with the content of verification knowledge of verification purposes;

Comprehensive, i.e, it is most fully to identify the actual level of learning learning educational information, cover all sections of the program, providecheck not only subject knowledge, but also the assimilation of ideological ideas, general scientists and special skills and skills. Control should not be limited only to the identification of whether students know and can studentsplay information learned by them, but is able to use this information to solve educational and practical tasks. In this case, the control will provide the content of professional activity formed in students (the formation of the foundations of this activity);

Individual. Mastering knowledge and skills - the process is individual. Each student seizes knowledge and skills in accordance with its psychological and physiological features. All students are subject to the same requirements regarding the volume, quality of knowledge, the level of formation of skills, but in some cases it is necessary to take into account such individual qualities of students, as a natural slowness, timidity, shyness, excessive self-confidence, physical disadvantages;

Economical on the time of the time of the teacher and students, providing an analysis of verification work and their detailed assessment in a relatively short time;

Pedagogically tactful, exercised in a relaxed, business environment. Do not hurry students with response or interrupt the issue. All comments, instructions and evaluations must be made in tactical and friendly form.

In terms of periodicity, the purpose and the place of verification of the learning material is distinguished by the following types of control: preliminary (auxiliary), current, frontier (periodic), final. The listed types of control emphasize the specifics of the didactic tasks at various stages of training and follow the logic of the educational process.

Preliminary (auxiliary) Control serves as a necessary prerequisite for successful planning and management learning. It allows you to determine the cash (source) level of knowledge and skills of students to use it as a foundation, focus on the permissible complexity of the educational material. Based on the pre-control data held at the beginning of the school year, the teacher makes adjustments to the calendar-thematic plan, determines which sections of the curriculum should pay more attention in classes with a specific group, outlines ways to eliminate the identified gaps in students' knowledge. In this type of control It is impossible to allocate a lot of time, and its results should be obtained immediately after the control. Therefore, for preliminary (auxiliary) control, methods are applied in which the audit time is most effectively used and the efficiency of obtaining results is provided.

Leading taskcurrent Control - regular management of students and its adjustment. It allows you to obtain continuous information about the progress and quality of learning material assimilation and on the basis of this promptly make changes to the educational process. Other important tasks of current control is the stimulation of regular, intense and purposeful work of students, the intensification of cognitive activity; Determining the level of mastering learning skills of independent work, creating conditions for their formation.

Current control is the continuation of the teacher's training activities, as it is an organic part of the entire educational process and is closely related to the statement, consolidation, repetition and application of educational material. Current control is carried out in all organizational forms of training. At the same time, it can be a special structural element of organizational form of training and can be combined with the presentation itself, consolidation, repetition of educational material. This control can be individual and group.

When organizing current control, it is necessary to achieve conscious, Anna formal, mechanical assimilation of students of educational material. The most suitable for current controls are methods that ensure the coverage of a significant part of students, the ability to repetition and consolidate the study information when activating all trainees.

Periodic (Land) The control is used to verify the assimilation of the completed part (volume) of the educational material and allows you to determine the quality of study by students of this material on sections, the subjects of the subject. Such control is usually spent several times in the semester. Examples of referees can serve as test work, accounting and accounting and generalizing lessons, tests for laboratory work.

Periodic control allows you to check the strength of the assimilation of the knowledge gained and acquired skills, as it is carried out after a long period of time and not for individual doses of educational material, therefore, a large independent constructive activity is required from students. With the help of a periodic (referee) control, the entire section (theme) is generalized and the whole section (theme) is revealed, logical interrelations with other sections, other objects.

Rubber control covers students in the entire group and is carried out in the form of an oral survey, small written, graphic, practical work. It is usually envisaged in the calendar-thematic plans of the work of teachers.

Total The control is aimed at checking the final results of training, identifying the degree of mastering the learning system of knowledge, skills, skills obtained in the process of studying a separate subject or a number of disciplines, so it is integrating. When preparing for final control, there is more in-depth generalization and systematization of the assimilated material, which contributes to the intensive formation of intellectual skills and skills. The final control is carried out in translation and semester exams, qualifying tests, state exams, the protection of the thesis project. For this type of control, it is necessary to apply ways to ensure reliability, objectivity, versatility and independence of students.

