The phrase “a lesson is the main form of education at school” cannot be understood in a simplified and one-sided way, fixing attention only on the word “lesson” and losing sight of the fact that there can be many types of lessons and each lesson must be unique, its construction must be approached creatively.

The paper provides an outline of the lesson model in physics for grade 10 on the topic “ Electricity in various environments."

My creative search non-standard forms and methods of teaching physics have been going on for 35 years of work at the school. Even at the very beginning of his pedagogical activity I realized that it is impossible to achieve high efficiency in a physics lesson if it is carried out according to the usual standard scheme. The phrase “a lesson is the main form of education at school” cannot be understood in a simplified and one-sided way, fixing attention only on the word “lesson” and losing sight of the fact that there can be many types of lessons and each lesson must be unique, its construction must be approached creatively.

Reasons for using a non-standard approach in building a physics lesson are currently:

1. There is a decline in the prestige of education and science, including physics, among young people in the country. This is due to fundamental social and economic transformations.

2. The introduction of universal education in the country, teaching everyone and everything equally in one class has led to the fact that in recent years the level of teaching for medium and strong students has been reduced, as a result of which their interest in learning has been lost. At present, schools of various types with specialization have been created and are being created to get out of this situation.

3. Currently, there are many poorly prepared students in the school, as a rule, these are children from low-income, dysfunctional and single-parent families.

4. Insufficient material base of schools, since the supply has switched to a commercial basis, and many schools, due to financial difficulties, cannot purchase instruments and equipment, textbooks and manuals.

These and other reasons prompt us to look for special forms and methods of working with students, otherwise the teacher's activity will be ineffective.

My methodology for searching and then applying effective methods and forms of teaching physics is based on the following principles:

1. They should arouse students' interest in learning, in the topic of the lesson, since it is the most effective motive for learning. As A. Einstein said: “The one who teaches interestingly knows how to teach!”

2. They should help to increase the emotionality of teaching physics. As you know, elevated emotional condition helps to better assimilate scientific knowledge. It is no coincidence that A. Einstein said: “Wherever possible, learning should become experience.”

3. They serve to create "feedback" with students, take into account their opinion. The educational process must be built in accordance with human nature, all this increases the results of training, its efficiency. Researches of scientists have shown the following: “A person cannot be taught, developed, brought up; he can only teach himself, i.e. learn, develop, educate. At the beginning, the student must be taught to learn, and then on this basis to gain knowledge.

I pay special attention in my work to effective forms of control of students' knowledge in physics. It is clear to any teacher that the amount of knowledge (information) given to him is not equal to the amount of knowledge received by the student. Objectivity is needed, which allows the teacher or inspectors to evaluate the lesson, here a special role is played by knowledge control, in which students play the main role. Students, relying on knowledge of assessment standards, can, under the guidance of a teacher, conduct self-assessment, which eliminates the occurrence of conflict between students and the teacher due to grades. Effective forms of control allow the teacher to check all or most students with the help of students. This makes students repeat the learning material, prepare for each lesson, which allows them to acquire good knowledge. From personal experience, the experience of practicing teachers, and research by scientists, it is known that a student who is passively in the classroom learns 5-10% of knowledge, an actively thinking student learns 50-60% of knowledge in a lesson, and one who actively repeats 90-100% of knowledge at home.

When self-evaluating students, they must know the system of norms and criteria for grading, I introduce new students to it at the beginning school year. This grading system was developed and tested by me during my teaching career. To determine the assessment, you need to know exactly what mistakes and shortcomings were made by the respondents, their price scale.

The price of a gross error is 2 points.

Mistakes - 1.2 points.

Gross defect - 0.5 points.

Shortcomings - 0.3 points.

Small defect (reservation) - 0.2 points.

For example: the student made a minor mistake and a flaw when answering. How to rate him? According to the standards, we have - the student lost 1.2 + 0.3 = 1.5 points. Since the score for the full answer is 5 points, the final score of the student is 5 - 1.5 = 3.5 points. In this case, the grade - 4 is put in the journal, warning the student about her "weakness".

In my practice, I most often use such effective forms of knowledge control - "self-control", "ring", "expedition", "intellectual battle" other. I present some of them in the outline of the physics lesson model for grade 10.

Outline of the lesson model in physics for grade 10 on the topic "Electric current in various environments"

Subject: Repetitive training lesson on the topic "Electric current in various media".

