Grade: 8
“Generalization and systematization of knowledge on the topic “Number systems.”Lesson – game “Science Cafe”
Fifth lesson on the topic: “Mathematical foundations of computer science”
Lesson type
Forms, techniques, methods
Combined
Form: didactic game used: practical, frontal form, group work, ICT
The purpose of the lesson
Lesson Objectives
In a playful way, create conditions for generalizing and testing the assimilation of acquired knowledge, skills and abilities of students obtained on the topic “Number Systems”.
Systematize and generalize the knowledge, skills and abilities of students on the topic “Number systems”.
Review the basic concepts of the topic; rules for transferring from one number system to another;
Stimulate the cognitive activity of students;
Develop logical thinking by solving non-standard problems;
Develop the ability to work as a team.
Expected result
Know:
Be able to:
UUD competencies
Educational technologies
Equipment
Educational, cognitive, communicative
Technology of game methods, learning in cooperation
Multimedia projector, interactive whiteboard, task cards, assessment cards
During the classes
Competencies/aspects/UUD
Assessment/
forms of control
Result
I stage: organizational 3 min.
Motivation for educational activities, inclusion in educational activities at a personally significant level “I want” “I can”
Hello guys! I invite you today to our “Science Cafe”. A number is a quantity that, according to certain rules, is made up of numbers. These rules are called...To answer, solve the rebus (slide 3).
Before the lesson, you received an invitation, the number of which is written in the binary number system, convert it to the decimal number system and take your places in the teams. Discuss what your team will be called and choose a captain.
Showing interest in the lesson material. Rules for conducting a lesson-game, rules of behavior for working in a group. Students get acquainted with the composition of the teams, come up with a team name and introduce it.
Communicative
Inclusion in the educational process
II stage: setting goals and objectives for the lesson 3 min.
Creating a problem situation, as a result of which students independently put forward the goals of the lesson.
“Everything that exists is a number. Pythagoras". (slide 5). Read our epigraph for the lesson, why do you think I chose this epigraph? Justify your answer.
Discussion of options for goal formulations, participate in their discussion.
Educational - cognitive, communicative
The appearance of the lesson goal. Ability to collaborate, analyze, prove the correctness of an answer. Ability to set goals and plan work.
III stage: updating knowledge 7 min.
Inclusion in educational activities at a personally significant level
“The world is built on the power of numbers,” said Pythagoras, emphasizing the important role of numbers in human life. Today we are going to find out how you can work with numbers.
I offer you the first task, let's remember the basic concepts of the topic “Number Systems”. I will ask each team a question, 1 point for the correct answer. (slide 6-10)
In which number system does the number of digits depend on its position in the number?
Are numbers written using these symbols?
The position of a digit in a number, is it?
The collection of different digits used in a number system to record numbers is called?
What is the name of the common non-positional system?
Demonstrate knowledge, skills and abilities on the topic.
Discuss, exchange opinions, answer assignment questions.
Non-positional, digit, digit, alphabet, Roman.
Educational and cognitive
Formation of a specific educational result
IV stage: Assimilation of new knowledge and methods of activity 20 min.
« Information cocktail ».
Working with proverbs, converting from binary to decimal
"Number Vinaigrette"
Solving non-standard problems
"Who is faster"
Work in groups (teams) using cards, transfer from one system to another
"Numbers under a fur coat"
Captains' Competition "Highlight of the Program"
"Number Side Dish"
Practical applications knowledge and skills in solving a specific problem
The task is worth 1 point.
- What's wrong with these sayings? What needs to be done to make them sound correct. Following the rules for converting from the binary number system to the decimal number system, complete the task. (Slide 11)
-On all 100 sides.
-111 don't expect one thing.
- 10 boots pair.
- Cry at 11 streams.
Behindcorrect answer 2 points.
Imagine the sequence of numbers from the poem “An elephant lives in our apartment.” (Slide 12)
Solve the problem: How old is the girl? (Slide 13)
How many students are there in the class? If there are 111100% girls and 1100 boys in a class. (Slide 14)
Each team receives a task cardcorrect answer 2 points.
Convert from these number systems to the decimal system.
Convert from a non-positional number system to a positional number system.
MMLVIII, DCCCIV, LXXXVI
- Follow these steps and write the result in Roman numerals:
1. DXXXIII – (XXXV: V + MCCXV): V;
2. (MCCCXXV – (MCDXXXIX – CCXXVI)): IV.
- Present the numbers in decimal form and complete the crossnumber.
Captains, a task for you, on the cards there are questions, answer the given statement yes/no, for each correct answer you will bring the team 1 point.
The next task, in front of you are cards, draw a picture using the given coordinates, for this you need to convert the numbers to the decimal system.
Analyze the task, discuss, put forward and check options and methods of answering the question posed.
-On all 4 sides.
-7 they don’t expect one thing.
- 2 pairs of boots.
-Cry in 3 streams.
12 years old 5th grade, 4 books
60% girls and 12 boys
They work independently according to the algorithm.
467
234
555
1058, 804,85
Use of acquired knowledge in practical activities.
Educational-cognitive, informational, communicative
Work in groups, independent work using cards. Control of assimilation, discussion of mistakes made and their correction
Methods logical thinking, solving non-standard problems
Work in groups, work with cards. Control of assimilation, discussion of mistakes made and their correction
Individual work using cards
The ability to systematize and generalize what has been learned. Express judgment, think logically, compare. Forming your own ideas about the subject of study. Realization of personal potential. Rules and culture of interaction. Use a creative approach to completing non-standard tasks.
V stage: Summing up. Reflective-evaluative 5 min
Students’ awareness of their learning activities; self-assessment of the results of your activities and the entire team as a whole
Let’s sum up the results of our meeting, count the points scored and identify the winners of our “Science Cafe”.
Look at the screen after finishing the sentence (slide 17):
Today in class I...
The most useful and interesting thing for me was...
I encountered difficulty with...
I did well...
Now I can…
Prepare your homework:Prepare creative project"Number systems in everyday life." (slide 18)
They analyze what they remembered, what they learned, what skills they practiced and consolidated.
Students analyze the activities of the group and themselves in achieving the lesson goal
Frontal
Educational and cognitive
Organizes a summary of the lesson.
Reflection on achieved or unachieved educational results. Assessment - awareness of the level and quality of learning; control
Annex 1
« Information cocktail ».
On all 100 sides.
111 are not waiting for one.
10 boots pair.
Cry at 11 creeks.
