Methods, means and forms of organizing training. Organizational forms and methods of training

The structure of the learning process can be distinguished:

1. forms aimed primarily at theoretical training of students;

2. forms aimed primarily at practical training students.

The main goal of theoretical education is to equip students with a system of knowledge, while practical education is to develop students’ professional skills. However, this division is quite arbitrary, since theoretical and practical training are closely interrelated.

Forms of organizing theoretical training include lectures, lessons, seminars, excursions, independent extracurricular work; to forms of organizing practical training - practical classes, course design, all types of practices, business games.

The forms of training are a purposeful, clearly organized, content-rich and methodologically equipped system:

Cognitive and educational communication;

Interactions;

The relationship between the teacher and the students.

The result of this interaction is:

Professional development of a teacher;

Assimilation by pupils and students of knowledge, skills and abilities;

Development mental processes pupils and students;

Development moral qualities pupils and students.

The form of teaching means the form of organizing the work of students under the guidance of a teacher, which can be:

Collective;

Group;

Individual.

The form of training organization involves some type training session(lesson, lecture, elective, club, excursion, workshop).

A single and isolated form of training (lesson, lecture, laboratory work, seminar session, etc.) has a particular educational value. It ensures that students master specific facts, generalizations, conclusions, and practice individual skills.

Various student learning systems: individual, pair, group, collective - are not mutually exclusive.

Features and signs of the classroom-lesson education system

The main unit of the didactic cycle and the form of organization of training is the lesson (lasting 45 minutes)

A lesson is usually devoted to one academic subject, and all students work under the guidance of a teacher

The leading role of the teacher is that he not only organizes the process of transferring and assimilating educational material, but also evaluates student learning results and the level of learning of each student, and also at the end of the year makes a decision on transferring students to the next grade in their discipline

A class is the main organizational form of bringing together students of approximately the same age and level of training (as a rule, the composition of the class remains almost unchanged)

The class operates according to a unified curriculum and programs according to the school curriculum

For all students, classes begin strictly as scheduled at predetermined hours.

The academic year is determined by academic quarters and holidays; each school day is determined by the number of lessons on the schedule and the time for breaks between classes

The academic year ends with a final report (exam or test) for each academic discipline

Schooling ends with final exams

Features and attributes of the lecture-practical training system

A lecture is the main form of transmitting a large amount of systematized information as an indicative basis for students’ independent work (takes 90 minutes)

A practical lesson is a form of organizing detailing, analysis, expansion, deepening, consolidation, application and control over the assimilation of received educational information (at a lecture and during independent work) under the guidance of a university teacher

A study group is the central form of organization of students (the permanent composition of which is maintained, as a rule, for the entire academic year)

The set of study groups represents a specific course of study at a university

The course follows a unified curriculum and programs according to the training schedule

The academic year is divided into two semesters, a test and examination period and vacations.

Each semester ends with passing tests and exams in all academic disciplines

Studying at a university ends with passing final exams in leading disciplines and specialty (diploma defense is possible)

Methods of organizing and implementing educational activities

Methods are divided according to the sources of transmission and the nature of information perception into:

Verbal,

Visual

Practical (S. I. Perovsky, E. Ya. Golant).

Depending on the main didactic tasks implemented at this stage of training, the methods are divided into methods:

Acquiring knowledge,

Formation of skills and abilities,

Application of knowledge,

Creative activity,

Consolidation, testing of knowledge, abilities, skills (M. A. Danilov, B. P. Esipov).

In accordance with the nature of students’ cognitive activity in mastering the content of education, methods such as

Explanatory-illustrative (information-receptive),

Reproductive,

Problem Statement,

Partially search, or heuristic,

Research (M. N. Skatkin, I. Ya. Lerner).

When combining teaching methods with appropriate teaching methods:

Information-summarizing and performing,

Explanatory and reproductive,

Instructional-practical and productive-practical,

Explanatory-motivating and partially searching,

Inducing and searching (M. I. Makhmutov).

A classification that considers four aspects of methods:

Source,

Procedural

Organizational and managerial, suggested by S. G. Shapovalenko.

With a holistic approach, it is necessary to highlight three large groups teaching methods:

1) methods of organizing and implementing educational and cognitive activities;

2) methods of stimulation and motivation of educational and cognitive activity;

3) methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.

Verbal teaching methods

TO verbal methods teaching includes a story, lecture, conversation, etc. In the process of their application, the teacher, through words, sets out and explains the educational material, and students, through listening, memorizing and comprehending, actively perceive and assimilate it.

Visual teaching methods. Visual teaching methods can be divided into two large groups: methods of illustration and demonstration.

Illustration method involves showing students illustrative aids.

Demonstration Method usually associated with the demonstration of instruments, experiments, and technical installations. Demonstration methods also include showing videos and multimedia presentations.

Inductive and deductive teaching methods

Inductive and deductive teaching methods characterize an extremely important feature of the methods - the ability to reveal the logic of movement of the content of educational material.

Reproductive and problem-search methods of teaching . Reproductive and problem-search methods of teaching are identified primarily on the basis of assessing the degree of creative activity of schoolchildren in learning new concepts, phenomena and laws.

Independent work methods

Independent work of students is carried out when performing a wide variety of educational activities. Its most common type in school settings is working with a school textbook, reference and other literature. In high school, students learn to compose theses and notes on what they read.

Teacher control methods

Oral control methods. Oral control is carried out through individual and frontal questioning.

