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Theoretical teaching lesson plan (template). Outline of the lesson of theoretical training methodological development on the topic Outline of the theoretical lesson

practice report

5. Outline of the theoretical lesson

Subject: "Psychology".

Theme of the lesson: "Teen suicide".

1. Formation of an adaptive attitude to life, stress resistance, awareness of the value of life.

2. Psychological education about suicide and ways to prevent it.

3. Development of skills of interaction, communication, team building.

4. Prevention of juvenile suicide.

5. Development of a tolerant attitude towards each other.

Equipment and materials: statements on A4 sheets:

Life is given for good deeds. Life is a gift, it should be appreciated.

Perhaps in this world you are just a person, but for someone you are the whole world!

Computer, multimedia projector, pens, half sheets of A4, the name of the topic of the lesson, a fragile object symbolizing life - “heart”, large letters - “we love life”, positive slogans, statements, music tracks with disturbing and calm music, badges for students in grades 10-11, a presentation with slides on the topic of a psychology lesson, videos with a problem situation.

Analysis of the activities of the Chelyabinsk State College of Food Industry and Trade

Subject: "Food technology" Topic: "Dishes from chopped and cutlet mass" Plan: 1. Characteristics of raw materials, importance in nutrition. 2. Technology of preparation of minced meat dishes. 3. Technology of cooking dishes from cutlet mass. 4...

Analysis of the lesson from the point of view of student-centered learning

Students are invited to choose synonyms and defining words for the concept of "family", based on their observations and feelings. After several statements, the following wording is voiced: "A family is a group of people living together ...

TOPIC: "The origins of jazz" Objectives: 1) to introduce the style of "jazz"; the history of the emergence of this musical direction; with characteristic style features; with famous performers of jazz music; allocate funds for musical...

Education of schoolchildren by means of classical jazz

Lesson No. 1 Theme of the lesson: "Global Internet" Time: 45 minutes Lesson objectives: educational: the formation of students' knowledge about the Internet, brief history the development of this industry, talk about modern opportunities on the Internet ...

Methods of teaching the topic "Global Internet" in 11 classes of economic profile

Lesson number 2 Theme of the lesson: "Working on the Internet" Time: 45 minutes Lesson objectives: educational: providing students with ways to search, process and analyze information, form students' knowledge of using certain types of Internet resources ...

Pedagogical foundations processing materials at technology lessons

Lesson in the form business game"Constructing a drawing of a shoulder product for an individual figure" Aims and objectives of the lesson: 1. Consolidate the knowledge and skills of students in the section "Design and processing of shoulder products." 2...

Trial lessons

Lesson: "Labor training" Teacher: Murashka N.A. Section topic: Processing of metals. Lesson topic: Drilling holes. Lesson objectives: Educational: Formation of skills and abilities to use when drilling metal ...

Development of a lesson on the topic "Ways to write algorithms"

Grade: 9 Lesson topic: Ways of writing algorithms. Lesson Objectives: Educational: - To form an idea of how to write algorithms. Developing: - the ability to analyze, compare, systematize and generalize; * interest in learning ...

Development of a private methodology for presenting the topic "Computer network Internet"

1. Topic: Searching for information on the Internet 2. Objectives: Educational - to form students' ideas about the main search engines Internet. Show the difference between them, learn how to apply the knowledge gained in practice...

Development of a private methodology for presenting the topic "Microsoft Excel Spreadsheet Editor" in computer science

Topic: Autocomplete, function wizard, charting, inserting a document in Word. Objectives: To give students basic knowledge of working with cells, using the function wizard, building charts from table data ...

Development of a private methodology for presenting the topic "Text editor Microsoft Word" in computer science

Topic: Possibilities of combining text and graphics. Objectives: To give students basic knowledge of working with graphics in a text editor Word. Cultivate a sense of rationality and concreteness...

Development of an experimental program for the study of traditional painting (on the example of Gzhel for students in grade 5)

Lesson topic: Fairy Gzhel. Lesson objectives: 1. To introduce children to the art of Gzhel masters; promote the development of aesthetic taste and imagination. Stimulate the desire to create beauty with your own hands. 2...