Numerical vinaigrette"
"Who is faster"
3.Captains competition
AnswerNot really
1
Is it true that the number system we use arose because humans have 10 fingers?
2
Is it true that the number 764 can be written in the octal number system?
3
Is it true that Arabic numbering was invented by the Arabs?
4
Is it true that in ancient times they counted by the knots on a rope?
5
Is it true that there are many number systems?
6
Is it true that the Arabic number system is non-positional?
Numerical side dish
TOPIC: Testing knowledge in history lessons.
Testing and recording students' knowledge is one of the most difficult issues in history teaching methods.
Current control carried out regularly and systematically, various types and types of history classes, which makes it possible to diagnose the degree and volume of students’ assimilation of individual elements of the curriculum. Students receive 5-7 questions that allow them to check their understanding of the basic concepts, dates, and events of the topic studied. (Annex 1)
Intermediate control in the subject of history, it is carried out after completing the study of a separate topic, section, including a certain period of history. The most used forms of intermediate control of students' knowledge in the subject of history are: control and generalization lessons, tests. (Appendix 2)
Various forms are used to carry out control.
Historical dictation- a form of written control of students’ knowledge and skills, which is a list of questions to which students must give immediate and brief answers. The time for each answer is strictly regulated and quite short, so the questions formulated must be clear and require unambiguous answers that do not require much thought. It is the brevity of dictation answers that distinguishes it from other forms of control. With the help of historical dictations, you can test a limited area of student knowledge: knowledge of dates, names, terminology, etc. Thus, the speed of conducting a historical dictation is both its advantage and disadvantage, because limits the scope of knowledge being tested. However, this form of monitoring students’ knowledge and skills removes some of the burden from other forms, and can also be successfully used in combination with other forms of control (Appendix 3)
Oral test on the topic- one of the main forms of control in high school. Its advantage lies in the fact that it involves a comprehensive test of all knowledge and skills of students. However, despite the different methods of conducting test events, in methodological literature There are some principles for preparing and conducting tests on the topic: - no more than 2 lessons are allocated for the test;
Preparation for the test is carried out in advance; before studying the topic, the student receives information about the date of the test and a list of theoretical questions that will be included in it;
Taking into account the complexity of this form of control, it is recommended to conduct tests only in high school. (Appendix 4)
In modern conditions of teaching individual subjects in the best possible way testing is the implementation of ongoing or intermediate control over the assimilation of knowledge in a short time frame, covering the largest number of students. And in the conditions of creation and implementation state system testing, the use of test knowledge control becomes a necessity.
Currently, many tests are published. In my teaching activities, I use both ready-made and my own developed tests to control knowledge in history lessons. The study of published historical tests made it possible to identify a number of substantive and structural shortcomings in them:
Most tests are imperfect in that they only lead students to demonstrate “dry knowledge”, but not explain facts, events, actions and deeds of an individual, etc.
There is a high probability that a student will receive a random excellent grade, since the choice of the correct answer is not wide - from 3-4 options.
Tests in history (as well as in other humanities subjects) do not resolve the issue of identifying students’ ability to speak, prove, and defend their point of view.
Under traditional testing conditions, students who have learned the educational material most often win. The experience of using testing students' knowledge in history shows that it is most advisable to use it:
For the purpose of ongoing monitoring of students' knowledge acquisition;
Based on the results of studying the next topic or section of the course;
In order to control the dynamics of students’ knowledge acquisition on cross-cutting topics covering centuries, periods, etc.;
Before group lessons: lessons with elements of a research seminar, a seminar with elements of discussion, a round table seminar, etc. Testing students' knowledge of the main ideas, provisions, and terms on the topic allows you to verify the correctness of the chosen method of conducting the lesson;
In order to identify the level of knowledge acquired by students during the lecture (carried out immediately after the lecture at the end of the lesson).
Testing is effective in large classes, where it is not always possible to interview everyone once, even within a month. Testing is effective if it is based on 3 factors:
Duration (academic quarter, academic year, all years of studying the history course);
Frequency (at each lesson, after studying each topic, each section);
Complexity (tests require comprehensive knowledge: theoretical, fact-event, chronological, synchronic).
Creating tasks in test form on the entire subject of history or on the topic or section being tested, combining them into thematic groups, completing the primary, trial, test. The tasks included in the test are selected so that they provide the basis for testing some of the categories of acquired knowledge, such as: titles, names; the meaning of words, titles and names; data; definitions; comparison, comparison of objects; opposites, contradictions; cause-and-effect relationships.
A well-designed test provides breadth of coverage of the subject matter and tests the depth of knowledge acquired by students. Features of modern historical knowledge are defined as follows:
On the one hand, this is students’ knowledge about specific events, their time, place, direct participants, etc., which constitutes an objective part of historical knowledge,
On the other hand, it is the knowledge received by students from various sources (textbooks and teaching aids, magazines and periodicals), forming ideas in descriptions and explanations historical events contemporaries, often containing subjectivity and bias, which leads to a variety of judgments and assessments about the causes and perceptions of events.
All this predetermines the diversity of knowledge and skills acquired by students when studying history, and creates many difficulties and obstacles. Along with knowledge of chronology, concepts and facts, it is necessary to possess the skills and abilities of describing historical events and objects, critical perception and analysis of data from historical sources, revealing the essence and meaning of a phenomenon, comparing historical versions and value judgments.
Test tasks, due to their versatility and ease of use, can be used for almost all types of control: current, milestone and final. A fairly large variety of forms and types of tests make it possible to develop them to test all levels of mastery of the material and can be addressed to students of different levels of preparedness.
When conducting ongoing testing of knowledge in history, it is advisable to use closed forms of test tasks (for identification, discrimination, correlation) and open forms (tasks with additions and constructive ones). This is explained by the fact that the first section of the subject contains many concepts, definitions, and terms that students study for the first time. At the same time, good command of historical terminology is the basis for the correct interpretation of historical phenomena and events.
The choice of these forms is also due to the fact that they perform exactly the tasks that control of knowledge of the first and second levels of mastering the material sets itself. These forms allow you to carry out the so-called primary control of knowledge immediately after studying a particular block of the next educational information in order to identify the degree of its assimilation and, if necessary, take measures to adjust the training. Tasks in these forms are completed quickly and allow you to cover the entire group of students/
In order to differentiate control, variants of test tasks of varying complexity can be developed, which will make it possible to apply an individual approach to teaching students.
