Pace and rhythm of the lesson.


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    The optimal pace of the lesson is chosen on the basis of the results of diagnostics of the intensity of mental work of the children in the class; the reference point is the pace of the pace of work of those students whose indicators approximately coincide with the average pace of work of the class is the guideline. In the absence of diagnostics the pace of the lesson is chosen experimentally. It is inadmissible for teachers to neglect experience, the fact that even a few students can’t cope with the suggested pace.

    For phlegmatic children, services such as and pauses during the lesson when other children are given an optional extra task.

    In addition to tempo, the rhythm of the lesson affects performance. Rhythmicity means smooth alternation of microphases of tension and rest in the lesson.
    – Regulation of duration of the main kinds of educational activity of schoolchildren. The duration of the main types of educational activities of students is regulated in connection with the development of fatigue, adverse effects on sense organs. As a rule, these data are given in the study of specific methods of teaching subjects. For example, for younger students there are norms of continuous writing, reading, regulates the volume of dictations at Russian language lessons. The teacher needs to understand the importance of such regulations, based on thorough physiological and hygienic studies, and to comply with them at all times.

    Norms of work with a computer, the use of TSO are given in the sanitary rules and norms published in the journal “Bulletin of Education”.
    – Change of activities at a lesson. The change of types of activity is determined by the degree of concentration of pupils, which, as is known, at the initial stage of training does not exceed 3-8 minutes. When planning lessons it is necessary to take into account the possibility of involuntary concentration
    attention on the necessary subject. This is provided by its novelty, brightness, interest for children. In addition, educational work, as well as any other, is interesting when it is diverse.

    Monotonous information and ways of action quickly cause boredom. Motivation of learning activity. Stimulation .
    cognitive interest. The incitement of active thinking activity should not be coercion
    to activity, but the desire of the student to solve a problem. Only .
    in this case the activity will be motivated and productive. Advantage should be given not to external motivation (you will get an appraisal), but an internal one (you will become more interesting to other
    people, will be able to achieve something). One of the most effective
    motivational mechanisms of increasing the cognitive activity The game character of educational and cognitive activity is one of the effective motivational mechanisms for increasing the cognitive activity of a student.

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