Methods, forms and means of teaching. Methods, forms and means of training and education: types and classifications
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Presentation on the topic: Forms and methods of teaching
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In the modern understanding of learning, the learning process is considered as a process of interaction between the teacher and students (lesson) with the aim of introducing students to certain knowledge, skills, abilities and values. Teaching methods are a set of techniques and approaches that reflect the form of interaction between students and teachers in the learning process Method - (from Greek) a method of action, activity: the way to achieve a goal
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A method (literally a path to something) means a way to achieve a goal, a certain ordered activity. A teaching method is a way of orderly interconnected activities of a teacher and students, activities aimed at solving the problems of education, upbringing and development in the learning process. Teaching methods are one of the most important components educational process. Without appropriate methods of activity, it is impossible to realize the goals and objectives of training, to achieve the mastery of certain content by students educational material.
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The passive method (Scheme 1) is a form of interaction between students and teachers, in which the teacher is the main actor and manager of the lesson, and students act as passive listeners, subject to the teacher’s directives. Communication between the teacher and students in passive lessons is carried out through surveys, independent work, tests, tests, etc. DE Students Reproductive
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Cons The most ineffective method (from the point of view of modern pedagogical technologies) works successfully in the hands of an experienced teacher, especially if students have clear goals aimed at thoroughly studying the subject. Lecture is the most common type of passive lesson. This type of lesson is widespread in universities, where adults, fully formed people who have clear goals to deeply study the subject, study. Pros 1) easy preparation for the lesson on the part of the teacher 2) the opportunity to present relatively more educational material within the limited time frame of the lesson
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This is a form of interaction between students and teacher, in which the teacher and students interact with each other during the lesson and students here are not passive listeners, but active participants in the lesson. The teacher and students are on equal rights. Democratic style of communication. DE Students Productive
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develops an approach to enhancing the creative activity of students through the presentation of problematically formulated tasks. The theory also contains provisions on teaching students how to solve problematic problems, but reveals it on the basis of traditional methods. Problem-based learning Programmed learning has made a significant contribution to the development of approaches to the individualization of learning based on specially designed training courses for individual use, which received a new impetus for development in connection with the development of computer technology and the emergence of distance learning. Didactic prerequisites include pedagogical technologies that, to one degree or another, implement and develop individual principles of active learning
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is based on the position of the theory of activity, according to which the assimilation of social experience is carried out as a result of the active, “biased” activity of the subject. They are embodied in it the following principles: personality activity; problematic; unity of training and education; consistent modeling in the forms of learning activities. Contextual learning Game learning has proven the high effectiveness of using game, competitive, and team teaching methods.
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Interactive (“Inter” is mutual, “act” is to act) - means to interact, to be in the mode of conversation, dialogue with someone. Focused on broader interaction between students and on the dominance of student activity in the learning process when learning new material. Teacher's place in interactive lessons comes down to directing students’ activities to achieve the lesson’s goals. DE Students Creative
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Traditional methods Active methods Interactive methods Lecture Story Reading newspaper and magazine material Conversation Reflection on (statement, fact, etc.) Meeting (with works of art, interesting people, specialists, etc.) Discussion (of specific events) Questioning and analysis of results Watching a film, etc. Debate Discussion Round table conversation Travel Competition Game, etc. Business game Role-playing game Project Brainstorming Brain-ring Teleconference Court, etc.
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(according to (according to Yuri Konstantinovich Babansky) 1) methods of organizing and implementing educational and cognitive activities; 2) methods of stimulation and motivation of educational activities; 3) methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.
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According to the source of transmission and perception of educational activities (E.Ya. Golant 1888-1971) According to the logic of transmission and perception of information According to the degree of independence of thinking According to the degree of management of educational work Verbal Inductive Reproductive Under the guidance of a teacher Visual Deductive Problem-search Independent work of students Practical methods organization and implementation of educational and cognitive activities Organization of teaching. work in Sov. school, L., 1957
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Methods of stimulating interest in learning Methods of stimulating responsibility and duty Cognitive games Beliefs in the importance of learning Educational discussions Presentation of demands Creation of emotional and moral situations Organizational and activity games Rewards and punishment methods of stimulating and motivating learning activities
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Methods of oral control and self-control Methods of written control and self-control Methods of practical control and self-control Individual questioning Written tests Machine control Frontal survey Written tests Laboratory control Oral tests Written exams Oral exams Written works methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities
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Verbal teaching methods include story, lecture, conversation, etc. In the process of explaining them, the teacher uses words to present and explain the educational material, and the students actively perceive and assimilate it through listening, memorizing and comprehension. Verbal methods Auditory channel 5-10% of learning material “Tell me and I’ll forget”
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This method involves an oral narrative presentation of educational material, uninterrupted by questions to students, characterized by relative brevity, vividness, and emotionality of presentation, which makes it possible to arouse interest in a new topic and arouse the need for its active assimilation. During such a story, the tasks of the students’ activities are communicated in an accessible form. reveals the content of a new topic, presents it according to a certain logically developing plan, in a clear sequence, highlighting the main, essential, using illustrations and convincing examples... carried out at the end of the lesson. The teacher summarizes the main ideas, draws conclusions and generalizations, and gives assignments for further independent work on this topic.
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involves an oral presentation of educational material, which is distinguished by greater capacity than a story, greater complexity of logical constructions, images, evidence and generalizations. The conversation method involves a conversation between the teacher and students. The conversation is organized using a carefully thought-out system of questions, gradually leading students to master a system of facts, a new concept or pattern.
