Workshops. How to conduct a practice session Types of practice session

One of the most common forms of organizing the educational process in higher education is practical classes (workshops).

Practical(Greek Prakticos - active) lessons - a form of instruction in which teacher organizes a detailed consideration by students of individual theoretical provisions of the academic discipline and forms the ability and skills of their practical application from individual performance in accordance with the formulated tasks.

Often, practical exercises are called classes from solving problems in higher mathematics, theoretical mechanics, physics, strength of materials, descriptive geometry exercises for building diagrams, graphs, diagrams, as well as performing computational and graphic works in special disciplines. The study of foreign languages ​​is also carried out in the form of practical exercises: exercises for reading, translation, listening, speaking. These classes differ from classes in other disciplines only in teaching methods.

The main functions of practical classes (according to I. Kobilyatsky) are:

Deepening and clarifying the knowledge gained in lectures and in the process of independent work;

Formation of intellectual skills and abilities of planning, analysis and generalizations, mastering the existing technology, developing skills to manage and use it;

Accumulation of primary experience in organizing production and managing it;

Mastering the initial skills of managing workers in production;

Formation of the ability to analyze and evaluate the economic efficiency of production;

Mastering the scientific apparatus of working with sources;

Formation of the ability to make sociological assessments and the like. Practical classes are held in an educational institution or in institutions where students have an internship, and are intended to teach them how to solve specific problems in their specialty, as well as in classrooms or in educational laboratories equipped with the necessary technical teaching aids, computers. In junior courses, practical classes are systematic and are held regularly every 2-3 lectures, logically continuing the work begun at the lectures. However, at the lecture it is only possible to show in general terms the approach to solving the problem, performing calculations, constructing objects.

Full disclosure of scientific and theoretical principles is carried out in practical classes.

Practical classes (exercises) in the narrow sense are most often used in the first and second years, less often in senior years, since they contain a lot of school elements, from which the higher school frees the educational process by introducing forms of educational work that require greater independence (design, research seminars, etc.).

Some teachers of higher education believe that practical classes do not replenish the knowledge of students, but are primarily focused on developing certain skills, on mastering the methodology of work. However, experience shows that properly planned practical exercises have an important educational and educational value. If the teacher has a broad scientific outlook, strictly adheres to certain scientific principles, is able to interest students, reveal the scientific and practical significance of the discipline, show the tasks and prospects for its development, then it is in practical classes that the process of forming specialists takes place.

The number of students in a group in a practical lesson should not exceed half of the academic group. In artistic and creative specialties, practical classes in special academic disciplines are conducted with two or three students or with one student. The quantitative composition of study groups in such cases is determined by the curriculum of the discipline or by the decision of the head of the higher educational institution.

Practical work that is carried out in a higher educational institution, scientists (B. Mokin, V. Papiev, A. Mokin) are divided into the following groups:

1. Introductory practical (laboratory) work. They are supposed to form the skills and abilities to use instruments, devices necessary to perform various types of practical work.

2. Confirming practical work. Performing them, the student receives confirmation of the correctness of the theoretical knowledge presented in the lectures.

3. Partial-exploratory practical exercises. In such classes, students have more opportunities for creative work. The guidelines for such work indicate only the purpose, there is laboratory equipment, the procedure for its interaction, as well as a research plan and an indicative list of questions. Detailing the research plan and determining the full list of questions that need to be investigated is carried out by the student himself.

4. Experienced practical work. In such papers, students are given only the purpose of the study; they plan all other stages of its implementation themselves. This type is entrusted to teams led by students with pronounced creative abilities. With this type of work, students spend a lot of time preparing theoretical and experimental studies, which provides for appropriate assessment.

Practical classes largely provide the development of skills and abilities for making practical decisions in real production conditions, based on a theoretical basis, develop logical thinking, the ability to analyze phenomena, generalize facts, and contribute to regular and systematic independent work in the process of studying a certain course.

	Ensuring the lesson
practical session	technical	study guides,	holding
	equipment	controls
1. Instructing the teacher
		tables, LDS
2. Control of initial knowledge		Test questions
1. Decision situational		situational
learning objectives		learning objectives
4. Theoretical analysis of the topic
5. Curation by students of pain	Stoma chair	head phantoms,
nyh. Independent work	tological,	impression materials
that students. preparation	tools,
on the phantom of the head under the stamps,	impression spoons
6. Summing up
7. Monitoring the results of assimilation
8. Homework

Review questions

Clinical rationale for orthopedic treatment with artificial all-metal stamped crowns.

Preparation of teeth in the manufacture of crowns. Anesthesia methods.

A set of tools for the preparation of teeth.

Requirements for a properly prepared tooth for an all-metal stamped crown.

Taking an impression (working and auxiliary) with elastic materials.

Characterization of alginate impression materials. impression masses.

Obtaining plaster models.

Fixation of dentition in central occlusion.

