Not introducing students to the purpose of the lesson

By observing and analyzing the lesson, students' general preparation, learning activity, interest in the subject, attentive work, ability to work independently with text, map, table, tools, attitude towards the teacher are determined. At the same time, the activity of the teacher is also analyzed. For example, the teacher's level of knowledge of the curriculum materials, his ability to distinguish the main idea in the process of explaining a new topic, adhere to the principles of scientificity and simplicity, demonstrability, correctly set the lesson goal, correct the lesson process. Aspects such as ability to plan, to achieve cooperation in the lesson, to control the acquisition of knowledge and skills, to be able to organize work with students individually and in a team, to use time efficiently during the lesson, and to master the culture of pedagogical behavior are taken into account.

Observation and analysis of the teacher's lesson several times allows to draw conclusions about his pedagogical skills, work system, students' mastery, knowledge level, etc.

It is worth noting that when analyzing the lessons of general secondary school teachers, observers often evaluate the lesson as a whole system, rather than its external aspects, and make superficial comments about the content of the lesson. Also, in the analysis of the lesson, it is said that the teacher uses instructional manuals, works with didactic cards, etc. there is no opinion on issues such as whether or not to take into account the age characteristics of students. In addition, another serious shortcoming is the lack of attention to the teacher's self-analysis. The principle of self-analysis is the basis for the teacher to determine the purposeful way of identifying and eliminating achievements and shortcomings in his work. In most cases, teachers make the following mistakes and shortcomings during the lesson. Including:
not introducing students to the purpose of the lesson;
ineffective use of interactive methods;
not being able to ensure the participation of all students in the course of the lesson;
inability to work with students individually and as a team;
not ensuring independent work of students.
failure to assess students' work on time;
lack of fluency and impressiveness of the teacher's speech;
not explaining the topic in connection with practice;
neglecting to explain the topic from a scientific and practical point of view;
lack of systematic use of the blackboard, textbook, student's notebook, additional literature;
For example, the questions asked to the students are not structured in a problematic way.
Lessons should be observed and analyzed based on specific goals. Only then will the result be effective and allow making clear conclusions about the educational process. Lack of systematization in lesson analysis, lack of a clear goal, random participation in the lesson, inability to deeply analyze the lesson, and inability to provide practical help to the teacher lead to a decrease in the quality and level of lessons.

Analysis of lessons is not only methodologically important, but also one of the important forms of leadership and control of the educational process at school. The systematic implementation of the practice of observation and analysis of the teacher's lesson provides an opportunity to compare the lessons and determine whether the mistakes made have been eliminated. Mutual observation of teachers is a process of exchange of experience. The teacher who is conducting the lesson uses all his skills and works with high efficiency, while the analyzing teacher enriches his experience by giving suggestions and comments. increases the qualification.

Lesson analysis is conducted in the form of observation and study of the training session. A question arises here. Who should observe the teacher's lesson? For what purpose is it monitored and analyzed? The teacher's lesson is observed and analyzed by the regional KTB, district, public education department, heads of educational institutions, employees, methodologists and teachers.