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Dispute is one of the active means of educational influence on the development of a high school student’s personality, developing an active position in him, and the ability to defend his views and beliefs in a reasoned and consistent manner. Dispute (from Latin disputare - to reason, to argue) is a public DISPUTE on a given topic. Stages of organizing a debate Stage 1 – Selecting a topic Stage 2 – Formulating questions for discussion Stage 3 – Formalizing a dispute, defining its rules Stage 4 – Preparing students and choosing the leader(s) of the debate
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Listening Skills The teacher develops listening skills by paying attention to the student's verbal and nonverbal responses to factors such as associative thoughts, changes of topic in conversation, preliminary and concluding remarks, repeated statements, contradictions and omissions in conversation, and hidden subtext of the conversation. . Reproduction of what was said This technique helps the student understand that what he said was heard by the teacher. If a statement is misunderstood, the student has the opportunity to correct the teacher. The ability to explain The teacher (discussion leader) can combine several student judgments to form a new approach to understanding the problem. You can say: “When discussing the topic (issue), you said the following... Can this be understood as...”. This gives students the opportunity to think about the assumption (agreeing or disagreeing with it). The ability to ask questions Questions should be asked infrequently and carefully. Here are some tips on how to ask questions effectively: Ask questions that leave you free to choose your answer. Could you tell us more about this? What's your opinion? Is there anything else you would like to add? Etc. 2.Ask only one question at a time. Don't ask multiple questions one after another. This slows down the pace of the conversation and prevents students from understanding your question. 3.Give the student the opportunity to answer the question. Sometimes it happens that the teacher himself answers questions addressed to the student. 4.Evaluate the student's answer. Thank the responding student for their answer. 5. Don't push your child into a corner. After a few minutes of silence, say, “You seem to be thinking very carefully about my question. Do you need more time, or maybe I can help you with the answer?” 6.End on a positive note. Thank the guys for a good job. Selecting Examples Allow students to find an analogy or example that confirms or refutes a point of view. INTERPERSONAL COMMUNICATION SKILLS REQUIRED BY A LEADER
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Form of training Form of organization of training External expression of the coordinated activity of teacher and student Design of a separate link in the learning process, a certain type of lesson external internal Lesson Lecture Seminar Elective Excursion Workshop Exam, etc. From the point of view of the dominant goal (V.I. Andreev): Introductory lesson Lesson to deepen knowledge Practical lesson Knowledge control Combined form, etc. Based on: features of communicative interaction between teacher and student... Individual Group Collective
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lesson A lesson is a dynamic and variable basic form of organizing the educational process, in which, within a precisely set time, the teacher deals with a certain group of students - with the class - according to a fixed schedule, using a variety of methods and teaching aids to solve the set tasks of education, development and upbringing Goethe Johann Folfgang “Those from whom we learn are correctly called our teachers, but not everyone who teaches us deserves this name” goal The child, his development, the formation of his qualities The teaching and educational process in the lesson as creating conditions for the development and self-development of the child. means
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educational upbringing developing formation of motivation and experience of educational, cognitive and practical activities, mastering the foundations of scientific knowledge, value orientations and relationships formation of certain qualities, properties and relationships of a person formation and development mental processes, properties and qualities of personality
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RO Traditional system Lesson learning something new Lesson on applying knowledge, developing skills and abilities Problematic Lesson on generalizing, repeating and systematizing knowledge Lesson on consolidating and repeating knowledge Lesson on monitoring knowledge and skills Combined lesson Lesson on setting an educational problem Lesson on modeling and transforming a model Lesson on solving particular problems Lesson on control Assessment Lesson
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Stage 1 - Setting goals for students and thereby organizing their readiness for activities or direct involvement in activities Stage 2 - Survey of d.z. Organization of perception, awareness by students and consolidation of initial information in their memory, i.e. assimilation of background knowledge Stage 3 – Explanation of new material. Organization and implementation of assimilation of methods of activity based on acquired information by reproducing it in an exercise in its application Stage 4 - Consolidation. Organization and implementation of assimilation of creative activity experience by solving problems and problematic tasks, during which the acquired knowledge and skills are applied creatively and at the same time independently acquire new knowledge and skills Stage 5 – Application. Purposeful education and self-education of personality traits during the study of all educational material, on its basis and the implementation of all stages of learning through emotional impact on students, ensuring their emotions, interests, hobbies, the joy of self-affirmation and self-expression, etc. Stage 6 - Generalization of what has been learned and its introduction into the system of previously learned Stage 7 - Monitoring the results of activities (Assessment of knowledge). All these elements together ensure the implementation of the educational process as an integral phenomenon
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Didactic aspect A learning goal has been set and achieved; Didactic principles were observed (scientific, systematic, accessible, consistent, visual, durable); The cognitive activity of students has intensified. 2. Methodological aspect The methods and techniques of the teacher’s activities corresponded to the assigned tasks; Independent activity of students was stimulated: Reproductive and productive activities were combined. 3. Organizational aspect Time was used rationally; Various forms of work were used (frontal, group, individual); The teacher was distinguished by a high level of self-organization. 4. Educational aspect The educational capabilities of the didactic material were taken into account; Empathic relationships between students were modeled in the organization of activities. 5. Pedagogical aspect The age and individual characteristics of students were taken into account; A favorable psychological climate was created. Students experienced satisfaction from intellectual activity. A lesson in thought A lesson in collaboration. A lesson in rhythm A lesson in feelings A lesson in gentle pedagogy
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Yu. G. Fokin \"Teaching and education in higher education. Methodology, goals and content, creativity\"; D. I. Latyshina \"History of Pedagogy\"; A. A. Radugin \"Pedagogy\" D. Johnson, R. Johnson, E. Johnson-Holubek \"Teaching methods. Learning in cooperation\"; John Dewey "Democracy and Education".
Teaching methods- these are ways of interrelated activities of the teacher and students, aimed at mastering knowledge, skills and abilities by students, at education and development in the learning process. Any teaching method is a system of purposeful actions of the teacher, organizing the cognitive and practical activities of students, ensuring their assimilation of CO.
Approaches to classifying MOs
Perceptual (according to the source of transmission of information, Goland, Verzilin, Shapovalenko):
1. Verbal (story, conversation, lecture, explanation, instruction)
2. Visual (showing, demonstrating, illustrating)
3. Practical (exercise, training, practical lab)
Managerial (according to the leading didactic goal, Danilov, Esipov)
1. M acquisition of knowledge
2. M forms of skills and abilities
3. Application of knowledge
4. M fastening
5. M check of memory cards
6. M creative activities
Gnostic ( according to the nature of learning activities, Lerner, Skatkin)
1. Explanatory and illustrative(perception, comprehension, memorization of information by children)
2. Reproductive(reproduction of knowledge and methods of action according to a model, mastery of the algorithm of practical actions)
3. Problem Statement(monitoring the logic of the dock-tv, mentally predicting the next steps in the logic of the solution)
4. Heuristic = problem-search(active participation in finding a solution to a problem, mastering techniques for posing a problem and finding ways to solve it)
5. Research(mastering techniques for posing problems independently and finding their solutions)
The most widespread in didactics in recent decades is the classification of teaching methods proposed by academician Yu.K. Babansky. It distinguishes three large groups of teaching methods:
1) Methods of organizing and implementing educational and cognitive activities:
a) verbal (story, lecture, seminar, conversation),
b) visual (illustration, demonstration, etc.),
c) practical (exercises, laboratory experiments, work activities, etc.),
d) induction and deduction,
e) reproductive and problem-search (from particular to general, from general to particular),
f) methods of independent work and work under the guidance of a teacher;
2) Methods of stimulation and motivation of educational and cognitive activities:
a) educational games,
b) educational discussions,
c) creating situations of success in learning,
d) explanation,
e) encouragement and reprimand of the student;
3) Methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities:
a) methods of oral control and self-control in learning,
b) methods of written control,
c) laboratory control,
d) machine control,
d) self-control.
The relationship between teaching methods and the conditions for their optimal choice. There is an organizational relationship and interpenetration between teaching methods, which reflects the dialectic of the very concept of “methods”, their mutual transitions, and not the isolated application of each of them. Yu. K. Babansky, putting forward the principle of optimality when choosing teaching methods, proposed to proceed from the fact that each method is focused on solving a certain range of pedagogical and educational problems. However, at the same time, it indirectly contributes to the solution of other problems, but not to the extent that they can be solved using other methods. This implies the need to assess the capabilities of each teaching method, know its strengths and weaknesses and select their optimal combinations on this basis. Among all the dependencies that determine the construction and choice of teaching methods, their compliance with the goals of education comes first. In practical activities, the teacher, when choosing them, is usually guided by these goals and the content of education. Next, he correlates teaching methods with a specific pedagogical task, analyzes the educational situation, determines the level of development of students and the level of development of their general educational and private skills. Pedagogical mastery comes only to the teacher who seeks and finds the optimal correspondence of methods to the patterns of age and individual development of students. Being very flexible and subtle tools for touching the individual, teaching methods are always addressed to the team and are used taking into account its dynamics, maturity, and organization. Reception - part of the method that enhances and increases its effectiveness. In relation to the method, the techniques are of a private, subordinate nature. They do not have an independent pedagogical task, but are subordinate to the task pursued by this method. The same methodological techniques can be used in different methods, and vice versa - the same method for different teachers can include different techniques.
Selection of methods depends on the content of the material being studied, the general tasks of training a specialist, the time available to the teacher, the characteristics of the student body, the availability of teaching aids
Form of study means external. side of educational organization. process. Depends on the goals, content, methods, teaching medium, material. conditions, composition of students, etc.
1) Individual
2) Group
3) frontal
4) Collective (different from frontal in that the student is considered as a holistic group with its own individual interactions)
6) classroom and extracurricular
7) school and extracurricular.