Traditional and non-traditional forms of knowledge control in physics as a means of improving the quality of the formation of BUTENKO Olga Gennadevna, teacher of physics of the first qualifying category MBOU "SOSH 7" VII City Scientific and Practical Conference of Pedagogues "Experience, Mastery and Knowledge of teachers for the implementation of the requirements of the GEF" Winter, 2012

Types of Control Contents Preliminary level of knowledge of schoolchildren, general erudition. Testing, conversation, survey, observation. Current development of educational material on the topic. Interviews, physical dictation, practical (laboratory) work, short-term independent work, quiz, crossword, testing. The final control of the completion of the tasks. Written testing, laboratory work, test tasks, oral offset on the topic.

The test of the benefits of the ability checks the ability to solve problems on the topic checks the rather narrow circle of knowledge and skills checks various skills on the use of physical knowledge when solving experimental tasks must be combined with other forms of control of the multi-level tasks resulting after a while

Non-traditional forms of control Matrix test questions Questions of answers Card issued by student Questions Answer options Card Replies Control matrix (key)

Rating system for monitoring and evaluating learning achievements The system of ball values \u200b\u200bRating system Lack of weight share to appreciate the importance of assessments received by the student for performing various types of work is practically not taken into account non-programmed training work (participation in the Olympiads, Competitions, etc.). Students are not given the right to choose the time, the answer form to correct its work, based on the analysis of the dynamics not only to the teacher, but also a student, thereby putting it into the position of the subject of the educational process; An insignificant volume of controlled educational material for each student. Sometimes a quarter estimate is placed one-two answers to determine the level of preparation of each student at each stage of the educational process;

System of ball values \u200b\u200bRating system Inhumanity of the system. The student does not always qualify for a higher assessment, to respond when he wants when he is ready to plan and predict the range of knowledge, correlating the possibilities of each student with the educational standard narrow range of school estimates, a large subjectivity of the assessment, the vagueness of its criteria. Lack of self-esteem to increase the objectivity of the assessment of knowledge, the dynamics of educational education student not only during the school year, but also for all the time in school;

thesis

2.2 Types of control and form of its organization

At various stages of training, various types of control are used: preliminary, current, thematic and final (Table 2).

Pre-control is aimed at identifying knowledge, skills and skills of students on the subject or section that will be studied. In V and X classes, students come with different levels of preparedness. To plan your work, the teacher must figure out who knows how and knows. This will help him determine what the students' attention should be emphasized which questions require more time, and on what should only be stopped, will help individually approach each student.

Current control is carried out in everyday work in order to verify the assimilation of the previous material and identifying gaps in students' knowledge. It is carried out primarily with the help of the systematic observation of the teacher at the work of the class as a whole and each student separately at all stages of training.