Tasks and objectives of the lesson: to systematize knowledge about electric current in various environments; consider the significance of the studied phenomena for the development of technology. Continue the formation of skills to explain phenomena on the basis of electronic representations, highlight the main thing, summarize the studied material, express your thoughts in speech, solve problems for electric current in various environments. Apply methodological techniques and methods of rapid testing of students' knowledge, based on the feedback of students with the teacher.

Lesson equipment: methodological developments teachers.

During the classes.

I.Organizational moment of the lesson. (1-2 min.)

The teacher makes a message to the students about how the lesson will be held, appoints his assistants, reminds them of the assessment standards, the correctness of questions and answers. Assistants are usually two students, excellent students or students with solid knowledge on "4" and "5".

Rating rate:

1) Gross mistake - 2 points.

2) Error - 1.2 points.

3) Major flaw - 0.5 points.

4) Defect - 0.3 points.

5) Reservation - 0.2 points.

Initial score - 5 points. For mistakes, shortcomings and reservations, the indicated number of points is deducted. Answers and questions should be given clearly, concisely and clearly.

II.Repetition of previously studied material (10-12 min.)

The operational written control of students' knowledge on the topic "Electric current in various environments" is applied. used methodical technique "Self-control". Reception is based on the cooperation of the teacher and the student, which is the effectiveness of teaching. As you know, the effectiveness of the educational process is determined, ultimately, by the nature of the student's activity, this is not only the ability of the teacher to present educational material in an accessible and understandable way, but also the willingness of students to perceive, assimilate and reproduce it. Every hour must strictly be and act feedback "teacher - student". Reception consists in the fact that students answer the questions posed according to the options within a strictly defined time. The form of the answer is short, symbols and abbreviations are used. The students write down the answer plan and remember it in the first introductory lessons.

Answer plan:

1) Definition of a law, phenomenon, concept. Explain them.

2) Formulas and their output (if any).

3) New physical quantities and their units (if any).

4) Drawings, diagrams, graphs.

5) Practical application.

Leaflets are transferred and collected in a chain with a minimum expenditure of time. When answering in writing, students, as a rule, are psychologically more relaxed and give better answers than at the blackboard. The second important point is that all students in the class are included in the work. The third important point is that students conduct self-control of their knowledge; when checking, peeping and turning is strictly prohibited. And the last, very important, is based on the pattern of repetition of Ebbinghauss (time-dispersed repetition is more effective than concentrated repetition)- on the same issues, self-control will be repeated after a while (after 1-3 lessons).

Questions of self-control:

Option 1 - Electric current in metals.

Option 2 - The dependence of the resistance of a metal conductor on temperature. Superconductivity.

Option 3 - Electric current in a vacuum. The use of current in a vacuum.

Option 4 - Electric current in gases.

Option 5 - Plasma. Practical use of plasma.

Option 6 - Electric current in melts and electrolyte solutions.

Option 7 - Faraday's law of electrolysis.

Option 8 - Electric current in semiconductors.

9 option - Electron-hole transition. semiconductor diode. Transistor.

Checking the answers takes little time, if the course of the lesson allows them, they can be announced immediately, if not, then at the beginning of the next lesson.

III.Improving knowledge and skills. Control of knowledge based on the initiative of students. (15-20 min)

On the this moment lesson to use ring method, which is an effective form of "teacher-student" feedback and is used when checking the assimilation of the material of the topics covered or a group of questions, serves to improve the knowledge and skills of students. Important in it is that the main role in testing knowledge lies with the students themselves (under the control of the teacher), who analyze and evaluate the answers of their comrades. The second, valuable aspect in it is the development of active colloquial speech of students. Studies by scientists have shown that the average student's active conversational speech for the whole school day is 2 minutes, which is very little. The increase in this time is the most important problem of pedagogical science. Students know the standard of marks, which they are brought to the attention of introductory lessons at the beginning of the school year. Thus, each student, if he knows the lesson well, knows exactly what mark should be given to the respondent. With this approach to grading, the ground for a conflict between students and a teacher over grades disappears. Using method "Ring" the teacher appoints 2-3 students as assistant teachers who will listen, analyze and evaluate the answers of their comrades, these are usually the strongest students. A group of students is called to the board - 3,4,5 or more, depending on the volume of the topic being checked. The methodology is as follows: the first student poses a question to the second, the second answers and poses a question to the third, the third answers and poses a question to the fourth, etc., the last answers and poses a question to the first - the “ring” is closed. Further, all this is repeated, the number of questions and answers depends on the volume of the topic being checked, the "ring" stops the teacher. At the same time, the class also participates in the work, all textbooks, notebooks and other manuals are closed. If a student in the ring is unable to pose a question or provide an answer, the teaching assistant asks the class. In the event that no one can cope with this, the teaching assistants themselves are responsible. The main thing when posing and answering a question is correctness, clarity, brevity, speech is developing, knowledge and skills are being tested. After stopping the “ring”, teacher assistants, making an analysis of the answers and questions specifically for each student, put marks. The class also takes part in this, in which case the assessment is adjusted. For participation in the work of the "ring", students of the class, if they gave at least three questions and answers, are also assessed. Teacher assistants are graded by the teacher, taking into account the opinion of the class. With this method, at least 10 ratings with analysis are usually given, no conflict situations, the mental activity of students is active, which contributes to deep and strong knowledge of students.