Form of training organization (= organizational form of training) is a design of the department. links of the learning process, certain type classes (lesson, lecture, seminar, excursion, elective, exam)
According to Andreev (according to dominant learning objectives)
Introductory lesson
Lesson in depth. Knowledge
By systematization and generalization. Knowledge
For control of ZUNs
Combined forms
Onischuk (for didactic purposes)
Theoretical
Labor
Combined
Lesson- this form of organization of the educational process, in which the teacher, within a precisely established time, organizes knowledge and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using types, media and methods -you, who create favorable conditions for all students to master the basics of the subject studied directly in the learning process, as well as for V.I R R → cognize and creative abilities, spirit powers of the students. Modern typology of lessons(according to the purpose of the organization, the content, I studied the material and the level of training, studied by M.I. Mahmut)
A lesson in mastering new knowledge
Lesson on developing and improving skills and abilities
Lesson on generalization and systematization of knowledge
Lesson of repetition, consolidation of knowledge
Test lesson
A combined lesson in which several didactic tasks are solved.
The system of individual education developed back in primitive society as the transfer of experience from one person to another, from older to younger. The advantages of an individual form of education include: independent acquisition of knowledge, formation of skills, development of students’ self-esteem, cognitive independence, creativity, good control is carried out. The disadvantages of the individual form of training include the fact that each student works on his own, without contact with other students. This means that collective work skills are not being developed. The student does not provide or receive help from other students. Individualized learning is desocialized.
Individual lessons: tutoring, tutoring (scientific guidance), mentoring (mentoring), tutoring, family education, self-study, exam. Tutoring. A tutor (positionally) is the one who organizes the conditions for the development and implementation of the student’s individual educational trajectory. The traditional structure of the tutor system includes three elements: · Tutoring itself, which provides training to the student during the trimester or academic year (cultural trend); · Management classes (supervision), ensuring students study and work, including during the holidays (combination of cultural and individual); · Moral mentoring, which involves accompanying a student’s life at the university in the broadest sense of the word (individual trend). A tutor is a private teacher, a specialist in a narrow field of knowledge who knows effective teaching methods. Main task for such a teacher - practicing some skill to perfection. Governance.The most important task of family education is the formation of the child’s moral culture. Moral culture personality is a characteristic of it moral development, which reflects the degree to which she has mastered the moral experience of society, the ability to consistently implement values, norms and principles in behavior and relationships with other people, and readiness for constant self-improvement. Family learning. Family education is a purposeful process of obtaining education in the family, organized and carried out by parents with periodic reporting to the school. The role of the school in which the child is enrolled in family education is reduced to certification - the child takes tests, tests and exams after a certain period (quarter, year). Family education does not mean isolating a child from society. They compare favorably with their schoolchildren of the same age in that they have a broad outlook and flexible thinking, are free in their judgments and are not oppressed by the authority of adults.
Learning Tools: – is a collection of objects that contain educational information or perform training functions and are intended to develop knowledge, skills and abilities in students, manage their cognitive and practical activities, comprehensive development and education. With the help of teaching aids (drawing, diagram, model), students imprint the image of phenomena and objects. With the help of teaching aids, education will become more visual, positively activates the student’s emotions, which gives direction to his thinking, serves as a stimulus for his activities, strengthens interest in academic work, develops cognitive activity, and increases the intensity of work of teachers and students.
Classifications of didactic means:
· visual (visual), which include tables, maps, natural objects, etc.;
· auditory (hearing)- radios, tape recorders, musical instruments, etc.;
· audiovisual (visual-auditory)- sound film, television, etc.
Polish didact V. Okon:
Simple remedies:
verbal(textbooks and other texts);
visual(real objects, models, paintings, etc.)
Complex means:
mechanical visual instruments(diascope, microscope, overhead projector, etc.);
auditory aids(player, tape recorder, radio);
audiovisual(sound film, television, video);
tools that automate the learning process(language labs, computers, information systems, telecommunication networks).
The choice of teaching aids in each specific case depends on the didactic capabilities of the teaching aids themselves. . The choice of types of teaching aids is an individual and creative process. The teacher carries it out taking into account knowledge of the content of his subject, the characteristics of students, their level of preparedness, and attitude towards the academic subject.
The selection depends not only on the material equipment of the school, but also on the characteristic features of certain subjects.
Student age and characteristic features individual educational subjects also determine the type of didactic tools used and the way they are used in the lesson.
Thus, the choice of forms, methods and means of teaching is not an arbitrary act.
It depends on a number of factors, among which the primary goals are the goals of education and specific learning objectives, its content and principles, the level of preparedness of the class and its development as a team, the age and individual characteristics of students, as well as a comparative description of capabilities, strengths and weaknesses various methods training.
Psyche - extremely complex mechanism, which helps us navigate the world around us and receive new information from it. By the way, thinking is one of the most important cognitive processes in the human psyche. For it to be productive, it must be made meaningful. This is especially important in the process of teaching schoolchildren.
Key points for mastering educational material
Professional teachers distinguish three levels in the mental activity of students:
- Understanding. This is a process of analysis and synthesis, thanks to which the resulting material is consolidated in memory, creating a basis for the subsequent use of data.
- Logical thinking. This is the name of the process of independent problem solving, in which students use previously acquired knowledge. This is a very important stage, as schoolchildren strengthen their ability to analyze and interpret the information they receive.
- Creation. The process of self-expression, creating something fundamentally new.
Motivation for the learning process
So, let's return to the topic of our article. What does active learning methods have to do with it? The fact is that the success of any training depends only on the students’ interest in the topic. It is precisely this awakening that teachers who use these methods in their professional practice are engaged in.
The motivation of trainees can be very different. Firstly, there is huge amount stimulating social factors: understanding of the need for good study for further mastery of a prestigious and profitable profession, as well as a sense of duty to parents, teachers and staff. However, Soviet teachers convincingly proved that the most powerful motive is sincere interest in the subject being studied. Without this, the child will not achieve noticeable results.
Developing interest in an academic discipline
Note that interest in a subject often manifests itself much earlier than is commonly thought. For this to happen, the learning process must become as attractive as possible. Interest formation occurs in several stages:
- Firstly, curiosity manifests itself, which is considered a standard mental element, which always arises when a person encounters something new and unusual. It should be remembered that this interest is unstable, born only in certain situations.
- Next comes curiosity. In this case, the individual tries to understand the phenomenon being studied. He is interested, active in class, tries to read as much additional material on the subject as possible, and constantly participates in discussions. It may be that the child’s curiosity extends only to a certain topic. If interest in another section disappears, then the motivation to study the subject will immediately disappear. Therefore, the teacher is obliged to form the most stable interest in the subject being taught.
- Only in the process of practical activity can curiosity be transformed into a desire to study a subject. Experience of independent activity and work on a subject, subject to personal interest, will form an interested, holistic personality.
Active learning methods are precisely aimed at developing interest in independent knowledge.
So what are active delivery methods?
This is the name for a set of methods and techniques of influence that encourage the development of the creative, intellectual beginning of each student. Such teaching methods make it easier to learn the material and make it more interesting.
Features of this method
Good teachers have always strived to develop in their students a desire for independent data acquisition. You should know that the entire educational process is built on three main types of activities:
- Thinking.
- Action.
- Verbal process.
There is also an emotional perception of reality, but it is rarely taken into account. During training, either one method or a combination of them can be implemented. The degree to which any one feature is emphasized depends on the student’s level of interest. To identify them most effectively, active and interactive teaching methods should be used as widely as possible.
Thus, memory (thinking) is involved in lectures, in practice - a combination of thinking and action, in conversations - thinking. However, in the latter case, the emotional perception that we discussed above is often activated. In addition, it is precisely this that is used in the case of educational excursions.
Degree of mastery of material
Alas, experimental data clearly shows weak degree mastering the material in most common cases. Thus, the lectures beloved by many teachers allow you to consolidate no more than 20-30% of the information. It should be borne in mind that at least 17% of the specified volume is remembered at the beginning of the story.
