A well-drawn technological map must necessarily provide clear answers to the following questions:

What kind of operations should be performed?

In what sequence are the operations provided for by the technological process performed?

How often do operations need to be performed (in cases where the operation must be repeated many times)?

How much time does it take to complete a single operation?

What is the end result of performing a certain operation?

What tools and materials are required to effectively perform the operation?

The development and implementation of technological maps is necessary in the following cases:

With a high degree of complexity of the operations performed;

If there are controversial elements and ambiguities in the planned operations;

If it is necessary to clearly determine the labor costs for high-quality operation of the facility.

It must be said that, most often, a technological map is drawn up for each individual object, drawn up in the form of a clear table. One technological map can take into account different, but at the same time, object models that have some similarity to each other. This type of documentation is compiled exclusively by the technical services of the enterprise, while it is approved directly by the head of the enterprise.

Today, there are technological maps for absolutely all types of construction work, which are developed not only by the construction companies themselves, but also by special institutes. Technological maps are also produced by factories specializing in the production of building materials.

Technological maps, first of all, are designed for training workers, because this document, as mentioned above, shows the most rational methods for performing various types of work, and also builds a chain of actions for the worker, who, for his part, does not have the right to skip any cycle , thereby performing the work only at his own discretion.

In recent years, the use of technological maps has taken an important place not only in construction, but also in many other industries, including industry and agriculture. And this is not surprising, because the number of workers with fairly low qualifications is increasing from year to year, which leads to the impossibility of performing the simplest jobs with high quality. On the other hand, many new types of work appear every year, so even a qualified worker or master often does not know how to correctly and as quickly as possible fulfill the duties assigned to them. In such cases, it is simply impossible to do without a well-drawn technological map (if, of course, the enterprise wants to effectively carry out its tasks).

Any catering establishment is required to create technological maps - this is required by law. Today we will tell you: what technical maps are, what they are like and how to automate work with technological maps.

What is a technological map

In general, a technical map is a document containing information about the ingredients of a dish and how to prepare it. It contains the following information:

• quantity and name of products included in the dish;
• recipe;
• rules for registration and submission.

The procedure for compiling, maintaining and storing technological maps is regulated by GOST 31987-2012 “Public catering services”. This document is mandatory for use in all catering establishments, regardless of their form of ownership. Failure to comply with this requirement may result in penalties in accordance with the Code of Administrative Offenses of the Russian Federation.

Sample technological map

What are the technology maps?

Simple technological map - TK

Suitable for dishes prepared according to standard recipes. Such recipes are listed in culinary reference books and approved by the relevant GOSTs. In this case, simplified requirements apply to the document: only the composition and recipe are indicated. At the request of the organization, you can indicate the nutritional value. Important point: the source of the recipe must be indicated in the TC. This may be a link to the reference book or GOST from which it was taken.

Simple TCs serve to ensure that catering enterprises do not reinvent the wheel every time. There is no point in developing your own recipe for boiled potatoes in each canteen - this process is formulaic. The rules for drawing up a TC according to a simplified scheme are specified in GOST 31987-2012 “Public catering services”.

Technical and technological map - TTK

But here everything is more complicated. Such a document is developed for each new dish that is not in any reference book. There is much more information here. The TTC must indicate:

• name of the organization that developed the technical and technological map;
• application area. In this paragraph, a list of catering establishments is written that can use the recipe at their premises;
• requirements for raw materials. Here is a list of accompanying documents, confirmation of security, and so on;
• name and quantity of ingredients;
• total mass of the dish at the exit. During cooking or cooking, dishes may lose some weight - this must be taken into account;
• complete description of the technological process. Everything is taken into account: from the methods of cutting products to the cooking time. For each standard process, you must indicate a link to GOST or the regulatory document according to which it is carried out. For imported products, their own recommendations are used;
• requirements for the design and rules of serving the dish, as well as storage conditions;
• quality and safety parameters. This paragraph describes the appearance, nutritional value of the dish, its taste and smell.

