The learning process is impossible without monitoring knowledge and skills. The development of a control system is carried out not only by scientists - teachers who publish various manuals, but also by every teacher - a subject teacher in particular. Modern requirements training programs require a mandatory test - measuring materials. Before compiling them, you need to answer a number of questions:

• What are the functions of educational control?
• What kind, type and form of control would be appropriate in a particular topic?
• Which control method will be most suitable for this lesson?
• What controls need to be developed for the lesson?

Educational control functions

Control, in simple words, this is a check of the compliance of the results obtained with the learning goals set in advance. But its functions are not limited to checking the compliance of knowledge and competencies with the requirements of the educational standard. In modern didactics, the following functions are distinguished:

• Diagnostic. The teacher receives reliable information about gaps in students’ knowledge, about common mistakes and their nature. This helps to select the most effective teaching methods and tools.
• Controlling. As a result, the level of mastery of competencies and knowledge is established; level intellectual development students.
• Educational. By completing assignments and solving problems, students improve their knowledge and skills, applying them in new situations.
• Prognostic. Based on the results of the control, it is possible to understand whether knowledge has been sufficiently acquired and competencies have been developed in order to move on to new educational material.
• Developmental. Its essence lies in the development of speech, memory, attention, thinking, creativity students, what happens in the process of completing tasks.
• Orienting. Its essence is to identify the degree of knowledge of the topic.
• Educational. Periodic checking contributes to the formation of a sense of responsibility and accuracy; disciplines students.

By compiling test and measurement materials that perform the listed functions, the teacher will be able to increase the effectiveness of learning several times.

Variety of control types

The type of control in the lesson depends on the stage of training. In this regard, the following are distinguished:

• Preliminary
• Current
• Thematic
• Final control

When moving on to study new topic or section, the teacher needs to determine what knowledge and skills the student already possesses. This is especially true in the fifth and tenth grades, since students arrive with varying degrees of preparedness. In addition, for example, in history lessons, the concentric system presupposes repeated, but deeper, scientific study of almost all topics in the 10th grade. Therefore, here the holding preliminary control especially important. The value of this type of review is evident in identifying issues that will need to be given increased attention.

One of the main conditions for successful learning is the constant detection existing gaps in knowledge for their timely elimination. This will help current control, which is basically part of the lesson.

Name « thematic control » speaks for itself. It is carried out after studying a new topic or section, mainly in lessons of control and correction of knowledge. The main goal is to prepare students for tests or final control.

At the end academic year and after completing a certain level of education (primary, basic school) final control. We can say that all previous types of checks prepare for the main, final check. Based on its results, the degree of mastery of the curriculum over a year or several years is determined.

Forms of monitoring students' knowledge and skills.

In school practice, five main forms of control are used:

• Frontal. The task is presented to the whole class. Usually the guys give short answers from the spot.
• Group. The class is divided into groups. Each group receives its own task that must be completed together.
• Individual. Each student has his own task that needs to be completed without anyone’s help. This form suitable for determining knowledge and abilities individual person.
• Combined. This form of control combines the previous three.

Control methods

Control methods are methods that help identify the degree of knowledge acquisition and mastery of the required competencies. Control methods also make it possible to evaluate the effectiveness of a teacher’s work. The school uses such methods as oral questioning, written work, tests, tests.

Oral questioning is one of the most common verification methods. It can be carried out in individual, frontal, and combined forms. Let's look at their differences.

• Individual survey carried out with the aim of determining the depth of knowledge acquisition by an individual, specific student. Usually he is called to the board and answers in detail either general question with subsequent clarifications, or a number of separate ones.
• Frontal survey involves several related questions asked to several students. Answers should be concise. The advantage of this method is the ability to simultaneously interview several students and the obvious time savings. But there is also a significant drawback - the impossibility of checking the depth of knowledge. In addition, the answers may be random.
• Combined survey will be the “golden mean” when choosing between individual and frontal. One student gives a detailed answer, and several others complete individual tasks.

Written work may be offered in different forms, depending on the subject: dictations, essays, reports, tests, tests, graphic works. Dictations can be used not only in Russian language lessons; they can be historical, geographical, mathematical and others. They also now produce various printed notebooks for almost every subject.

In connection with the introduction of the Unified State Exam and the Unified State Exam, the test method has recently become very popular. It allows you to quickly test your knowledge on one or more topics. This method should not be used continuously as it cannot test creativity and students may answer at random; The test method does not allow the student to deeply analyze the topic.

Types of control

Depending on who carries out the control, they divide:

• External control. Performed by the teacher on the activities of students.
• Mutual control. It is carried out by students on top of each other.
• Self-control. The student checks himself ready-made samples or the correct answers.