The destruction of the crown of the tooth by the carious process occurs in several stages, as a result, the design of prostheses and methods of prosthetics change. While maintaining most of the crown, prosthetics are made with inlays, and in cases of significant destruction of the tooth crown, artificial crowns have to be made to restore the anatomical shape.

An artificial crown is a fixed prosthesis that mimics the shape of a natural tooth.

Indications for the manufacture of crowns are:

significant destruction of the crown part of the tooth, when it is impossible to restore it with the help of fillings and inlays;

discoloration of the crown of the tooth;

irregular shape of the tooth crown;

incorrect position of the tooth in the jaw.

The manufacture of crowns is used when restoring the height of the lower face, with pathological abrasion of hard tissues of the teeth, with pathological mobility of teeth to combine them into blocks (splinting), in the manufacture of bridges in which crowns are supporting elements, and when crowns are a support for a clasp removable prosthesis. The choice of artificial crown design depends on the size of the tooth crown defect and its position in the dentition, the purpose of the orthopedic apparatus, the supporting element of which is the crown.

preparation- this is the process of removing (grinding) sections of the tooth in order to create conditions for covering it with an artificial crown. Creating an appropriate shape for the prepared tooth by grinding is necessary to tightly cover its cervical part with an artificial crown and restore or preserve the function of the tooth.

When preparing teeth, an important point is the position of the hand, holding the handpiece in the hand and, most importantly, fixing the hand in order to avoid serious injury to the mucous membrane and organs of the oral cavity.

The preparation of a tooth for an all-metal stamped crown begins with the separation of its contact surfaces with a thin one-sided separation carborundum or diamond metal disc. In this case, great care should be taken not to damage the tissues of the adjacent tooth, the gingival papilla, and the adjacent mucosa. The disk should be given a direction parallel to the proximal walls of the treated tooth. A layer equal to the thickness of the metal (0.25-0.3 mm) is removed from the cutting and chewing surface, while maintaining the contours of the chewing surface. The uniformity of dissociation is controlled with carbon paper folded in eight layers, or with a strip of a heated sock placed between the teeth to be prepared and the antagonists. Then the overhanging edges and bulges of the equator are removed from the vestibular poral sides in such a way that the diameter of the tooth crown is not wider than the diameter of its neck. The tooth is given a cylindrical shape.

The preparation of teeth without anesthesia is very painful, and is often accompanied by a general reaction, expressed in a change in blood pressure, heart rate, a sense of fear, arousal. To prevent such a complication, it is necessary to perform anesthesia before the preparation of teeth with live pulp.

Methods of anesthesia in the preparation of teeth.

General: anesthesia with nitrous oxide, halothane, rotilan.

Local: infiltration, conduction anesthesia (novocaine, trimecaine, lidocaine, baicaine, sentacaine).

Premedication (small) and earlier - large tranquilizers (andaxin, amizil, trioxazine, triftazin).

Combination of tranquilizers with anesthesia.

The use of sharp, centered abrasive tools and combined with water cooling and frequent pauses.

When preparing the teeth of the upper jaw, infiltration anesthesia can be limited.

When preparing the teeth of the lower jaw, pro-iodine anesthesia should be performed. At the end of the preparation, a working and auxiliary casts are taken.

Currently, the industry produces impression masses of various chemical composition and properties. Each of them has positive and negative qualities that allow it to be used in certain cases. It should be remembered that there cannot be a mass suitable for all types of impressions. The doctor must have at his disposal a wide range of impression materials in order to choose the most appropriate for the tasks.

Currently, attempts are being made to classify impression materials. So, I.M. Oksman divides all impression materials into four groups: 1) crystallizing (gypsum, eugenoloxyzinc pastes); 2) thermoplastic masses (stens, wax, Weinstein, Kerr masses, adhesives, etc.); 3) elastic (algelast, stomalgin, upin, calcification, hydrocolloid mass and dupleflex); 4) polymerizing (redont, noracryl, etc.). Recently, another group has been singled out - 5) silicone masses (sielast, dentaflex, exoflex, etc.).

Along with seminars, practical classes are widely used in the university, conducted in various forms in accordance with the specific features of the taught academic disciplines.

The concept of "practical lesson" is often given a very broad interpretation, meaning by it all classes conducted under the guidance of a teacher and aimed at deepening scientific and theoretical knowledge and mastering certain methods of work in a particular discipline of the curriculum. Practical classes include not only exercises in solving problems in general scientific courses, but also classes in general engineering and special disciplines, laboratory work, and even classes in the study of foreign languages. Various forms of practical training are the most capacious part of the teaching load at the university.

Workshops- a method of reproductive education, providing a connection between theory and practice, contributing to the development of students' skills and abilities to apply the knowledge gained in lectures and in the course of independent work.

Let's open the essence and content of the practical lesson, its organization and planning.