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Types of control

Types of control: differ in the functions in the educational process.
a) Preliminary control is usually carried out at the beginning of the school year, half a year, a quarter, in the first lessons of the new section of the educational subject or a new item at all.
The functional purpose of preliminary control is that the teacher has in mind to examine the level of readiness of students to perceive the new material, i.e. The check here is playing a diagnostic role: to establish the extent to which students are formed by mental opportunities for the full perception of the new educational subject. And at the beginning of the school year - to establish that it has been preserved and that "disappeared" from what was studied by schoolchildren in the previous school year. And in fact, based on the preliminary (diagnostic) monitoring data, the teacher builds (designed) the study of a new material provides for the repetition, the organization of interpresentative relations, actualizes knowledge, unclaimed until that time.
b) current control. Its main purpose, first, for the teacher - continuous tracking to obtain information about the quality of individual stages of the educational process and, secondly, for the student - an external incentive, which encourages it systematically engaged. Leading a lesson, a teacher, something and it turns to students with questions and tasks in order to make sure whether they learned the material studied, whether they learned in general what the inaccuracies or gaps in knowledge and skills appear. Depending on the responses of students, the teacher corrects the learning process. As for students, the current control encourages them to constantly be ready to answer the question and perform the task. Moreover, for some students it is possible to distinguish between both others - to fix a lower mark on a higher score, for the third - a constant reminder of the need to systematically engage in both school and at home.
c) Thematic control is carried out at the end of the study of a large topic, for example, the work of the writer (literature), about the Great Patriotic War (the history of the Fatherland), halogens (chemistry), etc. This is clearly visible on repeating-generalizing lessons. Appointment (function) of thematic control: to systematize and summarize the material of the topic; By repeating and verifying knowledge to warn forgetting, consolidate it as a base needed to study the following sections of the educational subject.
The peculiarity of verification questions and tasks in this case is that they are designed to identify knowledge of the whole topic, to establish links with the knowledge of previous topics, interprete relationships, to the ability to transfer knowledge to another material, to find a summary conclusions.
In the order of thematic control in the 9-11 classes, it is appropriate to carry out a colloquium (from Lat. COLLOQUIUM - a conversation, conversation). His technique is such: the student is declared the topic in advance and the minimum of questions, literature is indicated. Consultations are organized for those interested. Colloquium is most often held before practical classes, for example, in physics, chemistry, biology, work. From him, as a rule, no one is released, all students are inspected. If anyone does not cope with the task - such a student teacher has the right to prevent practical work: give advice to the student about how to eliminate gaps in the knowledge of the topic, the teacher will again check if her student learned.
d) The final control is timed to the end of the training course, quarter, half of the year or year. This is control that the significant segment of study time. So, in 2-11 classes, the results of the study quarter, half a year, a year are summed up. At the same time, the results of current control are taken into account and, in addition, under the number of items are carried out testing! (in mathematics, languages, etc.), covering the main educational material.
In high school, final control can be carried out in the form of a test. His technique comes down to the next. Students report sections of the educational subject, for which it is necessary to surrender the offset, software requirements for the subject (the volume of knowledge and practical skills and skills). Then, in the order of the interview, the execution of practical assignments, the teacher finds out what the amount of educational material, which firmly, firmly mastered the student, is what the quality of knowledge and skills on the verifiable subject are sufficiently sufficient to continue to study the new sections of the course or other related courses Disciplines. The results of tests in points are not evaluated; It is fixed that the proven object or its large section is credited or not credited to the student as learned. From the procedure of credit, the teacher frees the students who are diligently and perfectly managed on the subject. Such an assessment is also a moral promotion of the adjacent and diligence of the student.
e) Final control. He maintains a student attestation on the subject at the final stage of training in an educational institution: at the end of the 9th grade, as well as secondary general education and vocational school (technical schools, vocational schools). This is graduation and qualifying exams that accept not one teacher, and the examination (qualification) Commission. According to the exam results, the student receives an official document on the end of the educational institution (certificate, certificate, diploma), qualification assignment (discharge, category).
Questions, tasks, the final program of final exams usually contain key and basic concepts and communications on the training subject for all the years of study. For example, mathematics are studied in all classes of high school, physics, chemistry, biology, geography are studied for several years, from the 5th to the 9th grade, languages \u200b\u200band literature in the basic school, etc. are studied. Training material, endowed for exams, students report in advance, organize consultations.
In addition to the graduation, in the middle classes of schools in some subjects also provides translation exams. In contrast to the graduation, they cover the material of only one academic year. It should be said that the relationships and teachers, and parents, and the public are not unambiguous: there are supporters and opponents of their holding. Proponents of translated examinations believe that the exams encourage students to constantly exercise, the preparation for them systematizes their knowledge, learn responsibility. The result of such a student's effort is a higher quality of his knowledge, skills and skills.
The arguments of opponents of translation exams are as follows: preparation for them and the examination procedure create an increased nervous, mental and emotional load; Students experience overload up to stressful states. These student's efforts do not pay off: the results of translation exams, as a rule, confirm that the level of mastering the student with knowledge, skills and skills, which has already been already known on the basis of thematic and final controls.
We adhere to the opinion that the translated exams are already needed in the middle (from the 5th and older) classes. But, firstly, they must be carried out not on all, but by 2-3rd the so-called key subjects (mathematics, languages \u200b\u200bor others). Secondly, the volume of the material submitted to the exam should limit the basic topics that make up the foundation, the standard of the study subject; At the same time, it is necessary to emphasize to identify practical skills, and not to the cramp. Thirdly, the exam should provide a benevolent and familiar business environment without negative emotions. All this will exclude elements of the overload of students or manifestation of stressful states. In our opinion, if even the examination mark and confirm the data of current control, it does not mean that preparing for the exams does not give anything new to students in terms of improving knowledge and general development, since in preparation for exams, students develop the skills and skills of independent training Classes generalize knowledge on the subject. In addition, the final exams can be put before in the graduation class.