It is advisable to combine different types rather than constantly using only one of them.

Controls

The teacher faces the difficult task of choosing the appropriate means of assessing knowledge and skills for the lesson. As mentioned above, one of the most common methods currently is testing. A great variety of tests are now published in all subjects. In addition, the teacher himself can create test questions or assign this task to students (of course, for a separate mark). Test questions may be:

• Multivariate. In this case, several answers are offered to the question, where only one or several will be correct.
• Alternative. Two judgments or answers are offered; you need to choose the correct one.
• Cross Selection Questions. It is necessary to find correspondences between the proposed options.
• Open. There are answer options.
• Closed. You need to answer it yourself. There are no options.

Questions must be precise, not controversial, and consistent curriculum and the material covered.

In addition to tests, you can use handout. Now you can develop it yourself, buy it or download it from the Internet. These can be cards with questions, maps, diagrams, etc.

Also, one of the means of control is homework. It can take place in different forms, but if it is completely absent or irregular, then the homework itself will simply become worthless.

Computer facilities assessments are very popular now. Their advantages: no need to waste material for compilation, quick checking (carried out by computer), and student interest is activated.

Requirements for control in training

Control will give the desired effect if its implementation meets the following requirements:

• Systematicity. Knowledge and skills need to be tested regularly. Students should know that after studying each new topic there will be test work; Homework checked at every lesson, etc.
• Objectivity. Control should realistically assess the abilities and knowledge of students. Any personal relationships and preferences of the teacher are not appropriate here. It is recommended to take into account not only the correct answer, but also the method of obtaining it: the course of reasoning, the method of solving the problem.
• Pedagogical tact. The essence of this requirement is to maintain a calm and business-like atmosphere. If this condition is met, students will not be afraid to answer questions and express their opinions.
• Time-efficient.
• Variety of methods and forms of control used.

Control is a necessary part of any lesson. The effectiveness of training depends on its organization, conduct and assessment.

Forms of control of knowledge, skills and abilities in physics

Yagavkin S.G., physics teacher, GBOU secondary school from Staraya Karmala

Since the same content of education can be expressed verbally, figuratively, or in action, information about the quality of assimilation educational material and development of students should be different in form. The main forms of monitoring students' educational achievements in physics are oral (individual and frontal), written, practical and their combination. The choice of form of control depends on the content and specifics of the educational material, the stage of training, age and individual characteristics students, etc.

Depending on the didactic conditions (learning goals, types of control, stage of training, etc.), methods are determined by which one or another form of control allows one to obtain the most objective information about quality educational process and results educational activities students. The main methods for testing and assessing knowledge and skills in physics: conversation (frontal survey), individual survey, independent and test work, testing method, laboratory and practical work, physical dictations, tests, abstracts, etc.

Let's define didactic requirements and briefly describe the main forms and methods of testing and assessing students' knowledge and skills in physics.

Oral test which is held at the beginning of the lesson, as a rule, is an introduction to the study of new material, serves the purpose of updating background knowledge(and not just their control). Relying on previously acquired knowledge allows you to create problematic situations what has great value for their conscious and lasting assimilation. For example, when starting to study Ohm’s law for a complete circuit, it is necessary to update students’ knowledge about external forces and their significance in the creation of stationary current, the role of the current source in the circuit, EMF, etc.

Questions for the student's oral response should be formulated based on key problems and require not only the presentation of educational material, but also the analysis of physical phenomena in a variety of situations. In this case, students are required not only to have knowledge of factual material and the ability to present it in their own words, but also to create conditions for the development logical thinking, skills to compare, identify similarities and differences in objects and phenomena.

The student’s oral response should not be interrupted unless absolutely necessary. This can only be done if there are gross errors in it. If a student has difficulty answering, he is offered guiding questions that help him overcome particular difficulties. Additional questions are offered after the answer to clarify the student's actual state of knowledge.

Oral answers must be accompanied by drawings, graphs, and demonstrations of feasible experiments. The student answering at the board should be given time to think about the answer, and with the class, for example, conduct a frontal survey, check the completion of homework, or solve an oral calculation problem.

An individual oral test of knowledge in physics promotes the development of logical thinking and oral speech of students, allows you to monitor the respondent’s train of thought, study his individual qualities and personal properties, and identify the level of mental development.

Flaws individual oral test of knowledge in physics:

It is not suitable for identifying most of the skills and abilities that are formed during the study of physics;

It is difficult to equalize the measure of identifying students’ knowledge, since these are oral questions, and it is difficult to make them equally significant for all respondents;

It is difficult to achieve sustained attention from the entire class when a student responds. In this regard, it is advisable to invite students to review the answers of their comrades, correct and supplement them.

Significant and correct additions should be taken into account when assessing knowledge.