Practical classes are, as a rule, classes on solving various applied problems, samples of which were given at lectures. As a result, each student should develop a certain professional approach to solving each problem and intuition. In this regard, questions about how many tasks are needed and what type, how to arrange them in time in the course being studied, what homework to reinforce them, are far from idle in the organization of training at the university. When selecting a system of exercises and tasks for a practical lesson, the teacher strives to ensure that this gives a holistic view of the subject and methods of the science being studied, with the methodological function acting here as a leader.

The sequence of lectures and practical exercises plays an important role in the system of education. The lecture is the first step in preparing students for practical classes. The problems posed in it, in a practical lesson, acquire a concrete expression and solution. The lecture has no analogue among other types of classes. Although each practical lesson, being a traditionally developing, reinforcing lesson, etc., can actively perform the functions of a preparatory lesson for the subsequent active perception of the lecture.

Thus, the lecture and practical exercises should not only strictly alternate in time, but also be methodically connected by a problem situation. The lecture should prepare students for a practical lesson, and a practical lesson - for the next lecture. Experience suggests that the further the lecture information is from the material considered in the practical lesson, the harder it is for the lecturer to involve students in a creative search.

However, it should be emphasized that the inconsistency between lectures and practical classes is very serious, especially at the beginning of training, when a lecturer and a teacher who conducts practical classes talk about the same issues from different points of view, based on different definitions, abbreviations and designations. , and sometimes even on a different sequence of presentation of individual facts. This can confuse students, thereby harming the assimilation of the course, reduce its effectiveness, and make the process of understanding the material more difficult.

Practical classes in any academic discipline are collective classes. And although individual work plays a large and important role in mastering the theory of the question (a person cannot learn if he does not think for himself, and the ability to think is the basis for mastering any discipline), nevertheless, collective studies based on group work are of great importance in learning. thinking. They have a significant positive effect if an atmosphere of goodwill and mutual trust reigns during them, if the students are in a state of emancipation, ask about what is unclear to them, and openly share their thoughts with the teacher and comrades.

Pedagogical experience shows that in practical classes it is impossible to limit oneself to the development of only practical skills and abilities for solving problems, plotting graphs, etc. Learners should always see the leading idea of ​​the course and its connection with practice. The purpose of the lesson should be clear not only to the teacher, but also to the students. This gives relevance to the educational work, affirms the need to master the experience of professional activity, and connects it with the practice of life. Under such conditions, the teacher's task is to show students the practical significance of leading scientific ideas and fundamental scientific concepts and provisions.

Objectives of practical classes:

♦ help students systematize, consolidate and deepen theoretical knowledge;

♦ to teach students how to solve practical problems, to promote the mastery of the skills and abilities of performing calculations, graphic and
other types of tasks;

♦ teach them to work with a book, service documentation and diagrams,
use reference and scientific literature;

♦ to form the ability to study independently, i.e. master the method
mi, methods and techniques of self-learning, self-development and self-control.

In the system of vocational training of students, practical classes take up most of the time allocated for self-study. Being, as it were, an addition to the lecture course, they lay and form the basis for the qualification of a specialist of a given profile. The content of these classes and the methodology of their conduct should ensure the development of the creative activity of the individual. They develop the scientific thinking and speech of students, allow you to test their knowledge, in connection with which exercises, seminars, laboratory work are an important means of sufficiently prompt feedback. Therefore, practical classes should perform not only cognitive and educational functions, but also contribute to the growth of students as creative workers.

At the lecture, the student reaches a certain level of understanding, i.e. he establishes certain connections and relationships with the studied phenomena or objects of the real world, and still fragile associations and analogies are formed. The physical basis of practical exercises consists in strengthening the formed connections and associations through the repeated performance of actions characteristic of the study of the discipline.

Repeated actions in the process of a practical lesson achieve the goal if they are accompanied by a variety of content of the educational material (changes in the initial data, addition of new elements in the learning task, variation in the conditions for solving it, etc.), are rationally distributed over the time of the lesson. As you know, monotonous stereotyped repetitions do not lead to understanding of knowledge.

Taking into account the functions performed, practical classes, as well as other methods of teaching at a university, are subject to the requirements of scientific character, accessibility, unity of form and content, organic connection with other types of training sessions and practice.

Preparing a teacher for a practical lesson begins with the study of the original documentation (curriculum, thematic plan, etc.) and ends with the design of the lesson plan.

Based on the study of the source documentation, the teacher should have an idea of ​​​​the goals and objectives of the practical lesson and the amount of work that each student must perform. Then you can start developing the content of the practical lesson. To do this, it is advisable for the teacher (even if he himself lectures on this course) to review the content of the lecture again from the point of view of the upcoming practical lesson. It is necessary to highlight the concepts, provisions, patterns, which should be illustrated again on specific tasks and exercises. Thus, the content to be learned is selected.

