Psychological analysis – is the study of the implementation of psychological requirements for the lesson (providing cognitive

Psychological analysis – is the study of the implementation of psychological requirements for the lesson (providing cognitive

2. Rationality of each of the structural elements of the lesson: which of its elements had to be reduced over time, and which to increase and for what.

3. The distribution of time within the individual structural elements of the lesson, ie how much time in general was devoted to learning new material, at what time (beginning, middle, end) of the lesson it took place, as psychological preparation for the perception of new material, its presentation and consolidation, application. Similarly, the timing of lesson elements such as student interviews, tests, and homework is analyzed.

4. Qualitative use of time for individual elements of the lesson, ie, for example, how rationally and effectively during the study of new material was used the time for the survey, what he gave, how the class worked, how much time the teacher spoke.

5. The rationality of the use of techniques and methods of teaching, ie how appropriate under these conditions were certain types of conversation, independent work, forms of survey, etc.

6. The expediency of the connection between the content of the material and the methods by which it was reported and assimilated.

7. Scientific organization of work of teachers, students.

Didactic analysis is an analysis of the main didactic categories (implementation of the principles of didactics, selection of methods, techniques and means of teaching students, didactic processing of lesson material, pedagogical guidance of independent cognitive activity, etc.).

Approximate scheme of didactic analysis of the lesson

1. Timeliness of the teacher’s arrival for the lesson.

2. Readiness of students for the lesson.

3. Sanitary condition of the classroom and personal hygiene of students.

4. Organization of the class.

5. Detailed analysis of homework.

6. What methods and didactic techniques were used by the teacher during the examination of the material passed and their compliance with the goal.

7. Didactic value of methods and techniques of checking the tasks used by the teacher, their educational value.

8. Quality of student achievement.

9. How the teacher activated the class during the test.

10. Analysis of student behavior at this stage.

11. Analysis of the presentation of new material or consolidation of the previous topic: the quality and accessibility of the material by the teacher; methods used and their compliance with the objectives of the lesson; teaching aids used, their expediency.

12. Implementation by the teacher throughout the lesson of the principles of didactics.

13. Conversational techniques of students, which are used by the teacher during the lesson. Teaching students the ability to think.

14. Analysis of the last stage of the lesson: homework (as set, the volume); timeliness of the end of the lesson.

15. Implementation of educational tasks by the teacher during the lesson.

16. Pedagogical behavior of the teacher in class.

17. Individual approach to students, their cohesion by collective work in the classroom.

18. Ability to organize a class for educational activities and maintaining discipline.

19. Self-control and pedagogical tact.

20. Voice proficiency, correct speech, diction, tempo, expressiveness, gestures.

Psychological analysis – is the study of the implementation of psychological requirements for the lesson (providing cognitivedevelopmental activities of students).

Approximate scheme of psychological analysis of the lesson

1. Organization of cognitive activity of students:

how the lesson created the conditions for productive work of thinking and imagination; as a teacher used in his work persuasion, suggestion; how the teacher sought the concentration and stability of students’ attention; what the teacher did for more successful memorization of material by students and what features of arbitrary, mechanical and semantic memorization were found in students in class; what are the methods of attracting and supporting attention and developing attention in class; what forms of work the teacher used to update in the memory of students previously acquired knowledge necessary for understanding the new material (individual survey, interview with the class, exercises, etc.).

2. The organization of thinking and imagination of students in the classroom in the process of forming knowledge and skills:

how the teacher used the reproductive and creative imagination while teaching new material; at what level the students’ knowledge was formed: at the level of concrete-sensory representations, concepts, generalizing images, "discoveries", derived formulas, etc.; with the help of which techniques the teacher sought the activity and independence of students’ thinking: a system of questions, creating problem situations, different levels of problem-heuristic problem solving, use of problems with insufficient and redundant data, organization of search, research work in class, individual, pair, group and collective form of work, etc.; what level of understanding the teacher sought from students: descriptive, comparative, generalizing, evaluative, problem. How the teacher guided the formation of beliefs and ideals; what types of creative works the teacher used in the lesson and how he guided the creative imagination of students: clarification of the theme and purpose of work, teaching the selection and systematization of material, processing results and design of work; how the lesson formed a stable and active interest in the subject and learning in general.

3. Personally oriented approach to students’ activities in class:

what feelings the children showed in the lesson, what caused them; how students’ communication was managed in class; moments of the lesson, where the volitional qualities of schoolchildren were most successfully formed; how the age and individual characteristics of students were taken into account.