After this, fatigue occurs when all the efforts of schoolchildren or students are aimed exclusively at recording the material they receive. Outdated forms, methods and means of teaching play a negative role, which proclaim the lecture form of presenting material as the only possible and most effective. As you can already see, all this is actually far from true.
On the contrary, if a person works independently with the material, then he remembers at least 50%, and if he also parses the notes and pronounces the information he receives, then he manages to retain up to 70% of the data in his memory. If the teacher uses business game or another method that requires the direct participation of the student, it is possible to convey at least 90% of the useful material. Actually, this is what active learning methods are all about.
It should not be assumed that some innovative pedagogical developments cannot be used on an equal basis with old, proven methods. Educators have even developed several basic principles that are used to activate traditional teaching methods.
Main features of active methods
How to determine whether a teacher really uses active learning methods in practice? Everything is not so complicated, because these methods have characteristic features. We will look at them now.
The teacher must constantly create problematic situations. The teacher sets students a task that they cannot solve using only the data they have. In this case, a person is simply forced to turn to other students, handouts and textbooks for help, looking there for answers to questions that interest him.
It is for this reason that all forms, methods and teaching aids used must be as informative, detailed and visual as possible, and not cause rejection. It's not too clear what this sentence is saying? It's simple: remember the Soviet handouts, old and tattered? Of course, in a number of educational institutions there is simply no funding for the purchase of something more serious, but you can still at least print out colorful manuals that make studying much more enjoyable.
The highest aerobatics is posing a question that does not have a clear answer even for a specialist. In this case, the students will debate, trying to find correct option, and explore the mass useful information, most of which will be absorbed by them. This is what active social learning methods are based on.
Other Features
If we talk about non-imitation methods, then we should note a real internship in the workplace, holding a lecture on problematic topics, writing final work(diploma).
Main Features
It should be noted that active teaching methods in the classroom require maximum approximation to real scientific and research activities. And the success of the process in this case is ensured through the joint activities of both the students themselves and the teacher (and on the condition of an equal partnership). The main goal of the teacher in this case becomes not so much the banal presentation of information, but rather the introduction of schoolchildren to complex world modern knowledge with all its prospects and numerous contradictions.
It is extremely important for many students to learn in practice about the most significant features of a particular field of science, since only in this case the process of learning becomes truly meaningful and begins to bring joy.
Other Important Features
Let us recall that the methods and technologies of active teaching are fundamentally different from those for standard teaching. The main difference is that in the traditional case, information is presented only as a set of some abstract data that must be stored in mandatory.
If active learning methods are used, at school children receive only initial information, on the basis of which they themselves must proactively seek answers to all the questions asked by the teacher.
Accordingly, schoolchildren and students should be as actively involved in the educational process as possible, not as mere extras, but as full-fledged active participants. For example, when studying some biological question, it is necessary to widely use not only banal handouts, but also microscopes. Only a beginner in biology does not know that the appearance and location of cells in reality differ significantly from the pictures in textbooks, so it is much more important to give students a real idea of all the features of the object or phenomenon under consideration.
Difficulty level
Methods of the learning process should involve setting only such tasks, the answers to which are still available to a specific group of students. Simply put, it is not recommended to assign exciting, but very difficult tasks on Lobachevsky geometry in a seventh grade lesson.
So what should be the correct use of active learning methods? Let's try to formulate some general postulates.
Despite all the negative aspects that are inherent in the lecture method of presenting material, one should not forget about this method. You must tell your children logically, briefly and succinctly about each topic you begin to cover. It is necessary to immediately warn students that the main role in finding answers to the questions posed will belong to them.
We emphasize once again that dialogical learning must predominate. The more schoolchildren discuss among themselves and with you, the more deeply they understand the importance of the problem and are imbued with its significance. Thus, active forms and teaching methods must necessarily use the following:
- An extensive system of cognitive tasks in which the entire essence of the topic being covered is fully revealed.
- Constant communication, disputes and debates, to prepare for which students must independently find all the information they need.
Analysis of practical situations
The most complete method of preparing schoolchildren for subsequent independent activities is the decision practical problems that they may encounter in life. By analyzing them, children learn to think constructively and logically. Subsequently, they will be able to quickly and correctly assess all situations that specialists encounter every day.
One of key features this method is role playing. To do everything right, the teacher must take into account the following:
- It is important to distribute roles in advance between all participants in the game. Of course, it’s worth deciding on the topic of the lesson in advance. As practice shows, in this case it is optimal to stage a production meeting at which the most pressing, pressing problems of the enterprise are resolved.
- Participants must interact with each other through active discussion. Important! Each student can equally agree or disagree with the thoughts of his opponent, but in any case he is required to provide meaningful arguments in favor of his decision. Simply nodding your head or making negative noises will not do.
- The teacher must introduce several corrective conditions. It is a welcome practice for the teacher to interrupt the discussion from time to time and present a number of new facts that need to be taken into account when solving the problem, and know that they may well turn the discussion in a completely opposite direction. This is an excellent simulation of force majeure situations that often occur in everyday life.
- Finally, the results of the last game need to be discussed in detail, analyzing not only the achievements, but also all the mistakes (including dwelling in detail on their immediate causes).
This method is especially good for classes with an economic profile, since the tasks set for children do not always have a clear meaning. the right decision. Students should understand that they almost always need to keep in mind several ways to get out of a given situation. In addition, each of them must independently come to the conclusion about the vital importance of the ability to reach a reasonable compromise.
These are the teaching methods that should be used in school (including higher education). Such knowledge will allow children to become as successful as possible in later life.
FORMS AND METHODS OF TRAINING
| Parameter name | Meaning |
| Article topic: | FORMS AND METHODS OF TRAINING |
| Rubric (thematic category) | Education |
§ 1. Organizational forms and training systems
Students’ activities to master the content of education are carried out in various forms of learning, the nature of which is determined by various factors: the goals and objectives of learning; number of students enrolled in training; features of individual educational processes; place and time academic work students; provision of textbooks and teaching aids, etc.
In didactics, attempts are being made to define the organizational form of education.
I.M. Cheredov’s approach to determining organizational forms of training seems to be the most reasonable. Based on the philosophical understanding of form as an internal organization of content, covering a system of stable connections of a subject, he defines the organizational form of teaching as a special design of the learning process, the nature of which is determined by its content, methods, techniques, means, and types of activities of students. This design represents the internal organization of content, which is the process of interaction between the teacher and students when working on certain educational material. Consequently, forms of teaching must be understood as constructions of segments of the learning process, realized in a combination of the teacher’s control activity and the controlled learning activity of students in mastering certain content of educational material and mastering methods of activity.
1 See: Cheredov I.M. System of forms of organization of education in the Soviet secondary school. - M., 1987.
The learning process is implemented only through organizational forms that perform an integrative role, ensuring the unification and interaction of all its components. The set of forms, united on the basis of the connection between students and teachers through educational material and complementing each other, constitutes the organizational system of education.
Organizational forms and systems of education are historical: they are born, develop, and are replaced by one another based on the level of development of society, production, science, and educational theory and practice. Their origin is associated with the ancient world.
So, in Ancient Greece, in Athens, children studied with a grammarian and a citharist, then in the palaestra; there were also advanced schools - gymnasiums and ephebes. In schools, individual lessons were combined with collective ones. First, the teacher opened the scroll and the students, coming up one by one, read the text aloud, then repeated what they had read in chorus. The exercises were written with a stylus on tablets covered with wax. Dramatization was used when students acted as letters that formed syllables and words. Mental training took place in casual conversations between the teacher and students and in discussions. Physical education and music education took place in the form of individual and collective classes. The educational process was carried out from sunrise to sunset. No homework was given.
In the history of pedagogy and education, the most famous are three main organizational systems of education, differing from each other in the quantitative coverage of students, the ratio of collective and individual forms of organizing students’ activities, the degree of their independence and the specifics of managing the educational process on the part of the teacher: individual, class-lesson and lecture-based. -seminar system.