When conducting midterm testing, the objectives should be to test the deeper knowledge acquired by students when studying fairly large sections of the subject. These blocks of information are usually one of those basic elements of knowledge, the mastery of which is necessary in accordance with the requirements of the educational standard.
Therefore, assignments for midterm testing should be more voluminous and cover all topics of the section. To avoid monotony in tests, it is better to use polyformal tasks, including various forms of tests of the first, second and third levels. As for tasks to test the third level of mastery (tasks to identify the correct sequence), their use in midterm control will reveal not only the knowledge acquired in learning process, but also the necessary skills and abilities.
Analysis of available research allows us to draw a conclusion about a number of advantages that can be considered as signs of test technology. These include:
1. Individual nature, the ability to monitor the work of each student, his personal educational activities.
2. The possibility of regularly systematically conducting test control at all stages of the learning process, combining it with other traditional forms of pedagogical control.
3. Comprehensiveness, which consists in the fact that the pedagogical test is able to cover all sections of the curriculum, provide testing of theoretical knowledge, intellectual and practical skills of students.
4. Objectivity of test control
5. Possibility of mass large-scale standardized testing by printing and replicating parallel forms (options)
6. Uniform requirements for all subjects.
ANNEX 1.
Topic “Collectivization”, 9th grade.
Option 1.
1.TOZ is
2.Dates of collectivization
3. Place in chronological order: a) “On the fight against distortions of the party line in collective farm construction”; b) “The year of the great turning point”; c) “Dizziness from success”; d) “On measures to eliminate the kulaks as a class.”
4. Name the date and explain what the “year of the great turning point” is
5. Results of collectivization
Option 2
1.Artel is
2. P Angelina
3. Year of end of collectivization
4. 25-thousanders.
5 Place in chronological order: a) “The Law of 5 Spikelets”; b) “On the pace of collectivization and measures of state assistance to collective farm construction”; c) “Dizziness from success”; d) “On the liquidation of the kulaks.”
Links of a combined lesson
Testing students' knowledge and skills. A combined lesson is otherwise called a composite lesson, since it consists of all the main links of the learning process. Such a lesson includes testing and taking into account the knowledge and skills of the previous lesson, logically related to the content of this lesson; transition to learning new material; learning and consolidating new things, including repeating what was learned in previous lessons.
Following the organizational moment, knowledge and skills are tested. This is an activity organized by the teacher for students to operate with the material studied in class and while doing homework. It can be oral, written and written-graphic.
Testing knowledge includes a number of requirements: 1) motivation for the survey (without knowledge of what has been passed, you cannot move forward); 2) inclusion of all students in work; 3) taking into account the characteristics of students, differentiation of testing; 4) connection of the content of the test with the new topic; 5) determining the location of the test in the lesson; 6) motivation for assessing knowledge (what is the progress, what needs to be done to develop the success of knowledge).
Time-consuming techniques should be excluded from the survey. It is irrational, for example, to have a long conversation with many additional questions for one student, a large, overly detailed story from a student, or to write cumbersome texts and detailed diagrams and tables on the board.
The survey, conducted at the beginning of the lesson, contains questions and tasks on the previous topic of the lesson, as well as questions that prepare students for the perception of new material. It is desirable that the survey be thematic in nature, for example, on the development of a problem. The teacher selects material for testing that is significant in content and difficult to master. In addition to the main question, it raises additional questions that are internally related to the main one. The wording of the question should be simple and precise, understandable to children.
During the survey, students review the detailed answers of their classmates.
During the initial check of what has been learned, the teacher requires memorization of background material and supporting facts. This is facilitated by the speaking of the material at the beginning of the lesson: when the student thinks through the answer to himself or retells its content to his neighbor at the desk. Moreover, if necessary, the student can look into a notebook or textbook. After speaking, the teacher finds out the basic content of what has been learned, most importantly - frontally with the help of short questions, which are focused on the cognitive capabilities of the majority of students in the class. Such a quick survey prepares the subsequent detailed answer of the students at the board in the form of a story.
The story develops students' oral speech and reveals the ability to use techniques for oral presentation of knowledge (concise or explanatory presentation, plot story, etc.).
Sometimes it is more appropriate to conduct a survey on previous material not at the beginning of the lesson, but during the final conversation on learning new things. In some cases there is no survey at all. It is not carried out if the topic ended in the previous lesson and the results of its study were summed up, but now a new topic begins; if the material from the previous lesson does not serve as an introduction to the presentation of new material.
Transition to learning something new. The stage of transition to learning new material is didactically important. The teacher switches students' attention to learning new things, tries to arouse their interest in the topic, the need to learn the unknown, and creates the necessary psychological mood. At this stage of the lesson, the teacher announces the topic of the lesson, emphasizes its connection with the previous one, and, if necessary, reminds about the basic ideas and concepts. Then he outlines the prospect for studying subsequent material, tasks, and poses cognitive tasks and questions. Among them there may be tasks of a problematic nature.
Learning new things. The main part of the lesson may be the teacher's story. If the story is given a central place, then all other work is subordinated to it. The story is constructed taking into account age and psychological characteristics students.
Based on this, learning new things contains not only the presentation of the material by the teacher, but also the active activity of the students themselves. They gain knowledge as a result of analyzing illustrations and educational pictures, technical means training (films, slides, videos), reading a textbook and working with its map, analyzing documents. The main attention is paid to complex theoretical material and basic knowledge.
Consolidation. Consolidation is understood as secondary perception and comprehension of the material studied in the lesson. The purpose of consolidation is to achieve memorization of the material studied in the lesson, to establish connections between the new and previously learned, to increase the attention of students, and also to test the assimilation of new knowledge.
The place of primary reinforcement in the lesson depends on the nature of the material being studied. For example, bright, emotional content cannot be interrupted by reinforcement. But step-by-step consolidation is necessary if the material is easily divided into independent, logically complete parts and carries a large theoretical load.
Consolidation of basic knowledge can take place immediately after the teacher’s explanation. At the same time, key events are repeated, what is most easily forgotten due to its abstractness: the sequence of historical events, their main content, generalizations, geographical names, dates, names. Questions in a conversation should be small, requiring short and clear answers. In high school, reinforcement of this nature replaces the final conclusion made by the teacher or students, or perhaps the teacher's summary.
Current repetition. As the explanation progresses, the teacher conducts ongoing repetition - reproducing previously covered material, establishing an organic connection between old and new, as well as systematizing, generalizing and deepening knowledge on a topic, section or the entire course as a whole.
