In modern pedagogy, there are three levels of implementation of research learning:

• The teacher poses the problem and outlines the strategy and tactics for solving it. And the student has to find the solution on his own;
• The teacher poses a problem. But the student searches for the method of solving it independently (at this level a collective search is allowed);
• at the third (highest) level, the formulation of the problem, the search for methods for its research and the development of a solution are carried out by students independently (J. Schwab, P. Brandwein, A. Levy, etc.).

The development of educational research skills must begin in elementary school, relying on the desire to search and understand the unknown. The teacher can structure such a lesson as a game. But behind this fascinating form, students should see the deep scientific content of this work.

Lesson-research in primary school includes the following structural components, which simultaneously become the stages of the lesson:

First, you should find the subject of your educational research. Children must be clear about what they will explore, what they will look for.

The subject of the study will allow us to formulate the essence of the problem, most likely in the form of a problematic question. This question will become the basis of the learning task that students will solve in class.

Next, you should develop a research plan, determine ways to solve the problem, and the course of further actions. This stage is often the most difficult for students: they see and understand what they need to do. But they almost never know how to achieve this. The presence of a problem presupposes the emergence of a hypothesis or even several hypotheses for its solution. Therefore, there may be several solutions. Most often, the teacher takes it upon himself to put forward a hypothesis. It is not necessary to say the word “hypothesis” and insist on putting it forward. It is enough that the teacher himself clearly understands the essence of what is happening and skillfully manages the process, and he will find other words for the students. It is important to awaken in students the desire to search for and solve rather complex problems, to create conditions for the formation of research skills and abilities as the most important general educational skills.

Conducting the actual research, search activity, that is, a certain sequence of educational actions determined by the joint efforts of all participants. Implementation of the research plan is the most labor-intensive and time-consuming stage.

Summing up the results of the study ends with a meaningful conclusion about what the results of the work are and how the problem was solved.

According to the main didactic goal, research lessons can be divided into the following types, corresponding to the classification of the traditional paradigm:

• lesson on communicating new knowledge;
• review lesson;
• consolidation lesson;
• lesson of generalization and systematization of knowledge;
• lesson of control and testing of knowledge;
• combined lesson.

According to the volume of scientific research methodology mastered:

• lessons with elements of research;
• research lessons.

In a lesson with elements of research, students practice individual scientific techniques that make up research activities. According to the content of research activities, lessons can be different:

• lessons on choosing a topic; research method;
• to develop the ability to formulate the purpose of the research;
• lessons with experimentation;
• working with information sources;
• hearing communications;
• defense of abstracts.

In the research lesson, students master the methods of scientific research and master the stages of scientific knowledge. In terms of the level of student independence demonstrated in research activities during the lesson, research lessons can correspond to elementary (lesson “Sample of Research”), advanced (lesson “Research”) or higher (lesson “Research Actual”).

Students' acquisition of research knowledge and skills should take place in stages, with a gradual increase in the degree of independence of the student in his research educational activities. Based on this, you can start with the preparatory stage - theoretical study by students of the stages and stages of research activity. Then they should master the research process in the “Sample of Research” lessons (stage 1), practice teaching methods of research activities in the “Research” lessons, as well as with elements of research (stage 2) and use the research approach in the learning process in the “Research Actual” lessons. (stage 3).

In this type of lessons, it is possible to use various forms of teaching students: individual, pair, group, collective.

The structure of the research lesson includes several stages:

• updating knowledge;
• motivation;
• creating a problematic situation;
• defining the research topic;
• formulating the purpose of the study;
• putting forward a hypothesis;
• hypothesis testing (conducting an experiment, laboratory work, reading literature, thinking, watching educational films);
• interpretation of the obtained data;
• conclusion based on the results of research work;
• application of new knowledge in educational activities;
• summing up the lesson;
• homework.

Students' research activities in the classroom begin with the accumulation of information. This is followed by the formulation of the problem (by problem we mean a theoretical or practical issue that requires resolution or research) and the choice of a research topic, determining the aspect of the problem under consideration. Then it is necessary to determine the objectives of the study, i.e. formulate an answer to the question: what needs to be done to solve the problem? The next step is putting forward a hypothesis - a mental representation of the main idea to which the research can lead, an assumption about the results of the research. At the same time, in their reasoning, students move from the effect to the cause: “if..., then...”. Hypothesis testing consists of certain actions according to the developed algorithm. Students must interpret the data obtained as a result of these actions. In conclusion, an assessment, presentation of the results of the work and a conclusion from it are necessary.