Frontal oral check knowledge is usually carried out in the form of a conversation at all stages of the lesson: to update basic knowledge, during repetition, in the process of learning new material, during independent work. The suggested questions require a short answer and the whole class should participate in the conversation. At the same time, the activity of students increases, their interest increases, and attention develops.

However, such a knowledge test must be combined with an individual one, since students get used to answering small questions and then it is difficult for them to give logically consistent detailed answers. During a frontal oral assessment, the student can be graded after completion and at the end of classes, taking into account work at all stages of the lesson. Frontal assessment allows you to evaluate a large number of students in one lesson; promotes the development of skills to accurately express one’s thoughts; the verification functions combine well with the functions of generalizing repetition and systematization of knowledge. However, with such a test it is difficult to objectively assess the knowledge of students, since each of them has the opportunity to answer what he knows well.

In practice, physics teachers use compact knowledge testing; while some students answer orally, others do written, graphic, experimental tasks, etc.

Written test in physics is carried out during tests and independent work, educational projects, writing reports and abstracts. Tests are carried out after studying major topics or sections of the physics course. Their content includes theoretical questions, quantitative and qualitative tasks. This takes into account the need to identify all levels of students’ assimilation of educational material (factual knowledge; ability to apply knowledge in a familiar situation; creative application of knowledge in modified and unfamiliar conditions). Tests, as a rule, include 10 tasks corresponding to the accepted five levels of mastering educational material in physics (2 tasks of each level). Assignments (in the form of tests and word problems) may involve formulating laws, writing formulas, reading graphs, explaining phenomena, solving 2-3 step problems, as well as combined and creative problems, etc.

Current tests and independent works (calculated for part of the lesson) are compiled in a similar way in content and structure, but include a smaller number of tasks (usually 5).

Some students are offeredwriting essays . Some essays are read in class, discussed and assessed. A written knowledge test is more objective than an oral test. It requires students to be more precise in expressing thoughts and to be completely independent. In this case, it is easier to achieve equality in the measure of identifying students’ knowledge. This physics knowledge test helps develop skills writing and saves teaching time (all students in the class are tested, the number of grades increases).

In cases where it is necessary to check student understanding physical definitions, formulas, graphs, terms, etc., effectivephysical dictation . To conduct it, the teacher must select a test text in the form of questions or logically incomplete expressions that students must complete. For example, a dictation text to test comprehension graphic image uniformly alternating motion can have the following content: a body whose speed graph is given in the figure has initial speed…

The acceleration of this body is...

The equation for the speed of movement of a body has the form...

Conducting a physical dictation allows you to measure the time for completing each task, promotes the development of students’ attention, and disciplines them

Texts of physical dictations. 7th grade

Topic: Structure of matter. Molecule.

1 option

1 The substance consists of tiny particles visible to the naked eye.

2 The volume of gas increases when heated, because. molecules become larger in size.

3 A molecule is the smallest particle of a substance.

4 Water molecules are exactly like ice molecules.

5 Atoms are made up of molecules.

Option 2

1 The volume of a body decreases when heated.

2 The volume of liquid decreases during cooling, because the gaps between molecules become smaller.

3 When a gas is compressed, the size of the molecule decreases.

4 Water vapor molecules are different from each other.

5 A 2-liter can can be filled with gas into a 4-liter can.

Topic: Structure of matter. Diffusion.

1 option

1 The molecules of a substance are in constant disorder.......

2 The mutual penetration of molecules of one substance into the spaces between the molecules of another substance as a result of random movement is called……..

3 Diffusion occurs faster at ……….temperature.

4 Random movement of molecules - this means that the molecules move in ....... Directions.

5 The lower the body temperature, the ………… the movement of molecules.

Option 2

1 The higher the body temperature, the speed of movement of the molecules will be .......

2 V solids diffusion proceeds very…….

3 The mutual penetration of molecules of one substance into the spaces between the molecules of another substance as a result of random movement is called……..

4 When stirring a liquid, we ...... the speed of movement of the molecules.

5 The movement of molecules that is associated with body temperature is called......

Topic: Mechanical movement

1 option

1 The change in position of a body over time relative to other bodies is called......

2 The line along which a body moves is called…….

3. How is the distance traveled indicated?

4 If in equal intervals of time a body travels the same path, then the movement is called ......

5 Write down the formula for average speed.

Option 2

1 When talking about the movement of a body, is it necessary to indicate the object relative to which the body is moving?