For this, first of all, it is necessary to determine what is the purpose of entering the class. The lesson is observed and analyzed for the following purpose:
determining the quality of the education and training process;
to help improve the teacher's pedagogical skills;
study and popularize advanced work methods and methods;
exchange of teachers' experiences;
determining the level of education and education of students;
implementation of scientific and research works;
study of students' cognitive activity;
prevention of mistakes and shortcomings that may occur during the lesson, providing practical and methodical support to the teacher;
taking into account the uniqueness of students' psychological characteristics during the educational process;
that students' activation and mastery of the subject is taken into account in the lesson.
The lesson is the foundation that determines many educational aspects of the educational process. Accordingly, special training is required from the observers and analysts of the lesson.
Lesson analysis is carried out in the following steps.
1. Preparation for observing the lesson.
2. Observing the progress of the lesson.
3. Provide self-analysis.
4. Lesson analysis and suggestions.
When analyzing the lesson, it is recommended to pay attention to the following.
1. Preparation before observing the lesson:
formation of goals and objectives for observing lessons;
clearly defining the lesson to be observed;
preparation of lesson observation structure;
preparation of necessary materials; talk to the teacher.
2. When analyzing the goals of the lesson:
correct and reasonable setting of the educational goal, taking into account the specific aspects of the subject and the subject, the age and level of knowledge of the students;
correctness and reasonableness of goal setting, taking into account the preparation of students, the place of this particular lesson in the system of lessons on the studied subject;
the correct setting of the main idea of the lesson and the delivery of the goal to the students, the degree of achievement of the goal.
3. When analyzing the structure of the lesson and the organization of the lesson:
compliance of the lesson structure with the lesson objectives;
the type and structure of the lesson are well thought out;
logical sequence and interrelationship of lesson stages;
correct distribution of time for lesson stages;
correct selection of teaching forms;
organization of the existence of the lesson plan and its implementation by the teacher;
school supplies. Effective organization of work of teachers and students.
4. When analyzing the content of the lesson.
compliance of the lesson content with the requirements of the State Education Standard;
reliability, completeness, comprehensibility of materials;
scientific level of the described material;
the educational direction of the lesson, the level of educational impact;
connecting the lesson with life, work education and career guidance;
elimination of difficulties in students' acceptance of new knowledge;
distinguish the main idea of the new material. Formation of new concepts. Demonstrate the importance of background knowledge.
5. Organization of students' independent work
Features of exercises and tasks, types of independent work, level of complexity, taking into account the level of preparation of students;
conducting explanatory work by the teacher;
teacher's help. Level of assimilation of new material;
connection of the new topic with previous topics. Repetition (organization, forms, methods, size).
6. Analysis of teaching methods
When choosing methods, tools and methods of teaching, they are selected and based on the content of the educational material, lesson goals, and the capabilities of the class. The teacher's correct use of methods and methods at each stage of the lesson, the variety of methods and methods used. Effective use of visual aids, handouts, technical tools. Evaluation of the teacher's methodical equipment and pedagogical technique.

7. Analysis of students' discipline and performance in class

Give an overall assessment to the class. Attention and activity of the class. His interest in science. Competence of students in the stages of the lesson.

Organization of independent educational activities of students. Evaluation of the effectiveness and expediency of the use of forms of educational activities. Formation of general education and special skills and qualifications. Fulfillment of uniform requirements. Individual work with gifted and retarded students. Joint and individual work to carry out activities together. Classroom discipline and methods of maintaining discipline.

8. Teacher's communication with students.
Organization of pedagogical ethics, discourse, moral and psychological climate.

9. Assessment of students' knowledge

Quality of knowledge, skills and competence imparted to students. Providing solid and deep knowledge. Being able to show the main aspects of ideas and materials, the level of acquisition of practical skills.
Types of inspection. Aggregation of grades.

10. Homework analysis

Purpose and scope of homework assignment. The amount of work done in class and homework. The nature of the task given at home (creative, repetition, strengthening, development), the teacher's explanation when assigning homework.

Lesson analysis can be divided into the following types:

1. Scientific analysis.
2. Psychological analysis.
3. Methodological analysis.
4. Didactic analysis.
5. General pedagogical analysis.

Scientific analysis means determining the scientific-theoretical aspect of the given knowledge and the appropriateness of the student's independent work.