Teaching techniques that make up students’ research activities in research lessons:

• highlighting the main problem in the proposed situation;
• defining the topic and purpose of the study;
• formulation and selection of useful hypotheses;
• determining the suitability of the hypothesis chosen for testing;
• differentiation between assumptions and proven provisions;
• planning an experiment to test hypotheses;
• planning the result;
• conducting an experiment;
• designing models according to your own plans;
• compiling tables, graphs, diagrams to identify patterns of generalizations, systematize the research results obtained; graphic representation of laws, rules;
• establishing a connection between the obtained data and the problem posed and the sequence of studying the data;
• systematization of facts and phenomena;
• data interpretation;
• the use of generalizations and abstraction, methods of analysis and synthesis, induction and deduction, the principle of formalization;
• establishing analogies;
• formulating definitions and conclusions based on theoretical and practical research;
• solving problems in a new situation;
• writing a creative essay, abstract.

Learning objectives: the formation and development of creative abilities, the development of the ability to pose problems and solve them independently, the creation of motives for learning and self-education, the formation of feelings of individual responsibility for the decision made, the development of communication skills, the development of methodological skills.

The activities of the teacher and students are determined by the level of the lesson-research. Thus, in a lesson with elements of research, the teacher’s actions are determined by compliance with the following rules:

• Be sure to write the names of the main stages of research activity on the board;
• formulates the problem, communicates the topic and purpose of the study;
• provides a ready-made apparatus for research work;
• conducts the educational process, uses the terms “problem”, “hypothesis”, “confirmation of the hypothesis”, “conclusion”;
• uses questions: What is the problem? What are the stages of research activity? What is a hypothesis? What assumption can you make? Is this statement alleged or proven?

In the research lesson, the regulation is less strict:

• Can write down the names of the stages of research activity (if necessary) on the board.
• Leads students to an understanding of the topic and purpose of the study.
• Directs students’ activities in the direction of research work without using the terms “hypothesis”, “hypothesis testing”, “data interpretation”.
• Draws students' attention to the scheme of research activities.
• Uses questions: Where should the research begin? What do you need to find out? How to do it? What would a researcher do at this stage of the work? Did you make the right choice?

In the actual research lesson, the level of requirements for work activities is completely different:

• Formulates the problem.
• Leads students to independently formulate the topic and purpose of the study.

“Lesson Research” - Identify artistic and expressive means. Topic: “Images of Peter and St. Petersburg in A.S. Pushkin’s poem “The Bronze Horseman.” Facing a problem. Forms of organization of student activities. Stages of a research lesson. Basic methods. Identify keywords. Goals of the stages of the lesson-research. Types of research lessons.

“Research psychology” - Methodological basis for writing qualification theses. INTRODUCTION The introduction should briefly reflect the content of the entire work. A classification has been carried out... Foundations of scientific research. RESEARCH METHODS. Reveal. The object of the study is the staff of a municipal organization. Practical significance.

"Student Research" - Group interview form. Criteria for choosing a research topic. Research activities. Problem-based abstract Experimental Naturalistic and descriptive Research. How did you know that you had achieved your goal? What prompted you, your initial expectations? Experimental. Conditions for carrying out research activities.

“Studies of the 19th century” - History of Russia. Russian discoverers and travelers. F.F. Bellingshausen. G.I. Nevelskoy. Make a table: “Geographical research in Russia in the early 19th century.” 2.2nd Russian round-the-world expedition. 4. Research of the Far East. 3. Development of Russian America. I. Aivazovsky. Lesson plan. 5. Other expeditions.

“Water research” - Tasks at stage 1 (grade 1). The water is colorless. Water has no taste. Water has no smell. Experiments with water Experiment 1. Water is a solvent. Practical work: 2 three players. Goals: Excursions to the local history museum. Experiments with water “Transition to different states.” Experiments with water. The water takes the shape of a glass.