2 The length of the trajectory of a body’s movement is called……

3 Write down the formula for the distance traveled.

4 If in equal intervals of time a body travels an unequal path, then the movement is called ......

5 In what SI unit is speed measured?

Topic: Mechanical motion graph

1 option

1 Draw a graph of speed versus time if the body is moving uniformly.

2 Draw a graph of the path versus time if the body moves unevenly.

3 Draw a graph of speed versus time if the body is standing.

4 Draw a graph of speed versus time if the body moves unevenly.

5 Draw a graph of the path versus time if the body is standing

Option 2

1 Draw a graph of the path versus time if the body is standing.

2 Draw a graph of speed versus time if the body is moving uniformly.

3 Draw a graph of the path versus time if the body moves uniformly.

4 Draw a graph of speed versus time if the body is standing.

5 Draw a graph of speed versus time if the body moves unevenly.

Topic: Atmospheric pressure

1 option

1 The pressure of the Earth’s air shell on bodies is called……

2 Whose experience is the basis for the study of atmospheric pressure?

3 The length of the tube in Torricelli’s experiment is ……

4 A device for measuring atmospheric pressure is called a barometer - ……

5 Atmospheric pressure changes by 1 mmHg every ..... meters.

Option 2

1 As altitude increases, air density……

2 1 mm RT st = …..Pa

3 Torricelli’s device for measuring atmospheric pressure is called mercury......

4 Main part aneroid barometer -……

5 U-shaped tube – main device……

« Methods of questioning students in physics lessons »

Kushnareva Larisa Anatolyevna

Testing knowledge, skills and abilities is always at the same time a means of repetition, deepening, consolidation and systematization of knowledge. In the process of teaching physics, it is often combined with solving various kinds of problems, performing laboratory work and experiments, i.e. promotes formsAnddevelopment of certain skills and abilities in students, development of their memory, thinking andspeech, brings their knowledge into the system. Proper organization of knowledge checksskills, abilities and skills can be considered when specific control functions in it are combined with other important tasks training. She demanddoes not receive from the teacher, in addition to knowledge and skill, special preparatory workyou - planning all stages of inspection, advance preparationcontrol tools: questions, flashcards, tasks for testsworks of different types in a sufficient number of copies and variants,means of programmed knowledge control, etc.

The main requirements for checking student progress are regularity andobjectivity of the assessment. The main methods of verification;oral (individual,compacted, frontal survey, test),written (short-term and itonew tests, dictations),through the use of technical teaching aids (computer tests, monitoring devices)and reviewing homework.

Oral test is the most common type of test of knowledge and intelligencenium, allowing you to follow the student’s train of thought and the development of his speechand logical thinking. At the same time, it is possible to fully identify the gaps in the student’s knowledge, the difficulties he encounters and outline ways to overcome them.nia. Therefore, oral progress testing should take place at mostparts of physics lessons, no matter how different their goals and no matter what technicalthe means of control were not at the disposal of the teacher; only high OR is importantprovide organization rational use study time per mouth ny survey.

An oral survey can be carried out at the beginning of the lesson to check that students have completed their homework and are ready to learn new math.rial. To do this, the teacher asks the group several questions that establish connections with previously learned concepts. At the same time, being an “introduction” to new educational material, oral questioning also serves as a means ofphenomena of the state of knowledge of students and the success of each of them.

Oral testing of knowledge and skills is used when consolidating new material, during problem-solving lessons, and before starting laboratory tests.works and frontal experiments, with final repetition.

Depending on the time allocated for checking progress in a given lesson, the educational situation and the consistent solution of developmental learning tasks, individual or frontal surveys are used, as well as control and self-control, and tests.

At individual survey thoroughly reveal the knowledge of severalstudents (usually 1-3), while teaching them to conduct a coherent story, analyzezate, classify facts and phenomena, etc. In this case, the teacherasks the whole group and (if necessary) gives general plan answer orspecific instructions (make a drawing, assemble a circuit, demonstrateperform experiments, etc.), then provides students with 1-2 minutes to think andcalls a student to the board.

Most often (especially in lessons for testing knowledge and skills) they use so-called Condensed individual survey. Its essence is that after asking 2-3 questions, 2-3 students are called to the board and demonstration table, who, after thinking and preparing, answer consecutivelyspecifically. Such a survey is especially appropriate in cases where students are offered questions and tasks that require them to independently generalizestudying the studied material, applying known laws in practice, performing experiments with diagrams and drawings.

At Individual survey questions can be divided into main and additional. The first requires a more or less detailed story, solution to a problem, formulation and explanation of an experiment; if a studentfinds it difficult to answer it or needs to find out whether it is systematicallyworks on educational material and is asked additional questions. Whatthe questions would be interesting It is useful for all students to put questions thatrequire not only a retelling of part of the paragraph or what was stated by the teacher, but alsoanalysis of known phenomena in conditions that have not yet been considered, independent application of what has been learned, and manifestation of ingenuity.