IV.Solving computational and qualitative problems. (10-12 min)

This part of the lesson is devoted to solving problems for repetition. A problem book, didactic material is used. Work can be carried out both individually and with the whole class, it is carried out at the blackboard and on the spot. You can use the following tasks:

1. Determine the average speed of the ordered movement of electrons under the action of an electric field in a copper wire with a cross-sectional area 1 mm 2 at a current equal to 10 A.

2. Determine the speed of electrons with which they reach the anode of a two-electrode electron lamp, if the voltage between the cathode and the anode 100 V.

3. Explain why the electrometer is discharged if a burning match is brought to its cathode. (You can conduct an experiment)

4. Why are the high voltage wires not covered with an insulating sheath?

5. Determine the electric field strength at which ionization of air molecules can occur. Ionization energy of air molecules W=15eV, length is 5 10 -4 cm.

6. Calculate the electrochemical equivalent of silver.

7. What valence should an impurity have to a germanium semiconductor in order for it to have electronic conductivity?

8. Will current flow in the circuit?

9. How does the dissociation of electrolytes differ from the ionization of gases? Why doesn't electrolysis require high voltage?

10. What happens to the electric arc if the negative electrode is very cool; positive electrode?

When preparing tasks for this stage of the lesson, the following literature is used:

1) G.Ya. Myakishev, B.B. Bukhovtsev, Physics - 10, Moscow, "Enlightenment", 1990

2) A.P. Rymkevich, P.A. Rymkevich, Collection of problems in physics for grades 8-10 high school. Moscow, ”Enlightenment”, 1988

3) I.M. Martynov, E.N. Khozyainova, Didactic material in physics grade 9. Moscow, ”Enlightenment”, 1978

4) M.E. Tulchinsky. Qualitative problems in physics. Moscow, ”Enlightenment”, 1972

5) G.I. Ryabovolov Collection of thematic works on physics. Publishing house " graduate School”, Minsk, 1973

V. Homework. (1-2 min)

a) Summary of Chapter X - page 200

Physics - 10 G.Ya. Myakishev, B.B. Bukhovtsev

Moscow, ”Enlightenment”, 1988

b) No. 845, No. 861

A.P. Rymkevich, Collection of problems in physics for grades 8-10 of high school. Moscow, ”Enlightenment”, 1988

c) ex. 12 (1,5,9), textbook, p.200.

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« Methods of questioning students in physics lessons »

Kushnareva Larisa Anatolievna

Testing knowledge, skills and abilities is always at the same time a means of repeating, deepening, consolidating and systematizing knowledge. In the process of teaching physics, it is often combined with the solution of various kinds of problems, the performance of laboratory work and experiments, i.e. promotes formsandteaching students certain skills and abilities, developing their memory, thinking andspeech, brings into the system their knowledge. Proper organization of verificationknowledge, skills and abilities can be considered when the specific control functions in it are combined with other important learning tasks. She needsno from the teacher, in addition to knowledge and skill, special preparatory workyou - planning all stages of verification, advance preparationmeans of control: questions, didactic cards, tasks for controlworks of different types in a sufficient number of copies and variants,means of programmed knowledge control, etc.

The main requirements for checking the progress of students are regularity andobjectivity of the assessment. The main methods of verification;oral (individual,compacted, frontal survey, offset),written (short-term and totalnew test papers, dictations),through the use of technical teaching aids (computer tests, control devices)and viewing homework.