In the scientific analysis of the lesson, it is advisable for every leader observing the lesson to pay attention to the following:

By observing and analyzing the lesson, students' general preparation, learning activity, interest in the subject, attentive work, ability to work independently with text, map, table, tools, and attitude towards the teacher are determined. At the same time, the activity of the teacher is also analyzed. For example, the teacher's level of knowledge of the curriculum materials, his ability to distinguish the main idea in the process of explaining a new topic, his adhering to the principles of scientificity and simplicity, his demonstrability, his ability to correctly set the lesson goal, and his ability to correct the lesson process Aspects such as the ability to plan, to achieve cooperation in the lesson, to control the acquisition of knowledge and skills, to be able to organize work with students individually and in a team, to use time efficiently during the lesson, and to master the culture of pedagogical behavior are taken into account. Observation and analysis of the teacher's lesson several times allows one to draw conclusions about his pedagogical skills, work system, students' mastery, knowledge level, etc. It is worth noting that when analyzing the lessons of general secondary school teachers, observers often evaluate the lesson as a whole system rather than its external aspects and make superficial comments about the content of the lesson. Also, in the analysis of the lesson, it is said that the teacher uses instructional manuals, works with didactic cards, etc. There is no opinion on issues such as whether or not to take into account the age characteristics of students. In addition, another serious shortcoming is the lack of attention to the teacher's self-analysis. The principle of self-analysis is the basis for the teacher to determine the purposeful way of identifying and eliminating achievements and shortcomings in his work. In most cases, teachers make the following mistakes and shortcomings during the lesson: Including: not introducing students to the purpose of the lesson; ineffective use of interactive methods; not being able to ensure the participation of all students in the course of the lesson; inability to work with students individually and as a team; not ensuring the independent work of students. failure to assess students' work on time; lack of fluency and impressiveness of the teacher's speech; not explaining the topic in connection with practice; neglecting to explain the topic from a scientific and practical point of view; lack of systematic use of the blackboard, textbook, student's notebook, and additional literature; for example, the questions asked to the students are not structured in a problematic way. Lessons should be observed and analyzed based on specific goals. Only then will the result be effective and allow for clear conclusions about the educational process. Lack of systematization in lesson analysis, lack of a clear goal, random participation in the lesson, inability to deeply analyze the lesson, and inability to provide practical help to the teacher lead to a decrease in the quality and level of lessons. Analysis of lessons is not only methodologically important but also one of the important forms of leadership and control of the educational process at school. The systematic implementation of the practice of observation and analysis of the teacher's lesson provides an opportunity to compare the lessons and determine whether the mistakes made have been eliminated. Mutual observation of teachers is a process of exchange of experience. The teacher who is conducting the lesson uses all his skills and works with high efficiency, while the analyzing teacher enriches his experience by giving suggestions and comments. increases the qualification. Lesson analysis is conducted in the form of observation and study of the training session. A question arises here. Who should observe the teacher's lesson? For what purpose is it monitored and analyzed? The teacher's lesson is observed and analyzed by the regional KTB, district, public education department, heads of educational institutions, employees, methodologists, and teachers. First of all, it is necessary to determine the purpose of entering the class. The lesson is observed and analyzed for the following purpose: determining the quality of the education and training process; to help improve the teacher's pedagogical skills; study and popularize advanced work methods and methods; exchange of teachers' experiences; determining the level of education and education of students; implementation of scientific and research works; study of students' cognitive activity; prevention of mistakes and shortcomings that may occur during the lesson, providing practical and methodical support to the teacher; taking into account the uniqueness of students' psychological characteristics during the educational process; that students' activation and mastery of the subject is taken into account in the lesson. The lesson is the foundation that determines many aspects of the educational process. Accordingly, special training is required from the observers and analysts of the lesson. Lesson analysis is carried out in the following steps: 1. Preparation for observing the lesson. 2. Observing the progress of the lesson 3. Provide self-analysis. 