Paradigm and methodical construct organizations of students' independent practical work: practice oriented lesson

Abstract

The article characterizes analysis of modern pedagogical theory and practice of basic education institutions, in the context of the implementation of the New Ukrainian School and the paradigmatic-methodical structure of the organization of independent practical work of students. It has been revealed the scientific approaches, typology, structure and internal structure of a modern practice-oriented lesson.

The need to change its paradigm to a human and personally and activity-oriented in content, child-centric and competency-oriented and socially significant with the aim of forming not only the intellect. In addition, the moral and spiritual world of the student, assistance in his self-actualization and self-realization, recognition of the right to be an equal sub-object of the educational process based on the formation of subject-subject relationships and close cooperation.

Within the scope of consideration of the paradigmatic and methodological structures of the organization of a practice-oriented lesson in the conditions of the implementation of the New Ukrainian School at the basic, school level. Its leading features, universal structures of such lessons, three main variants of its organization and their typology are distinguished and characterized.

The effectiveness of the use of four groups of interactive technologies in the construction of a practice-oriented basic school lesson. It has been characterized requirements for the organization of such lessons with the use of information and communication technologies.  It has been a substantiated dependence between the increase in the degree of independence of students in educational, educational, developmental and socializing activities and the decrease of appropriate pedagogical help or guidance in its implementation by the teacher, the classification of the levels of their creative joint activity.