Oral test - the most common type of test of knowledge and mindniya, allowing you to follow the train of thought of the student, the development of his speechand logical thinking. At the same time, it is possible to fully identify the gaps in the student's knowledge, the difficulties they encounter and outline ways to overcome them.niya. Therefore, oral assessment of academic performance should take place at a greaterparts of physics lessons, no matter how different their goals are and no matter what technicalcontrols were not at the disposal of the teacher; important only high oporganization to ensure the rational use of study time on the poll.

An oral survey can be conducted at the beginning of the lesson in order to check that students have completed their homework and are ready to study a new math.rial. To do this, the teacher asks the group several questions that establish a connection with previously learned concepts. At the same time, being an "introduction" to the new learning material, oral questioning also serves as a means ofphenomena of the state of knowledge of students and the success of each of them.

An oral test of knowledge and skills is used when consolidating new material, in problem solving lessons, before starting laboratory work.works and frontal experiments, with the final repetition.

Depending on the time allocated for checking progress in a given lesson, the learning situation and the consistent solution of developmental learning problems, an individual or frontal survey is used, as well as control and self-control, tests.

At individual survey reveal in detail the knowledge of severalstudents (usually 1-3), while teaching them to lead a coherent story, analyclassify, classify facts and phenomena, etc. In this case, the teachervit the question to the whole group and (if necessary) gives a general plan for the answer orspecifying instructions (make a drawing, assemble a chain, demonstrateexperiment, etc.), then gives students 1-2 minutes to think andcalls to the board of the student.

Most often (especially in the lessons of testing knowledge and skills) they use, so-called, condensed individual survey. Its essence is that after posing 2-3 questions, 2-3 students are called to the board and the demonstration table, who, after deliberation and preparation, answer the following questions.seriously. Such a survey is especially appropriate in cases where students are offered questions and tasks that require them to independently generalize.of the studied material, the application of known laws in practice, the implementation of experiments with schemes, drawings.

At Individual survey questions can be divided into main and additional. The first requires a more or less detailed story, the solution of a problem, the formulation and explanation of the experience; if studentfinds it difficult to answer it or it is required to find out whether he systematicallyworks on educational material, he is asked additional questions. Whatquestions would be interesting for all students, it is useful to put those thatrequire not only a retelling of a part of a paragraph or what is stated by the teacher, but alsoanalysis of known phenomena in conditions that have not yet been considered, independent application of what has been studied, manifestation of ingenuity.

Thus, the questions should promptstudents to reveal the physical essence of phenomena and the relationship between them, for example: “What is the essence of the phenomenon?”, “In what conditions does itproceeds most successfully?”, “Why does this or that phenomenon happen”,"How is it used in practice?" etc. It is better to ask them in a logical sequence so that students have the opportunity to follow the analysis of the phenomenon, the derivation of the formula, etc.

Student survey (regardless of his academic performance)sti) should not be long; if major gaps are found in his knowledge, you need to interrupt the answer, turning to the students with the question: “What do you thinkare you?” and call another to the board (you should not “pull out” the answer from obviously nottrained student).

Frontal survey differs from the individual one in that during it a significant number of students (sometimes the entire group) are interviewed; they answerusually from the spot. In this case, the teacher asks not capacious questions, I demandshort answers. If the student is silent, the question is asked to another, third (the so-called fluent survey). But even with the right answer, the teacher canaddress the group with the question: “What do you think?”, in order to teachstudents to be attentive and independent.

Frontal survey should be combined with individual and other methods.bami knowledge accounting. It is useful when students are thinking about answers at the blackboard and the demonstration table, and the resulting pause is filled, suchway, the work of the whole group. It is also convenient for updating knowledge before learning new things, before advancing learning problem during the initial consolidation of educational material.

For example, before performing laboratory work: “Measuring the acceleration of free fall with a pendulum”, I conduct a frontal survey on the following questions:

What are fluctuations?

What is a mathematical pendulum?

What should be the length of the thread?

What should be the weight of the load?

What is free fall acceleration, how is it denoted and what is it equal to?

A written way to test knowledge and skills.

This method is carried out with the help of control works of various kinds.duration from 10-15 minutes to the whole lesson. Written work provides an opportunity to test the knowledge of certain issues of the program by all students; they are especially valuable for clarifying the ability to solve physical problems.tasks, operate with the names of units, derive formulas, build andread charts, etc.