Thus, during the current repetition, it is not enough to just reproduce the material covered. The purpose of this repetition is to prevent forgetting of what was previously learned, to make knowledge strong, to connect new knowledge with previously acquired knowledge, to generalize, systematize and deepen what has been learned. It should be borne in mind that even something that is well understood and correctly reproduced once is not remembered without repetition. Ongoing repetition and synthesis of the material learned can be introductory or thematically related to the content of the lesson. Generalization is the identification of the main and general things.
To establish connections with new material, the teacher recalls what has been covered; compares and contrasts new things with previously learned ones. According to the teacher’s instructions, students turn to the textbook, read definitions and conclusions, fragments of the document, and complete test tasks.
Homework. The combined lesson includes homework. It should be specific and correspond to the purpose of the lesson, be varied, feasible and accessible, and take into account the new skills of students. Students should also be told what they have learned that needs to be repeated in order to learn something new in the next lesson.
As a rule, the teacher gives homework at the beginning or at the end of the lesson. Having named the paragraph, he explains what you need to pay attention to, what you should firmly remember, what illustrations should be carefully considered and used when answering in class, what questions and tasks at the end of the paragraph should be completed by whom and how.
Thus, homework involves not only tasks for the whole class (coherent and sequential retelling of the text, answering questions, telling a story based on a picture, filling out a contour map, drawing up a city layout plan), but also additional differentiated tasks. These may include drawing up a comparative table, diagram or chart, crossword puzzle, preparing a message based on popular science and fiction, and writing an annotation. Practical tasks for a long period of time are possible, for example: making a layout or model, developing a sketch of a monument, a ship, collecting archival and statistical data. Such assignments are assessed, and students’ success in learning history is noted.
Consequently, the teacher gives homework according to a certain methodological system, which takes into account the content of the lesson, the variety and volume feasible for the students, instruction, and the setting of specific tasks depending on the cognitive abilities of the student and the class as a whole. Ideally, homework should be checked in the next lesson for most students. Systematic failure to complete homework leads to low quality of knowledge or to its complete absence.
Lessons: test, testing and recording of knowledge
Test lesson. At such a lesson, step-by-step monitoring is carried out on a topic or section and gaps in students’ knowledge are identified. Methods of work may include historical dictation or testing, drawing up a synchronistic comparative table, or filling out a contour map. The teacher uses such control methods to establish the extent to which students remember the material studied or what is their ability to perceive and retain in memory the information received in the lesson. To do this, a written survey is carried out on the new material just studied or explained by the teacher. It is useful for students to compare written work with the corresponding content of the textbook and identify shortcomings.
The lesson on testing and recording knowledge is close in its objectives to the test. The goal here is not to generalize knowledge, but only to identify and evaluate it. Delayed testing requires the assimilation of supporting facts and the development of basic knowledge. The lesson begins with an introductory word from the teacher about the topic that will be repeated in writing or orally. During a frontal conversation, students complement or correct their friends’ answers. For a written test, the teacher selects tests in advance or outlines variants of tasks, and thinks through sample answers. Written work is reviewed by the teacher in one of the subsequent lessons or reviewed by the students themselves after home preparation.
If the teacher wants to find out how the students have mastered the topic, he invites them from the list of main questions of the topic to select several for a written answer. To avoid cheating, desk neighbors are given different questions. The work will show which questions the students answered and which they left unanswered. The teacher will have to return to them in subsequent lessons.
Conversation and mutual questioning. When organizing a frontal conversation, you should pay attention to the content of the questions and the technique of the conversation. To activate the work of students in the whole class, the teacher first poses a question, gives a little time to think about it, and only then calls the student. In order to activate memory, thinking and attention, the teacher begins the question with the words: “let’s remember”, “what do you think”, “is this statement correct?”
Conversation questions should be concise in content, scientifically accurate, grammatically and stylistically correct, didactically simple and accessible.
The conversation should help compare historical facts, identify connections between them, highlight the main thing and lead students to certain conclusions. The conversation stimulates students' thinking and encourages them to solve assigned problems. In a more advanced class, students make generalizations on their own. In less prepared situations, at the end of the conversation, the teacher himself makes a brief summary and gives grades.
During the lesson, students can interrogate each other. The teacher announces the topics to be discussed in the lesson in advance and instructs the students to prepare questions and assignments at home. On the eve of class, the wording of questions and assignments is adjusted and corrected. The student asking the question must know the answer, otherwise he will not be able to make corrections and evaluate. During the lesson, a well-prepared student or several less prepared students come to the board (they are given more time to think). First, they are all asked questions in turn by students whose names are named by the teacher. Then the answers follow in the same order. The student answered and is asked a new question. While he thinks, two other students answer the questions. It is possible to conduct a mutual survey-competition between two students or students in a class in a chain.
Lessons on general repetition
Purpose, forms, content. Comprehending and summarizing the material studied are lessons of general repetition on problems, topics, sections of the course and final repetition of the course as a whole. Their goal is to systematize knowledge and create a holistic picture of the event; reveal new connections and relationships of the studied facts and process; to help students move from knowledge of individual facts to their generalization, from revealing their essence to cause-and-effect relationships.
A correctly set lesson goal allows you to determine the basic content of the repetition, select the main material and develop questions and assignments. A few days before the lesson, the teacher informs the students about the topic, lesson plan, questions and assignments. The content of the upcoming work is discussed with the students, and questions and assignments for the lesson are posted in the classroom. They can be presented in the form of a table:
Lesson topic: Review questions
Repeating and generalizing lessons can be in the form practical work or conversations. Conversation predominates in the middle level of students. The teacher conducts it according to a pre-thought-out plan. Each point of the plan is discussed on issues organically related to each other. Discussion may take place through detailed responses from individual students. For example, the following tasks are submitted for discussion: a) based on a generalization of facts, indicate what changes have occurred in the economic life of Russia in the post-reform period; b) compare the reasons for the formation of a centralized state in France with the reasons for the unification of Russian lands into single state; determine the general and the special.
Sometimes repeating and generalizing lessons include school lectures and excursions. However, it can be difficult to generalize students' knowledge from them. The purpose of these forms of classes is largely to repeat, consolidate, and concretize previously studied material.
A combination of oral and written tasks. A repeating-summarizing lesson can include not only oral answers, but also written work by students: solving problems, completing assignments, tests, filling out chronological, synchronistic, systematizing tables.
If in the current lessons the material was studied in chronological order, then in the repetition-generalization lesson it is possible to generalize along the vertical columns of the table, for example, consider the growth of noble privileges throughout the 18th century. or cultural development.