Formation of ethnocultural knowledge among students of the children's art school

Lesson topic: “Ancient roots of folk art. Chuvash embroidery” Objectives: 1. To introduce students to the old Chuvash embroidery; 2. To cultivate love for national art, for various types of folk art; 3...

Lesson outline theoretical training
Topic: "Processing of parts and assemblies of garments"
Lesson topic: "Zipper in clothing"

Type of lesson: the formation of new knowledge.

The purpose of the lesson: the formation of knowledge, the organization of work on the assimilation of the concepts provided for by the curriculum.

Tasks:

Educational:

to acquaint students with the purpose and use of the zipper in clothing. Their types and methods of connection with the product.

- educational:

to cultivate respect for people of various professions,
cultivate the ability to listen
develop respect for each other.

- developing:

develop interest in the subject, in the profession "cutter",
develop imagination, thinking, memory,
develop communication skills and abilities.

Equipment:

multimedia equipment (computer, projector),
presentation "Zipper in garments"
visual aids: samples of zippers, ways to connect a zipper with a product.

During the classes
- Organizational moment (checking the readiness of students for the lesson)

Reporting the topic and objectives of the lesson
Lesson plan:
1. "The history of the zipper"
2. "Types of fasteners"
3. "Assortment of zippers"
4. "The use of lightning in clothing"
5. "Methods of connecting lightning with a product"
6. "Devices of small mechanization"
7. "Lightning as an element of decor"

1. Message topic: "The history of the zipper"
On November 7, 1891, Whitcomb Judson of Chicago received a patent number 504038 for an invention that he called the "Shoe Clasp": a series of hooks on one side and eyelets on the other, which were hooked with a special guide key (to disengage them, the key had to turn over). In 1894, he managed to convince investors to found the Universal Fastener company to manufacture fasteners. The head of the company, Lewis Walker, was confident in the success of Judson's invention, but things were not going well: the design was complex and unreliable, and in 10 years the largest order was the purchase of 20 bag fasteners by the American Postal Service. In 1904, Judson made changes to the design by attaching hooks and loops to fabric ribbons so that the clasp could be sewn onto the shoe. In 1905 the company was reorganized and moved from Chicago to Hoboken, New Jersey. But there were very few buyers, and the company took the next logical step: hired a qualified engineer. Gideon Sundback, an immigrant from Sweden, left the famous company to work in a small company that produces a single product and is in crisis. The reason for this is matters of the heart: Gideon courted the daughter of company manager Peter Aronson Elvira, whom he married in 1909. Soundback fully justified the hopes placed on it. In 1912, he proposed a completely new design in which the fabric tape was clamped with metal teeth. True, this fastener wore out in just a few opening cycles, so Sundback decided to replace the hooks with elements of a different shape - thus the almost modern zipper was born (the patent for the modern version - the "split fastener" - was issued on March 20, 1917). The first four pieces were sold on October 28, 1914 for $1. Success did not come until 1918, when the company sold 24,000 fasteners for the "money belts" popular among sailors going to Europe. Lightning won its final victory in 1937: the conservatism of tailors was broken when the Duke of Windsor chose it as a fastener for trousers.
2. Presentation
1. Types of fasteners -slide 3,4,5
In clothing products, various types of fasteners are used - buttons, cords, baubles, Velcro, buttons; it depends on the model.
2. Types and range of lightning -slide 6,7
Zippers are detachable, not detachable, hidden. They differ from each other: length, color, size of links, strength. Zippers come with metal links.
3. The use of lightning in clothing -slide 8
Lightning is used in products of various product groups: skirts, trousers, dresses, overalls, jackets, etc. In products of children's, women's, men's clothing. In light and outerwear.

4. Ways of connecting lightning with a product -slide 9
The connection of the zipper to the product depends on the model. Zipper links can be arranged symmetrically and asymmetrically with respect to the seam. The zipper links can be opened and visible from the front of the product. Also, hidden zippers are used in clothing products, in cases where the line of connection between the zipper and the product should not be visible according to the model.
5. Devices of small mechanization -slide 10
When connecting a zipper to a product, small-scale mechanization devices are used - these are single-horn right-handed and left-handed special paws, as well as a foot for a hidden zipper. Their use improves the quality of work and reduces the time to perform a technological operation.
6. Lightning as an element of decor -slide 11,12,13
In clothing, the zipper can be a decorative element. Lightning can be used to decorate shoes, and lightning can be used to make interior lamps. Flowers, bracelets, necklaces, etc. are made from lightning.