Short-term ("volatile" - for 10-15 minutes) test papers

conducted without warning students to find out their knowledge of the formsmule, laws, schedules and the ability to apply them. So, after studying the units of electric charge (Grade 10), students are asked to find, for example, the forceinteractions of two (three) fixed charges, if their values ​​are knownand properties of the environment. The task is given in one or two versions, since the probability of cheating due to the shortness of the time period decreases.

Written tests, designed for the entire lesson, are held (usually 1-2 times a year) after studying major topics and sections for which the physics program provides for the study of quantitative relationships between quantities. To ensure independence of execution,give at least four to six options for tasks for each class. Time,assigned to the control work, should be sufficient for studentsaverage performance could freely perform it, and well-performingThe students were quite busy.

physical dictations, are usually severalsentences of physical content related to a specific topic, each of which is divided into two parts: dictated by the teacher (sometimes itwritten on the card offered to the student) and completed by the student.

For example, a few sentences from a physical dictation on the topic: "Mechanical movement":

A trajectory is a line that …………………..

(describes material point)

Mechanics is a branch of physics that studies ……………

(mechanical movement)

Uniform motion is a motion in which the body is behind .... periods of time pass ….. …….

(equal, equal distances), etc.

View home writing - essential partcontrol of students' knowledge. It is carried out in the process of individualsurvey (the student called to the board shows the teacher his notebook), as well asto check (several times a year) notebooks of all students in the class to identifyand elimination of existing shortcomings and periodic "fluent" review of homework by bypassing the workplaces of students, onwhich their open notebooks lie (in this case, only the fact of completing the task and the quality of the notes are established).

Ways of programmed knowledge checks. Tests.

This knowledge test eliminates one of the significant shortcomingstraditional methods of control - a practical impossibility for the teachercontinuously monitor the quality of assimilation of the material by each student andon this basis to adjust the educational process. Indeed, the abovemethods of testing knowledge allow the teacher to establish the level of assimilation of educational material immediately after its presentation or only for a small numberstudent (3-5 people), or all, but the verification process isvery time-consuming, and its results are brought to the attention of students after a considerable time has passed (at best, on the next day, and more often after a few days, i.e., when they have already lost their sharpness).

Programmed control tasks in physics - these are questions and giving a set of correct and possible (but incorrect) answers. Questions and answers are necessarily numbered, due to which verbal descriptions are replaced by a short numerical code that can be analyzed using control devices (punch cards, computer, etc.).

All programmed control tasks designed to test knowledge of educational material of a limited volume are also calledfeedback programs or tests; these tasks belong to the so-called selection programs (they have a selective response form). Importantthe requirement for them is the plausibility of incorrect answers and inclusion inthem common mistakes students. Since a subsequent analiz students of their answers (justification of their choice), then unacceptableobviously ridiculous answer options (why analyze them?!)

For example, test questions that can be taken at the end of the stage of assimilation of new knowledge

Forms of control of knowledge and skills in physics

In school practice, there are several traditional forms of control of knowledge and skills of students:

physical dictation

test

independent work

written test

laboratory work

• oral examination on the studied topic.

1. Physical dictation- a form of written control of knowledge and skills of students. It is needed in cases where it is necessary to check the students' mastery of physical definitions, formulas, graphs, terms, etc. The dictation is a list of questions to which students must give immediate and short answers. The time for each answer is strictly regulated and quite short, so the formulated questions should be clear and require unambiguous, not requiring
long reflection, answers. For example, the text of a dictation to test the assimilation of a graphic image of uniformly variable motion may have the following content: the body, the graph of the speed of which is given in the figure, has an initial speed ...

The acceleration of this body is...

The equation for the velocity of a body has the form...

Conducting a physical dictation allows you to dose the time for completing each task, promotes the development of students' attention, and disciplines them.

2. Test tasks. Here, students are offered several, usually 2-3,
answers to the question, from which you need to choose the correct one. This
form of control also has its advantages:
the guys do not waste time formulating answers and writing them down, which
allows you to cover more material in the same time.

3. Independent work.

Here, students are also asked a number of questions to which they are invited to give their well-founded answers. The tasks can be theoretical questions to test the knowledge acquired by students; tasks to test the ability to solve problems on a given topic; specific situations formulated or shown in order to test the ability of students to recognize physical phenomena.