The most important element of the practical lesson is the learning task (problem) proposed for solution. The teacher, choosing examples (tasks and logical tasks) for a practical lesson, should each time clearly represent the didactic goal: to inculcate what skills and abilities in relation to each task, to establish what efforts from students it will require, in what way students' creativity should be manifested in solving this problem .

The main disadvantage of practical exercises is often that the set of problems solved on them consists almost exclusively of the simplest examples. These are examples with a narrow scope, which serve to illustrate one rule and give practice only in its application. Such examples are necessary, one cannot do without them, but in moderation so that after mastering simple tasks, students can move on to solving more complex ones that deserve further study.

If students realize that all the learning opportunities of the lesson have been exhausted, interest in it will be lost. Given this psychological moment, it is very important to organize the lesson so that students constantly feel the increase in the complexity of the tasks performed. This leads to an awareness of their own success in learning and positively motivates their cognitive activity.

The teacher should conduct the lesson in such a way that throughout its duration the students are busy with intense creative work, searching for correct and accurate solutions, so that everyone gets the opportunity to open up and show their abilities. Therefore, when planning a lesson and developing individual tasks, it is important for the teacher to take into account the preparation and interests of each student. The teacher in this case acts as a consultant, able to provide the necessary assistance in time, without suppressing the independence and initiative of the student. With such an organization of a practical lesson in the classroom, there is no thought that its possibilities have been exhausted.

It is recommended that students first be given easy tasks (logical tasks) that are designed for reproductive activities that require a simple reproduction of the methods of action given in the lecture for understanding and fixing in memory. Such tasks help to control the correctness of students' understanding of certain issues of the studied material of a small volume (as a rule, within one lecture). In this case, the solution of problems according to the model proposed in the lecture prevails.

Then the content of the learning tasks becomes more complicated. Tasks are proposed that are designed for reproductive and transformative activity, in which the student needs not only to reproduce the method of action known to him, but also to give an analysis of its expediency, to express his thoughts related to the analysis of the conditions of the task, the hypotheses put forward, the results obtained. This type of tasks on individual issues of the topic should develop the skills and abilities to apply the studied methods and control their availability among students.

In the future, the content of tasks (logical tasks) becomes more complicated again in such a way that their solution requires at the beginning individual elements of productive activity, and then - completely productive (creative). As a rule, such tasks are generally complex in nature and are designed to control the depth of study of the material of a topic or course.

By building a system of tasks of gradually increasing complexity, the teacher achieves the assimilation by students of the most important methods and techniques that are characteristic of this academic discipline.

Preparation of a teacher for a practical lesson includes:

♦ selection of questions controlling knowledge on students' understanding of the theoretical material that was presented in lectures and G was studied by them on their own. Questions should be arranged in such a logical order that, as a result of answering them, all students have a holistic theoretical basis - the backbone of the upcoming lesson;

♦ choice of material for examples and exercises. Choosing tasks,
the submitter must know why he proposes this problem and not another (the choice of problem should not be random); what should the student learn from the solution of this problem (foresee the immediate practical result of solving the chosen problem); what gives its solution to the student to master the topic and the discipline as a whole (consider the solution of each problem as the next "step" of learning, making sure that it is not too complicated, but not easily solvable);

♦ solution of selected tasks by the teacher himself (each task,
proposed by the student, must be previously solved and methodically processed);

♦ preparation of conclusions from the solved problem, examples from practice where there are tasks of this type, the development of a final presentation;

♦ timing, allotted for occupation, for the solution of each problem;

♦ selection of illustrative material (posters, diagrams), necessary for solving problems, thinking over the arrangement of drawings and notes on the board, as well as various kinds of demonstrations.

A practical lesson is usually held with one group, so the plan for its implementation can and should take into account the individual characteristics of the students in this group. This concerns the distribution of time, complexity and the number of tasks proposed for solution.

Having created a system of practical tasks (logical tasks) on the topic, selecting the necessary tasks for a particular lesson, calculating the time to solve each of them, the teacher proceeds to develop a plan for conducting a practical lesson.

What form should it take to present its work plan? Apparently, the form to which the teacher himself is accustomed is expedient. The practice of universities shows that such a plan may include general initial data for the lesson and its content.

In the plan for conducting a practical lesson, answers to the following questions should be given.

♦ How much time should be spent checking homework?

♦ How much time should be spent on interviewing theory students and what questions should be asked?

♦ What examples and problems will be solved at the blackboard and in what order?

♦ What to pay attention to in this or that task?

♦ How to arrange drawings and calculations for each problem?

♦ Who will need to be interviewed on theory and who will be called to the board to solve problems?

♦ What tasks can be suggested to be solved on the ground without a call to the board?

♦ What tasks to offer "strong" students?

♦ What tasks to set for independent solution at home?

The plan of the practical lesson is worked out by the teacher on the basis of a certain plan, fixed in the thematic plan for studying the discipline.