3. Consolidation of the material covered

General questions:

1. Types of fasteners in clothing.
2. The use of a zipper in garments.
3. Methods for connecting a zipper with a product.

4. Homework

Run a graphic drawing of the node diagram:

Connection of the zipper with the product:

hidden zipper,

guidelines for implementation homework are specified in Appendix No. 1,2

ATTACHMENT 1
Methodological recommendations for doing homework

topic: "»
goal:

Development of figurative thinking, deepening and expansion of theoretical knowledge.

means of education:

Special literature on the profile of the profession, electronic resources.

Paper F A4, pencil, pen, ruler, eraser.

materials-sample, abstract, textbook - M.A. Silaeva
The task:

Run a graphic drawing of the node diagram:

Connecting a hidden zipper to the product

Perform the work on a sheet of white paper F A 4, placing it in portrait orientation.
From above, retreating from the top edge of the sheet 2 cm, write the topic.
Run a graphic drawing of the node diagram
Write an algorithm for the sequence of processing this node.

job requirements:

Work done on a sheet of white paper F A4

The sheet should not be wrinkled, dirty, with torn edges.

The topic should be written at the top in block type.

The drawing should be located in the middle of the sheet

The drawing is done with a ruler and a pencil

Entries are made with a black ink pen.

When doing work, there should be no corrections

When performing work, you can not use the proofreader

The work must be neatly framed (no dirt)
bibliography:

M.A. Silaeva "Sewing products for individual orders" publishing center "Academy" 2004

APPENDIX 2
Approximate work design
Connecting the zipper to the product

Baste the side seams of the skirt.
Stitch the side seams of the skirt.
Overcast seam allowances.
Press seam allowances and then iron.
Take on the zipper.
Attach zipper.
Remove temporary threads.
Iron.

APPENDIX No. 3

Test

topic: "Connecting a zipper with a product"
Question #1
Set the correct sequence of operations for connecting the zipper to the product

Take on the zipper.
Stitch the side seams of the skirt.
Iron the seam allowances.
Stitch the sides of the zipper to the seam allowance.
Overcast seam allowances.
Iron.
Baste the side seams of the skirt.
Attach zipper.

Question #2
Which definition corresponds to the term "to take":
a) temporarily fix the folded edge of the part;

b) connection of a small part with a large one;

c) temporarily fix the edge of the part turned and turned inside out on the front side;

d) attach fittings or trim.
Question #3

Which definition corresponds to the term "iron":
a) removal of jams on the fabric and details of the product;

b) bending the seam allowances to one side and fixing them in this position;

c) reducing the thickness of the seam, bend or edge of the part;

d) unfolding the seam allowances in opposite directions and fixing them in this position.
Question #4
Draw a diagram of the knot connecting the hidden zipper to the product

APPENDIX 4

Sample answers

Question #1

7, 2, 5, 3, 1, 8, 4, 6.

Question #2

Question #3

Question #4

Plan training session theoretical training

051000.52 - Vocational training (by industry) Training profile: Economics and management

Subject: B2.C.2 Fundamentals of the Internet Economy

Topic: The emergence of the Internet economy.

Purpose: To generalize, consolidate and systematize knowledge on the topic "The Emergence of the Internet Economy".

OK-22: ability to work independently on a computer (elementary skills);

OK-27: willingness to analyze information to solve problems that arise in professional and pedagogical activities;

PC-19: readiness to design a set of educational and professional goals and objectives.

