Keyword: «structure of the lesson»

The article is devoted to the problem of preparing a plan for conducting classes at a university. Detailed and step-by-step consideration of mapping out a plan for conducting classes is intended to provide the basic elements for young university teachers.

The article is devoted to the issues of introducing into the modern school education certain creative lessons and courses that contribute to the actualization of the creative beginning of the student's personality. Theoretical information on a paired creative lesson in the NFTM-TRIZ system and the structure of a creative mono-science based on it are given. Describes two of the brightest stages of such a lesson and didactic tools for them “Surprise by a miracle” and “Puzzle”. The article also describes the individual courses of creative development of students, which make up the structure of the continuous formation of creative thinking from preschool education to 10–11th grades of secondary school.

The article discusses the problem of optimizing the structure of a foreign language lesson in a higher education institution. The relevance of this research stems from the growing demand for a higher level of practical proficiency in a foreign language among students, as well as the need to optimize every aspect of the learning process. Special attention is given to the initial, organizational, and motivational stages, which, in traditional practice, are often reduced to mere technical procedures that do not contribute to solving the modern challenges of foreign language education. It is proved that the traditional approach to the beginning of the lesson, limited only to organizational issues and the announcement of the topic, is not effective enough to solve the modern most important tasks of foreign language education. The aim of the article is to theoretically substantiate and develop a practice-oriented model for conducting the initial stage of the lesson, aimed at improving the overall effectiveness of learning. The main approach to studying the problem is to analyze and synthesize domestic (activity-based, student-centered) and foreign (ESA, ARC models, Theory of Self-Determination) methodological concepts, as well as to compare the structural elements of the beginning of lessons in authentic British textbooks. The main results of the study were: identification of the shortcomings of the traditional "organizational structure"; development of a three-component model of an optimized initial stage (communicative launch, actualization and problematization, joint goal setting). The model was tested, which confirmed the increased involvement of students, increased motivation and intensification of speech practice. The theoretical significance of the work lies in the systematization of scientifically based approaches to the design of the initial stage of the lesson. The practical value of this article lies in providing specific techniques and general guidelines for teachers on how to turn the start of a lesson into a multi-functional module that engages students in productive learning activities.