4. Teacher’s skill:

what are the ways of organizing influence and the mechanism of influence: imitation, empathy, reflection, etc.; ability to create psychological conditions for persuasion: psychological atmosphere, semantic unity, etc.; the teacher’s ability to use suggestion as a means (method) of pedagogical influence; how the teacher managed the communicative communication of students with each other in class; What are reliable lab report writing service the features of the teacher’s organization: the teacher’s readiness for the lesson, the teacher’s working well-being at the beginning of the lesson and in the process of conducting it – composure, understanding of the topic and psychological purpose of the lesson, energy ; improvisation, pedagogical optimism, ingenuity, etc .; pedagogical tact of the teacher; psychological atmosphere in the classroom.

The analysis of the educational orientation of the lesson is an assessment and identification of ways of the most effective use of educational material for the education of students’ personality qualities.

Approximate scheme of educational analysis of the lesson

1. The use of educational opportunities for the content of the material.

2. Addition of educational material with historical facts.

3. Formation of worldview in the lesson.

4. Formation of moral qualities of personality.

5. Education of students’ conscientious attitude to work and study.

6. Assessment of educational opportunities of methods and techniques of teaching.

7. The influence of the teacher’s personality.

8. The nature of activities and communication of students in the classroom.

9. Reserves to increase the educational opportunities of the lesson.

Combined analysis is an assessment (simultaneous) of the main didactic purpose of the lesson and structural elements.

Approximate scheme of didactic-structural analysis of the lesson

1. Organization of the lesson:

organizational clarity of the lesson; availability of a plan; the effectiveness of the use of TZN, visual and educational manuals; fulfillment of psychological and hygienic requirements for the lesson; feedback; keeping notebooks; distribution of time into stages of the lesson.

2. Personal qualities of the teacher:

what is the moral and psychological atmosphere; measure of interest, friendliness and sensitivity with students; pedagogical culture, subject knowledge, language, appearance, pedagogical tact of the teacher.

3. The effectiveness of training:

the degree of implementation of the principles of scientificity, strength, awareness of knowledge, accessibility, problems, the connection of learning with life; measure of achieving the main didactic goal of the lesson; optimal teaching methods and techniques; effectiveness of control of students’ knowledge; homework.

4. The effectiveness of educational activities of teachers:

moral orientation of the lesson; formation of labor and educational skills; unity of education, upbringing and development; aesthetic, physical and hygienic education.

5. The effectiveness of students:

how the principle of developmental learning, personality-oriented learning and education, the principle of independence and activity are implemented; working capacity of students; interest in study and work; independent work skills; ability to highlight the main points in the study material, plan the answer, analyze their work and the work of a friend; development of speech, writing, graphic and special skills; the level of culture, rationality and efficiency of students; organization and discipline of students, appearance.

Comprehensive analysis is a simultaneous analysis of didactic, psychological and other basics of the lesson (most often a system of lessons).

Approximate scheme of analysis of the lesson of non-traditional type

1. Readiness of teachers and students for the lesson (external).

2. Internal, psychological readiness of students for the lesson.

3. Organizational actions of the teacher (if necessary).

4. Teacher planning and informing students of lesson tasks.

5. Actualization of knowledge and ways of activity of students.

6. What methods of problem-based learning were used by the teacher (search, research, problem-solving).

7. Application of problem methods in teaching students.

8. The ratio of teacher activity and student activity.

9. The volume and nature of independent work of students and the ratio of reproductive and productive independent work.

10. Taking into account by the teacher the levels of actual development of students and the zone of their immediate development.

11. Ways to increase students’ positive motivation.

12. Formulation of problem questions by the teacher, creation of problem situations, demonstration of their solution.

13. Mastering the teacher’s ways to create problem situations.

14. Observance of rules of statement of an educational problem.

15. The use of the textbook, the ratio of reproductive and part-search work with it.

16. Compliance of the selection of visual aids with the requirements of problem-based learning.

17. Formation of special and general learning skills of students.

18. The presence of students’ cognitive skills: formulation of the problem, proposing and substantiating the hypothesis, finding ways to prove (refute) the hypothesis, check the correctness of its solution.

19. The ability of students to perform logical operations.

20. Development of students’ cognitive abilities at each stage of the lesson (which proves it).

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