The system of individual education developed in primitive society as a transfer of experience from one person to another, from older to younger. With the advent of writing, the elder of the clan or the priest passed on experience through speaking signs to his potential successor, working with him individually.
As scientific knowledge developed and access to education expanded for a larger circle of people, the system of individual education was uniquely transformed into an individual-group one. The teacher still taught 10-15 people individually. Having presented the material to one, he gave him a task for independent work and moved on to another, third, etc. Having finished working with the latter, the teacher returned to the first, checked the completion of the task, presented a new portion of the material, gave the task, and so on until the student, in the teacher’s assessment, had mastered the science, craft or art. The content of education was strictly individualized; therefore, the group could include students of different ages. varying degrees preparedness. The beginning and end of classes for each student, as well as the timing of training, were also individualized. The teacher rarely gathered all the students in the group for collective conversations, instructions, or memorization. scriptures and poems.
In the Middle Ages, due to the increase in the number of students, it became possible to select children of approximately the same age into groups. This has made it extremely important to create a more advanced organizational training system. It became a classroom-lesson system developed in the 17th century. Ya. A. Komensky and described by him in the book “Great Didactics”. He introduced an academic year in schools, divided students into groups (classes), divided the school day into equal segments and called them lessons. Lessons alternated with breaks. From the methodological point of view, all the lessons were built quite clearly and represented a relatively complete whole. The structural parts of the lesson were: the beginning, during which the teacher, with the help of questions, encouraged students to recall and orally present what they had learned earlier; the continuation, when the teacher explained new material, and the end, when students consolidated the material they had just heard and completed the exercises. Y. A. Komensky was against homework. In his opinion, school is a training workshop, therefore, it is there, and not at home, that success in learning must be ensured.
Further development The class-lesson teaching system was received from K. D. Ushinsky. He scientifically substantiated all its advantages and developed a coherent theory of the lesson, especially its organizational structure and typology. In each lesson, K.D. Ushinsky identified three parts that were sequentially connected to each other. The first part of the lesson is aimed at making a conscious transition from what has been learned to something new and creating a goal setting for students to intensively perceive the material. This part of the lesson, according to K.D. Ushinsky, is a necessary key, like a “door” to a lesson. The second part of the lesson is aimed at solving the main problem and is the defining, central part of the lesson. The third part is aimed at summing up the work done and consolidating knowledge and skills.
A. Disterve made a great contribution to the development of the scientific foundations of lesson organization. He developed a system of principles and rules of teaching relating to the activities of teachers and students, and substantiated the extreme importance of taking into account age capabilities students. The classroom-lesson system has become widespread in all countries and in its basic features remains unchanged for more than three hundred years. Moreover, already at the end of the 19th century. it began to be criticized due to the spread of dogmatism and scholasticism in teaching and the low quality of teaching. The search for organizational forms of training that would replace the classroom-lesson system was associated primarily with problems of quantitative enrollment of students and management of the educational process.
So, at the end of the 19th century. In England, a training system was formed that simultaneously covered six hundred or more students. Teacher being with students different ages and level of preparedness in one room, taught older and more successful people, and they, in turn, taught younger ones. During the lesson, he also observed the work of groups led by his assistant monitors. This education system received the name Bellancaster from the names of its creators - priest A. Bell and teacher D. Lancaster. Its invention was prompted by the desire to resolve the contradiction between the need for a wider dissemination of elementary knowledge among workers and the preservation minimum costs for teacher education and training.
Other scientists and practitioners directed their efforts to search for such organizational forms of teaching that would remove the disadvantages of the lesson, in particular its focus on the average student, the uniformity of content and the average pace of educational progress, and the invariability of the structure. Disadvantage traditional lesson It was also the fact that it restrained the development of cognitive activity and independence of students.
The idea of K.D. Ushinsky that children in the classroom, if possible, work independently, and the teacher supervised this independent work and provided material for it, at the beginning of the 20th century. E. Parkhurst tried to implement it in the USA with the support of influential teachers at that time, John and Evelina Dewey. In accordance with her proposed color-blind laboratory plan (color-blind plan), traditional lessons in the form of lessons were canceled. Students received written assignments and, after consultation, teachers worked on them independently according to an individual plan. At the same time, work experience showed that most students were unable to study independently without the help of a teacher. The dalton plan is not widely used.
In the 20s. The color-tone plan was sharply criticized by domestic teachers, primarily for its pronounced individual orientation. At the same time, it served as the basis for the development of a brigade-laboratory organizational training system, which practically replaced the lesson with its rigid structure. This system of education, in contrast to the color scheme, involved a combination of collective work of the entire class with team (team) and individual work of each student. In general classes, work was planned, assignments were discussed, students prepared for excursions, the teacher explained difficult issues of the topic and summed up the overall activities. When assigning a task to the team, the teacher set deadlines for completing the task and a mandatory minimum of work for each student, individualizing tasks when it was extremely important. At the final conferences, the foreman, on behalf of the brigade, reported on the completion of the task, which, as a rule, was carried out by a group of activists, and the rest were only present. The same marks were given to all members of the brigade.
The brigade-laboratory system of organizing classes, which claimed to be universal, was characterized by diminishing the role of the teacher, reducing his functions to periodic consultations with students. Overestimation of students' educational capabilities and the method of independent acquisition of knowledge led to a significant decrease in academic performance, lack of a system in knowledge and lack of development of the most important general educational skills.
In response to criticism of the brigade-laboratory training system, the Research Institute of School Work Methods, led by V.N. Shulgin, began to advocate its transformation into a project system (project method). It was borrowed from American school, where it was developed by W. Kilpatrick. The essence of this training system is that students themselves choose the topic of project development. It must be connected with real life and, based on the specialization (bias) of the study group, reflect its socio-political, economic-production or cultural-everyday aspects. At the same time, in the project-based learning system, as in the team-laboratory system, the teacher remained in the same role: he gave an introductory lecture, advised, and summed up the results.
With the advent of the first universities, the lecture and seminar system of education was born. It has undergone virtually no significant changes since its creation. Lectures, seminars, practical and laboratory classes, consultations and practice in the chosen specialty still remain the leading forms of training within the lecture-seminar system. Its constant attributes are colloquiums, tests and exams.
The lecture-seminar system in its pure version is used in the practice of higher and postgraduate education, ᴛ.ᴇ. in conditions when students already have some experience in educational and cognitive activities, when basic general educational skills have been formed and, above all, the ability to independently acquire knowledge. It allows you to organically combine mass, group and individual forms of education, although the dominance of the former is naturally predetermined by the characteristics of the age of students: students, students of the advanced training system, etc.
IN recent years elements of the lecture-seminar teaching system began to be used in secondary schools, combined with forms of teaching in the classroom-lesson system. The experience of directly transferring the lecture-seminar system to school did not justify itself.
Thus, in the 60s, the Trump plan, named after its developer, the American professor of pedagogy L. Trump, became very famous. This form of educational organization involved a combination of classes in large classrooms (100-150 people) with classes in groups of 10-15 people and individual work by students. 40% of the time was allocated for general lectures using a variety of technical means, 20% of the time was allocated for discussing lecture material, in-depth study of individual sections and practicing skills (seminars), and the rest of the time students worked independently under the guidance of a teacher or his assistants from strong students.
Today, according to Trump’s plan, only a few private schools operate, and only certain elements have been established in public schools: teaching one subject by a team of teachers (one gives lectures, others conduct seminars); attracting assistants without special education to conduct classes with a large group of students; organization of independent work in small groups. In addition to the mechanical transfer of the university education system to the secondary school, the Trump plan affirmed the principle of individualization, expressed in giving the student complete freedom in choosing the content of education and methods of mastering it, which was associated with the rejection of the leading role of the teacher and ignoring educational standards.