Another way to generalize. On the eve of the repetition-generalizing lesson, students are asked to select from the contents of the textbook, their notes and write down the facts of strengthening in chronological order state power during the reign of Peter I. At the general lesson, students collectively discuss their notes, clarify and systematize them, and supplement them with new facts from the documentary material handed out. The result of the work on the problems of power in the Petrine era will be a summary plan jointly developed by the students.
Games. It is possible to conduct repeated and generalizing lessons with game elements.
For example, when preparing for a lesson, students write a story on a topic they have studied, deliberately making several historical mistakes in it. The best work is considered to be one in which students have difficulty detecting programmed errors.
Work with a summary table based on the material covered in 5-10 lessons is of a game nature. A table with dates, concepts, puzzles, problematic questions is written in advance on the chalkboard. The class is divided into teams. Having answered correctly, the student erases the date, concept, question from the board. Everyone has the right to one answer. For simple reproduction of the material - 1 point, for using information from additional literature - 2 points.
Final review lessons
Purpose, requirements. Final revision lessons are held at the end of the school year. This could be an analytical and generalizing conversation or a teacher’s lecture. Their goal is to consolidate knowledge of the most important facts, generalize and summarize what has been learned, and trace the main processes from beginning to completion. Thus, what has been learned is repeated on cross-cutting issues, and not in the same sequence as in current history lessons. Such lessons develop in students a certain point of view on the studied historical events. Students apply knowledge by working with tables, graphs, and logical diagrams. Their conclusions and generalizations contain elements of new knowledge. The issues discussed are summarized in a detailed summary of the teacher.
The final review should contain important and difficult course problems for students. It is necessary to maintain thematic and logical unity of repetition, repeating not too large topics.
Methodology. The problems of the course will become clear to students only after reviewing them repeatedly. At the end of the last quarter, the teacher draws up a final revision plan for each class. Repetition is carried out in lessons during conversations or reports of students who used a special scientific literature. The teacher also selects facts, figures, statements, and illustrative material from additional literature for the lesson.
During the final revision, it is very useful for students to work with comparative tables of centuries, revealing the organization of government, the development of the legislative system, and the armed forces. Preparation for exams. P.S. Leibengrub identified the main requirements for preparing for final exams:
1. Repetition during the academic year of questions from previous years of study necessary for better mastery of the course.
2. Accumulation of the material necessary for repetition in students’ workbooks in the form of detailed plans of the topics being studied, tables, diagrams and other records.
3. Repetition of the history course in separate lessons in thematic connection with the new material being studied and in repeating and generalizing lessons on each major topic in the academic year;
4. Final pre-exam review of the most important issues of recent domestic and foreign history at the end of the final year of study.
When preparing a revision, you should take into account which questions are most difficult for students, and what shortcomings were encountered in the final exams of previous years. The emphasis is on analyzing the questions included in the exam papers. The teacher outlines the main questions and thinks through the theses of the students’ answers. Work in the lesson can be very different: student response, drawing up detailed plans and tables, watching films, etc.
The final revision for exams ends with a consultation, during which the teacher answers students’ questions and reveals the most complex problems, warns students about typical mistakes. The teacher gives recommendations on the approximate structure of the answer, on the use of historical maps, atlases, and documentary materials.
Bibliography
1. Vagin A.A. Methods of teaching history in high school. - M.: Education, 1968.
2. Zaporozhets N.I. Development of students’ skills // Teaching history at school. – 1981.- No. 4.
3. Lerner I.Ya. Historical consciousness and conditions for its formation // Teaching history at school. - 1988.- No. 4.
4. Methods of teaching history in secondary school / S.A. Ezhova, I.M. Lebedeva, A.V. Druzhkova and others - M.: Education, 1986.
5. Studenikin M.T. Methods of teaching history at school. – M.: Vlados, 2000.
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On this topic:
“Forms and techniques for testing knowledge in a history lesson”
Completed by: Nadezhda Pavlovna Gorodenko, teacher of the Municipal Budgetary Educational Institution “Security School in the village of Runovka”, Kirovsky District, 2016
Content
1.Introduction…………………………………………………………….3-4 pp.
2. From the history of pedagogy……………………………………………4- p.
3. Basics of knowledge control……………………………………………………4-10pp.
3.1. Goals and objectives of testing students’ knowledge and skills………..4-5 pp.
3.2. Functions and types of control…………………………….........6- p.
3.3. Types and organization of knowledge control lessons……………….6-10pp.
4. Methods for testing and assessing knowledge in history lessons......10-14pp.
4.1. Methodology for organizing knowledge control……………………..10-12 pp.
4.2.Methods of organizing testing in history lessons……..12-14 pp.
5. Conclusion……………………………………………………..14-15 pp.
6. List of references……………………………15 pages.
Introduction.
Testing and assessing students' knowledge and skills is an important part of the educational process. The success of training depends on its proper organization. It is generally accepted that control is “ feedback” between teacher and student, the possibility of influencing the educational and pedagogical process. Control is a ratio results achieved with learning goals.
The effectiveness of testing students' knowledge and skills largely depends on the teacher's ability to properly organize a lesson and wisely choose one or another form of conducting a test lesson.
Properly organized control allows the teacher to determine the level of students’ assimilation of the studied material, to see the elements of practical assimilation, and the children’s perception of new material. Therefore, when preparing for a lesson, the teacher must know: who, when, how many students, on what issues, by what means to ask and evaluate. Each teacher must create his own assessment system, using various means and techniques for monitoring knowledge acquisition. Students should know that the teacher constantly monitors their progress, the level and quality of knowledge acquisition. In addition, students should perceive this as meeting their knowledge and skills with the requirements. educational program.
The use of various forms of conducting lessons allows not only to raise students’ interest in the subject being studied, but also to develop their creative independence, teach them how to work with various sources of knowledge, and gives the teacher the opportunity to carry out timely and comprehensive monitoring of the students’ acquired knowledge and skills.
After conducting knowledge control lessons, it is necessary to conduct a special lesson to analyze and identify errors, deficiencies in students’ knowledge, in the teacher’s organization of educational cognitive activity to make the necessary correction in subsequent lessons.
New requirements for secondary schools today, which are defined in the Address of the President of the Russian Federation to Federal Assembly(2006), Modernization Concepts Russian education and other documents, they focus it, first of all, on the formation of a competitive personality, freely adapting to rapidly changing socio-economic, political, and living conditions.