Methods and control techniques

According to the method of interaction between the teacher and the student, the methods of checking, monitoring knowledge, skills and skills, the level of development of students can be divided into the following: 1) oral; 2) written; 3) graphic; 4) practical (work); 5) programmed; 6) tests. Control methods are often used in a combined form, they complement each other in the real educational process. Each method includes a set of control techniques. The same technique can be used in different methods of control.
Oral methods. They are most common in the educational process and are carried out as a survey of students and an interview. This is so checked and executing students of homework, and the assimilation of their new material in the lesson, and the ability to reason, and the repetition of the previously studied. The effectiveness of the survey and interview when verifying the knowledge is achieved by the fact that the teacher predefines the themes and questions for oral control, the specific students with which will then conduct an interview, provides for the options for their actions in case the students find it difficult or be able to answer questions raised. These may be: additional clarification of the not learned material, reading popular literature on the topic, consultation, demonstration of experiments, re-solving such problems in mathematics, physics, chemistry, etc. In any case, having received feedback in the survey process and interviewing the low quality of knowledge and skills of students (some of them or group), the teacher is making work on bringing the level of these knowledge in line with the requirements of the program on a learning subject.
Written methods for testing knowledge and skills are also widely used at school at different stages of the educational process. These are dictations (on linguistic disciplines, mathematics), control works (in literature, history), test written work on mathematics, physics, chemistry. In addition, teachers conduct the so-called minicontrol work on history, social science, geography, biology in which students give a brief written responses to 2-3 questions. Moreover, questions come by options. They make it possible to check students' knowledge, and the teacher get reverse information about the quality of knowledge of the student on the topic. More than each student accumulates, which is especially important if lessons per week are small (history, geography, biology).
In high schools, as a written test work, there may be an essay, for example, on history, literature. Essay is written mainly outside the lesson and only occasionally - in class. Moreover, the abstract as a test written work is performed by all students, but fairly prepared on this subject and at will.
The dignity of control written work is that they allow the teacher to judge all the strengths and weaknesses of the student on the topic of the topic being checked: and the level of mental development, and the skills of the competent letter, and the computational skills, and the culture of writing speech, and on the skill work yourself. As they say, in writing work - all in sight. The famous lack of control written works is a big time spending on their execution.
Test written work teacher carefully checks and their results analyzes for themselves for themselves; The class is working on errors.
Graphicthe method of testing knowledge is used in drawing lessons, mathematics, geography, history, partly in language lessons, labor, etc. This is due, in particular, with the performance of control works on a contour or dumb card (geography, history), with drawing graphs, charts, schemes, histograms (mathematics, physics, chemistry, biology, languages), with drawing works (drawing, work), preparation and filling of matrices, tables (by different subjects). According to them, it is also clearly visible, to what extent I comprehended the student's causal relationships of the curriculum, whether the minimum graphic image of the learned material owns.
Practical work As the method of testing knowledge, skills and skills apply in the lessons in those subjects, which provides for practical work: physics, geography, chemistry, biology, work. After all, ultimately, theoretical knowledge is needed and useful to the extent that the student discovers the ability to apply them in practice. So, as a practical task, the student conducts a consistent and parallel connection of some devices and training equipment in an electrical circuit (physics); gets acid or alkali by connecting data from chemicals in water (chemistry); Determines the germination of seeds (biology); Makes on the metal (tin) marking of the workpiece parts for the specified dimensions (work); Turns out the car engine (Machine studies, work), etc. Checking the skills of students in physical culture is also carried out practically.