The TTK is developed by the responsible person and approved by the head of the catering establishment.

Technical and technological map of Greek salad

TC and TTK must be printed, have live signatures with seals and be stored in an accessible place. They must be presented at the request of the inspection authorities.

Below you can download samples of technical maps for some dishes and drinks:

Technological maps are drawn up not only for catering products, but also in any other area where products are made from any raw materials.

Technological maps and commodity accounting systems

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THE GOVERNMENT OF MOSCOW

Moscow City Committee for State Expertise
projects and pricing in construction
(Moskomekspertiza)

CENTRAL RESEARCH AND DESIGN AND EXPERIMENTAL INSTITUTE OF ORGANIZATION, MECHANIZATION AND TECHNICAL ASSISTANCE FOR CONSTRUCTION
tsniomtp

MANAGEMENT
for the development and approval of technological maps in construction
(to SNiP 3.01.01.85** “Organization of construction production”)

Moscow, 2004

Guidelines for the development and approval of technological maps in construction - M., 2004, 30 p. (Moscow Government Moscow City Committee for State Expertise of Projects and Pricing in Construction; Central Research Institute of Organization, Mechanization and Technical Assistance to Construction - TsNIIOMTP)

The Guide to SNiP 3.01.01-85** “Organization of construction production” contains requirements for the development of technological maps for performing certain types of construction, installation and specialized construction work. The composition, content and procedure for developing technological maps, as well as requirements for standard technological maps are given.

The manual is intended for use in the development of technological maps and projects for the production of works by construction and installation organizations of any form of ownership, design and technological institutes and executive authorities in the development of unit prices and PPR

The manual was developed by a team of authors.

TsNIIOMTP

Doctor of Technical Sciences, Professor Oleinik P.P.

Doctor of Technical Sciences, Professor Kyiv L.V.

Doctor of Technical Sciences Belevich V.B.

Ph.D. Zhadanovsky B.V.

(responsible executor)

Ph.D. Privin V.I.

Moskomekspertiza

engineer Shanin A.A.

Ph.D. Minin V.N.

1. GENERAL PROVISIONS

List of technological processes subject to control

Control of dimensions of the formwork inventory panel

Quality control of formwork installation

1. Deviation of the lines of the intersection planes from the vertical of the columns is 10 mm.

2. Local irregularities surface - 5 mm.

3. Cross-sectional size - +6 mm - 3 mm.

4. The difference in height marks at the junction of two adjacent surfaces is ± 3 mm.

List of machines, mechanisms and equipment

List of technological equipment, tools, inventory and devices

Need for materials, products and structures

______

Calculation of labor costs and machine time

Final product meter __

Work schedule

Final product meter ___

3. PROCEDURE FOR DEVELOPMENT, EXAMINATION, LINKING, APPROVAL AND REGISTRATION OF TECHNOLOGICAL MAPS

ORGANIZATION AND TECHNOLOGY OF THE CONSTRUCTION PROCESS

The technological map (TC) covers reinforcement, formwork and concrete work.

The formwork of monolithic reinforced concrete foundations is provided from separate unified steel formwork blocks. The set of block formwork includes the formwork block of the two-stage shoe part of the foundation and the column block. Reinforcement of the shoe is done with meshes, the column reinforcement is done with reinforcement frames.

Two options for supplying concrete mixture to the structure are considered: using a crane in bunkers ( I ) and concrete pump SB-170-1 ( II).

WORK SCHEME

The technological map (TC) also contains: a detailed description of the organization and technology for performing work, calculation of labor costs, machine time and wages, a work schedule, a list of materials, equipment, inventory, tools

Note:

If there are no brands of machines, mechanisms, or equipment specified in the map, it is recommended to replace them with others with similar technical characteristics.