Consider the procedure for conducting a practical lesson. As a rule, it begins with a short introductory speech and control questions. In the opening speech, the teacher announces the topic, purpose and order of the lesson. Then it is sometimes useful to show on the screen at a fast pace the frames used by the lecturer in the previous lesson, and thereby restore the lecture material related to this lesson in the memory of the students.

Then it is recommended to put before students a number of control questions on the theory. With them, the teacher orients students in the material that is submitted for this lesson. It is methodically correct to put a control question in front of the whole group, and then, after a pause, call a specific student.

A practical lesson can be carried out according to different schemes. In one case, all students solve problems on their own, and the teacher, passing through the rows, controls their work. In cases where the work of most students has stalled, the teacher can, as it were, interrupt them and give the necessary explanations (partial search method).

In other cases, the student called to the board under the supervision of the teacher solves the problem and comments on his decision. But even in this case, the task of the teacher is to ensure that the rest of the students do not mechanically transfer the solution to their notebooks, but show maximum independence, thoughtfully and with an understanding of the essence of the matter, relate to the explanations that their friend or teacher makes, combining common actions with their own search engine. activity.

In all cases, it is important not only to solve the problem, to get the correct answer, but also to consolidate a certain knowledge of the issue, to achieve an increase in knowledge, the manifestation of elements of creativity. The student should not mechanically and thoughtlessly substitute signs in formulas, trying to get an answer, but turn the solution of each problem into a deep thought process.

The main task of any teacher at each practical lesson, along with teaching his subject (discipline), is to teach a person to think. It is here that the teacher has many opportunities to show his pedagogical talent. First of all, he must seek knowledge of the methods of the science under study.

It is very important to teach students to carry out the solution of any problem according to a certain scheme, in stages, each of which is pedagogically expedient. This contributes to the development of certain professionally significant personality traits in them.

A special place among practical classes, especially in technical universities, is given to the so-called group classes, in which they study various models of equipment, the conditions and rules for its operation, and practical use.

To successfully achieve the educational goals of such classes, the following must be carried out when organizing them: primary requirements:

♦ compliance of students' actions with methods and methods previously studied at lectures and seminars;

♦ maximum approximation of students' actions to real, corresponding to future functional duties;

♦ gradual formation of skills and abilities, ie. movement from knowledge to skills and abilities, from simple to complex, etc.;

♦ use of actual documents, technological maps, forms, etc. when working on simulators or operating equipment;

♦ development of individual and collective skills and abilities.

Let us reveal in more detail the essence, purpose, features, procedure for preparing and conducting this type of practical training at the university.

Preparing a teacher for a practical lesson on technology begins with the study of the source documents on the organization of the educational process at the department. On their basis, the teacher should have an idea about the goals and objectives of the lesson, the amount of work to be done by the students, the level to which their skills and abilities need to be brought.

For each practical lesson, as a rule, a special task for students designed to provide methodological support for their preparation for work on equipment. The forms of such tasks may differ from each other depending on the requirements developed in a particular university, the didactic objectives of the lesson, as well as the specifics of its implementation. But there are general approaches to the development of such tasks, which should be discussed in more detail.

As a rule, a special task for students consists of two main sections and an application. The first section indicates the training questions for the development of which students should be prepared. Questions are determined by the thematic plan and cover the content of work at all training points. The second section indicates how students organize independent preparation for the lesson, what to study, what to perform, what to be prepared for, at what training points they will work. In addition, the general order and place (s) of the lesson, as well as security measures, are indicated.

As attachments to the task, excerpts from manuals, manuals and instructions (including safety precautions), work schedules at training points and other necessary reference material are drawn up.

The main methodological document of the teacher in the preparation and conduct of a practical lesson are methodical instructions.

When formulating the didactic and educational goals of the lesson, which are given in the first section of the task, it is necessary to focus not only on instilling in students the ability to do something, but also on consolidating and expanding their theoretical knowledge. The main content of the second section is either the calculation of study time, or the work schedule of students at study points. Taking into account specific conditions (duration of study time, number of study questions or points), as a rule, the time allocated for working out study questions (working at study points) is not strictly related to the duration of the academic hour, and therefore there are no special breaks between them. . To rest and switch the attention of students from one object to another, the time of changing learning points or moving from one educational issue to another is used.

The methodological recommendations to the head of the lesson indicate the procedure for developing educational and methodological Materials, determining the composition of study groups, the sequence of changing jobs. In addition, they define the organization of the preparation of students and training points for the lesson, the methodology for testing knowledge on safety precautions (instructing) and compliance with the operating mode of technical means, indicate rational methods of work, performance of operations and actions on equipment.

As applications, the same documents are usually used that are provided for in the assignment for a practical lesson.

The teacher's working document is lesson plan. It, as a rule, reflects a brief content (abstracts) of the introductory part: checking readiness for the lesson, announcing the topic, learning goals and questions, safety briefing, distribution to training places and determining the sequence of work on them.