The result of a practical work as a control is analyzed: the quality of the quality, sometimes and the number of work performed, the ownership of technology, practical operation, knowledge and observance of safety (if required during the work), time spent on performance (i.e., formation level skills).
Programmedcontrol. It is naturally directly related to programmed learning or, more precisely, control here acts as its integral part. It is known that under programmed learning, all the material to be mastered is divided into portions (steps, quanta, steps). They are studied sequentially one after another. The transition from the first portion to the subsequent is possible if and only if it is fully learned and moreover - unmistakably, i.e. Just right. And in order to be sure that the portion is really learned correctly, after submitting the information, the questions and tasks are imposed immediately to fulfill. The answers can be constructive (the student itself formulates them) or selectively alternatives (from among the proposed student chooses the one he considers the only true). At the next stage, the task (or answer) of the student is estimated: it is true or incorrectly performed. The result of this assessment immediately becomes a famous student and teacher. In this case, the verification performs the feedback function in the learning system. If the task is executed correctly (the answer is correct), then the student gets the opportunity to go to the next one. If the answer turned out to be incorrect, then he receives a command-to-indicate to repeat the material on the book or receive consultation from the teacher and only then to return to the task on the same portion. And so as long as this task is not fulfilled (until the answer is correct). Such a procedure (here it is set out not all, but only on the issue of checking as feedback) is provided for each portion.
Teachers often use programmable control as an independent element of different lessons and at the beginning, and at the end of it. But in these cases the verification function prevails and the feedback function is less manifested. Under programmist control, there is a possibility of a procedural side to assign on technical tools and the simplest devices: cards, stencils, patterns, etc.
The test is a means of controlling knowledge, skills and skills and level of student development. Tests are performed and diagnostic and controlling functions.
Tests are a series of issues and tasks by checking my topic. In this sense, they look similar to programmable control. The difference is that the test has in mind to establish the quality of knowledge, skills and skills and the level of development of a schoolboy, but does not give a student (and teacher) any instructions, how to come further, it is necessary to further teach anything on the topic, and if necessary, What exactly. The test freezes and records the fact: the student on such a (high, medium or low) level owns the material that is checked.
Unlike exams, in which one student is replied from all the number of questions only by 2-3, a series or battery of tests by each schoolchildren is fully fulfilled. So, at the rate of physics in the middle classes of the US school, the test battery includes more than 160 issues and tasks that every student must fulfill without exception.
Tests as a tool for controlling knowledge, skills and skills of students are convenient because they are performed in a short time, allow you to check all students. The data obtained can be subjected to statistical analysis and on this basis to give a qualitative characteristic of student performance.
Tests are widely used in schools of foreign countries. In Belarus and Russia, a modern school, due to a number of reasons, does not have reliable, proven tests for testing knowledge, skills and skills of students, although they are increasingly included in the educational process.
Forms of control. They can be considered in different ways to the species, methods and receptions. In practical academic work, there are interests of two sides: 1) the form as an internal organization of the verification process - or organizational form and 2) the form as an external expression of the verification process. Naturally, both "these parties interact with each other, as well as with species, methods and testing techniques.