Organization-developer of TTK and

compiler of the catalog sheet TsNIIOMTP

(Name)

Distributor TTK TsNIIOMTP

(Name)

127434, Moscow, Dmitrovskoe highway, 9

Only after careful preparation and assessment of the object that needs to be dismantled. During the preparation process, a detailed technological map is drawn up, which allows you to record all stages of the upcoming work. A technological map is a kind of plan for dismantling work. And in the event of demolition of a complex object, you cannot do without such a map.

What is included in the technological map?

A technological map is a document that contains important information about the object, the upcoming dismantling work, as well as a kind of instruction for workers who will carry out the process of dismantling or demolishing the object.

The standard flow chart lists upcoming operations in detail, and also outlines a clear plan and sequence of work. In particularly difficult cases when dismantling a large object, when it is necessary to repeat some operations many times, the flow chart indicates the frequency of operations.

The technological map allows you to calculate in advance how much time it will take to complete each operation and dismantle the facility as a whole. This map also indicates the tools and materials that will be needed for effective, high-quality and safe dismantling.

In what cases is a technological map necessary?

Without a technological map, it is impossible to carry out high-quality dismantling of a structure or other object. Detailed instructions are important if the upcoming operations are excessively complex, if there are controversial decisions during dismantling, and also if it is necessary to clearly determine the time, money and labor costs for the upcoming work.

For each individual object, its own technological map is drawn up. Sometimes similar technological maps can be drawn up for similar models of objects. However, in any case, this type of documentation is drawn up taking into account the nuances of the upcoming work and is approved by the head of the enterprise that will carry out the dismantling.

Technological maps are drawn up not only for dismantling, but also for many other types of construction work. They are developed by construction companies, as well as specialized institutes. In addition, such cards are even produced by factories that produce building materials.

This type of documentation offers the most rational method for performing various construction works, including dismantling. The process map clearly and easily indicates the worker’s action plan. If you skip any point, the dismantling or construction process will be of poor quality and even unsafe. Therefore, we can say that the technological map is designed for training and monitoring the actions of workers.

Technological maps allow dismantling to be carried out correctly, efficiently, safely, in the shortest possible time and with the involvement of the required number of workers.

Technological map of the lesson.

“If we teach today the way we taught

Yesterday, we will steal tomorrow from children."

John Dewey

Dear Colleagues! Our society is changing, the goals and content of education are changing.

Modern life places strict demands on people today - high quality education, communication skills, determination, creativity, leadership qualities, and most importantly, the ability to navigate a large flow of information. Having left the school, the graduate must continue to develop and improve himself, and for this he must learn certain methods of action.

Preparing students for life begins at school, so the requirements for education today are changing their priorities: knowledgeable component gives way developing.

Currently, most teachers still gravitate towardstraditional lesson.This is due to many reasons: the habit of traditional forms of learning and fear of the new; lack of understanding of the huge number of innovations.

The traditional lesson is our youth, this is how we were taught to work at the institute, this is how we worked all our lives. Its organization is simple, familiar, well known and worked out to the smallest detail.

But, as practice shows,With traditional education, students who successfully complete school find it much more difficult to find themselves in the surrounding reality. Among them there are many more failed individuals. It is no coincidence that in recent years a joke has arisen among teachers. To the question: “Who lives well in Rus': an excellent student or a C student,” there is always the same answer – a C student, because he is adapted to life, knows how to adapt, choose a non-standard solution, take responsibility, take risks, etc. That is why among them there are much fewer unsettled and unhappy people than, unfortunately, among excellent students who always clearly and correctly followed the teacher’s instructions.

The task of the education system today is not to transfer a volume of knowledge, but to teach children to learn. The main goal of the Federal State Educational Standard iscomprehensive development of the child’s personality based on universal educational activities (personal, meta-subject and subject)

And in order to implement the requirements of the Second Generation Standards in order to achievemain resulteducation, the lesson must change, becomenew, modern!