The main part of the plan highlights the sequence of actions of students and the methodological techniques of the teacher, aimed at effectively achieving the goals of the lesson, as well as enhancing the cognitive activity of students.

In parallel with the development of educational and methodological materials, equipment and training places are being prepared for practicing practical tasks, selecting and ordering the necessary documentation (schemes, forms, etc.).

The following issues are agreed with the head of the educational laboratory: what equipment should be prepared and by what time, what instrumentation should be at the workplace, what data should be presented to students at the workplace, what technical documentation should be provided, etc.

The technical staff of the laboratory a few days before the start of the lesson, in accordance with the general plan of the conduct, checks its feasibility in practice. The main task is to check the operability of the equipment and the compliance of its technical characteristics with the established standards, as well as to check the availability and readiness of instrumentation. During the inspection, the features of operation and the condition of the equipment are recorded. The results of the test are reported to the head of the lesson. By agreement with him, a partial adjustment of the plan can be carried out, taking into account the identified features of the practical use of technology. It is advisable to make adjustments for all study groups, reflecting the changes made in the relevant documentation.

A practical lesson in study groups can be conducted by one or two teachers with the involvement of the engineering and technical staff of the laboratory. The second option can be considered more preferable, taking into account the presence of several jobs and the need for individualization of training.

We will reveal the features of conducting a practical lesson on technology.

At the beginning of the lesson, its topic, learning goals and questions are announced, motivational preparation of students for the upcoming work is carried out. The next step is a safety briefing. The teacher indicates precautions and safety rules when working with electrical installations, sources of electromagnetic radiation, toxic liquids, etc. Attention is drawn to the inadmissibility of opening the blocks, their replacement, violation of the procedure for performing operations on the operation of the equipment specified in the operational documentation. After the briefing, students sign in the "safety briefing log".

It is advisable to check the theoretical knowledge of students on the studied models of equipment, formed in lectures and during self-study.

After checking the knowledge of two or three students, the teacher announces the order of the lesson. The execution of all structural components is divided into stages, for the implementation of the operations of each stage, a specific time is determined. Training questions, the main stages of the lesson, the time allocated for their implementation, it is recommended to write down on the board.

A practical lesson requires dividing the study group into subgroups (teams). This division is made by the teacher the day before according to the task. In each subgroup, the eldest of the most prepared students is appointed. At the same time, it is also advisable to indicate on the board the order of interaction of subgroups when working out educational issues (distribution by workplace, shift order, etc.).

The main part of the lesson is practical work in the field. Students perform actions on the equipment using operating instructions, practical guides and other teaching aids. They work, as a rule, independently, and the teacher directs their activities to achieve learning goals.

During the lesson, the leader shows the methods, methods and techniques for performing actions, explains their sequence, interconnection, warns against typical mistakes (but one should not get too carried away showing their actions). In some cases, the mistakes made by students can be a good, long-lasting lesson for them. The main thing is that the noticed errors do not lead to violations of safety regulations, breakdowns of the material part, to unnecessary expenditures of energy, money and material values.

To intensify the work, it is advisable to prepare several problem situations that can be created during the lesson. After their resolution, a discussion is held, a brief assessment of the actions of the students participating in it is given.

When organizing a practical lesson, it is necessary to think over a system for controlling the formed levels of knowledge, a system of assessments, and develop uniform criteria for all managers to determine the degree of mastery of normative actions.

In the course of the lesson, the teacher accumulates material for summing up, which it is desirable to summarize first by subgroups: specific successes and shortcomings in the work of students are indicated, and then with the entire training group. At the last stage, general shortcomings in the work and the successes achieved, ways to further improve skills and abilities during the period of independent work are noted.

After summarizing the results, the teacher issues a task for independent work and answers the questions of the students. This concludes the practical session.

The learning process at the Higher School includes practical exercises. They are intended for in-depth study of the discipline.

Practical classes play an important role in developing students' skills to apply the acquired knowledge to solve practical problems together with the teacher. At junior courses, practical exercises logically continue the work begun at the lecture.

Purpose of the practice. PZ are designed to deepen, expand, detail the knowledge gained at the lecture in a generalized form, and to promote the development of professional skills. They develop scientific thinking and speech, allow students to test their knowledge and act as a means of operational feedback.

The PP plan corresponds to the general ideas and focus of the lecture course and is correlated with it in the sequence of topics. He is common for all teachers and discussed at a meeting of the department.

The PP methodology can be different, it depends on the author's individuality of the teacher. It is important that various methods are used to achieve general didactic purpose. Between the lecture and the PZ, independent work of students is planned, involving the study of lecture notes and preparation for practical exercises. The structure of the PP is basically the same:

Introduction of the teacher;

Answers to students' questions on obscure material;

Practical part as planned;

The final word of the teacher.

These can be discussions of abstracts, discussions, problem solving, reports, training exercises, observations, experiments.

The purpose of the lessons should be clear not only to the teacher, but also to the students.