In the modern period, the modernization of the classroom teaching system was carried out by a teacher from Odessa region N.P. Guzik. He called it lecture-seminar, although it would be more accurate to call it lecture-laboratory.
1 See: Guzik N.P., Puchkov N.P. Lecture and seminar system for teaching chemistry. - Kyiv, 1979.
The prototype of the training system he developed was the brigade-laboratory one. The teacher presents the material to students in large blocks, each of which includes one large or several small topics. For example, seven lessons are devoted to the topic “Alcohols and phenols.” In the first lesson, the teacher gives a lecture, the purpose of which is to analyze the underlying theory. This allows students to understand cause-and-effect relationships in the entire complex of phenomena on a given topic. In the second lesson, the teacher conducts a secondary analysis of the same topic, including elements of conversation in the lecture, demonstrates an educational experiment and an educational film. Students comprehend the logic of the topic and write down the main thoughts, formulas and calculations in their notebooks. The next four lessons are devoted to laboratory classes, in which they independently work on the topic.
Tasks are given to students differentiated according to three options. Οʜᴎ vary in degree of complexity: in option A there are 5-b tasks, in each of which the student is required to propose a hypothesis that explains this phenomenon and test it in an experiment; in option B there are already 8 - 9 tasks, which are somewhat simpler, and the student is required to reproduce existing knowledge and apply it in developing tasks; option B contains 10-12 simple tasks. Students are introduced to all three options and choose the one they think they can handle in the allotted time. The teacher helps students while they work. The last lesson on the topic is a test lesson.
So, organizational forms of education are an external expression of the coordinated activities of teachers and students, carried out in the prescribed manner and in a certain mode. Οʜᴎ have social conditioning, regulate joint activities teacher and students, determine the relationship between the individual and the collective in the educational process, the degree of activity of students in educational activities and the ways in which the teacher manages it.
§ 2. Types of modern organizational forms of training
In modern didactics, organizational forms of training, including compulsory and elective, classroom and home classes, are divided into frontal, group and individual (I.M. Cheredov).
With frontal teaching, the teacher controls the educational and cognitive activities of the entire class working on a single task. He organizes the cooperation of students and determines the same pace of work for everyone. The pedagogical effectiveness of frontal work largely depends on the teacher’s ability to keep the entire class in sight and at the same time not lose sight of the work of each student. Its effectiveness increases if the teacher manages to create an atmosphere of creative teamwork and maintain the attention and activity of schoolchildren. At the same time, frontal work is not designed to take them into account individual differences. It is aimed at the average student, causing some students to fall behind and others to become bored.
In group forms of teaching, the teacher manages the educational and cognitive activities of groups of students in the class. They can be divided into link, brigade, cooperative group and differentiated group. Linked forms of education involve the organization of educational activities of permanent groups of students. In a brigade form, the activities of temporary groups of students specially formed to perform certain tasks are organized. The cooperative group form involves dividing the class into groups, each of which performs only part of the overall, usually voluminous, task. The differentiated group form of education has the peculiarity that both permanent and temporary groups unite students with the same educational capabilities and level of development of educational skills. Pair work of students is also considered group work. The teacher manages the activities of educational groups both directly and indirectly through his assistants - team leaders and foremen, whom he appoints taking into account the opinions of students.
Individual learning for students does not involve direct contact with other students. In its essence, it is nothing more than independent completion of tasks that are the same for the entire class or group. Moreover, if the student performs independent task given by the teacher taking into account educational opportunities, then this organizational form of training is called individualized. For this purpose, specially designed cards can be used. In the event that a teacher pays attention to several students in a lesson while others are working independently, then this form of teaching is called individualized-group teaching. The organizational forms of training considered are general. Οʜᴎ are used as independent and as an element of a lesson, seminar and other classes.
In modern general educational practice, two general organizational forms are most often used: frontal and individual. Much less often in practice, group and paired forms of training are used. At the same time, neither frontal nor group forms of learning are actually collective, although they are trying to present them as such.
M.D. Vinogradova and I.B. Pervin draw attention to this fact. They note that not all work that formally takes place in a team is essentially collective. By its nature it should be purely individual.
1 See: Vinogradova M.D., Pervin I.B. Collective cognitive activity and education of schoolchildren. - M., 1977.
Collective work, according to X. J. Liimets, arises only on the basis of differentiated group work. At the same time, it acquires the following characteristics:
‣‣‣ the class is aware of collective responsibility for the task given by the teacher and receives appropriate social assessment for its completion;
‣‣‣ the organization of the task is carried out by the class itself and in separate groups under the guidance of the teacher;
‣‣‣ there is such a division of labor that takes into account the interests and abilities of each student and allows everyone to better express themselves in common activities;
‣‣‣ there is mutual control and responsibility of everyone to the class and group.
V.K. Dyachenko, an active supporter of collective learning, emphasizes that with whole-class (frontal) work, cooperation and comradely mutual assistance, distribution of responsibilities and functions are almost eliminated. All students do the same thing; they are not involved in management, since only one teacher leads the educational process. Collective learning, in his opinion, is learning in which the team trains and educates each of its members and each member actively participates in the training and education of their comrades in joint educational work.
A collective form of organizing educational work is also communication between teachers and students in dynamic pairs or pairs of rotating staff. The collective method of learning (CSR) is not new; it was used in the 20s and 30s. during the eradication of illiteracy. Its advantages are undeniable, but the widespread use of CSR is hampered by organizational and methodological difficulties.
See: Dyachenko V.K. Collective structure of the educational process and its development. - M., 1989.
The whole variety of organizational forms of training from the point of view of how they solve educational goals and the systematicity of their use is divided into basic, additional and auxiliary.
Lesson as the main form of education. From a standpoint of integrity educational process The main organizational form of learning is the lesson. It reflects the advantages of the class-lesson teaching system, which, with a massive enrollment of students, ensures organizational clarity and continuity of educational work. It is cost effective, especially compared to individual training. The teacher’s knowledge of the individual characteristics of students and students of each other allows them to use with great effect the stimulating influence of the class team on the educational activities of each student. The classroom-lesson education system, like no other, presupposes a close connection between compulsory educational and extracurricular (extracurricular) work. Finally, its undeniable advantage is the ability to organically combine frontal, group and individual forms of learning within a lesson.
A lesson is an organizational form of teaching in which the teacher, for a precisely set time, directs the collective cognitive and other activities of a permanent group of students (class), taking into account the characteristics of each of them, using tools and methods of work that create favorable conditions in order for all students to master the basics of the subject being studied directly during the lesson, as well as for the education and development of cognitive abilities and spiritual strength of schoolchildren (A. A. Budarny).
In this definition, we can identify specific features that distinguish a lesson from other organizational forms of education: a permanent group of students, management of the activities of schoolchildren, taking into account the characteristics of each of them, mastery of the basics of what is studied directly in the lesson. These signs reflect not only the specifics, but also the essence of the lesson.
Each lesson consists of certain elements (links, stages), which are characterized by various types of activities of the teacher and students in accordance with the structure of the process of acquiring knowledge, skills and abilities. These elements can appear in various combinations, thus defining the structure of the lesson, which should be understood as the composition of the elements, their specific sequence and the relationships between them. It should be simple and quite complex, which depends on the content of the educational material, the didactic goal (or goals) of the lesson, the age characteristics of the students and the characteristics of the class as a collective. The variety of lesson structures implies a variety of their types.