2. From the history of pedagogy.
The educational and pedagogical process has been formed in the life of society since ancient civilizations. Control and evaluation were an indispensable part of learning and allowed the school to develop. Many educators argue about what the assessment should show: the quality of the student’s knowledge or the success of any educational system. Y.A. Komensky called on teachers to “use their right to assessment wisely and carefully.” Assessment must be objective and humane in relation to children.
First point system appeared in medieval schools in Germany. Since then, she has constantly experienced significant changes.
K.D. Ushinsky, founder of scientific pedagogy in Russia,strictly criticized the forms of knowledge control of that time, emphasizing that “existing approaches and methods suppress the mental activity of students.” He believed that there should be no formal control, “didactic control should have a teaching, developmental orientation, be combined with self-control, and be necessary and useful to the student himself.”
Over the years of the 20th century, various approaches to school performance monitoring changed, and a system of methods for testing and assessing students’ knowledge, skills and abilities was developed.
3. Basics of knowledge control in a history lesson.
3.1. Goals and objectives of testing students' knowledge and skills.
The following goals are identified for testing students’ knowledge and skills:
Diagnostics and correction of students’ knowledge and skills;
Taking into account the results of a separate stage of the learning process;
Determination of final learning outcomes at different levels.
The main task of monitoring and assessing students’ knowledge and skills is to determine the quality of students’ mastery of educational material, the level of knowledge mastery, the extent of students’ responsibility for learning outcomes and the ability to acquire knowledge independently.
An important element is the pedagogical requirements for control:
Must be motivated;
Systematic and regular;
Various in shape;
Be comprehensive and objective.
Testing and recording students' knowledge is one of the most difficult issues in history teaching methods. Assessing knowledge, skills, and abilities in didactics is considered as a process of determining quantitative and qualitative indicators of students’ training. Quantification expressed in points (grades), qualitative - these are value judgments and conclusions of the teacher, in which he characterizes the students’ answers. In addition, the test not only determines the level and quality of students’ training, but also the amount of work.
Diagnostics of student performance are methods and techniques for objectively identifying students’ knowledge based on certain criteria and actions.
Diagnostics of students’ educational activities includes five functions and three types.
3.2.Functions and types of control :
The monitoring and diagnostic function solves the problem of identifying the knowledge that students acquire during training;
The educational function is to improve the quality of knowledge;
The educational function ensures the establishment of an attitude towards history, which influences the formation of his views and beliefs, and the inculcation of responsibility;
The methodological function ensures the formation of skills and abilities to correctly and objectively organize control over the process of mastering historical knowledge by students;
The stimulating function creates the basis for the development of cognitive activity of students;
The corrective function allows the teacher to make appropriate amendments to the content and methodology of students’ cognitive activity, and his own efforts to manage it.
Types of control:
Current control carried out systematically and in all types of classes.
Intermediate control carried out over a certain academic period of time (based on the results of studying a chapter or section).
Final control is carried out at the end of studying a history course in order to identify the completeness and depth of knowledge acquired by students.
Assessment, being part of the educational process, performs important functions: teaching, educating, guiding, stimulating. Each of them provides information about the state of development of the student, which allows the teacher to competently manage the educational process.
3.3.Types and organization of knowledge control lessons .
Oral survey . This type of control can be devoted to either the entire lesson or part of it. The main goal is to identify the presence, understanding and stability of knowledge on the current topic or several topics being studied.
When conducting a survey, it is necessary to comply organizational issues, compulsory in all classes:
1) during the interview, textbooks may be closed on the desk;
2) the teacher poses a question for a detailed answer to the whole class, including everyone in the educational process;
3) interrupting a student is permissible only in cases of extreme necessity: deviations from the topic, from the essence of the question posed, overloads the answer with secondary details, and does not highlight the main thing.
During the survey, the formation and further development students' skills and abilities: the ability to tell and plan their story; lead a story based on the content of the picture or accompany it by showing it on a map; analyze facts and draw conclusions and generalizations, compare and contrast. It is advisable to pose questions from previously covered material in connection with the presentation of new material.
EXAMPLE. In a history lesson in grade 5 on the topic “The Second War of Rome with Carthage,” at the stage of updating knowledge, I use tasks that cover significant material:
A) Name the dates of the events:
Founding of Rome (753 BC);
Establishment of the Republic in Rome (509 BC);
Invasion of the Gauls (390 BC);
Abolition of debt slavery (326 BC);
Establishment of Rome's dominance over Italy (280 BC).
B) What do these terms mean?
VETO, SENATE, PATRICIA, PLEBEIANS, REPUBLIC, CONSUL, PEOPLE'S TRIBUNE.
During the oral questioning, it is necessary to attract the attention of all students. To do this, invite students to draw up a plan for their classmate’s answer, evaluate the answer according to the plan (completeness of answers, correctness, identify errors, prepare additional questions for the answerer).
Testing. Recently, the most widespread received a test form to test students' knowledge. Teachers are attracted by the speed and clarity of testing fairly voluminous material. Testing is available in all grades. Differentiation of tests is made depending on the purpose of testing, concentration of training and students' proficiency in this type of study.
Tests are divided into two types:
Recall and addition;
Selective tests.
Testing is effective if it is based on 3 factors:
Duration (academic quarter, academic year, all years of studying the history course);
Frequency (at each lesson, when studying each topic, each section, etc.);
Complexity (tests require comprehensive knowledge: theoretical, fact-event, chronological, synchronic).
Many didactics pay great attention to this type of control such as testing. Professor E.E. Vyazemsky and O.Yu. Strelov suggest using the test when practicing all components of educational historical material in order to:
a) identifying chronological knowledge;
b) identifying cartographic knowledge and skills;
c) identifying knowledge of main and non-main historical facts;
d) identification of theoretical historical knowledge.
V.P. Bespalko, having classified educational activities into 5 levels (understanding, recognition, reproduction, application, creativity), accordingly offers tests with questions of 5 levels of complexity.
The development and use of tests must be differentiated.
Test (dictation, thematic abstract) is of a written nature. When allocating time for a test, the volume of questions to be asked, the goals of the work, and the methods for conducting it must be taken into account.
A survey using cards is a unique form of “silent” knowledge reporting.
Lessons from Interrogation . During the lesson, students read the text of a paragraph or document, paragraph by paragraph. Students ask questions to each other or the teacher. Lessons are very difficult to organize and conduct, but they contribute to the development of thinking and independence.