“Research in thesis” - Analysis of methodological and subject knowledge on the research topic. 6.4. The first chapter of the main part is abstract in nature. The depth of analysis of works in the direction chosen by the author. Target. Conclusions on the review part. Achieving the set work goal. Structure of research work on pedagogy.

Lesson-research as a means of obtaining new, lasting knowledge.

About myself: 8 years of experience in the field of education. Professional interests: accompanying gifted children, integration processes in the educational environment, competency-based approach.

Now the words Federal State Educational Standards and innovative technologies have become very fashionable, but this fashionability is dictated by time and the new needs of modern society.

The very emergence of new generation standards is associated with society’s dissatisfaction with the educational results that existed before. It turned out that in modern society it is not enough to have specialists stuffed with a certain set of knowledge. We need specialists who can operate with this knowledge, use it in practice, transform it according to the situation, constantly learn, update knowledge and practical skills, use them creatively, and achieve new results in practical activities.

It is precisely these specialists that we must raise and prepare for professional training. How to form such a personality within the walls of school? By the forces of the subject being taught? Recent years have shown that previously used pedagogical technologies do not now give the desired result; we are called upon to look for new ways to solve pedagogical problems - the use of innovative technologies, that is, technologies that allow us to achieve new learning outcomes that are in demand of the time. For several years now this technology has been research technology or lesson-research.

Research activity is one of the forms of creative activity, therefore it should be considered as an integral part of the problem of developing students' creative abilities. The intellectual and moral development of a person based on his involvement in a variety of independent activities in various fields of knowledge can be considered as a strategic direction for the development of education. The development of the student’s personality, his intellect, feelings, and will is carried out only through active activity. The human psyche not only manifests itself, but is also formed in activity, and it cannot develop outside of activity. In the form of neutral-passive perception, it is impossible to form either strong knowledge, deep beliefs, or flexible skills.

It should be noted right away: one should not equate such concepts as student research activity and a lesson - research: research activity is a much broader concept, almost unlimited in time. This is a study with a previously unknown result. Lesson - research is limited in time - 45 minutes. Students are given a research task, the solution to which, in the vast majority of cases, is known (but not to the students). The result of the lesson is new knowledge.

In a typical educational situation, which, as a rule, determines the nature of the educational process, the standard positional scheme “teacher” - “student” is implemented. The first transmits knowledge, the second assimilates it; All this happens within the framework of a well-established class-lesson scheme. In a lesson-research, these positions are faced with reality: there are no ready-made standards of knowledge that are so familiar on the blackboard. This initiates the beginning of evolution from the object-subject paradigm of educational activity - the direction of action from teacher to student - to a situation of joint comprehension of the surrounding reality, the expression of which is the “colleague-colleague” pair.

Lesson - research.
By lesson-research, I imagine the activity of students and teachers associated with the solution by students (with the support of the teacher) of a creative, research problem (albeit with a previously known solution, but unfamiliar to the students) and presupposing the presence of the main stages characteristic of research in the scientific field:
- problem statement,
— repetition of the theory devoted to this issue,
– selection of research tools and practical knowledge of them,
— processing the result obtained, its analysis and generalization, own conclusions.
Such a chain is an integral part of research activity, the norm for its conduct.

Technology.
Let's remember how discoveries happen? Most often, discoveries are accidental and therefore extremely interesting both for the participants in the events themselves and for a wide range of non-specialists. After all, the history of such discoveries is a kind of scientific detective story, with the difference that the author-scientist never knows how his search will culminate. Most often, discoveries occur in those areas of science in which tools can be used for this (substances, devices, materials...). Here a certain model (construction) is created, influencing which the results are studied. Philology in this sense is not the most promising area for making discoveries, but to conduct research lessons with students, we will have enough tools such as interpretation, analysis, and synthesis. That's all the tools! We are not going to make discoveries; with the help of this set of tools, students will gain (almost independently!) new knowledge. And in order to achieve their goal, they will have to construct ideas using philological tools, influence them, and “scroll through” a fairly large amount of knowledge in their memory. I consider the basis of a teacher’s activity in such a lesson to be testing students’ ideas (even unpromising ones until it becomes obvious!) proposed to solve a problem. If there are no such ideas, it is necessary to lead students to their emergence by proposing at least one idea (never immediately offer the correct one, students must find it on their own by searching through various options).