As a result of mastering this discipline, the student must:

know:

fundamental sections of the economy in the required volume for the implementation of professional and pedagogical activities;

basic requirements, the content of the methods of organization and professional training of workers;

didactic possibilities, principles of action, technology of use and methods of application of didactic means.

conceptual apparatus of the subject

be able to:

direct the self-development and self-education of the individual;

compose documents and other texts adequately to the communicative task;

develop the content of training, plan and conduct various types and types of classes in theoretical and practical (industrial training) in educational institutions systems of NGOs, vocational education and additional education;

develop various types of educational, program and methodological documentation for the training of workers in various sectors of the economy;

master the skills:

Modern methods of collecting, processing and analyzing economic and social data;

Modern methodology for constructing econometric models;

Methods and techniques for analyzing economic phenomena and processes using standard theoretical and econometric models;

Modern methods of calculation and analysis of socio-economic indicators characterizing economic processes and phenomena at the micro and macro levels;

Skills independent work, self-organization and organization of the execution of instructions;

Educational task:consolidate knowledge about memory, introduce the conditions for successful memorization

Educational task:develop an interest in self-awarenessto develop communication skills.

Development task:develop different types of memory,develop skills in applying training exercises to improve memory.

Lesson type: lesson of generalization and systematization of knowledge

Type of lesson: iterative-generalizing lesson

Leading Technologies: Developing Critical Thinking

Teaching methods: research, reproductive, verbal, visual.

Material and technical support of the lesson: notebooks, handouts, laptop, projector, screen.

Lesson structure:

Stage	Time
1. Organizational part	5 minutes
2. Updating knowledge	5 minutes
	25 minutes
4. Application of knowledge and skills in a new situation	25 minutes
5. Control of assimilation, discussion of the mistakes made and their correction.	20 minutes
	10 minutes
Total	90 minutes

Stage	Teacher activity	Student activities	Methods/ facilities	Result
1. Organizational part	Greeting, Sounding the topic, goals and objectives of the lesson. Checks the readiness of students for the lesson.	Greeting, recording the topic, goals and objectives of the lesson.	Cool magazine, blackboard, chalk	Students are ready to continue the lesson
2.Updating knowledge	Encourages children to activate the necessary knowledge. Contributes to their analysis, generalization. Motivates to search for new knowledge.	Recognizes the need for new knowledge. Focuses on finding new knowledge	Handout	Basic knowledge updated
3. Generalization and systematization of knowledge. Preparing students for generalized activities. Reproduction at a new level (reformulated questions).	Explanation of new and repetition of the material covered	Record material, ask questions	Workbook	Material summarized
4. Application of knowledge and skills in a new situation	Gives a task of a generalizing and systematizing nature for the application of knowledge in a new situation.	Perform oral and written assignments	Workbook	Material is fixed
6. Summing up (Reflection)	discussion of mistakes made and their correction	Name the main positions of the material and how they learned them	Workbook, class journal	Knowledge on the topic is summarized and consolidated

The first lesson of theoretical training

Group: s-211, profession: universal turner.

Date of the lesson: 05/14/2012

Topic: Control of threaded surfaces.

Goal and tasks

Formation of knowledge about threads, thread grades, about control and measuring tools. Formation of skills in the use of reference literature.

Lesson stages		Methodical work of the teacher	ONS, objects of labor

	Checking and evaluating homework	Condensed survey on the topic "Inspection of conical surfaces"
	Target setting: a) classification of threads according to thread profile?; 6) thread elements.	Conversation on questions Motivation for learning new things: creating a problem situation. The machines use parts that have different external and internal threaded surfaces. Showing the importance of studying threaded surfaces for a universal turner.	educational posters, Handout
4. Formation of new knowledge	Blocks of information: Decipher the thread brand; Choice of hole diameter for threading with a sword; Choice of shank diameter for die cutting		Handbook of a young turner, writing on the board, details, control and measurement. tool
	Questions and tasks: Looking at the plug gauge, determine the diameter of the thread? Determine thread profile?		The same as for clause 4.1
		Condensed knowledge test on the topic "Inspection of threaded surfaces"
Homework message	Explanation of homework.

Abstract

Before proceeding to the study of this topic of the lesson, we must clarify which threads will we control?

Please tell me: what threads are distinguished depending on the shape of the profile?

The threaded surface is formed by simultaneous rotational and translational movements of any profile relative to the axis. Depending on the shape of the profile, threads are distinguished: triangular, trapezoidal, rectangular, persistent, round.

What are the elements of thread?

If the helix is unfolded on a plane, then it will be the hypotenuse of the rectangle ABC, one leg of which is equal to the circumference, and the other to the thread pitch S mm (Fig. 130).