In independent work, all types of
activities other than creating concepts, because it requires more
time. In this form of control, students think about the plan of their
actions, formulate and record their thoughts and decisions.

4. Written test- the most common form in
school practice. Traditionally, tests in physics
are carried out in order to determine the final result in learning the ability
apply knowledge to solve problems of a certain type on a given topic or section. The content of the control works consists of both textual and experimental tasks.

5. Laboratory work.

Laboratory work is a form of control that requires students not only to have knowledge, but also to be able to apply this knowledge in new situations, quick wits. Lab work activates cognitive activity students, because from working with a pen and a notebook, the guys move on to working with real objects. Then the tasks are performed easier and more willingly.

6. Writing abstracts.

Some abstracts are read in class, discussed and evaluated. Written knowledge testing is more objective than oral. It requires students to be more accurate in expressing thoughts and complete independence. At the same time, it is easier to implement the equality of the measure of revealing the knowledge of students. Such a test of knowledge in physics contributes to the development of writing skills and saves study time (all students in the class are checked, the number of grades increases).

7. Oral check on the studied topic.

Frontal oral check knowledge is usually carried out in the form of a conversation at all stages of the lesson: to update the basic knowledge, during repetition, in the process of learning new material, during independent work. The proposed questions require a short answer, and the whole class should participate in the conversation. At the same time, the activity of students, their interest increases, attention develops.

However, such a test of knowledge must be combined with individual, as students get used to answering small questions and then it is difficult for them to give logically consistent detailed answers. With a frontal oral check, a student can be assessed after its completion and at the end of classes, taking into account the work at all stages of the lesson. Frontal check allows you to evaluate a large number of students in one lesson; promotes the development of skills to accurately express one's thoughts; verification functions are well combined with the functions of generalizing repetition and systematization of knowledge. However, with such a test, it is difficult to objectively assess the knowledge of students, since each of them has the opportunity to answer what he knows well.

In practice, physics teachers use a compacted knowledge test; at a time when some students answer orally, others do written, graphic, experimental tasks, etc.

The learning process is impossible without the control of knowledge and skills. The development of the control system is carried out not only by scientists - teachers who publish various manuals, but also by each teacher - a subject in particular. Modern requirements training programs require the mandatory availability of control and measuring materials. Before compiling them, it is necessary to answer a number of questions:

• What are the functions of educational control?
• What kind, type and form of control would be appropriate in a particular topic?
• What control method would be most appropriate for this lesson?
• What controls need to be developed for the lesson?

Functions of educational control

Control, in simple words, is a check of the correspondence of the results obtained with the learning goals set in advance. But its functions are not limited to checking the compliance of knowledge and competencies with the requirements educational standard. In modern didactics, the following functions are distinguished:

• Diagnostic. The teacher receives reliable information about gaps in knowledge of students, about frequently made mistakes and their nature. This helps to choose the most effective methods and teaching aids.
• Controlling. As a result, the level of mastery of competencies and knowledge is established; level intellectual development students.
• Educational. Performing tasks and solving problems, students improve their knowledge and skills, applying them in new situations.
• Prognostic. Based on the results of the control, it is possible to understand whether knowledge is learned enough and competencies are formed in order to move on to new educational material.
• Developing. Its essence lies in the development of speech, memory, attention, thinking, creativity students in the process of completing assignments.
• Orienting. Its essence is to identify the degree of study of the topic.
• Educational. Periodic inspection contributes to the formation of a sense of responsibility, accuracy; discipline students.

By compiling control and measuring materials that perform the listed functions, the teacher will be able to increase the effectiveness of training several times.

Variety of controls

The type of control in the lesson depends on the stage of learning. In this regard, there are:

• Preliminary
• Current
• Thematic
• Final control

When moving to the study of a new topic or section, the teacher needs to determine what knowledge and skills the student already possesses. This is especially true in the fifth and tenth grades, as students arrive with varying degrees of preparedness. In addition, for example, in history lessons, the concentric system suggests in the 10th grade a repeated, but deeper, scientific study almost all topics. Therefore, here holding preliminary control especially important. The value of this type of review is shown in identifying issues that need to be given increased attention.

One of the main conditions for the success of training is the constant detection of existing gaps in knowledge for their timely elimination. This will help current control, which is basically part of the lesson.