Main didactic structure of the lesson displayed in lesson plan and in his technological map. They have both static elements and dynamic ones, which are characterized by a more flexible structure.

In preparation for modernDuring the lesson, the teacher goes through three stages: modeling, design and construction.

Modeling – determination of the main parameters of the lesson, determination of the type and type of lesson.

Design – development of the main components of the pedagogical process.

Construction– creation of lesson technology, i.e. systems of interaction between teacher and students. At the construction stage, the teacher createsdocuments - lesson notes and (or)technological map, according to which will work to solve assigned tasksand achieving the basic result of education.

Organize a lesson in accordance with the requirements of the Federal State Educational StandardA lesson flow chart may help.

Technological lesson map - what is it?

Routing- this is a new type of methodological products that ensure effective and high-quality teaching of educational courses at school and the ability to achieve the planned results of mastering basic educational programs at the levels of primary and basic education in accordance with the second generation Federal State Educational Standard.

Concept "routing"came to education from industry. Technological map - technological documentation in the form of a map, a sheet containing a description of the process of manufacturing, processing, production of a certain type of product, production operations, equipment used, time mode for carrying out operations.

Technological map in a didactic contextpresents a project of the educational process, which presents a description from goal to result using innovative technology for working with information. This a modern form of planning pedagogical interaction between teacher and students.

The technological map has the following distinctive features: interactivity, structure, algorithmic nature when working with information, manufacturability and generalization.

Technological lesson mapis a way of graphically designing a lesson, a table that allows you to structure a lesson according to parameters chosen by the teacher.

With these parameters there may be stages of a lesson, its goals, the content of educational material, methods and techniques for organizing educational activities, the activities of the teacher and the activities of students, the result (formed by the educational activities).

Structure of the technological map includes:

1) Name of the lesson stage.

2) Objectives of the lesson stage.

4) Teacher's activities.

5) Student activities.

6) Forms of work (individual, frontal, pair, group)

7) Result (formed UUD, product).

The main task of the technological lesson map- reflect the activity-based approach to teaching, the algorithm of work of the teacher and students at certain stages of the lesson.

The technological map should define ways to achieve three groups of educational outcomes:

• personal;
• meta-subject;
• subject

Having analyzed (based on open electronic sources of information) a fairly large number of technological lesson maps developed by teachers, we can conclude that a unified, established form of such a map does not yet exist. There are no federal regulations on mapping yet, while the process of gaining experience is ongoing.

Each teacher has the right to develop his own map that is convenient for him personally - the main thing is that it helps in his work and does not cause irritation, like an extra writing load.

I offer you several map templates.

Option 1

The proposed technological lesson map is designed to record not only the types of activities of the teacher and students in the lesson, but also the learning results being formed.

Since the planned learning outcomes represent a system of student-oriented educational goals, there is no need to allocate a separate column in the structure of the map dedicated to the intended purpose of the designed lesson.

Option 2

Methods, techniques and forms of work are added (methodological substructure of the lesson)

Option 3

Planned results

subject

UUD

Stage (time)

Goals:

Maps vary in number and list of highlighted sections depending on the level of detail of the lesson. The shape of the cards depends on the lesson types, but the structure of the card should be maintained.

I bring to your attention a technological map of a Russian language lesson in 3rd grade.

As you can see, colleagues, a technological map can be considered as a teacher’s mini-project and it is quite difficult for a teacher to create it at first. Compiling it takes a lot of time.

A technological map is one of the tools to work in a new way, within the framework of the Federal State Educational Standard and

the need to draw up a technological maparose due to the fact that the requirements for a modern lesson have changed.

What is the difference between a lesson plan and a technological map?

Advantages of the technological map.