The thread pitch is the distance between the same points of two adjacent turns, measured parallel to the thread axis (Fig. 130).

In the lessons of special technology, you deciphered the brand of thread. Please decipher the thread brand:

M24 2 - 6 G M18 1.5 - 6H

M - Metric thread

24 - nominal outer thread diameter

2 - fine thread pitch in mm.

6 - qualification number

G - hole deviation tolerance field (nuts)

2.5 - P large thread pitch may not be indicated

H - shaft (bolt) deviation tolerance field

M16 - 7h - metric, outer diameter 16 mm, degree of accuracy 7h.

Handbook of a young turner tab. 15.2. Thread diameters and pitches, mm, pages 205-211.

The diameters of holes and rods for cutting various types of threads are selected according to tables 15.18-15.33 pages 251-263.

Dies are used to cut the outer surface of the fastening thread of a triangular profile with a step of up to 2 mm. The die is similar to a nut made of tool steel and having the same thread for which it is intended to be cut.

Internal threads up to 20 mm in diameter are cut on a lathe with taps. The tap is a screw of the same diameter, pitch and angle of the thread profile as the thread it cuts.

You need to cut a thread with a diameter of M 18 1-6H. We choose dsv - the diameter of the drill for threading = 17mm tab.15.19.

If M18-6N, then dsv = 15.4 mm tab.15.18.

Table 15.20. Diameters of rods for cutting metric threads with a die, mm.

It is necessary to cut a thread with a large pitch with a diameter of M18-6h.

Choose a rod diameter of 17.88mm.

If the thread with a fine pitch M18 1.5 - 6h, then the diameter of the rod is 17.94mm.

How and by what control are external and internal threads?

To control the pitch and at the same time the angle of the thread profile, a set of thread gauges is used. Each template has a comb of a certain pitch and angle of the profile and the corresponding designation (for example: 60 °, 2 mm or 55 °, 11 threads). By applying the template with a comb to the thread, the coincidence of the pitch and angle of the profile of the comb with the pitch and angle of the profile of the controlled thread is determined by clearance.

The average thread diameter is measured with a thread micrometer. A hole is made in the spindle 5 and the heel 2, into which threaded inserts are installed (from the set for the micrometer): in the spindle - conical 4 with an angle equal to the angle of the profile; into the heel-prismatic 3. During the control, the conical insert 4 is inserted into the groove of the thread, and the prismatic 3 covers the opposite thread. To set the micrometer to zero, use the setting template 8. The error in measuring the average diameter with a micrometer is 0.01 mm.

In mass production, the accuracy of threaded products is controlled by limit gauges; external threads with threaded rings, and internal threads with threaded plugs. The pass gauge PR has a full thread profile and must be screwed with the controlled threaded product to the full length of the thread; impassable NOT has only two or three turns and a shortened profile. It can be screwed with a thread no more than 1-2 threads.

D / Z: get a reference book of a young turner in the library. Select the drill diameter for threading the hole. Select the shank diameter for die cutting. 5 examples each.

The second lesson of theoretical training

Group: s-111, profession: turner - wagon.

Date of the lesson: 05/21/2012.

Topic: Control of conical surfaces.

Goal and tasks

Formation of knowledge about the types and elements of conical surfaces, methods of processing external conical surfaces, about control and measuring instruments. Formation of skills in the use of reference literature.

Development of technical thinking.

Education of diligence and accuracy.

Lesson type: combined. Time: 45 min.