There is no generally accepted classification of lessons in modern didactics. This is explained by a number of circumstances, but primarily by the complexity and versatility of the process of interaction between teacher and students that takes place in the classroom. The most developed and used in practice is the classification proposed by B. P. Esipov. Its basis is the leading didactic goal and the place of the lesson in the system of lessons and other forms of teaching organization. He highlights:
‣‣‣ combined, or mixed, lessons;
‣‣‣ lessons to familiarize students with new material, with the goal of familiarizing students with facts, specific phenomena or understanding and mastering generalizations;
‣‣‣ lessons for consolidating and repeating knowledge;
‣‣‣ lessons with the main goal of generalizing and systematizing what has been learned;
‣‣‣ lessons in developing and consolidating skills and abilities;
‣‣‣ knowledge testing and analysis lessons verification work. Types of lessons, simple in structure, ᴛ.ᴇ. having one
dominant didactic goal, most applicable in middle and high schools. IN primary school Taking into account the age of students, it is necessary to combine different types of educational work, combine the communication of new knowledge with primary consolidation, repetition of previously learned. Even control lessons here quite often include other types of work: oral presentation of material, reading interesting story etc.
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It is this type of lesson that is usually called a combined (mixed), or structurally complex lesson. Approximate structure of a combined lesson: checking homework and questioning students; learning new material; primary test of assimilation; consolidation of new knowledge during training exercises; repetition of previously learned in the form of a conversation; testing and assessing students' knowledge; homework assignment.
A lesson in introducing students to new material, or communicating (studying) new knowledge, is usually understood as a lesson whose content is new material unknown to students, which includes a relatively wide range of issues and requires significant time to study. In such lessons, based on their content, specific didactic goal and students’ preparedness for independent work, in some cases the teacher himself presents new material, in others independent work is carried out by students under the guidance of the teacher, in others both are practiced. The structure of a lesson on introducing new material: repetition of previous material, which is the basis for learning new things; teacher explaining new material and working with the textbook; checking understanding and initial consolidation of knowledge; homework assignment.
In the lessons of consolidation of knowledge, the main content of educational work is the secondary comprehension of previously acquired knowledge with the aim of their solid assimilation. Students in some cases comprehend and deepen their knowledge using new sources, in others they solve new problems using rules known to them, in third cases they reproduce previously acquired knowledge orally and in writing, in fourth cases they make reports on individual issues from what they have learned with the aim of deeper and deeper understanding. their strong assimilation, etc. Structurally, such lessons involve going through the following stages: checking homework; performing oral and writing exercises; checking the completion of tasks; homework assignment.
Lessons on developing and consolidating skills and abilities are closely related to lessons in consolidating knowledge. This process is carried out in several special lessons, and then continues in the form of exercises in other lessons when studying new topics. From lesson to lesson the material becomes more complex. Moreover, if at the beginning of work the exercises are performed by children with great help teachers and with a preliminary check of how they understood the task, then in the future the students themselves determine where and what rule needs to be applied. Students must learn to apply skills and abilities in a wide variety of situations, incl. and in life practice. The structure of lessons for developing and consolidating skills and abilities: reproduction of theoretical knowledge; execution practical tasks and exercises; checking the performance of independent work; homework assignment.
Generalizing lessons (generalization and systematization of knowledge) are those in which the most significant questions from previously covered material are systematized and reproduced, existing gaps in students’ knowledge are filled and revealed the most important ideas the course being studied. General lessons are held at the end of the study of individual topics, sections and training courses as a whole. Their mandatory elements are the teacher’s introduction and conclusion. The repetition and generalization itself can be carried out in the form of a story, short messages, reading individual passages from a textbook, or a conversation between a teacher and students.
Test lessons (controls) allow the teacher to identify the level of development of students’ knowledge, skills and abilities in a certain area, identify deficiencies in mastering educational material, and help outline ways for further work. Test lessons require the student to use all his knowledge, skills and abilities on this topic. Verification can be carried out both orally and in writing.
Required elements All the lessons described above are the organizational stage and summing up the lesson.
The organizational stage involves setting goals and providing conditions for their acceptance by students, creating a work environment, updating the motives of learning activities and forming attitudes towards perception, comprehension, and memorization of material. At the stage of summing up the lesson, the achievement of goals is recorded, the degree of participation in their achievement of all students and each individual is determined, an assessment is made of their work and its prospects are determined.
A lesson as an organizational form of learning is a dynamic phenomenon. It is constantly evolving, reflecting the main trends in the development of the pedagogical process in the direction of its integrity. First of all, this is expressed in the optimal implementation of the triune function of teaching - educational, upbringing and development, and, consequently, in its focus on the creative development of the essential forces and natural inclinations of students.
Another trend in lesson development is manifested in filling the lesson with vitality. important content, in the organization of learning as a natural component of students’ life. In this regard, the lesson is increasingly becoming not only a specially organized form of cognition, but also a socially and morally valuable communication. It acts as a means of providing a unique communicative background for educational activities, aimed at forming an active and positive attitude towards learning and developing cognitive interest. A manifestation of this trend is the widespread use of dialogic forms of learning (conversations, discussions, discussions, etc.), elements of problem-solving, a combination of frontal, group and individual forms of educational work, an increase in the share of cooperative-group and especially collective forms of learning.
Trends regarding the general organizational structure of lessons are manifested in modification of their structure, varying types and combination with other organizational forms of training; in minimizing the time for checking homework and oral questioning, using these stages of the lesson to solve basic didactic problems by combining them with independent work of students. The tendency to strengthen the creative principles of the lesson reveals itself precisely in special attention to the organization of independent work, incl. in terms of increasing the time allocated to it.
Thus, M.V. Nechkina proposed an unconventional lesson structure. She notes that teachers present educational material mainly orally, presenting it as ready-made truth. The student is then required to read the textbook paragraph and retell it at the next lesson. Waiting for a call suppresses his interest in the topic itself. In the lesson structure she suggests, the teacher assigns students homework on a topic that they have not yet explained. In the next lesson this topic will be discussed collectively. The teacher asks students questions. The respondent marks places in the text of the textbook that he did not understand; he can ask questions to the teacher. Other students correct and complete the answer. The teacher makes sure that they do not repeat themselves, but only add or object. In conclusion, he himself makes a generalization on the topic, answering all the questions asked of him. According to the author, such a lesson structure becomes a kind of laboratory for acquiring knowledge.
The main trends in lesson development find their concrete manifestation in organizational and purely didactic requirements.
The first group of requirements includes the goal setting of the lesson and its overall organizational clarity (timely start and creation of settings for a specific type of activity, maximum use of the opportunities of each stage and each minute, optimal pace of learning, logical orderliness and completeness, conscious discipline of students throughout the entire lesson). his lesson); a variety of ways to organize and conduct lessons; rational use of educational visual aids and technical teaching aids.
Didactic requirements for the lesson are reduced to compliance with the principles of learning. In a specific lesson, their unity ensures a clear formulation of educational tasks and their consistent solution; optimal selection of content, choice of forms of educational work, methods, techniques and means aimed at developing cognitive activity and independent acquisition of knowledge under the guidance of a teacher.
The lesson as the main organizational form of education is organically supplemented by other forms, some of which developed in parallel with it within the framework of the class-lesson system (excursions, consultations, homework, educational conferences, additional classes), while others were borrowed from the lecture-seminar system and adapted taking into account the age of students (lectures, seminars, workshops, tests, exams).
Additional forms of training organization. Additional classes are conducted with individual students or a group in order to fill gaps in knowledge, develop skills and abilities, and satisfy increased interest in the academic subject.
When lagging behind in studies, first of all, it is extremely important to reveal its causes, which will determine specific forms, methods and techniques of working with students. These may be undeveloped skills and abilities in academic work, loss of interest in an academic subject, or general slow development. In additional classes, experienced teachers practice various types of assistance: clarification of individual questions, assigning weak students to strong ones, re-explaining the topic. Moreover, in some cases greater use of visualization is required, and in others - verbal specification.
To satisfy cognitive interest and a deeper study of certain subjects, classes are held with individual students in which problems of increased difficulty are solved, scientific problems that go beyond the scope of compulsory programs are discussed, and recommendations are given for independent mastery of problems of interest.