Quiz . This term means “games of answering questions (oral or written) from different fields of knowledge.” A quiz is a competition in the form of a game. The most important factors for its implementation are:
Relevance of the topic;
Availability of questions;
Taking into account the age characteristics of the participants.
It is necessary to prepare more questions, and determine the duration during the game, when the players may lose interest.
Tests and exams . Credits are applied only to those students who have high current academic performance: they receive them automatically. The credit system differs in the nature of its implementation and assessment system. Its purpose is to verify that students have achieved the level of mandatory training. Tests are divided into two types: thematic and current.
Exams are the final stage of studying the educational program. Aim to test knowledge on a subject and identify skills independent work with educational literature and historical sources.
A combination of oral and written knowledge testing in separate lessons: detailed or short oral answers from students with the simultaneous drawing up of a plan, thematic or chronological table, schematic drawing, drawing, map diagram, etc.
4. Methods for testing and assessing knowledge in history lessons.
4.1 Methodology for organizing knowledge control.
The functions of control are closely related to the function of pedagogical analysis, since the subject of pedagogical analysis is the information obtained during control. Most often, the existing practice of knowledge control has the following disadvantages:
lack of control system;
formalism in the organization of control, lack of a clear goal, absence or non-use of objective control criteria, organization of control for the administration, for reporting and collecting the number of assessments;
one-sided control, control of any one topic, one educational skill of students;
lack of work to develop students’ self-control of knowledge.
To avoid these shortcomings, it is important to comply with the general requirements for organizing control: consistency, objectivity, effectiveness of control.
Monitoring of students' educational achievements is carried out by each teacher and reflects their results in the form of current and final grades in the journal, as well as in the students' portfolio. Each lesson should be preceded by an analysis of the results of the previous lesson. Each knowledge control should begin with an analysis and end with an analysis of the results obtained. From the proposed stages of development creativity For students in history lessons, it is advisable to use this type of control - “Warm-up”.
““Warm-up” allows you to control your attention and develop the ability to quickly switch from one type of activity to another. The whole class takes part in active frontal work.
Before starting the warm-up, the teacher can explain that this work must be done at a high pace. The student’s task is to listen carefully to the question and give a clear answer to it as quickly as possible.
For 7th grade students
Block 1.
What was the name of Peter the Great's father?
What happened first – the Streltsy revolt or the Northern War?
Who was born earlier - Peter or Sophia?
What were the names of Peter's sons?
What happened first - the Battle of Lesnaya or the Battle of Poltava?
Block 2. I affirm that...
Capital Russian Empire Moscow.
Peter created the Orders.
Under Peter, serfdom was abolished.
Peter introduced a new calendar.
Petersburg was built on the Neva.
For 5th grade students
Block 1.
What is the sum of the numbers at the beginning of the Trojan War?
In what year did the war end if it lasted 10 years?
In what year did Odysseus return to his homeland?
How many years later did Solon's reforms take place?
Block 2. Digital dictation .
This technique is borrowed from programming. The student is required not to formulate an answer to this or that question, but to be able to correctly respond to the teacher’s statement. If the student considers the teacher’s statement to be correct, he must silently write “1” in the notebook, and if not, “0”. The answer is grouped into a number that can be quickly checked.
In connection with the transition to a single state exam problems of developing reaction speed, memory capacity, and concentration are of great importance.
4.2. Methodology for organizing testing in history lessons
Tests are short tests that allow one to assess the effectiveness of students’ cognitive activity in relatively short periods of time.
Testing is widely used in schools for training, intermediate and final control of knowledge, as well as for training and self-training of students.
Test results can act as an assessment of the quality of teaching, as well as an assessment of the test materials themselves.
Currently, the following test control options are most often used:
“automatic”, when the student completes the task in direct dialogue with the computer, the results are immediately transferred to the processing unit;
“semi-automatic”, when tasks are completed in writing, and answers from special forms are entered into the computer (solutions are not checked);
“automated”, when tasks are completed in writing, solutions are checked by the teacher, and the test results are entered into the computer.
When creating tests, certain difficulties arise in terms of forming a rating scale for the correctness of task completion.
Assessment of knowledge is one of the essential indicators that determine the degree of mastery of educational material, development of thinking, and independence. Assessment should encourage the student to improve the quality of learning activities.
IN existing systems testing it is assumed that the teacher selects a certain rating scale in advance, i.e. establishes, for example, that if a subject scores from 31 to 50 points, then he receives an “excellent” rating, from 25 to 30 points - “good”, from 20 to 24 - “satisfactory”, less than 20 - “unsatisfactory”.
When writing test items, you must follow a number of rules. It is necessary to analyze the content of the tasks so that different educational topics, concepts, actions. The test should not be loaded with secondary terms and unimportant details. Test items must be formulated clearly, concisely and unambiguously so that all students understand the meaning of what is being asked of them. It is important to ensure that no test item can serve as a hint for the answer to another.
Answer options for each task should be selected in such a way that the possibility of simple guessing or discarding a obviously inappropriate answer is excluded.
It is important to choose the most appropriate form of answers to tasks. Considering that the question asked should be formulated briefly, it is also advisable to formulate the answers briefly and unambiguously. For example, an alternative form of answers is convenient when the student must underline one of the listed solutions “yes-no”, “true-false”.
Using tests in history and social science lessons as a means of developing students' educational and intellectual skills.
The use of CMMs (tests) can solve the problem of creating conditions:
For objective assessment of students' educational achievements using an “impersonal” tool;
To develop the individual cognitive abilities of each child by limiting pressure on the individual.
It is most effective to use CMMs at the stages of initial testing of the assimilation of the studied material and monitoring the assimilation of the studied material. They allow students to develop the ability to highlight the meaning of the material being studied, highlight what is essential in it, establish causes and consequences, general provisions and specific facts, the ability to update past experience and previously acquired knowledge, contribute to the logical comprehension of information.
Thus, CMMs can be used at various stages of a lesson in accordance with the logic of students’ knowledge acquisition.
5. Conclusion .
The process of teaching history at school consists of a number of interconnected links. The main ones are: preparing students to learn new material; learning new material; its primary consolidation and application; students’ homework to further consolidate and improve the knowledge and skills acquired in class; replenishment and deepening of knowledge, development of students’ skills in subsequent lessons in the process of questioning and repetition.
In order for a teacher to successfully organize the educational activities of students, he must have the following characteristics:
The ability to organize an educational subject in the form of educational tasks that carry conceptual content;
Knowledge psychological patterns and mechanisms for constructing educational activities, developing the child’s personality;
Possession of a system of pedagogical methods that allows solving educational problems in a situation of joint collective activity.