Therefore, questions should promptstudents reveal physical entity phenomena and the relationship between them, for example: “What is the essence of the phenomenon?”, “Under what conditions does itproceeds most successfully?”, “Why does this or that phenomenon occur”,“How is it used in practice?” etc. It is better to ask them in a logical sequence so that students have the opportunity to follow up the analysis of the phenomenon, the derivation of the formula, etc.

Student survey (regardless of his academic performance)sti) should not be long; if large gaps in his knowledge are discovered, you need to interrupt the answer, turning to the students with the question: “What do you think?”are you?”, and call another to the board (you should not “pull” the answer out of an obviously notprepared student).

Frontal survey differs from individual in that during it a significant number of students are interviewed (sometimes the entire group); they answer,usually from the spot. In this case, the teacher asks vague questions, I demandfor short answers. If the student is silent, the question is asked to another, third (the so-called cursory survey). But even with the correct answer, the teacher canaddress the group with the question: “What do you think?” in order to teachstudents to be attentive and independent.

A frontal survey should be combined with individual and other methods.bami accounting knowledge. It is useful when students are thinking about answers at the board and demonstration table, and the resulting pause is filled, thusway, by the work of the whole group. It is also convenient for updating knowledge before learning something new, before promoting educational problem, during the initial consolidation of educational material.

For example, before performing laboratory work: “Measuring acceleration free fall using a pendulum" I conduct a frontal survey on the following questions:

What are fluctuations?

What is a mathematical pendulum?

What should be the length of the thread?

What should be the mass of the load?

What is the acceleration of gravity, how is it designated and what is it equal to?

A written way to test knowledge and skills.

This method carried out using various types of control worklasting from 10-15 minutes to a whole lesson. Written works provide an opportunity to test the knowledge of certain issues of the program by all students; They are especially valuable for determining the ability to solve physicaltasks, operate with the names of units, derive formulas, construct andread charts, etc.

Short-term (“volatile” - for 10-15 min) tests

are carried out without warning students in order to find out their knowledge of handicapsmule, laws, schedules and the ability to apply them. So, after studying the units electric charge(10th grade) students are asked to find, for example, forceinteractions of two (three) stationary charges, if their values ​​are knownand properties of the environment. The task is given in one or two versions, since the likelihood of cheating is reduced due to the short period of time.

Written tests for the entire lesson, are carried out (usually 1-2 times a year) after studying major topics and sections in which the physics program provides for the study of quantitative relationships between quantities. To ensure independent execution, you shouldgive at least four to six options for assignments for each class. Time,time allocated for the test should be sufficient for students toof average academic performance could complete it freely, and those with good academic performancethe students were quite busy.

Physical dictations, usually represent severalsentences of physical content related to a specific topic, each of which is divided into two parts: dictated by the teacher (sometimes it iswritten on the card offered to the student) and completed by the student.

For example, a few sentences from a physical dictation on the topic: “Mechanical movement”:

A trajectory is a line that …………………..

(describes material point)

Mechanics is a branch of physics that studies……………

(mechanical movement)

Uniform movement- this is a movement in which the body is behind .... intervals of time pass…..…….

(equal, equal distances), etc.

View home written work - necessary componentcontrol of students' knowledge. It is carried out in the process of individualquestioning (a student called to the board shows the teacher his notebook), andto check (several times a year) the notebooks of all students in the class to identifysolving and eliminating existing shortcomings and periodically “quickly” reviewing the completion of homework by walking around students’ workplaces, atwhere their open notebooks lie (in this case, only the fact of completing the task and the quality of the notes are established).

Programming methods knowledge tests. Tests.

This knowledge test eliminates one of the significant shortcomingstraditional control methods are a practical impossibility for the teachercontinuously monitor the quality of material mastery by each student andon this basis, adjust the educational process. Indeed, the aboveknowledge testing methods allow the teacher to establish the level of mastery of educational material immediately after it is communicated or only in a small numberstudent (3-5 people), or for everyone, but at the same time the verification process turns out to bevery labor-intensive, and its results are brought to the attention of students after a considerable time has passed (at best, the next day, and more often after several days, i.e., when they have already lost their sharpness).

Programmed control tasks in physics - these are questions for dachas with a set of correct and possible (but incorrect) answers. Questions and answers are necessarily numbered, so that verbal descriptions are replaced by a short numeric code that can be analyzed using monitoring devices (punch cards, computer, etc.).

All programmed test tasks designed to test knowledge of educational material of a limited volume are also calledfeedback programs or tests; These tasks belong to the so-called selection programs (they have a selective response form). Importantthe requirement for them is the plausibility of incorrect answers and inclusion inthem typical mistakes students. Since subsequent ana is expectedliz students their answers (justification for their choice), then unacceptableobviously ridiculous answer options (why analyze them?!)