The main goal of the lesson is research - the acquisition by students of the functional skill of research as a universal way of obtaining new, strong knowledge (obtained independently and therefore being personally significant, and therefore durable), developing the ability for a research type of thinking, and activating the student’s personal position in the educational process. Thus, the main result of the lesson - research is an intellectual, creative product (knowledge) that establishes one or another truth as a result of the research procedure.

The leading value of the lesson - research is the value of the process of moving towards the truth. Lesson - research is a joint (teacher and student) process of moving towards the truth!!
The main mystery of a research lesson is the emergence of an idea for solving a problem.
The developmental function of teaching the Russian language and literature requires the teacher not to simply present knowledge in a certain system, but also involves teaching schoolchildren to think, search and find answers to questions posed, and acquire new knowledge, relying on what is already known. In this regard, it is appropriate to quote the words of the French philosopher M. Montaigne: “A well-structured brain is worth more than a well-filled brain.”

Philology should be considered not as a subject with a set of ready-made knowledge, but as a specific intellectual activity of a person. Learning must, to a reasonable extent, take the form of rediscovery rather than simple transfer of knowledge. Nowadays, school education is largely based on the formula: “Assimilation = Understanding + Memorization.”

But if we really want to develop youth, we must be guided by the following formula:
“Mastery = Assimilation + Application of knowledge in practice.”

Cognitive processes develop effectively only with such an organization of learning in which schoolchildren are involved in active search activities, and this activity must be assessed.

Assessing students' success in completing research.
When assessing a student's success in a project or research, it is necessary to understand that the most significant assessment for him is public recognition of success and effectiveness. Any level of achieved results is worthy of positive assessment.
Assessing the degree of development of research skills and abilities is important for the teacher, who must assess:
— degree of independence in performing various stages of work on the project;
— the degree of involvement in group work and the clarity of fulfillment of the assigned role;
— practical use of ZUN;
— the amount of new information used to complete the project;
— the degree of comprehension of the information used;
— originality of the idea, method of solving the problem;
— understanding the project problem and formulating the goals and objectives of the project or research;
— level of organization and presentation;
- mastery of reflection;
— a creative approach in preparing presentation visual objects;
— the significance of the results obtained.

The search for something new is the basis for the development of will, attention, memory, imagination and thinking. An effective means of learning and development is the organization of lessons - research, the purpose of which is to help students independently discover new knowledge and methods of activity, deepen and systematize what they have learned.

LITERATURE:
1. Yu.V. Zavelsky. Memo for the teacher. J-l. Head teacher Management of a modern school. No. 6, 2007
2. N.Yu. Shelenkova. Organization of student research work in the school scientific society. J-l. Head teacher Management of a modern school. No. 5, 2005
3. N.S. Generalova. Methods of working with gifted children in a general education school. J-l. Head teacher Management of a modern school. No. 8, 2009
4. L.G. Perevoznaya. Organizing students' research activities is a promising way to develop children's giftedness. ttp://festival.1september.ru/articles
5. Organization of research work From the experience of schools in the Altai Territory. http://festival.1september.ru/articles/568376/

The main goal of education is to nurture a student’s creative personality, capable of self-development and self-improvement, therefore, I chose search and research as a priority didactic approach in teaching and education.

Research lessons have two goals: teaching the subject (didactic goal) and teaching research activities (pedagogical goal). The set goals are achieved by solving specific problems. For example, to teach a subject it is necessary to solve the following problems:

Acquisition by students of general educational skills (working with a textbook, compiling tables, recording observations in writing, formulating thoughts in internal and external speech, exercising self-control, conducting introspection, etc.);

Acquisition by students of special knowledge and skills (mastering factual material on the subject);

Acquisition of intellectual skills by students (analyze, compare, summarize, etc.).

To teach research activities, it is necessary to solve another problem - the acquisition by students of research knowledge and skills:

Knowledge of the specifics and features of the process of scientific knowledge, stages of research activity;

Knowledge of scientific research methodology;

The ability to identify problems, formulate hypotheses, plan an experiment in accordance with the hypothesis, integrate data, and draw conclusions.