The technological map allows:

• see the educational material holistically and systematically;

• comprehend and design the sequence of work taking into account the purpose and topic of the lesson;

• flexibly use effective techniques and forms of working with children in the classroom;

• coordinate the actions of the teacher and students;

• organize independent activities of schoolchildren in the learning process;

The technological map will allow the teacher:

• implement the planned results of the second generation Federal State Educational Standard;
• systematically form universal learning activities among students;
• design the educational process for mastering the topic, taking into account the purpose of mastering the course;
• implement interdisciplinary connections in practice;
• carry out diagnostics of the achievement of planned results by students at each stage of mastering the topic.

The use of a technological map provides conditions for improving the quality of training, since:

· the educational process for mastering a topic (section) is designed from goal to result;

· effective methods of working with information are used;

· stage-by-stage independent educational, intellectual, cognitive and reflective activities of schoolchildren are organized;

·conditions are provided for the application of knowledge and skills in practical activities.

Self-analysis of the lesson

When introspecting the lessonthe teacher often simply retells its course and finds it difficult to justify the choice of content, methods used and organizational forms of teaching. In the traditional plan, mainly the content side of the lesson is described, which does not allow for a systematic pedagogical analysis of it. Lesson recording form in the form of a technological mapmakes it possible to detail it as much as possible even at the preparation stage, to evaluate the rationality and potential effectiveness of the selected content, methods, means and types of educational activities at each stage of the lesson.

Using a technological map, you can conduct not only a systemic, but also an aspect analysis of a lesson (tracing the map vertically).

For example:

• teacher’s implementation of lesson goals;
• the use of developmental methods, ways to enhance the cognitive activity of students;
• implementation of assessment and control.

Conclusion:

The map does not replace the lesson notes. A lesson outline is notes that allow improvisation; it is the support, foundation, foundation of a future building called a “lesson”. And the main purpose of the map is to reflect the activity-based approach, the algorithm of work of the teacher and students at certain stages of the lesson, and the formation of a learning lesson.

Preview:

I. Organizational moment. Motivation for learning activities.

Check your seating position. Get ready for the lesson.

Today is a wonderful day. You came to school in a good mood. Smile at each other and give the warmth of your hands to your desk neighbor. We will overcome any difficulties together.

Educational and cognitive interest in this lesson, creating a situation of success and trust.

They smile and touch their palms to each other.

Managing your partner’s behavior, willingness to build relationships with other people.

They remember the rules of behavior and get ready for the lesson.

Self-assessment of readiness for the lesson, psychological attitude.

II. Updating what has been learned.

1. Let us remember the spelling patterns we have studied.

In one verbal state they lived and did not bother with spelling. Orthograms - letters of vowels and orthograms - letters of consonants were often collected together, and sometimes in one word, and waited for the children to remember them and not make mistakes in spelling. But sometimes they were naughty and did not want to say their full names. This is what was left of them

(on the slide there is a sign:unstressed, consonants, doubled, unpronounceable)

- Remember the full names of these spellings.

2.Work in pairs.

Give examples of words with these spellings.

3. Vocabulary work.

The spellers were having fun,

And errors appeared.

You'll find them sooner

Write down the words correctly.

(on the slide there is a note:Shyroko, crow pyro, sparrows, flycatcher)

- Write it correctly. Indicate the spelling.

(student works at the board)

The knowledge necessary to understand a new topic is updated.

They listen to a fairy tale and remember the spellings.

Give a full description of the studied spellings and find them in the text.

Dictate 2 words to each other

The ability to listen to the interlocutor, be ready to correct the answer and correct your mistake

Check their work with the board, evaluate the work on the board.

Work according to the plan, checking your actions with the goal, developing evaluation criteria.

III. Statement of a problematic question.

Highlight in a word flytrap root.

I saw the following in the students' notebooks:flycatcher, flycatcher.

What question arises?

(Which student is right? How many roots are in the word flycatcher?)

Write down the word. Isolate the root.

Formulate an educational problem, build reasoning, prove your point of view.

The whole class listens to the students' statements in frontal mode.

The ability to enter into dialogue, express and justify one’s point of view.