For example, test questions that can be administered at the end of the stage of acquiring new knowledge

The phrase “lesson is the main form of teaching at school” cannot be understood in a simplified and one-sided way, focusing only on the word “lesson” and losing sight of the fact that there can be many types of lessons and each lesson must be unique; its construction must be approached creatively.

The work provides an outline of a model lesson in physics for grade 10 on the topic “ Electric current V different environments».

My creative search for non-standard forms and methods of teaching physics has continued for 35 years of working at school. Even at the very beginning pedagogical activity I realized that it is impossible to achieve high efficiency in a physics lesson if it is carried out according to the usual standard scheme. The phrase “lesson is the main form of teaching at school” cannot be understood in a simplified and one-sided way, focusing only on the word “lesson” and losing sight of the fact that there can be many types of lessons and each lesson must be unique; its construction must be approached creatively.

Reasons for using a non-standard approach in constructing a physics lesson currently are:

1. There is a decline in the prestige of education and science, including physics, among young people in the country. This is associated with fundamental social and economic transformations.

2. The introduction of universal education in the country, teaching everyone and everything the same in one class led to the fact that recent years The level of teaching for average and strong students was reduced, as a result of which they lost interest in learning. Currently, schools of various types with specialization have been created and are being created to overcome this situation.

3. Currently, there are many poorly prepared students in school; these are usually children from low-income, disadvantaged and single-parent families.

4. Insufficient material resources schools, since supplies have switched to a commercial basis, and many schools, due to financial difficulties, cannot purchase instruments and equipment, textbooks and manuals.

These and other reasons encourage us to look for special forms and methods of working with students, otherwise the teacher’s activities will be ineffective.

My method of searching and then applying effective methods and forms of teaching physics is based on the following principles:

1. They should arouse students’ interest in learning, in the topic of the lesson, since it is the most effective motive for learning. As A. Einstein said: “He who teaches interestingly knows how to teach!”

2. They should help increase the emotionality of physics learning. As you know, an elevated emotional state helps to better assimilate scientific knowledge. It is no coincidence that A. Einstein said: “Where possible, learning should become an experience.”

3. They serve to create “feedback” with students and take their opinions into account. The educational process must be built in accordance with human nature, all this increases the learning results and its efficiency. Research by scientists has shown the following: “A person cannot be taught, developed, educated; he can only teach himself, i.e. learn, develop, educate.” First, the student must be taught to learn, and then gain knowledge on this basis.

In my work I pay special attention to effective forms of monitoring students’ knowledge in physics. It is clear to any teacher that the amount of knowledge (information) given by him is not equal to the amount of knowledge received by the student. We need objectivity, which allows the teacher or inspectors to evaluate the lesson; knowledge control plays a special role here, in which main role students play. Students, relying on knowledge of assessment standards, can, under the guidance of a teacher, conduct self-esteem, which eliminates the possibility of conflict between students and teachers over grades. Effective forms of control allow the teacher to check with the help of students all or most of the students. This forces students to repeat educational material and prepare for each lesson, which allows them to acquire good knowledge. From personal experience, the experience of practicing teachers, research by scientists, it is known that a student who is passively in the lesson absorbs 5-10% of knowledge, an actively thinking one in the lesson absorbs 50-60% of the knowledge, and one who actively repeats at home 90-100%.

When self-assessing students, they must know the system of standards and criteria for grading, which I introduce new students to at the beginning of the school year. This assessment system was developed and tested by me during my teaching career. To determine the rating, you need to know exactly what mistakes and shortcomings were made by the respondents and their price scale.

The price of a gross mistake is 2 points.

Errors - 1.2 points.

Gross defect - 0.5 points.

Shortcomings - 0.3 points.

Small flaw (disclaimer) - 0.2 points.

For example: a student made a minor mistake or omission when answering. How should I rate him? According to the standards, we have - the student lost 1.2 + 0.3 = 1.5 points. Since the grade for a complete answer is 5 points, the student’s final grade is 5 - 1.5 = 3.5 points. In this case, the journal is given a grade of 4, warning the student about her “weakness.”

In my practice, I most often use such effective forms of knowledge control - "self-control", "ring", "expedition", "intellectual battle" and others. I outline some of them in the outline of a model lesson in physics for grade 10.

Outline of a model lesson in physics for grade 10 on the topic "Electric current in various media"

Subject: Repetitive training lesson on the topic "Electric current in various environments."

Objectives and goals of the lesson: systematize knowledge about electric current in various environments; consider the significance of the studied phenomena for the development of technology. Continue to develop the skills to explain phenomena based on electronic representations, highlight the main thing, summarize the studied material, express your thoughts in speech, solve problems on electric current in various environments. Apply methodological techniques and methods for quickly testing students' knowledge, based on feedback from students to the teacher.