At the same time, it should be borne in mind that the formation of historical knowledge, education and development of students occurs not only in the process of class lessons. Extracurricular sources of information also play an important role (students’ independent reading, television, cinema, the Internet, etc.), extracurricular activities, extracurricular and extracurricular work.
It is important to understand that without obtaining information about the state of knowledge of students, it is impossible to conduct the educational process. Without the systematic work of students, it is impossible to develop sustainable skills and abilities.
6. List of used literature
Vyazemsky E. E., Strelova O. Yu. Methods of teaching history at school: practical guide for teachers.- M.: Vlados, 2001.- 240 p.
Korotkova M.V., Studenikin M.T. Methods of teaching history in diagrams, tables, descriptions: Practical. A manual for teachers. - M.: Humanit. Ed. Center "Vlados", 1999 - 174 p.
Kushchenko N.V. Travel lessons// Teaching history at school, 2003.- No. 3 - 11 p.
Pedagogy: Textbook. aid for students Higher ped. Textbook establishments/V. A. Slastenin, I.F. Isaev, E. N. Shiyanov; Edited by V. A. Slastenin. - M.: Publishing Center "Academy", 2002 - 184 p.
Podlasy I. P. Pedagogy. New course. At 2 hours - M.: “Vlados”, 1998, part 1. - 253 p.
Stepanishchev A.T. "Methods of teaching and learning history." M.: 2002 – 252 p.
Studenikin M. T. Methods of teaching history at school. - M., 2000. - 240 p.
Shkodkina N. N., Borisova S. A. Introduction of computer technology for teaching//Specialist, 1999.-No.1.- P.25-28.
Shchapov A., Tikhomirova N., Ershikov S., Lobova T. Test control in the rating system // Higher education in Russia. No. 3, 1995. pp. 100-102.
10. Avanesov V. S."Form of test tasks." Tutorial for school teachers, lyceums, university and college teachers. 2nd edition, revised and expanded. M.: “Testing Center”, 2005, 156 p.
Checking learning outcomes is a stage in the formation of students’ knowledge and skills, the purpose of which is to obtain timely and comprehensive information about the process of mastering the content of a school history course by students, about their achievements, for the operational management of the learning process.
Problems of P.R.O. were widely covered both in pre-revolutionary and Soviet methodological literature, were the subject special research methodologists (A.A. Vagin, N.G. Dairi, V.G. Kartsov, P..S. Leibengrub, A.I. Strazhev, etc.).
Until the 70s. twentieth century, the main purpose of the test was to identify the results of development knowledge. The quality of knowledge was assessed by its completeness, depth, mobility, and strength. With the emergence of developmental history education, the purpose of testing began to include identifying the level of mastery of educational skills. During the Soviet period, P.R.O. was also associated with tracking the process of ideological education students.
Modern literature reflects the issues of developing new forms and methods of testing knowledge, parameters for assessing student achievements (L.N. Aleksashkina, G.V. Klokova, O.Yu. Strelova, etc.). Approaches to assessing the content of knowledge tests have changed. Throughout all previous periods, the results of development were mainly tested formalized, objectified knowledge, which includes established scientific concepts, theoretical positions, and facts. In modern literature, the question is raised about checking the results of students’ assimilation informal knowledge, which include all kinds of interpretations of historical facts, variable value judgments. Testing their assimilation involves the development of additional requirements for what types of non-formalized knowledge are available to students at each stage of history education, what requirements should be made for the level of their reproduction and evaluation by students.
Functions (tasks) of checking and evaluating the results of teaching history - educational (further deepening and systematization of knowledge, development of skills), control and accounting (setting marks depending on the degree of mastery of the program material by the student), diagnostic (identifying the degree to which learning problems are solved and the effectiveness of the chosen methodology training), stimulating (development of cognitive interest, stimulation of systematic educational activities of schoolchildren).
In the literature there is a distinction between P.R. O. by type of student activity and by didactic goals - at each stage of mastering educational content.
The following are subject to verification:
student performance in class and on homework;
oral responses (in a survey, message, report, in a conversation, discussion, etc.) and written work (creative essays, tests, tests, dictations, abstracts, notebook keeping, etc.);
results of completing cognitive and creative tasks (sketches, creating models, organizing games).
It is a comprehensive analysis of students’ activities that makes it possible to obtain a complete picture of their individual achievements, to most objectively and accurately assess learning outcomes and take pedagogical actions to solve the problems of unlocking the potential of each student in teaching history.
For didactic purposes, at each stage of mastering educational content, verification differs in the forms and methods of implementation.
The initial stage of mastering educational content is associated with current check during the lesson. It, first of all, pursues the goal of establishing the correctness of mastering complex issues of lesson content, basic units of knowledge and new skills and involves immediate correction of the learning process. This type of P.R.O. is carried out using the techniques of a control conversation, dictation, short test, and also involves checking the products of students’ activities (filling out tables, completing cognitive tasks, etc.). This check, as a rule, also performs the functions consolidation content of the lesson.
Further verification of the results of mastering the content is carried out, as a rule, in the next lesson, in most cases - in the form survey. It pursues the goals of identifying the completeness and correctness of assimilation of the content of the previous lesson, supplemented in the process of implementation homework. Changes in the level and depth of comprehension of the material are recorded. This is the most extensive, comprehensive test of mastering the content of one lesson. At this stage P.R.O. performs the functions of consolidation, correction of knowledge and skills, and also, in most cases, monitoring the results of training.
Interim check, carried out at the end of the study big topic(section), is carried out with the aim of identifying the results of everything studied within this stage educational content. IN in this case the strength and level of mastery of the normative content of the entire section, the dynamics in deepening knowledge and in the development of students’ skills are checked (compared to the level specified during their initial mastery). This stage of P.R.O. is usually carried out on repeating and generalizing lessons, special lessons for checking learning outcomes. It can be correlated with the functions of intermediate certification and diagnostics of student achievements, carried out in the form of testing, test work , oral test etc. Testing the results of mastering the entire history course, as a rule, correlates with the annual certification of schoolchildren.
Final check of results learning is carried out in the process of certification tests conducted in the form of a school test or a history exam (including in the form of a unified state exam).
P.R.O. must be systematic. Its results must be recorded and analyzed. The degree of depth, completeness, and comprehensiveness of a teacher’s analysis of learning outcomes directly affects the level of effectiveness of the teacher’s improvement of his professional activities and the process of teaching history as a whole.
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