Name « thematic control» speaks for itself. It is held after studying a new topic or section, mainly in the lessons of control and correction of knowledge. the main objective- prepare students for tests or final control.

At the end of the academic year and after the end of a certain stage of education (primary, basic school) final control. We can say that all previous types of checks are prepared for the main, final check. Based on its results, the degree of mastering the curriculum for a year or several years is determined.

Forms of control of knowledge and skills of students.

In school practice, five main forms of control are used:

• Frontal. The assignment is given to the entire class. Usually the guys give short answers from the spot.
• group. The class is divided into groups. Each group is given a task to complete together.
• Individual. Each student has his own task, which must be completed without anyone's help. This form is suitable for clarifying the knowledge and abilities of an individual.
• Combined. This form of control combines the previous three.

Control methods

Methods of control are called methods that help to identify the degree of assimilation of knowledge and mastery of the required competencies. Also, control methods allow you to evaluate the effectiveness of the teacher's work. The school uses such methods as oral survey, written work, tests, tests.

Oral questioning is one of the most common verification methods. It can be carried out both in individual and in frontal, and in combined forms. Let's consider their differences.

• Individual survey is carried out in order to determine the depth of assimilation of knowledge by an individual, specific student. Usually he is called to the board and gives a detailed answer either to a general question with subsequent clarifications, or to a number of individual ones.
• Frontal survey involves several related questions asked by several students. Answers should be concise. The advantage of this method is the ability to interview several students at the same time and the obvious time savings. But there is also a significant drawback - the impossibility of checking the depth of knowledge. In addition, the answers may be random.
• Combined survey will be the "golden mean" when choosing between individual and frontal. One student gives a detailed answer, and several others perform individual tasks.

Written work can be offered in different forms, depending on the subject: dictations, compositions, reports, tests, tests, graphic works. Dictations can be used not only in Russian language lessons; they can be historical, geographical, mathematical and others. Also now they produce various printed notebooks for almost every subject.

In connection with the introduction of the Unified State Examination and the OGE, in recent times very popular test method. It allows you to quickly test your knowledge on one or more topics. This method should not be used all the time as it cannot test creativity, students may respond at random; the test method does not allow the student to deeply analyze the topic.

Control types

Depending on who makes the control, they are divided into:

• External control. Produced by the teacher on the activities of students.
• mutual control. It is carried out by students on top of each other.
• self control. The student checks himself using ready-made samples or correct answers.

It is advisable to combine different types, and not always use only one of them.

Controls

The teacher faces the difficult task of choosing the means of assessing knowledge and skills that are appropriate for the lesson. As mentioned above, one of the most common methods currently is test. A great variety of tests in all subjects are now being published. In addition, the teacher himself can compose test questions or entrust this task to students (of course, for a separate mark). Test questions can be:

• multivariate. In this case, the question is offered several answers, where only one or more will be correct.
• Alternative. Two judgments or answers are offered, you need to choose the right one.
• Cross-Selection Questions. You need to find a match between the proposed options.
• open. Answer options are available.
• closed. You have to answer yourself. There are no options.

Questions should be accurate, not controversial, correspond to the curriculum and the material covered.

In addition to tests, handouts can be used to control. Now you can develop it yourself, buy it or download it from the Internet. These can be cards with questions, maps, diagrams, etc.

Also, one of the means of control is homework. It can take different forms, but if it is completely absent or irregular, then the homework itself will simply depreciate.

Computer assessment tools are now very popular. Their advantages: no need to waste material for compilation, quick check (carried out by a computer), students' interest is activated.

Requirements for control in training

Control will give the desired effect if its implementation meets the following requirements:

• Systematic. You need to check your knowledge and skills regularly. Students should be aware that after learning each new topic there will be Verification work; homework is checked at every lesson, etc.
• Objectivity. Control should realistically assess the abilities and knowledge of students. Any personal relationships and preferences of the teacher are not relevant here. It is recommended to take into account not only the correct answer, but also the method of obtaining it: the course of reasoning, the method of solving the problem.
• Pedagogical tact. The essence of this requirement is to maintain a calm and businesslike atmosphere. Subject to this condition, students will not be afraid to answer questions, express their opinions.
• Time-saving.
• Variety of used methods and forms of control.

Control is a necessary link in any lesson. The effectiveness of training depends on its organization, conduct and evaluation.