Lesson stages		Methodical work of the teacher	ONS, objects of labor
1. Organizational part, 1-2 min	Bringing the class to a working state	Greeting, checking those present, imposing discipline
2. Checking the assimilation of the material of the last lesson, 4-5 minutes		Condensed survey on the topic "Inspection of threaded surfaces"	Tables, natural details, etc.
3. Preparing students for learning new things; updating the knowledge necessary to study new material, 5-6 minutes	Target setting: 1. Restoration of knowledge about transmissions received earlier: a) types and elements of conical surfaces	Conversation on questions Motivation for learning new things: creating a problem situation- In engineering, parts with external and internal conical surfaces are often used, for example, bevel gears, tapered bearing rollers, lathe spindles. Showing the importance of studying conical surfaces for a universal turner. Drawing up a structural-logical scheme for studying a new educational material	educational posters, Handout
4. Formation of new knowledge 4.1. Communication of new knowledge 25-30 min	Blocks of information: Processing of conical surfaces with a wide cutter; Machining of conical surfaces with the upper slide of the caliper rotated; Processing of conical surfaces by shifting the tailstock; Control and measuring tool, what and for what?	Storytelling, conversation, showing, working with tables, creating problem situations and solving them using a partial search method	Handbook of a young turner, writing on the board, details, Pradis table, control and measurement. tool
4.2. Repetition for the purpose of fixing 5-6 minutes.	Questions and tasks: Set the protractor to 10o; 18o; 36o24min; 29o32min. Name the parts that have conical surfaces.	Organization of repetition, conversation on issues, creation of problem situations	The same as for clause 4.1
5. Summing up the lesson, 7-8 min.	Checking the assimilation of new material on the issues of clause 4.2.	Condensed knowledge test on the topic "Control of conical surfaces" Encouraging students through assessment.
Homework message	Explanation of homework.

Abstract

Before proceeding to the study of this topic of the lesson, we must clarify what elements characterize the conical surfaces (Fig. 149, a):

Cone angle 2? - between two generators lying in the same plane.

The slope angle is between the axis and the generatrix of the cone.

Slope Y - slope angle tangent

D - large cone diameter

d - small cone diameter

l - the length of the conical surface

L - total length of the part

Taper, or double slope

Methods for processing external conical surfaces: with a wide cutter.

Conical surfaces 20-25 mm long are processed with a wide cutter. To obtain the required angle, an installation template is used, which is pressed against the workpiece, and a cutter is brought to its inclined working surface, then the template is removed and the cutter is fed to the workpiece.

Machining of conical surfaces with the upper slide of the caliper rotated. The rotary caliper plate, together with the upper slide, can be rotated relative to the cross slide, for this, the nuts of the plate fastening screws are released. The control of the angle of rotation with an accuracy of one degree is carried out according to the divisions of the rotary plate.

Advantages of the method: the possibility of processing cones with any angle of inclination, ease of setting up the machine.

The disadvantages of the method: the impossibility of processing long conical surfaces, since the length of processing is limited by the stroke length of the upper slide of the caliper.

Machining long tapered surfaces by shifting the tailstock body. The workpiece is installed in the centers. The body of the tailstock with the help of a screw is displaced in the transverse direction so that the workpiece becomes “skewed”. When the caliper carriage feed is turned on, the cutter, moving parallel to the spindle axis, will grind the conical surface.

Advantages: the ability to process long workpieces and the ability to automatically feed the caliper.

Disadvantages: Impossibility of processing internal cones and cones with a large angle.

At what angle should the top of the caliper be rotated? If the large diameter of the cone is D = 58mm, the small diameter of the cone is d = 32mm, the length of the conical surface is l = 60mm. Find tgd.

According to the Bradis table, we find: 0.216 \u003d 12 ° 12 "1 ° \u003d 60 min

Answer: 12°12"

Control of conical surfaces.

The taper angle of the conical surfaces is controlled by non-adjustable (rigid) or adjustable angle templates. The accuracy of the cone angle is determined by the gap between the conical surface and the template: if a gap is found at the large base, then the cone angle is less than the specified one, if the gap is at the small base, then the cone angle is greater than the specified one. The angle of the cone is measured with a universal goniometer.

In serial and mass production, conical surfaces are controlled by limiting conical calibers: plugs and bushings. The distance between the risks or the size of the ledge at the end of the gauge (m) corresponds to the taper tolerance. If one risk on the plug entered the controlled hole, and the second did not enter, then the cone is correct. The same is true for a shoulder gauge: if the end of the controlled cone is within the notches on the shoulder, then the cone is correct. More accurate control of the cones with the help of special devices is performed in measuring laboratories.

D / Z: learn how to use a goniometer.

The third lesson of theoretical training

Group: s-111, profession: universal turner

Date of the lesson: 05/28/2012

Topic: Control of holes, control of external cylindrical surfaces.

Goal and tasks

Formation of knowledge about control and measuring instruments. Formation of skills to use measuring tools.

Development of technical thinking.

Education of diligence and accuracy.