The accuracy of the answers is assessed.

Be able to listen in accordance with the target setting, supplement, clarify statements.

IV. Finding a solution (discovering new knowledge)

1. Conversation on issues.

Who is this flycatcher? (bird)

Why was the bird called that? (show picture)

What is the root of the word fly ?

What is the root of the word catches?

Choose words with the same root.

Are there roots of flies and fishing in the word flycatcher?

So how many roots are there in a word? flycatcher ? (This word has 2 roots)

What are words consisting of two roots called?

Read the definition and compare it with your wording.

Write on the board:flycatcher - catches flies.

Teachers answer questions and develop vocabulary.

They put forward hypotheses.

They read the rule, solve the problem, discover new knowledge.

Process information, build reasoning.

Listen to students' answers

Formulate your thoughts, construct a speech statement.

They check the correctness of the answers, correct, supplement, and clarify.

Make a plan for solving an educational problem.

IV. Formulating a topic (working with definition)

What words are called compound words?

Why were they called that: complex? (Composed of two words)

Give your own example of a compound word.

They give examples, identify roots, explain the meaning of words, and select words of the same root.

Extract new information.

They work in frontal mode.

Come to a common decision in joint activities.

Evaluate the correctness of the answers.

Work according to the plan, checking your actions against the goal.

V. Development of the ability to apply new knowledge.

1. Work according to the textbook.

Exercise 122 – identifying a word in the text that consists of two roots.

What words did this word come from?

How many roots does it have?

Write down this word and highlight the roots in it.

2. Determination of the place of compound words in a series of words with the same root.

Exercise 123

In which group of cognate words can the word appear? waterfall?

3.Group work.

(Work with cards)

Collective completion of a task with motivation for choosing a word.

Write out 2 groups of words with the same root, highlight the roots.

They determine the lexical meaning of complex words, give an interpretation, and identify roots.

Process received information and extract new information.

Work in groups.

Ability to collaborate, negotiate and come to a common decision.

Awareness of the value of joint activities.

Self-control and mutual control of task performance in groups.

Work according to plan, determine the degree of success of your work and the work of others.

VI. Summing up the work. Reflection.

What new did you learn in class today?

What are compound words? Dunno answered this question like this: “All incomprehensible words are called complex.” Buratino said that all long words are complex words. Athanasius: “Words that have two roots are called compound words”

Which hero is right?

Self-assessment of work in the lesson.

Develop the ability to generalize, draw conclusions, and evaluate your work.

VII.Homework.

1.Learn the rule

2. Write a fairy tale about complex words.

Sequence of teacher actions Modeling a lesson - determining the main parameters of a lesson, including: clarifying the concept or technological idea of ​​teaching; correlating the purpose of the lesson with the goals of the educational topic, determining the type and type of lesson, taking into account the requirements for the lesson according to the Federal State Educational Standard, the type of lesson for studying and initially consolidating new knowledge; consolidation of new knowledge; complex application of ZUN; generalization and systematization of knowledge; checking, assessing and correcting students' knowledge of learning) Type of lesson - reflects the leading teaching method.

Sequence of teacher actions Design - development of the main components of the pedagogical process: tasks, content, methods, means, forms of educational activity. Construction – creation of lesson technology, i.e. systems of interaction between teacher and students. At the design stage, the teacher creates documents - a lesson outline and (or) a technological map, according to which he will work, solving the assigned tasks and achieving the main result of education

Didactic structure of the lesson Technological map of the lesson Lesson plan

A technological lesson map is a new type of methodological product that ensures effective and high-quality teaching of academic subjects and the ability to achieve the planned results of mastering basic educational programs in accordance with the Federal State Educational Standard. A technological lesson map is a way of graphically designing a lesson, a table that allows you to structure a lesson according to parameters chosen by the teacher.