Organizational forms

These include individual, group, front and combined (compacted) forms, as well as the estimated interconnection, self-control and "purring score". Briefly describe them.
Individual knowledge check. Its task is to deep and comprehensive control of knowledge, skills and skills of the student, the level of its versatile and, above all, intellectual development. Such an inspection gives significant material for objective judgment and appropriate conclusions about each student, to organize an individual approach to it in the process of educational work.
Individual check takes a lot of time at the lesson, this is its disadvantage.
Group verification involves control of the learning work of the whole group. This is especially convenient if students performed the work by the Group. Here manifests the guys. With such an inspection, it is necessary to reach everyone, and not limited to the "outline" assessment of the entire group. It is necessary to find out what the contribution of everyone to the common cause is.
Frontal check is organized as follows. The whole class is interviewed, the questions are asked for small, requiring a brief response. The whole class at the time of the survey works intensively and in the fast pace. If some student makes it difficult to answer the question, then the teacher does not expect when he prepares a solid response, but addresses to another, the third disciple, suggests the answer to someone who is ready. Of course, after setting the issue, the teacher makes a small pause so that students manage to comprehend him and think about the answer. In the process of the frontal check, which is also called a "runaway survey", in fact, every student has time to answer any question at least once, supplement or clarify the previous answer to the comrade.
Frontal check allows you to repeat in a short time (reproduce, update) for class students, to which the teacher will rely on when studying new information in this lesson. The teacher resorts to the same run-in survey at the end of the lesson in order to make sure that the students are correct, we learned the new topic without distortion.
Thus, mobility, time savings, the coverage of the majority, and at best, even all students of the class of active work are the advantages of the front survey. His drawback is expressed in the fact that, firstly, students do not have time to give a detailed response to every question, the answers of each as it were for fragmented, mosaic, and only active participation, tense, attentive work throughout the entire survey time ensure the student a one-piece picture of the respondent and verifiable material. In view of the fragmentation of the responses after a runaway survey, the teacher makes a generalization on the topic.
Another drawback of such a survey: the teacher does not have time to thoroughly identify the quality of knowledge of any individual student; He may say that such students were active or passive, and what is the latitude and depth of knowledge of a particular student on this topic? For an objective assessment of assimilation, the fluent survey does not provide sufficient information. Therefore, the teacher combines frontal test with individual.
On the frontal survey, the teacher is extremely attentive, as he sets questions at a high pace, it raises a student, headers, comments and evaluates his answer, offers to other students to supplement, clarify previous answers, formulates new, basic and clarifying questions. The frontal survey of the novice teacher is not easy to hold, for this, communicative skills are required.
Frontal check is most often conducted as a fluent oral survey, but a written frontal check is possible. In this case, its control function remains, and the function of the operational feedback is lost, since the results of written responses will be known already outside of this lesson. In writing frontal check, it is difficult to actualize both knowledge on a certain topic, because only its fragment is checked, in other words, there is no collective actualization of knowledge.
Combined (compacted) survey.At one lesson, at the stage of checking homework, the teacher wants, without spending an extra time, solve a number of control problems - verification, diagnostic, stimulating. There is a difficult situation: how to combine all this? Searches led teachers to a combined (compacted) survey, the essence of which is as follows.
Until the lessons, the teacher acquires questions and tasks on separate sheets (tickets), depending on the complexity of the tasks may be 2-5. In addition, a number of questions are intended for an oral response. The teacher determines in advance those students who will be checked.
At the very lesson, 5 ~ 7 people come out at the same time. Two perform the task on the board (the assignment itself is written for each on a piece of paper), it may be the solution of problems in mathematics, physics, chemistry, and performing written exercises in languages, work on the map (geography, history), drawing schemes (by different subjects ) etc. At this time, two-three-four (each independently), responsible in writing to the questions of your ticket (or perform this task). The student responds from the board, its answers are deployed, with additional questions and answers, i.e. There is a deep individual check. While orally responds with the first student, other students working at the board have time to prepare their part of the task. Then they listen to their answers. Those students who performed tasks on leaves and wrote written answers, led by the teacher's responses. If time allows, then the answers are analyzed if not, then they are checked after lessons.
Thus, when compacted check, it is possible to interview and evaluate many students, deeply check with one to three of them, to repeat the material considerable volume. This is undoubtedly good sides of the combined (compacted) survey. But at the same time its shortcomings should also be seen, as well as difficulties of preparing and conducting. For example, at that moment, when two perform their tasks at the board, and two-four writing written answers on their leaves according to options, all these students are turned off from the total class of the class, which listens to the detailed oral response of the first student. They can neither appreciate his answer, nor ask an additional question, nor clarify anything, because at the moment they work not with class, and on their own, preparing the answer to their questions. In turn, students class cannot appreciate the written responses of those two-four, so the latter also from the total class work as it should fall out. In addition, at the moment when two solve their tasks on the board or perform exercises, many guys are followed by how they do; Is everything true that an error is made, and the comrade appears from the class from the class, if he does not know how to solve the task or does not follow the task, exercise. And, as a result, - whisper, tips, notes, noise; In short, these disciples are no longer followed by the exposed oral response of the first. Attention in students is scattered. To establish discipline in the lesson, the teacher has to be very attentive, constantly and at the same time follow the oral response of the first student and the reaction of the entire class on it, as well as how to tasks two at the board, which they need help, etc. That is, here you need the developed teacher's ability to distribute our attention between different simultaneous occupations of many guys and moreover to control the time, to withstand the main direction of the lesson and the planned tempo. This comes with experience, so the compacted survey should not be used often and, of course, it is necessary to combine it with other organizational forms of control.