Lesson type: combined. Time: 45 min.

Lesson stages		Methodical work of the teacher	ONS, objects of labor
1. Organizational part, 1-2 min	Bringing the class to a working state	Greeting, checking those present, imposing discipline
2. Checking the assimilation of the material of the last lesson, 4-5 minutes	(Checking and evaluation of homework)	Densified Poll on the topic "Control of conical surfaces"	Tables, natural details, etc.
3. Preparing students for learning new things; updating the knowledge necessary to study new material, 5-6 minutes	Target setting: 1. Restoration of knowledge about measuring instruments obtained earlier: a) What measuring instruments do you know?	Conversation on questions Motivation for learning new material: creating a problem situation- To control the accuracy of external dimensions and holes, various measuring instruments are used: calipers, micrometers, indicator brackets, limit gauges: bracket gauges, inside gauges. Demonstrating the importance of learning measuring tools for a versatile turner. Drawing up a structural-logical schemes for studying new educational material	Educational posters, handouts
4. Formation of new knowledge 4.1. Communication of new knowledge 25-30 min	Blocks of information: How and by what are external surfaces controlled? How to control the length and diameter of the bore hole?	Storytelling, conversation, showing, creating problem situations and solving them using a partial search method	Writing on the board, details, control and measurement. tool
4.2. Repetition for the purpose of fixing 5-6 minutes.	Questions and tasks: What measure. tool is used to control the outer surfaces with an accuracy of 0.1 mm or 0.05 mm and the accuracy of the hole diameter? What are the measurements instruments are used to control external surfaces and deep holes of large diameter with an accuracy of 0.01 mm?	Organization of repetition, conversation on issues, creation of problem situations	The same as for clause 4.1
5. Summing up the lesson, 7-8 min.	Checking the assimilation of new material on the issues of clause 4.2.	Condensed knowledge test on the topic "Inspection of holes and inspection of external cylindrical surfaces" Encouraging students through assessment.
Homework message	Explanation of homework.

Abstract

Inspection of outer cylindrical surfaces

Control with an accuracy of 0.1 mm or 0.05 mm is carried out with a caliper ShTs-I or ShTs-II (Fig. 60, a).

To measure with an accuracy of 0.01 mm, micrometers are used (Fig. 60, b), which have measurement limits of 0-25, 25-50, 50-75, 75-100, 100-150, 150-200, 200-300mm.

An accurate measurement of the outer surfaces (up to 0.01 mm) is also carried out with an indicator bracket. Preliminarily, the indicator bracket is adjusted to the nominal size according to the measuring tiles, and during measurements, the arrow shows on the scale the deviation from the nominal size (Fig. 60, c).

In the conditions of manufacturing large batches of parts, dimensions are controlled by limiting calibers. Gauges-brackets are used to control the outer surfaces (Fig. 60, d). The size is considered correct if the passing PR side of the clamp freely finds on the measured surface, and the non-passing side of the NOT-does not.

Hole control.

The accuracy of the diameter of the holes is controlled by a caliper with a reading accuracy of up to 0.1 mm or 0.05. When measuring with a caliper with an accuracy of 0.05 mm ShTs-II, the thickness of the sponges b is taken into account (Fig. 90, a).

Holes with a diameter of o 120 mm and above can be measured with a micrometric caliper (stroke) with an accuracy of 0.01 mm (Fig. 90,b).

Deep holes of large diameter (for example, cylinder cavities) are controlled by an indicator caliper (Fig. 90, c), which is pre-adjusted to the size using a reference ring or a micrometer. The indicator shows the deviation from the set size with an accuracy of 0.01 mm.

In large-scale and mass production, holes are controlled by limiting calibers - plugs (Fig. 91, a). If the through plug PR passes into the hole without effort, and the impassable NOT does not pass, then the size of the hole is within tolerance. To control holes with a diameter of 80 mm or more, cut (Fig. 91, b) and lamellar (Fig. 91, c) plugs are used. Such plugs are lighter, in addition, they can detect the ovality of the hole by measuring in two mutually perpendicular directions.

Before checking with a caliber - plug, the cavity of the hole is cleaned of chips and wiped. Wipe the hole and control the size only after the spindle has completely stopped rotating. Gauges - corks are stored in a vertical position or laid on a foam panel.