4. Lesson analysis and suggestions When analyzing the lesson, it is recommended to pay attention to the following: 1. Preparation before observing the lesson: formation of goals and objectives for observing lessons; clearly defining the lesson to be observed; preparation of lesson observation structure; preparation of necessary materials; talk to the teacher. 2. When analyzing the goals of the lesson: correct and reasonable setting of the educational goal, taking into account the specific aspects of the subject and the subject, the age and level of knowledge of the students; correctness and reasonableness of goal setting, taking into account the preparation of students; the place of this particular lesson in the system of lessons on the studied subject; the correct setting of the main idea of the lesson and the delivery of the goal to the students; the degree of achievement of the goal. 3. When analyzing the structure of the lesson and the organization of the lesson: compliance of the lesson structure with the lesson objectives; the type and structure of the lesson are well thought out; logical sequence and interrelationship of lesson stages; correct distribution of time for lesson stages; correct selection of teaching forms; organization of the existence of the lesson plan and its implementation by the teacher; school supplies Effective organization of the work of teachers and students. 4. When analyzing the content of the lesson, compliance of the lesson content with the requirements of the State Education Standard; reliability, completeness, and comprehensibility of materials; scientific level of the described material; the educational direction of the lesson; the level of educational impact; connecting the lesson with life, work education, and career guidance; elimination of difficulties in students' acceptance of new knowledge; and distinguishing the main idea of the new material. Formation of new concepts. Demonstrate the importance of background knowledge. 5. Organization of students' independent work Features of exercises and tasks, types of independent work, level of complexity, taking into account the level of preparation of students; conducting explanatory work by the teacher; teacher's help Level of assimilation of new material; connection of the new topic with previous topics Repetition (organization, forms, methods, size) 6. Analysis of teaching methods When choosing methods, tools, and methods of teaching, they are selected based on the content of the educational material, lesson goals, and the capabilities of the class. The teacher's correct use of methods and methods at each stage of the lesson and the variety of methods and methods used Effective use of visual aids, handouts, and technical tools Evaluation of the teacher's methodical equipment and pedagogical technique 7. Analysis of students' discipline and performance in class: Give an overall assessment of the class. Attention and activity of the class. His interest in science Competence of students in the stages of the lesson. Organization of independent educational activities for students. Evaluation of the effectiveness and expediency of the use of forms of educational activities Formation of general education and special skills and qualifications Fulfillment of uniform requirements. Individual work with gifted and retarded students Joint and individual work is needed to carry out activities together. Classroom discipline and methods of maintaining discipline 8. Teacher's communication with students. Organization of pedagogical ethics, discourse, and moral and psychological climate 9. Assessment of students' knowledge: quality of knowledge, skills, and competence imparted to students Providing solid and deep knowledge Being able to show the main aspects of ideas and materials and the level of acquisition of practical skills. Types of inspection Aggregation of grades 10. Homework analysis: purpose and scope of the homework assignment The amount of work done in class and homework The nature of the task given at home (creativity, repetition, strengthening, and development) and the teacher's explanation when assigning homework Lesson analysis can be divided into the following types: 1. Scientific analysis. 2. Psychological analysis. 3. Methodological analysis. 4. Didactic analysis. 5. General pedagogical analysis. Scientific analysis means determining the scientific-theoretical aspect of the given knowledge and the appropriateness of the student's independent work. In the scientific analysis of the lesson, it is advisable for every leader observing the lesson to pay attention to the following: 1. The teacher is equipped scientifically (in-depth knowledge of the subject in which he is an expert on a scientific basis). 2. The state of scientific preparation for today's lesson 3. Arming himself with the latest scientific-theoretical information related to his specialty. 4. Correct explanation of scientific rules and definitions and inculcation of scientific terms to students during the lesson. 5. Taking into account the specific features of education in the lesson 6. Enrichment of textbook materials with additional literary materials 7. Appropriateness of the laboratory, practical and independent works performed by the student in the scientific direction. 8. Scientifically correct, short, and perfect description of the students' conclusion and its control by the teacher. 