Interconnection.Experienced teachers practice the interconnection of training written students. It is carried out like this: the neighbors' students after performing written tasks exchange notebooks and check if there are no mistakes. If so, then together discuss what it consists, as it should be correctly and why. In the case of disagreements, they are referred to a certificate for the textbook, reference books or for advice to the teacher.
The interconnection as a form of verification organization has many advantages. Knowing that his notebook should be given to a check of a friend, the student tries carefully and purely fulfill its task. When checking the task, it should be competent and attentive, and tactful to the comrades. Without it, you will not notice errors, you will not explain to him why so, and not otherwise you need to do an exercise. Noticing a mistake, you need to try not to offend the comrade, do not gloat, do not emphasize your superiority, but to help you to understand the damask allowed, help eliminate the gap in some knowledge. As we see, there is also a mutual assistance. In addition, the teacher is confident that all the work of students is carefully tested, and the test results serve good information for the student as feedback in the process of its teaching. So the interconnection must be widely practiced in the lesson already with younger classes. This form of control constantly practiced teacher Novator V.F. Shatalov.
Self-controller is one of the types of verification by a student of their own work. This desire of a schoolboy deserves great praise, because in life it is impossible to put the controller to each person to each person, and it is necessary to check ourselves in everything. The need for self-control is not only a schoolchild feature, but the line is universal. So, how to organize self-control?
The teacher advises students when performing written tasks to be very attentive, check written again and once again, with; This is to resort to various verification options. If doubt, refer to textbooks and other books and reference books, comrades; And finally, to the teacher. If the error turned out to be unnoticed, then try to calmly figure out how and why should be otherwise. Self-adjoint performs feedback in the teaching of the schoolchildren.
Pouring point is one of the organizational forms of knowledge. He came to school from the experience of Lipetsk Teachers (the beginning of the 60s).
Analysis of numerous lessons of different classes in all subjects, and in different schools showed that teachers are irrational use 45 minutes of time. Namely a lot of time spent on checking homework, it remains little to study the new material. And the main task of the lesson is the teaching of the schoolboy, is carried out ineffective. Therefore, the teacher so that the schoolboy knew the material, gives homework in the large volume. And the student, in fact, most of the new material is forced to learn at home on their own, and in the lesson - when checking the task - to report how he learned him. The homework in the next lesson need to check again, again, repeating from learning a lot of time, so necessary for the assimilation of the new material. And here is the vicious circle: a large amount of homework is caused by the fact that in the lesson did not have time to study all the material, and checking the homework in the next lesson creates a shortage of time and voltage when studying a new one. Where is the way out of this enchanted circle? Lipetsk teachers, he was found in the fact that they abandoned the membership of the lesson on such traditional stages, as checking the homework, the presentation of the new material, consolidation and cottage of the homework. They decided to combine them all in a single process (hence the name "United" lesson): the new material is studied in class lesson, the exercises immediately go, commenting is widely practiced, which prevents students' errors, simultaneously checks the mastering of the material and today's, and the previous Topics. And so the whole lesson. Check knowledge as an independent stage as it is dissolved throughout the lesson, in fact, it is carried out throughout its entire. Since all the material is studied and fixed in the lesson, it disappears in domestications.
But how to take into account the knowledge of students? Here, they came up with Petchy teachers "Pouring score". At the beginning of the topic it has already been said that the control implies verification and observation. In the experience of Lipetsk teachers, instead of verification, observation of students
Throughout the lesson from his first minute to the last. The teacher takes into account the activity of the student at the lesson: how does it work when studying a new material, did he ask questions to the teacher or class, answered whether it was correctly commented, did the mistakes of his own and comrades correct, did the examples led if the tasks have configured Material, etc. Everything that the student did in the lesson, the teacher does not produce from sight and takes into account. The result of its observations and accounting becomes the overall assessment of the cognitive activity of the schoolchildren, expressed in the pool point. The teacher exhibits them with 10-12 students at the end of the lesson, comments before the class.
Consequently, the purple point stimulates the cognitive activity of students in the lesson, makes accounting for knowledge and development of many students at the same time. But there is a danger that some passive guys will remain without the attention of the teacher. At the same time, observations show that, having received a high score for just studied material, another student is no longer returned to it. The resulting mark becomes an end for him. And therefore the teacher uses a purple point along with other organizational forms of control.
Forms of control for their external expression.If we still reasoned about the forms of control organization, now we will now briefly focus on those forms that can be called external. This is a test lesson, a control practical occupation, a survey, colloquium, a test, exam. In fact, we have already spoken about them anyway, and now they describe them in the overall system of the educational process as a form of control.
Check lesson and test practical lesson.In the system of training sessions, they constitute the necessary link and are held in the form of final control after studying the large section of the educational subject or at the end of the school fourth, the first year. At the same time, all the occupation is dedicated to the control work, the "instruments" of which are dictation, the composition, the presentation (by language disciplines, literature, history), written testing (in mathematics, physics, chemistry), graphic and practical classes (according to work, physical education, biology, geography). Here the student shows the quality of knowledge, skills and skills, the level of development of cognitive abilities.
Poll, colloquium means to check the theoretical readiness of the schoolchildren to carry out practical exercises. Their successful passing is a condition for admission to such activities.
Startings, exams Translation and graduation We have already described earlier.