D / Z: learn what measuring tools are used to control the accuracy of the performed external dimensions and hole diameters

innovative industrial training pedagogical

by academic discipline/MDK_____________________________________________________

Lesson topic

The objectives of the lesson (taking into account OK and PC from the Standard, the working curriculum and individual psychophysiological characteristics of students):

educational - form a student's concept of _________________________________________________________________________________

___

consolidate new information; to teach the ability to organize one's own activities and analyze the life / work situation, etc.

educational - form cognitive interests study; cultivate a steady interest in the future profession, the ability to work in a team, communicate effectively with fellow students, etc. ________________________________________________________

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developing - to develop in students the desire to search for information necessary to perform professional tasks, to use ICT in professional activity; the ability to work independently and try to solve the problems that have arisen, etc.

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Used forms and methods, including active ones: forms– frontal, individual, group and steam room; methods- lecture, conversation, observation, solving problematic issues and situations, analysis of life and production situations, use of ESM, project-based learning, etc.; technology: problem-based, project-based learning, the use of game methods in teaching, collaborative learning, information and communication technologies, health-saving technologies, etc.; interactive: case method, interactive, binary, problematic lectures, round table, brainstorming, etc.

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Interdisciplinary connections: physics, chemistry, biology, computer science, etc. ____________________

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Logistics of the lesson: computer, video projector, screen; special technical training aids (if required) ____________________________

maps, tables, diagrams, methodological developments, didactic material, etc. _________________________________________________________________________________

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During the classes.

Organizational stage ( greeting students , report of the headman / duty officer about those who are absent, checking the readiness of the room for the lesson (cleanliness and order), organizing attention: “Attention! Let's get started!"). 1-2 minutes.

Homework check step(check the correctness, completeness and understanding of the implementation of the DZ by the group taking into account a differentiated approach and psychophysiological characteristics of students: conversation, oral questioning, mutual verification, testing, etc. - 5-7 minutes

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3 . Comprehensive knowledge test stage - if it is provided(comprehensively check the knowledge and skills of students, identify gaps and find out their causes, teach students to express their thoughts correctly and clearly) - oral survey, written survey, testing, conversation, work in pairs, etc.

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4. The stage of explanation and assimilation of new material, taking into account the psychophysiological characteristics of learning: posting a new topic, formulating together with learning the objectives of the lesson and voicing them, motivation for learning to learn new things, connection with the future profession / specialty, promotion before training learning problem, problem situation or problematic issue; the desire to give students a concrete understanding of the new educational material; to form relevant knowledge and skills, to use different methods of activation cognitive activity, encourage students to search and think on their own - the word of the teacher, a lecture with elements of a conversation, compiling a comparative table, a computer presentation with teacher comments, pre-prepared messages from students on a new topic and their evaluation by other students, watching videos on the topic of the lesson with preliminary formulation of a problematic issue, etc. – 10-20 min.

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____________________________________________________________________________________________________________________________________________________________________5. The stage of consolidating new knowledge, taking into account the psychophysiological characteristics of learning: to consolidate the knowledge and skills that are then needed for independent work with new material, to apply different ways of consolidating knowledge, to consolidate the methodology for answering typical teacher questions, to consolidate the material in practice, in non-standard professional and life situations; questions on a new topic, simple tests, working with posters and diagrams, analyzing life and professional situations, doing exercises, solving problems of varying degrees of complexity, etc. are appropriate here. – 10-15 min.________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________

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6. The stage of summing up the results of the lesson and explaining the learning of DZ, taking into account their psychophysiological characteristics: thank the students for their work , reflection: what new things were learned, what was interesting and what turned out to be difficult; how the group worked, which of the students worked with dedication, grades for the lesson, invitation to tutoring; DZ motivation: an interesting statement of the problem, a sense of duty, a differentiated approach, a concise clear briefing on the implementation of DZ, answers to training questions - up to 5 minutes.
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Teacher ____________________________________________________________________

5. Outline of the theoretical lesson

by academic discipline/MDK_____________________________________________________

ecosystems

Zoology

Biology

Long 19th century

recent history

Middle Ages

new time

Interwar period