Consultations are closely related to additional classes. Unlike the former, they are, as a rule, episodic, since they are organized as they are extremely important. There are ongoing, thematic and general (for example, in preparation for exams or tests) consultations. Consultations at school are usually group, which
FORMS AND METHODS OF TEACHING - concept and types. Classification and features of the category "FORMS AND METHODS OF TRAINING" 2017, 2018.
INSTITUTE OF ECONOMICS AND FOREIGN ECONOMIC RELATIONS
Work on the discipline “Psychology and Pedagogy”
On the topic “Forms and methods of teaching”
Completed:
Student of group Z – FC
Panamarev K.V.
Teacher:
Senchenko I. N.
Saratov
Traditionally in pedagogy, a teaching method is defined as a method of activity, the implementation of which leads to the achievement of a set goal. expedient and effective use methods as a teaching tool are facilitated by their classification.
In accordance with the concept of the content of education I.Ya., Lerner and M.N. Skatkin propose a classification of general didactic methods according to the level of cognitive independence of schoolchildren, in which two groups are distinguished. The first is reproductive: explanatory-illustrative and actually reproductive; the second is productive: problematic presentation, partially search (heuristic), research. An essential feature of productive teaching methods (problematic presentation, partial search, research), in the process of application of which the creative assimilation of knowledge and skills is carried out, is the search activity of students. Search activity is organized by means of performing creative independent work of a problematic nature.
The essence problem presentation method consists in the fact that the teacher poses a problem, solves it himself, but at the same time shows the path of solution in its genuine, but accessible to students, contradictions, reveals the trains of thought when moving along the path of solution. A problematic presentation can be based on material from the history of science or through demonstrative disclosure modern way solutions to the problem. With its help, students receive a standard of scientific thinking and knowledge, an example of a culture of deploying cognitive actions.
Partial search (heuristic) method gradually brings students closer to solving problems independently, teaches them how to perform individual solution steps and individual stages of research. In one case, they are taught to see problems by asking them to pose questions to a picture, a map, or the text of an educational article; in another case, they are required to construct an independently found proof; in the third - to draw conclusions from the presented facts; in the fourth - make an assumption; in the fifth - build a plan for checking it, etc.
Research method teaches independent implementation process of cognition. It is designed, firstly, to ensure the creative application of knowledge; secondly, mastering the methods of scientific knowledge in the process of searching for these methods And their application; thirdly, it forms the previously described features of creative activity; and, fourthly, it is a condition for the formation of cognitive interest and motivation for schoolchildren.
In teacher practice, research (creative) tasks are small search tasks, the solution of which requires going through all or most stages of the research process.
These stages are: 1) observation and study of facts and phenomena; 2) clarifying unknown phenomena, putting forward hypotheses; 3) construction of a research plan; 4) implementation of the plan, explanation of the connections of the objects and phenomena being studied; 5) decision making; 6) verification of the solution; 7) conclusions about the possible and necessary application acquired knowledge.
Students, gradually mastering the stages of scientific knowledge in the process of solving problems, acquire certain features of creative activity.
Thus, the use of problem-based learning methods ensures: 1) deep assimilation of knowledge at the level of their creative application; 2) mastery of methods of cognition and scientific thinking; 3) mastery of experience, features, procedures of creative activity.
Teaching methods are used in conjunction with certain teaching aids (educational visual aids, demonstration devices, technical means, etc.). Didactic tools are divided into tools for teachers and students. The first are the means to effectively achieve the goals of education: educational standards, basic and additional sources of information, etc.; the second - individual means of students, such as textbooks, notebooks, additional sources of information, etc.
The selection of teaching aids is determined by the characteristic features of the educational subject, the level of material equipment of the school with teaching aids, learning objectives, methods of educational work, age and individual characteristics of students, and the level of professional skill of the teacher.
The concept of “learning tools” also has a broader meaning and is interpreted as a set of components that contribute to achieving the goals of education, i.e. a complex of methods, forms, content, as well as special teaching aids. Under by special means teaching and learning technologies are understood.
The selection of teaching methods and means depends on the purpose of education, specific didactic objectives, content of training and the real capabilities of participants in the pedagogical process.
Mastery of the didactic foundations of a modern educational lesson enables the teacher to methodically competently construct all three parts of the lesson model.
First part - didactic rationale(“hat”) - reflects information about the goals of the training session and the means to achieve the goal. The teacher is well aware of the following algorithm for creating a didactic rationale: didactic goal, type of educational lesson, content goals (educational, developmental, educational), teaching methods, forms of organizing students’ cognitive activity, teaching aids.
The second part of the model is progress of the lesson, reflects the structure of the educational lesson, the sequence of studying the content, the logic and methods of interaction between the teacher and students.
Third part - application, contains didactic material that complements the text of the textbook, specifies the content of the educational material, the activities of the teacher and students.
The algorithm of didactic justification and the course of the educational lesson determine the logic of self-analysis of the results of the activities of the teacher and student. The main positive result of the training session is optimal achievement of the goal.
An educational lesson can be considered as “a mirror of the teacher’s general and pedagogical culture, a measure of his intellectual wealth, an indicator of his horizons and erudition” (V.A. Sukhomlinsky). From the standpoint of systemic-structural and activity-based approaches, an educational lesson is, first of all, a system of educational tasks, the content and sequence of which reflects the logic of achieving the triune goal and the logic of step-by-step interaction between teacher and students in the process of studying educational material. The structure of an educational lesson, the location and number of its stages (subsystems), depends on the teacher’s plan, on his design of joint activities with students to achieve the goal of education and the forms of organization of students’ independent cognitive activity.
1 . Teaching methods
These are the main types of activities of the teacher and student, ensuring the formation of knowledge of knowledge necessary for solving educational problems.
2. Reception
This is a detail of the method, its individual operations (practical and mental), moments in the process of mastering knowledge. It does not have its own independent task.
3. System of methods
This is not a simple set of methods and techniques, but a combination of them in which there are internal connections between the components, determined by the effectiveness of specific methods (techniques). Taken together, they represent a system for managing different methods (techniques) for students to learn educational material, starting from the acquisition of ready-made knowledge to independently solving cognitive problems.
4. Essence of the method
It lies in the organized method of cognitive activity of the student, in his activity, development of cognitive powers and abilities.
5. Classification criteria for grouping methods:
Source of knowledge;
The nature of the student’s cognitive activity;
Teacher leadership;
The degree of activity of the student;
The ability to stimulate and self-stimulate the student’s educational activities;
Conditions for control and self-monitoring of effectiveness educational and cognitive activities.
6. Methods as ways of educational work
dogmatic- acquisition of knowledge in ready-made form.
heuristic- assimilation of knowledge and skills through reasoning that requires guesswork, search, resourcefulness, which should be provided for in the question (task).
research- acquiring knowledge and skills by conducting observations, conducting experiments, measuring, by independently finding initial data, predicting work results.
The last two approaches are characteristic of the developmental type of training.
7. Characteristics of individual groups of methods
Explanatory and illustrative reflect the activity of the teacher and the student, which consists in the fact that the teacher conveys information in different ways, using demonstrations, students perceive, comprehend and remember it. If necessary, reproduce the acquired knowledge.
Reproductive contribute to the acquisition of knowledge (based on memorization), skills and abilities (through a system of exercises). At the same time, the teacher’s managerial activity consists of selecting the necessary instructions, algorithms and other tasks that ensure repeated reproduction of knowledge and skills according to the model.
Problem-based learning methods:
problematic presentation, designed to engage the student
in cognitive activity in the conditions of verbal teaching, when the teacher himself poses the problem, himself shows the ways to solve it, and the students carefully follow the teacher’s train of thought, reflect, worry with him and thereby become involved in the atmosphere of a scientific-evidence-based claim solution;