1) Name of the lesson stage. 2) Objectives of the lesson stage. 3) Contents of the stage. 4) Teacher's activities. 5) Student activities. 6) Forms of work (individual, frontal, pair, group) 7) Result (formed UUD, product). The structure of the technological map includes:

Topic: Objectives: Lesson progress: 1. Organizational moment 2. Checking homework 3. Repetition 4. Studying new material 5. Consolidation. 6. Lesson summary 7. Homework Structure of a traditional lesson summary

Characteristics of the technological map The essential characteristic of the technological map is the representation of the educational process at the level of technology - at the level of design and construction, including a description of the actions of the teacher and students (actions of goal setting, organization, control and regulation). The technological map of the lesson should define ways to achieve three groups of educational results: personal, meta-subject)

Each teacher chooses the structural form of the technological map himself, based on his pedagogical preferences.

Option 1 Activities of the teacher Activities of the students Cognitive Communicative Regulatory Actions being formed Formed methods of activity Carried out actions Formed methods of activity Carried out actions Formed methods of activity 1st stage of the lesson “Setting the goals and objectives of the lesson” 2nd stage of the lesson “Updating knowledge”. . .

Option 2 Stage of the lesson Teacher's activities Student's activities Methods, techniques, forms, teaching aids used Methods formed UUD Result of interaction (collaboration)

Option 3 Technology of implementation Students' activities Teacher's activities Assignments for students Planned results subject-specific UUD Stage (time) Objectives:

Academic subject: Russian language Class: 3G Lesson topic: Introducing the concept of “complex words” Lesson type: Lesson on discovering new knowledge. Technological lesson map

Activities of the teacher Activities of students Cognitive Communicative Regulatory Actions being formed Formed methods of activity Carried out actions Formed methods of activity Carried out actions Formed methods of activity 1st stage of the lesson “Organizational moment. Motivation for learning activities » 1. Organizes the class, checks seating at the desk. 2.Gives a positive attitude to the lesson. Educational and cognitive interest in this lesson, creating a situation of success and trust. They smile and touch their palms to each other. Managing your partner’s behavior, willingness to build relationships with other people. They remember the rules of behavior and get ready for the lesson. Self-assessment of readiness for the lesson, emotional and psychological mood.

Activities of the teacher Activities of students Cognitive Communicative Regulatory Actions being formed Formed methods of activity Carried out actions Formed methods of activity Carried out actions Formed methods of activity 2nd stage of the lesson “Updating what has been learned” 1. Organizes work on the studied spellings 2. Updates the knowledge necessary to understand a new topic. 2.Organizes work in pairs. 3. Organizes vocabulary work. They listen to a spelling tale and remember the spellings. Give a full description of the studied spellings and find them in the text. Interact with the teacher during a survey carried out in frontal mode. The ability to listen to the interlocutor, be ready to correct the answer and correct one’s mistake. The ability to cooperate. Check their work with the board, evaluate the work on the board. Work according to the plan, checking your actions with the goal, developing evaluation criteria.

Activities of the teacher Activities of the students Cognitive Communicative Regulatory Actions being formed Formed methods of activity Carried out actions Formed methods of activity Carried out actions Formed methods of activity 3rd stage of the lesson “Posing a problematic question” 1. Creates a problematic situation, leads to the formulation of a problematic question Write down the word flytrap. Isolate the root. Formulate an educational problem, build reasoning, prove your point of view. The whole class listens to the students' statements in frontal mode. The ability to enter into dialogue, express and justify one’s point of view. The accuracy of the answers is assessed. Be able to listen in accordance with the target setting, supplement, clarify statements. Plan learning tasks.