According to the main didactic purpose Research lessons can be divided into the following types : learning new material, repetition, consolidation, generalization and systematization of knowledge, control and correction of knowledge, as well as combined lessons.

According to the volume of the methodology mastered Scientific research can be divided into lessons with elements of research and lessons-research.

In a lesson with elements of research, students practice individual teaching techniques that make up research activities. According to the content of elements of research activity, lessons of this type can be different, for example: lessons on choosing a topic or research method, on developing the ability to formulate the purpose of research, lessons on conducting an experiment, working with sources of information, listening to reports, defending abstracts, etc.

In the research lesson, students master the methods of scientific research and master the stages of scientific knowledge. According to the level of student independence manifested in research activities, research lessons can correspond to the initial (lesson “Sample of Research”), advanced (lesson “Research”) or higher level (lesson “Research Actual”).

Students’ mastery of research knowledge and skills should take place in stages, with a gradual increase in the degree of independence of the student in his research educational activities. And it is natural that one should begin with the preparatory stage - a theoretical study of the stages and stages of research activity. This is followed by students mastering the research process in the “Sample of Research” lessons (stage 1), practicing educational techniques for research activities in the “Research” lessons, as well as in lessons with elements of research (stage 2) and the use of a research approach in the learning process in the “Research Actual” lessons (stage 3).

The structure of the lesson-research includes the following sequence of actions:

1) updating knowledge;

2) motivation;

3) creating a problematic situation;

4) statement of the research problem;

5) determination of the research topic;

6) formulation of the purpose of the study;

7) putting forward a hypothesis;

8) hypothesis testing (conducting an experiment, laboratory work, reading literature, thinking, watching fragments of educational films, etc.);

9) interpretation of the data obtained;

10) conclusion based on the results of research work;

11) application of new knowledge in educational activities;

12) summing up the lesson;

13) homework.

Students' research activities in the classroom begin with the accumulation of information. Next, it is necessary to formulate the objectives of the study, those. answer the question: what needs to be done to solve the problem? Next step - hypothesizing - a mental representation of the main idea that the research may lead to, an assumption about the results of the research. Hypothesis testing consists of certain actions according to the developed algorithm. Students must interpret the data obtained as a result of these actions (“Data analysis shows that...”). In conclusion, an assessment, presentation of the results of the work and a conclusion from it are necessary .

Teaching techniques, components of students’ research activities during research lessons:

– highlighting the main problem in the proposed situation;

– determination of the topic and purpose of the study;

– formulation and selection of useful hypotheses;

– determining the suitability of the hypothesis chosen for testing;

– differentiation between assumptions and proven provisions;

– planning an experiment to test the hypothesis;

– analysis of planned experiments, selection of the most suitable one;

– planning the result;

– conducting an experiment;

– designing a new version of the device to carry out a specific experiment, making models according to one’s own design;

– drawing up tables, graphs, diagrams (to identify patterns, generalizations, systematize research results, graphically depict laws, to establish a connection between the obtained data and the problem posed and the sequence of studying the data);

– systematization of facts and phenomena;

– interpretation of data;

– use of generalizations, methods of analysis and synthesis, induction and deduction;

– establishing analogies;

– formulation of definitions and conclusions based on theoretical and actual research;

– problem solving in a new situation;

– writing a creative essay, abstract.

The activities of the teacher and students are determined by the level of the lesson-research (Table 1).

Let's give an example of conducting a research lesson.

"Crystal lattices"
8th grade

For didactic purposes - this is a lesson in learning new material, according to the content of elements of research activity - lesson “Research Sample” (beginner level).

Didactic objectives of the lesson. Help students independently determine the dependence of the physical properties of substances on the types of chemical bonds and types of crystal lattices; teach them to obtain information about the properties of substances by the type of chemical bonds and type of crystal lattice, and vice versa.

Pedagogical objectives of the lesson. To acquaint students with the features of the process of scientific knowledge, the stages of research activity; to teach them to distinguish problems, formulate and select useful hypotheses, interpret data, and draw conclusions; to interest students in research activities, the search for new problems and questions.