Lesson equipment: methodological developments teachers.

Progress of the lesson.

I.Organizational moment of the lesson. (1-2 min.)

The teacher informs the students how the lesson will proceed, appoints his assistants, and reminds them of the grading standards and the correctness of questions and answers. Assistants are usually two students, excellent students or students with solid knowledge of “4” and “5”.

Norm of ratings:

1) Gross mistake - 2 points.

2) Error - 1.2 points.

3) Major defect - 0.5 points.

4) Shortcoming - 0.3 points.

5) Disclaimer - 0.2 points.

Initial score - 5 points. For errors, omissions and reservations, the specified number of points will be deducted. Answers and questions must be given clearly, concisely and understandably.

II.Repetition of previously studied material (10-12 min.)

On-line written control of students' knowledge on the topic "Electric current in various media" is used. Used methodological technique “Self-control”. The technique is based on the cooperation of teacher and student, which is where the effectiveness of teaching is demonstrated. As is known, the effectiveness educational process Ultimately, it is determined by the nature of the student’s activity; this is not only the teacher’s ability to present educational material in an accessible and understandable way, but also the students’ readiness to perceive, assimilate and reproduce it. Must be and act every day teacher-student feedback. The technique is that students answer questions posed according to the options within a strictly defined time. The answer form is short, symbols and abbreviations are used. Students write down and remember the answer plan during the first introductory lessons.

Response Plan:

1) Definition of a law, phenomenon, concept. Explain them.

2) Formulas and their output (if any).

3) New physical quantities and their units (if any).

4) Drawings, diagrams, graphs.

5) Practical application.

Leaflets are transmitted and collected along the chain with minimal time. When answering in writing, students tend to be more psychologically relaxed and give better answers than those on the board. The second important point is that all students in the class are involved in the work. The third important point is that students conduct self-monitoring of their knowledge; when checking, peeking and turning around is strictly prohibited. And lastly, very important, based on the Ebbinghauss repetition pattern (time-dispersed repetition is more effective than concentrated repetition)- on the same issues, self-control will be repeated after some time (after 1-3 lessons).

Self-control questions:

Option 1 - Electric current in metals.

Option 2 - Dependence of the resistance of a metal conductor on temperature. Superconductivity.

Option 3 - Electric current in a vacuum. Application of current in a vacuum.

Option 4 - Electric current in gases.

Option 5 - Plasma. Practical use plasma.

Option 6 - Electric current in melts and solutions of electrolytes.

Option 7 - Faraday's Law of Electrolysis.

Option 8 - Electric current in semiconductors.

Option 9 - Electron-hole transition. Semiconductor diode. Transistor.

Checking the answers takes little time; if the course of the lesson allows, they can be announced immediately; if not, then they must be announced at the beginning of the next lesson.

III.Improving knowledge and skills. Knowledge control based on student initiative. (15-20 min)

At this point in the lesson, use "Ring" method which is effective form“teacher-student” feedback and is used to check the assimilation of the material of the covered topics or group of questions, serves to improve the knowledge and skills of students. The important thing about it is that the main role in testing knowledge lies with the students themselves (under the control of the teacher), who analyze and evaluate the answers of their friends. The second, valuable aspect of it is the development of students’ active speaking. Scientists' studies have shown that active colloquial speech student on average for the whole school day is 2 minutes, which is very little. Increasing this time is the most important problem pedagogical science. Students know the grade standards, which are communicated to them in introductory lessons at the beginning of the school year. Thus, each student, if he knows the lesson well, knows exactly what grade the answer should be given. With this approach to setting grades, the basis for conflict between students and teachers over grades disappears. When using "Ring" method The teacher appoints 2-3 students as teaching assistants who will listen, analyze and evaluate the answers of their comrades; these are usually the strongest students. A group of students is called to the board - 3, 4, 5 or more, depending on the scope of the topic being tested. The technique is as follows: the first student asks a question to the second, the second answers and poses a question to the third, the third answers and poses a question to the fourth, etc., the last answers and poses a question to the first - the “ring” is closed. Further, all this is repeated, the number of questions and answers depends on the scope of the topic being tested, the “ring” is stopped by the teacher. The class also participates in the work; all textbooks, notebooks and other aids are closed. If any student in the “ring” cannot pose a question or answer, the teaching assistant asks the class. If no one can cope with this, the assistant teachers themselves are responsible. The main thing when asking and answering a question is correctness, clarity, brevity, development is underway speeches, knowledge and skills are tested. After the “ring” stops, the teaching assistants, analyzing the answers and questions specifically for each person being tested, give grades. The class also takes part in this, in which case the assessment is adjusted. For participation in the work of the “ring”, students in the class, if they gave at least three questions and answers, are also given a grade. Teacher assistants are graded by the teacher, taking into account the opinions of the class. With this method, at least 10 assessments with analysis are usually given, no conflict situations, the mental activity of students is active, which contributes to deep and strong knowledge of students.