Activities of the teacher Activities of students Cognitive Communicative Regulatory Actions being formed Formed methods of activity Carried out actions Formed methods of activity Carried out actions Formed methods of activity 4th stage of the lesson “Finding a solution (discovering new knowledge)” 1. Organizes work on the lexical meaning of the word. 2. Asks to highlight the roots in the words from which this word was formed. 3. Leads children to the discovery of new knowledge - what are words called that consist of two roots. 4. Asks to read the definition and compare your answer with the author’s formulation. 1. Write on the board: flytrap - catches flies, identify roots 2. Put forward hypotheses. 3.Read the rule, solve the problem, discover new knowledge. Process information, build reasoning. Listen to the students' answers Formulate their thoughts, construct a speech statement. Participate in the discovery of new knowledge about the composition of words. They check the correctness of the answers, correct, supplement, and clarify. Make a plan for solving an educational problem.

Activities of the teacher Activities of the students Cognitive Communicative Regulatory Actions being formed Formed methods of activity Carried out actions Formed methods of activity Carried out actions Formed methods of activity 5th stage of the lesson “Formulating the topic (working with definition)” 1. Helps to formulate the topic of the lesson. 2. Organizes work on the definition 3. Asks to give your examples of complex words. They give examples, identify roots, explain the meaning of words, and select words of the same root. Extract new information. They work in frontal mode. Come to a common decision in joint activities. Evaluate the correctness of the answers. Work according to the plan, checking your actions against the goal.

Activities of the teacher Activities of students Cognitive Communicative Regulatory Actions being formed Formed methods of activity Carried out actions Formed methods of activity Carried out actions Formed methods of activity 6th stage of the lesson “Development of the ability to apply new knowledge” 1. Organizes work on new material from the textbook 2. Organizes work to determine places of complex words in a series of words with the same root 3. Organizes group work to consolidate the material. Perform tasks independently. They determine the lexical meaning of complex words, give an interpretation, and identify roots. Process received information and extract new information. Find difficult words. Work in groups. Ability to collaborate, negotiate and come to a common decision. Awareness of the value of joint activities. Self-control and mutual control of task performance in groups. Work according to plan, determine the degree of success of your work and the work of others.

Activities of the teacher2 Activities of students Cognitive Communicative Regulatory Actions being formed Formed methods of activity Carried out actions Formed methods of activity Carried out actions Formed methods of activity 7th stage of the lesson “Summarizing the results of the work. Reflection. » 1. Organizes a summary of the work in the lesson. 2. Asks to evaluate your work using symbols. Participate in the conversation. Test their knowledge gained in the lesson. Summarize knowledge about the material studied Draw signal circles and evaluate their work. Develop the ability to generalize, draw conclusions, and evaluate your work.

Activities of the teacher Activities of the students Cognitive Communicative Regulatory Actions being formed Formed methods of activity Carried out actions Formed methods of activity Carried out actions Formed methods of activity 8th stage of the lesson “Homework” 1. Learn the rule 2. Compose a fairy tale about complex words.

Differences between a lesson plan and a technological map Lesson outline Technological map Presentation means Text Graphic, symbolic What determines the content Requirements of programs, content of textbooks Requirements of the standard Activity methods Consciously Fixed, conscious Differentiation Group Individual Form of knowledge acquisition Individual Educational cooperation Direction of learning Transfer of theoretical knowledge Personal orientation

The technological map will allow the teacher to: implement the planned results of the second generation Federal State Educational Standard; systematically form universal learning activities among students; design the educational process for mastering the topic, taking into account the purpose of mastering the course; implement interdisciplinary connections in practice; carry out diagnostics of the achievement of planned results by students at each stage of mastering the topic.

The use of a technological map provides conditions for improving the quality of training, since: the educational process for mastering a topic (section) is designed from goal to result; effective methods of working with information are used; stage-by-stage independent educational, intellectual, cognitive and reflective activities of schoolchildren are organized; conditions are provided for the application of knowledge and skills in practical activities.

Using a technological map, you can conduct not only a systemic, but also an aspect analysis of a lesson (tracing the map vertically). For example: the teacher’s implementation of lesson goals; the use of developmental methods, ways to enhance the cognitive activity of students; implementation of assessment and control.

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