Lesson Plan

Determining lesson objectives, motivating students.

Formulation of the problem.

Determining the topic and purpose of the study.

Proposing a working hypothesis.

Confirmation of the hypothesis (collection, design, interpretation of data).

Formulating a conclusion based on the research results.

Summing up the lesson.

Equipment and reagents.

On the teacher's desk: crystal lattices of substances, samples of substances.

On students' desks: information printed on sheets (see appendix) about the properties and structure of substances: water, carbon dioxide, diamond, silicon (IV) oxide, aluminum, table salt; crystal lattices of these substances; sheets of paper with prepared tables.

The names of the main stages of research activity are written on the board. Students work in groups of four.

DURING THE CLASSES

Teacher. Research is one of the types of professional human activity. A scientist and a worker, a university lecturer and a teacher - a person of any profession, with a competent approach to business, uses elements of research work. One of the objectives of our lesson is to learn research activities. Another task is to take the next step along the road of chemical knowledge: to find out how chemical bonds affect the properties of solids.

Then work in groups begins. Each group of students is a small “scientific laboratory” that chooses its own “scientific supervisor” who is responsible for the work of the group.

Teacher. Where does any research begin?

Student. From accumulating information, posing a problem.

Teacher. It is impossible to imagine the life of a modern person without power lines, road and air transport, instrument making, rocketry and construction. And in all these areas, aluminum and its alloys are used. What properties of aluminum allow it to be so indispensable?

Student. Lightweight, strength in alloys, corrosion resistance, high electrical conductivity and ductility.

Teacher. So, the problem arises: why does aluminum have these properties, and not other substances?

Students make various assumptions.

Teacher. Substances, as you know, can exist in three states of aggregation: gaseous, liquid and solid. For example, oxygen under normal conditions is a gas, at a temperature of –182.9 °C it turns into a blue liquid, and at a temperature of –218.6 °C it solidifies into a blue snow-like mass. Solids are divided into crystalline and amorphous (plasticine). Amorphous substances do not have a clear melting point; their particles are arranged randomly.

Crystalline substances are characterized by the correct location (at strictly defined points in space) of the particles of which they consist. When these points are connected by straight lines, a spatial framework is formed, which is called a crystal lattice. The points at which crystal particles are located are called lattice nodes. The nodes of crystal lattices can contain various chemical particles (ions, atoms, molecules).

Today you have to explore the interdependence of three parameters: the type of bond, the type of crystal lattice and the physical properties of substances. To do this, groups are asked to review information about substances (see appendix), their crystal lattices, fill out the table and draw a conclusion.

Students do the work, fill out the table (Table 2) and draw appropriate conclusions.

At the end of the work, the following entry remains in the students’ notebooks.

Problem. Why aluminum is lightweight, durable and conducts electricity.

Research topic. Relationship: type of chemical bond - type of crystal lattice - physical properties of the substance.

Purpose of the study. Identify the relationship between the type of chemical bond, the type of crystal lattice, and the physical properties of the substance.

Hypothesis. Different substances, having different physical properties, have different chemical bonds and crystal lattices.

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Hypothesis confirmation(see completed Table 2).

Conclusion. The physical properties of substances depend on the type of crystal lattice, which, in turn, is determined by the type of chemical bond (Table 3).

Table 3

Properties of crystals with different types of crystal lattices
molecular	ionic	atomic	metal
Hardness is low. t kip – low. t pl – low. Some may dissolve in water. The solution and melt do not conduct electric current	The hardness is great. t kip - high. t pl – high. Can dissolve in water. The solution and melt conduct electric current	The hardness is very high. t kip - high. t pl – high. They do not dissolve in water. The solution and melt do not conduct electric current	The hardness is quite high. t kip - high. t pl – high. They do not dissolve in water. Conducts electric current not only in the melt, but also in solid form
	Chemical bond - ionic	Chemical bond - covalent	Chemical bond - metallic

The teacher summarizes the lesson, explains homework, asks questions for reflection and consolidation of the material studied.