PP should not be marking time. If students realize that all of his teaching opportunities have been exhausted, then the level of motivation will drop sharply. PT should be organized so that students constantly feel the increase in the complexity of the tasks performed, experience positive emotions from experiencing their own success in learning, be busy with intense creative work, searching for correct and accurate solutions.

When conducting a PP, the role of repetition should be taken into account.

Seminars

In modern Higher School, the seminar is one of the main types of practical training in the humanities and technical sciences. It is a means of developing a culture of scientific thinking among students and is most often a continuation of lecture forms of education and serves to comprehend and study theoretical problems in more depth, as well as to develop skills in using knowledge. The seminar gives the student the opportunity to check, clarify, systematize knowledge, master the terminology and operate freely, learn to accurately and convincingly express their thoughts in the language of a particular science, analyze facts, conduct a dialogue, debate, and oppose. The seminar is designed to strengthen the student's interest in science and scientific research, to teach how to connect scientific and theoretical provisions with practical activities.

The main goal of the seminars is to provide students with the opportunity to master the skills and abilities of using theoretical knowledge in relation to the characteristics of the industry being studied. The following pedagogical tasks are solved at the seminars (according to A.M. Matyushkin):

Development of creative professional thinking;

Cognitive motivation;

Professional use of knowledge in educational settings:

a) mastering the language of the relevant science;

b) skills in operating with formulations, concepts, definitions;

c) mastering the skills and abilities of setting and solving intellectual problems and tasks, refuting, defending one's point of view.

In addition, during the seminar, the teacher solves such private tasks as:

Repetition and consolidation of knowledge;

The control;

pedagogical communication.

There are 3 types of seminars practiced at the Higher School:

1. Seminar, which has as its main purpose an in-depth study of a certain systematic course and is thematically strongly connected with it.

2. A seminar designed for a thorough study of some of the most important and methodologically typical topics of the course or even one topic.

3. Seminar of a research type with topics on certain particular problems of science for in-depth them development.

Form of seminars: a) a detailed conversation according to a previously known plan; b) short reports of students with subsequent discussion by the participants of the seminar. These forms do not need to be opposed, they flow into each other. Speeches in a conversation are already short reports. The method of reports involves an exchange of views, that is, a moment of lively conversation.

Experienced teachers, forming an atmosphere of creative work, orient students to performances of an evaluative nature, discussions, combining them with a simple presentation of prepared topics, listening to essays. The teacher gives an installation for listening or focuses the attention of students on assessment and discussion, depending on the topic and situation.

Taking into account the characterological qualities of students (communicativeness, self-confidence, anxiety), the teacher manages the discussion and distributes roles. Insecure, uncommunicative students are offered private, lightweight questions that provide an opportunity to speak and experience a psychological sense of success.

In the organization of seminars, the principle of joint activity, co-creation is implemented. Therefore, a seminar is effective when it is held as a pre-prepared joint discussion of the issues raised by each participant in the seminar. A general search for answers by the study group, the possibility of disclosing and substantiating different points of view among students are being implemented. Such seminars provide control over the assimilation of knowledge and the development of students' scientific thinking.

In seminars, it is preferable to discuss:

1) the key topics of the course, the assimilation of which determines the quality of professional training;

2) questions that are most difficult to understand and assimilate. Their discussion should be carried out in a collaborative environment that ensures the active participation of each student.

Let's consider the traditionally established organization of seminars (group form).

Part of the seminar-discussion may be elements of "brainstorming", "business game". In the first case, the participants of the seminar try to put forward as many ideas as possible without criticizing them, and then the main, most noteworthy ones are singled out from them, which are discussed and developed.

Laboratory works

Laboratory classes integrate theoretical and methodological knowledge and practical skills of students in a single process of educational and research activities.

Laboratory work has a pronounced specificity depending on the educational specialty. Therefore, in each specific case, particular methodological recommendations are appropriate. It is important to set practical tasks in such a way that they lead students to further in-depth independent work, activate their mental activity, and equip them with practical work methods.

The most important aspect of any form of practical training is exercise. The basis in the exercise is an example that is dealt with from the standpoint of the theory developed in the lecture. As a rule, the main attention is paid to the formation of specific skills, which determines the content of students' activities - solving problems, clarifying the categories and concepts of science, which are a prerequisite for correct thinking and speech. When conducting exercises with students, special attention should be paid to the formation of the ability to comprehend and understand.

Laboratory classes integrate theoretical and methodological knowledge and practical skills of students in a single process of educational and research activities. Experiment in its modern form plays an increasingly important role in the training of engineers, who must have the skills of research work from the first steps of their professional activity. "Laboratory" comes from the Latin word "labor" - work, work, difficulty. Since ancient times, its meaning has been associated with the use of mental and physical efforts to solve scientific and life problems that have arisen.