IV.Solving calculation and qualitative problems. (10-12 min)

This part of the lesson is devoted to solving repetition problems. A problem book and didactic material are used. The work can be done individually or with the whole class, it is carried out at the board and on the spot. You can use the following tasks:

1. Define average speed ordered movement of electrons under the influence electric field in a copper wire with an area cross section 1 mm 2 with a current equal to 10 A.

2. Determine the speed of electrons with which they reach the anode of a two-electrode vacuum tube, if the voltage between the cathode and anode 100 V.

3. Explain why the electrometer discharges if you bring a burning match to its cathode. (You can conduct an experiment)

4. Why are the high voltage line wires not covered with an insulating sheath?

5. Determine the electric field strength at which ionization of air molecules can occur. Ionization energy of air molecules W=15eV, length is 5 ·10 -4 cm.

6. Calculate the electrochemical equivalent of silver.

7. What valence must an impurity have in a germanium semiconductor for it to have electronic conductivity?

8. Will current flow in the circuit?

9. How does the dissociation of electrolytes differ from the ionization of gases? Why doesn't electrolysis require high voltage?

10. What happens to the electric arc if you cool the negative electrode too much; positive electrode?

When preparing tasks for this stage of the lesson, the following literature is used:

1) G.Ya. Myakishev, B.B. Bukhovtsev, Physics - 10, Moscow, “Enlightenment”, 1990.

2) A.P. Rymkevich, P.A. Rymkevich, Collection of problems in physics for grades 8-10 high school. Moscow, “Enlightenment”, 1988.

3) I.M. Martynov, E.N. Khozyainova, Didactic material in physics 9th grade. Moscow, “Enlightenment”, 1978.

4) M.E. Tulchinsky. Qualitative problems in physics. Moscow, “Enlightenment”, 1972.

5) G.I. Ryabovolov Collection of thematic works on physics. Publishing house “ graduate School”, Minsk, 1973

V. Homework. (1-2 min)

a) Brief summary of Chapter X - p. 200

Physics - 10 G.Ya. Myakishev, B.B. Bukhovtsev

Moscow, “Enlightenment”, 1988.

b) No. 845, No. 861

A.P. Rymkevich, Collection of problems in physics for grades 8-10 of secondary school. Moscow, “Enlightenment”, 1988.

c) ex. 12 (1,5,9), textbook, p. 200.

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Traditional and non-traditional forms of monitoring knowledge in physics as a means of improving the quality of education Olga Gennadievna Butenko, physics teacher of the first qualification category MBOU "Secondary School 7" VII city scientific and practical conference of teachers "Experience, skill and knowledge of teachers to implement the requirements of the Federal State Educational Standard" Winter, 2012

Types of control ContentsMethods Preliminary level of knowledge of schoolchildren, general erudition. Testing, conversation, questioning, observation. Current Mastering educational material on the topic. Oral surveys, physical dictation, practical (laboratory) work, short-term independent work, quiz, crossword, testing. Final control over the implementation of assigned tasks. Written test, laboratory work, test tasks, oral test on the topic.

Test Advantages Disadvantages Tests the ability to solve problems on a topic Tests a rather narrow range of knowledge and skills Tests various skills in the use of physical knowledge when solving experimental problems Must be combined with other forms of control Multi-level tasks Result after some time

Non-traditional forms of control matric test Questions Answer options Card given to the student Questions Answer options Answer card Control matrix (key)

Rating system for monitoring and assessing educational achievements Point grading system Rating system no weighting of grades to differentiate the significance of grades received by a student for completing various types work Virtually no account is taken of extra-program academic work(participation in olympiads, competitions, etc.). Students are not given the right to choose the time, the form of the answer, to adjust their work, based on the analysis of the dynamics, not only for the teacher, but also for the student, thereby placing him in the position of a subject of the educational process; a small amount of controlled educational material for each student. Sometimes the grade for a quarter is based on one or two answers to determine the level of preparation of each student at each stage of the educational process;

Point system Rating system Inhumanity of the system. The student cannot always qualify for highest rating, answer when he wants, when he is ready Plan and predict the range of knowledge levels, correlating the capabilities of each student with educational standard A narrow range of school grades, high subjectivity of evaluation, vagueness of its criteria. Lack of self-esteem Increase the objectivity of assessing knowledge and dynamics educational education the student not only during the school year, but throughout the entire period of study at school;