APPLICATION

Information for students

Diamond

Diamond is made up of carbon atoms. Each of the atoms in the crystal is connected to neighboring atoms by strong covalent bonds. These strong bonds make diamond extremely hard (from the Greek word "adamas"- indestructible). In a diamond crystal, all valence electrons participate in the formation of covalent bonds; there are no free electrons. Diamond does not conduct electricity and is a poor conductor of heat. Diamond has no melting point. When heated above 1000 °C (without access to oxygen), diamond turns into graphite. Insoluble in water. After cutting, a diamond strongly refracts light and sparkles beautifully. The formula should be written correctly - C P .

Aluminum

Simple substances metals consist of atoms of one metal element. The nodes of the crystal lattice of metals contain cations, which are held by freely moving socialized electrons. Mobile valence electrons give metals plasticity, high electrical and thermal conductivity, characteristic luster and opacity.

Aluminum is a silvery-white metal, light (density - 2.7 g/cm3), melts at 660 °C. It is very plastic, easily drawn into wire and rolled into sheets and foil. In terms of electrical conductivity, aluminum is second only to silver and copper (it is 2/3 of the electrical conductivity of copper).

Water

Water (H 2 O) is the most amazing, most common and most necessary substance on the planet.

Water affects the planet's climate because it has a very high heat capacity.

Water is almost never clean, because... dissolves almost all substances to one degree or another. Ice melts at 0 °C, water boils at 100 °C. Chemically pure water does not conduct electricity.

Ice is crystalline water. There are molecules at the nodes of the ice crystal lattice. The forces of intermolecular interaction in molecular crystals are usually weak, but water is an exception. The reason is hydrogen bonds.

Carbon dioxide

Carbon monoxide (IV) is a colorless gas, approximately 1.5 times heavier than air, soluble in water. The well-known sparkling water is a solution of carbon monoxide (IV) in water. At ordinary temperatures and relatively high pressure, carbon dioxide liquefies. When it evaporates, so much heat is absorbed that part of the carbon monoxide (IV) turns into a snow-like mass (“dry ice”). When cooled under normal pressure, the gas immediately solidifies (at a temperature of –78 °C, bypassing the liquid state. Liquid carbon dioxide is formed only under pressure.

Intermolecular bonding operates between molecules of gaseous and liquid bodies. Since intermolecular bonding is in most cases weaker than ordinary chemical bonding, molecular crystals melt at low temperatures and have high volatility.

Silicon(IV) oxide

Silicon(IV) oxide has a very high melting point - one of the modifications of quartz melts at a temperature of 1728 °C. Based on the properties, it can be assumed that solid silicon oxide must have an atomic crystal lattice. This has been confirmed by many studies. A silicon oxide crystal is like one giant molecule and has the formula (SiO 2) n. In its pure form, silicon(IV) oxide is a solid crystalline substance; it is refractory and nonvolatile, and insoluble in water. Silicon(IV) oxide occurs in nature in the form of river sand, quartz, and rock crystal.

Salt

Table salt, or sodium chloride NaCl, is a white crystalline substance, soluble in water, with a salty taste. Conducts electric current in solutions and melts, melts at a temperature of 801 ° C, ensures the implementation of the most important physiological processes in the body.

Opposite ions of sodium and chlorine are attracted and tend to get closer to each other. They are of the same name - they repel and move away from each other. When the forces of attraction and repulsion are balanced, cations and anions are arranged in a specific order, forming an ionic crystal lattice.

Coach:	Rybak Svetlana Mikhailovna – 1st level teacher school-gymnasium No. 9 of the city of Pavlodar
Lesson topic:	« Lessonstudyas one of the forms of lesson research»
	Teacher's Guide Levels 1-2, Video resources. See Attachment
Common goals:	Create conditions for familiarization with the concept “ Lesson Study» as a form of research by a practitioner. To prepare teachers to embrace the ideas of action research and as a form of action research – “ Lesson Study", understanding its tasks, and the ability to implement it in one’s activities.
Learning outcomes:	Teachers will know what action research is and understand its objectives; list of the main main stages of action research and differences " Lesson Study". They will form a positive attitude towards reflection on their teaching activities, the tool of which is “research in action” and Lesson Study. Review their pedagogical practices so that they are actively involved in teaching and learning practices in order to implement changes, accompanied by systematic collection of evidence of the impact of these changes.
Key ideas:	School-based action research is a process through which practitioners think about and respond to school problems. This form of research is not so much "V" And "pro" education, how much "For" him. Based on this, the purpose of the teacher is to engage himself in the process of self-reflective inquiry in order to be able to understand and improve his own practice.
Materials and equipment	Computers for each group, projector, screen, markers, stickers, posters, videos, handouts