Laboratory work has a pronounced specificity depending on the educational specialty. Therefore, in each specific case, particular methodological recommendations are appropriate. From the general pedagogical recommendations, we note the following. Joint group activity is one of the most effective forms. Its specific orientation depends on the efforts of the teacher. It is important to set practical tasks in such a way that they lead students to further in-depth independent work, activate their mental activity, and equip them with practical work methods.

The most important aspect of any form of practical training is exercise. The basis in the exercise is an example that is dealt with from the standpoint of the theory developed in the lecture. As a rule, the main attention is paid to the formation of specific skills, which determines the content of students' activities - problem solving, graphic work, clarification of the categories and concepts of science, which are a prerequisite for correct thinking and speech. When conducting exercises with students, special attention should be paid to the formation of the ability to comprehend and understand.

Experience shows that in the vast majority of cases, neither at school nor at the institute, they teach purposeful logic of reasoning on the material of individual subjects, they do not teach the rules and logical requirements for defining concepts; as a result, the understanding of the definition, the ability to formulate it independently is replaced by the literal memorization of the finished formulation.

Colloquium

The word "colloquium" comes from the Latin word "collocvium" - conversation, conversation. This is one of the forms of training sessions, a conversation between a teacher and students to clarify knowledge. The colloquium performs a control-training function. It is especially appropriate when the subject is taught for 2-3 semesters, and there is only one final control. It can be assigned instead of a seminar at the final practical lesson. The colloquium provides an opportunity to diagnose the assimilation of knowledge, performs an organizing function, activates students and can be recommended in teaching practice as one of the most effective forms of feedback.

1) review the notes of the previous lecture and restore previously studied material in memory;

2) it is useful to review the forthcoming material of a future lecture;

3) if an independent study of individual fragments of the topic of the last lecture is given, then it must be completed without delay;

4) psychologically tune in to the lecture.

1) familiarize yourself with the topic and lesson plan in order to find out the range of issues that will be discussed in the lesson;

2) work with the lecture notes on the topic of the seminar, read the relevant sections of textbooks and other sources;

3) complete a summary of the primary sources and highlight provisions and issues that are not entirely clear or in doubt.

When preparing for a laboratory lesson, the student is recommended to adhere to the following algorithm;

1) get acquainted with the plan of the upcoming lesson;

2) work through the literature sources that were recommended and read the introductory remarks to the relevant sections;

4) if psychodiagnostic techniques are used during the laboratory session, then each student must prepare a form in advance to record the results of this technique;

5) at the conclusion, each student must submit to the teacher a short written report, including:

Experience protocol;

Recording the processing of research results;

Analysis of processed results;

Doing homework and SIW assignments.

When preparing for the colloquium, the student is recommended to adhere to the following algorithm:

1) get acquainted with the plan of the upcoming colloquium;

3) bring classes to the level of generalization.

When preparing the final SIW, the student must:

1) choose a research topic;

2) to carry out the selection of literature on the topic of research, to outline a work plan.

3) and agree with the teacher the content and scope of work;

2) after handing over the work to the teacher for verification, prepare for the final lesson, at which the results of the SIW will be discussed.

You will need

• - Plan of practical training;
• - methodical instructions on the studied academic discipline;
• - basic and auxiliary materials;
• - teacher's workbook.

Instruction

So, in your schedule there is a "practical lesson" (laboratory classes appear exactly as "laboratory"). Topics and questions and assignments for practical classes, as a rule, are reflected in the work program of the corresponding academic discipline. If necessary, they can be corrected. Make sure that the plan of the seminar, including the recommended literature, is received by students in advance - a few days before it takes place.

Think about how the practice session will be conducted. When studying the humanities and social disciplines, the main type of practical training is a seminar. Most often, this is a discussion of three or four questions with all the students of the group or listening to reports and abstracts of individual students. You can also use interactive teaching methods: discussions, work in microgroups, business games, case studies (situational tasks), individual and group presentations.

The study of the disciplines of the mathematical and natural science cycle has its own specifics. When conducting “practices”, the emphasis is on solving typical problems and doing exercises (a seminar on higher education). If this is a laboratory-practical lesson, students will learn the technique of experiment and work with equipment, instruments, tools, etc. Actually laboratory work (laboratory workshops) require special conditions for conducting and stand out as a special type of training.

During the practice session, keep the structure in mind and try to time everything. A seminar, for example, usually involves an introductory speech by the teacher, then the control of theoretical knowledge and / or the implementation of practical tasks, followed by a debriefing. A business game requires a different organization and structuring of time. A typical problem for beginners is either too hasty consideration of all planned issues, or, on the contrary, a catastrophic lack of time (only one issue out of three was resolved).

Make sure that the discussion of the questions of the practical session takes place in a psychologically comfortable atmosphere. Avoid both excessive distancing from students and familiarity. Direct and support the dialogue of students not only with themselves, but also with each other, control the noise in the classroom. Encourage correct answers and original judgments, clarify incomprehensible points and correctly correct inaccuracies and mistakes made by students.