Different approaches to recognition of lexical (vocabulary) complexity

2.2. General characteristics of non-standard forms of organization of activities in the lesson
Since the mid 70s. in the domestic school, a dangerous trend was revealed to reduce the interest of schoolchildren in classes. Teachers tried to stop the alienation of students from cognitive work in various ways. Mass practice reacted to the aggravation of the problem with the so-called non-standard lessons, the main goal of which is to excite and retain students' interest in educational work. They were the reaction of teachers to the new goals of the general education school, related to the development of the personality of students, to the prevailing pattern in conducting lessons that cause schoolchildren to be indifferent to learning, outright boredom.
The increase in the amount of information (including educational) that is bombarding modern children and adolescents is a well-known phenomenon. Entering into life, the student rejoices in the new, he is interested. But time passes, and there comes a "glut" of knowledge, which begins to burden the mind of the child. As a result, interest in learning is lost and an ordinary three-year student is born. To prevent this from happening, it is necessary to increase the entertaining nature of the educational material [9]. That is why in recent years non-traditional forms of lessons have gained particular popularity in teacher practice.
In non-standard lessons, students should receive non-standard tasks. Non-standard task is a very broad concept. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard). The main distinguishing feature of non-standard tasks is their connection "with activity, which in psychology is called productive", creative.
There are other signs:
- students' independent search for ways and options for solving the set educational task (choosing one of the proposed options or finding their own option and justifying the solution);
- unusual working conditions;
- active reproduction of previously acquired knowledge in unfamiliar conditions.
An analysis of the psychological, pedagogical and methodological literature shows that the concept of "non-traditional form of a lesson" does not have a clear definition and remains extremely vague. It is worth noting the abundance of synonyms, including “non-traditional lesson”, “non-traditional lesson technologies”, “non-traditional types of lessons”.
There are two main approaches to understanding non-standard forms of the lesson. The first approach interprets this type of lesson as a departure from the clear structure of the combined lesson and a combination of various teaching methods. In the second approach, non-standard forms of the lesson mean the forms of the lesson that have appeared recently and are gaining more and more strong positions in the modern school. Neither approach reflects, in our opinion, the essence of this pedagogical phenomenon.
In the scientific literature, there has been a tendency to consider non-standard forms of the lesson as forms of interactive learning or educational knowledge "in interactive mode" (interaction).
G.K. Selevko proposes to consider non-standard forms of the lesson as "technologies". He uses the term "non-traditional lesson technologies" and characterizes them as "based on the improvement of classical forms of lesson teaching with non-traditional structures and methods" [15].
In our opinion, a non-standard lesson is an impromptu training session that has a non-traditional (unspecified) structure. It is also one of the important means of learning, as they form a steady interest in learning among students, relieve tension, help form the skills of educational activities, have an emotional impact on children, so that they form stronger, deeper knowledge.
Features of non-standard lessons are in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in a lesson, in school; satisfy the child's need for the development of intellectual, motivational, emotional and other spheres. Conducting such lessons also testifies to the attempts of teachers to go beyond the template in building the methodological structure of the lesson. And this is their positive side.
Despite the high degree of effectiveness of non-standard forms of the lesson in the learning process, they also have their drawbacks. The following disadvantages can be mentioned:
- spontaneity and unsystematic use. The only exceptions are the lessons of the lecture-seminar system.
- lack of a forecast of positive changes - an increase in the quality of knowledge and skills being formed, shifts in the development of students, its developing opportunities;
- the predominance of reproductive learning technologies. Attention is drawn mainly to the form of organization of the educational process, and not to its thematic content.
- overloading some lessons with educational material. This is especially true for integrated lessons, educational conferences, and sometimes entertaining forms of lessons. There are no stages of generalization, work with factual material that has no special educational value prevails. The facts involved are interesting to students, but their educational and developmental load is insignificant [5].
The opinions of teachers on non-standard lessons differ: some see them as a progress in pedagogical thought, the right step towards the democratization of the school, while others, on the contrary, consider such lessons dangerous.
violation of pedagogical principles, forced retreat of teachers under the pressure of lazy students who do not want and do not know how to work seriously. It is impossible to build the entire learning process from such lessons: in their very essence they are good as relaxation, as a holiday for students. Of course, non-standard lessons, unusual in design, organization, method of conducting, are more popular with students than everyday training sessions with a strict structure and established mode of operation. Therefore, all teachers should practice such lessons. But it is not advisable to turn non-standard lessons into the main form of work, to introduce them into the system because of the large loss of time, the lack of serious cognitive work, and low productivity.
Today, almost any teacher uses non-traditional forms of teaching schoolchildren at least occasionally in their activities. This is due to the formation of a new style of teacher's pedagogical thinking, which focuses on the intensive and effective solution of educational problems within a modest number of subject hours, on the recognition of the fact of strengthening the independent creative and search activity of schoolchildren, on the modernization of active forms of education.
Summing up, we can say that a non-standard lesson is an organic combination of education, development and upbringing. Children like non-standard lessons, because. they are creative and unusual, and most importantly - effective. But you should not conduct non-standard lessons too often, because. they will become traditional and the level of efficiency will decrease.