Stages of the lesson	Time	Coach actions and participant actions
Introduction		Formation of a collaborative environment. - Greet each other as people around the world do. (Slides). Final greeting bow, as in Japan
Goal setting		A) I invite you to a lesson at the Japanese school. -Watch a video clip made in a Japanese school. Record your observations in the table: 1. Student activities. 2. Teacher's activities. 3. Methods What unusual thing did you notice? Exchange of views “Free microphone” A) Output on the topic: This is a lesson - research -Lesson Study B) What do you know aboutLesson Study.ZUH table
Study of theoretical issues		Groups are provided with electronic and paper resources: Group assignment: Create a Microsoft PowerPoint presentation about Lesson Study: 1 group. What it is? (Story) 2nd group. Why use it? (What are the goals of LS) 3rd group. What are the stages of the process?
Practical part		Each group downloads their presentation to the computer. Groups go around in circles watching all the presentations When viewing presentations, group secretaries take notes on what is in other groups' presentations but is missing in their own presentations Groups return to their presentations and make adjustments or add what they learned from watching other groups' presentations (Each group member prints out their group presentation and includes it in their portfolio) - Coach presentations as a stage of self-confidence and self-esteem - Formative assessment with a sticker to be placed on the PC.
Reflection		1. Filling out the ZUKH 2-3 columns. 2. Two stars and a wish.

Resources:

Coaching Resource

Lesson Study

Lesson Study is a collaborative approach to teacher training and practice development.

Similar to action research, it involves a series of cycles. Central to Lesson Study is the process of “ lesson study" or " lesson study”, in which collaborating teachers study student learning to discover how they could develop a particular approach to improve learning. The key characteristics of Lesson Study are creativity and scientific rigor. Creativity is driven by teachers working collaboratively to develop new teaching approaches, and scientific rigor involves collecting student learning data that will support the effectiveness of new approaches.

Groups usually consist of at least three teachers, which is a factor that favorably influences each other's experience and knowledge. Although only one teacher will teach a lesson, the group takes responsibility for it and any assessment of teaching and the lesson as a whole relates to the work of the entire group, not the individual teacher.

Process

The Lesson Study approach initially involves joint detailed planning. The research lesson is then taught by one of the group members while the rest of the group observes. All results related to the student learning process are systematized and analyzed by all group members immediately after the completion of the research lesson and, then, the work is jointly replanned taking into account the results obtained in the learning process to ensure Lesson Study greater efficiency.

Available series of steps in the Lesson Study process, which became and became established over time:

The Lesson Study group agrees on a system of rules that ensures that its work is effective and that all members treat each other with respect.

The group agrees on a key idea for the study, which is usually framed as a question and determines what to teach and to whom, for example, “How can we teach X to use Y's capabilities more effectively to improve their learning.”

Team members research the literature to find an answer related to their key research idea and synthesize their findings to use in planning.

The group decides which class and which three "study students" will be the focus of the research lesson and will represent the high, average and low performing class groups.

The group plans a research lesson, focusing special attention on the upcoming learning of the “research students”

One teacher leads the research lesson while the others observe and take notes, paying particular attention to the three “study students (A,B,C).”

Teachers interview several students to find out their opinions about an inquiry lesson.

The group discusses the research lesson immediately after it ends. The discussion follows a set structure:

Observing the learning of the “study students” in comparison with preliminary predictions made during the planning process, and establishing the reasons for the differences that occurred;

teaching the class as a whole;

the course of the research lesson and the teaching process;

setting the goal of the subsequent research lesson in accordance with and on the basis of what has been established and studied;

joint planning by the group of the next Lesson Study.

After a Lesson Study cycle (usually three or more), the group agrees on changes in teaching approaches and curricula to be undertaken and promoted