9. Connecting with education during the lesson, in the process of explaining a new topic. 10. The culture of scientific speech among teachers and students Methodological analysis: the appropriateness of the methods used by the teacher in the course of the lesson is determined depending on the type of education and its specific characteristics. Methodological analysis determines whether or not the methods used in the process of explaining educational materials to students are suitable for this material. It should be noted that the effectiveness, variety, and model of the methods used by the teacher in the lesson are determined by the extent to which the students have mastered the material of his past and new topics. Therefore, every lesson observer (teacher, director, head of the scientific department, inspector, or methodologist) should pay special attention to this type of lesson analysis. When analyzing teaching methods, it is appropriate to consider the following: 1. According to the organizational forms of teacher and student activities during the lesson: a) story method; b) method of oral presentation; c) interview method 2. According to students' mastery: a) teachers' way of speaking; b) the method of using guided weapons; c) method of working with textbooks, contour cards, diagrams, or tables; g) method of working with laboratory equipment; d) the method of using technical means (informatics electronic computing equipment, film, slide film, radio, television, etc.); e) such as the way of using the blackboard and different cards related to geography, history, or zoology. Didactic analysis means the analysis of the effectiveness of the types of education and how correctly and perfectly the laws and regulations determining them are implemented in the lesson. In the didactic analysis of the lesson, it is appropriate to pay attention to the following: 1. The teacher's statement is fully understandable to the group of students in the class, and this statement consistently reaches the students' minds. 2. The teacher's opinion is in accordance with the requirements of spiritual and educational education. 3. Conscious mastery of the material given by the teacher by all students 4. The presence of developmental and problem-based education in the teacher's report 5. Consistency of the teacher's opinion. 6. Expediency or inadequacy of using instructional tools, handouts, and technical means during the course of the lesson or when explaining a new topic 7. Excursions, experiments, laboratory work, and practical work have been achieved in a goal-oriented manner. 8. The correctness of working with the textbook 9. Orientation of examples in the content of the educational unit 10. Such as conducting the lesson in a certain system. General pedagogical analysis is a short and easy analysis of all aspects of the lesson. When analyzing the lesson from a general pedagogical point of view, it is appropriate to consider the following: 1. The condition of the classroom in preparation for the lesson (teaching equipment) 2. The sanitary-hygiene condition of the study room or classroom 3. The topic of the lesson and its educational purpose 4. The level of scientific-methodical and pedagogical preparation of the teacher for this lesson 5. Teacher's correct use of lesson organization and lesson stages. 6. The teacher was able to rise to the level of a pedagogically exemplary person in teaching students. 7. Fairness and interpretation of the evaluation of students' knowledge. 8. Students' activity, discipline, independent thinking, and mastery of the basics of this subject 9. Pupils' attitude and respect for the lesson. 10. The teacher's management role and work style in the lesson 11. The teacher's connection between the subject of the lesson and education 12. The use of local history materials in the course of the lesson or when explaining a new topic. 13. Quality acquisition of students in the lesson. 14. The teacher was able to fully achieve the educational goal of the lesson. 15. Such as the teacher's need for scientific, methodical, and general pedagogical support. The system of psychological-pedagogical analysis of the lesson: I. Psychological assessment of the structure of the lesson depends on specific goals and tasks. a) the subject, goals, and objectives of the lesson; b) the structure of the lesson and its psychological appropriateness. II. Psychological evaluation of the content of the lesson: a) quality of educational materials (descriptive, explanatory, demonstrativeness, accuracy, level of abstraction, and generalization); b) development of the student's cognitive activity and perception of educational information (visual, verbal, logical memory, imaginative thinking, and life). What feelings does it evoke? c) This material corresponds to the age characteristics of students' cognitive activity, their life experience, and level of knowledge; g) the organization of the teacher's complex educational material in a convenient, understandable, and interesting way for students of this age to understand (clarity and simplicity of the description, the presence of vivid examples, similes, comparisons, use of visual materials, connection with life ``Lashi''). d) educational effect of the studied material (moral, aesthetic, etc.) To what extent does the teacher realize his educational potential?