Methods of written control. In the learning process, these methods involve conducting written tests, physical dictations, tests, etc. Written tests can be either short-term, carried out within 15-20 minutes, or occupying the entire lesson.

Laboratory control methods. Laboratory tests in physics test the ability to use calipers, micrometers, ammeters, voltmeters, thermometers, psychrometers and other measuring instruments that should be studied by this point. They also include the solution of experimental problems that require experiments that can actually be carried out during the test.

Computer control methods. The machine maintains a high degree of objectivity of control, but cannot take into account the psychological characteristics of the student. It does not allow checking the logic and literacy of speech, or providing timely help to the student in case of difficulties.

Methods of self-control. An essential feature of the modern stage of improving control at school is the comprehensive development in students of self-monitoring skills over the degree of mastery of educational material, the ability to independently find mistakes and inaccuracies, and outline ways to eliminate them.

Teaching methods are realized in the unity of purposeful cognitive activity of the teacher and students, their active movement towards the moment of pedagogical truth, and the students’ understanding of knowledge. They are inextricably linked with forms and ways of thinking, which, in the process of organizing educational interaction between teachers and students, provide the opportunity to penetrate into the truth, into the essence of the phenomena and processes of objective reality.

Teaching methods perform certain functions: teaching, developing, educating, stimulating (motivational) and control and correction. Through the method, the goal of teaching is achieved - this is its teaching function, which determines certain rates and levels of development of students (developmental function), as well as the results of education (educational function). Teaching methods serve as a means for teachers to encourage students to learn; they are the main, and sometimes the only stimulator cognitive activity– this is their motivating function. Finally, through all methods, and not just controlling ones, the teacher diagnoses the progress and results of the educational process, makes the necessary changes to it (control and correction function). Functional fitness various methods does not remain constant throughout the educational process; it changes from junior to middle grades and then to senior grades. The intensity of use of some methods is increasing, while others are decreasing.

Oral presentation of educational material– a teaching method that involves a monologue, one-sided influence on students. There are the following types oral presentation: story, explanation, instruction, lecture.

Story– a type of oral presentation of educational material by a teacher or students, the use of which focuses on specific facts, their interrelation and interdependence, which mobilizes the student’s auditory perception, ideas and imagination. Its leading function is teaching, the accompanying functions are developing, educating, incentive and control-correction.

Explanation teachers or students - a type of oral presentation of material that provides identification of the essence of the event or phenomenon being studied, its place in the system of connections and interdependencies with other events and phenomena. Its function is to reveal, using logical techniques, convincing argumentation and evidence of the scientific essence of laws, rules, and truth.

Instruction– a type of oral presentation of material that involves setting and clearly achieving goals during training, used to organize students’ activities during the lesson. It is used when the teacher needs to direct the educational activities of schoolchildren in a certain direction.

Lecture– a type of oral presentation of educational material and educational interaction between the teacher and students. It involves the use in various proportions of both a presentation of facts and a brief auxiliary dialogue, providing diagnostics of the feedback received by the teacher about the quality of perception and assimilation of the material by students.

The subject of the school lecture is primarily a description complex systems, phenomena, objects, processes, connections and dependencies between them. It follows from this that a lecture is acceptable only in high school, when students reach the level of preparation required to perceive and comprehend the lecture material.

Discussion of the material being studied– a teaching method that involves active interaction and influence of the teacher and student on each other. There are the following types: conversation, class-group lesson, seminar.

Conversation– an important type of discussion of educational material. It presupposes that children have a certain supply of empirical knowledge, necessary and sufficient for competent participation in the discussion of the issue, for generalizations, conclusions, and movement towards the truth. The participation of schoolchildren in an educational conversation can be passive, limited only to the presentation of facts for the purpose of generalizing them by the teacher, or perhaps, when the level of readiness of the children allows, and active, involving them in the creative process. Conversation as a method of educational interaction between a teacher and children has no age restrictions. The point is only in the difference in content and depth of discussion of problems.

Class-group lesson- a type of discussion of the material being studied, carried out as part of a group, when all students take direct part in it. An example would be a discussion. Discussion- Very effective remedy involving all students in active work and intensifying mental activity.

The most difficult type of discussion of educational material is seminar. During the preparation period seminar class teachers provide consultations. Their goal is to better organize the independent work of students, therefore, special attention is paid to identifying the literature necessary for study, highlighting the main problems that need to be deeply understood, and identifying the degree of preparedness of students and their capabilities.

Before the seminar, the teacher thinks through the introductory, main and final parts of the lesson, as well as additional questions, visual aids, practical tasks students. The most difficult task of the teacher is to organize a creative discussion of the problem at the seminar.

Demonstration(demonstration) is a teaching method based on showing students in integrity and detail real life events, natural phenomena, scientific and production processes, the operation of instruments and apparatus for the purpose of their analytical consideration and discussion of various problems associated with them.

Usually a distinction is made between: personal demonstration by the teacher of certain actions and behavior; showing something with the help of specially trained students; demonstration of visual aids; demonstration of slides, films, television programs, playback of sound recordings.

Closely related to the demonstration method is the method illustrations , which involves the display and perception of objects, processes and phenomena in their symbolic representation using posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc. Methods of demonstration and illustration are used in close connection, mutually complementing and strengthening the joint action.

Exercise– a teaching method that involves repeated conscious repetition of mental and practical actions in order to form, consolidate and improve the necessary skills and abilities. Systematic exercise is a proven and reliable method for successful and productive work. Its advantage is that it ensures the effective formation of skills and abilities, and the disadvantage is the weak performance of the motivating function.

The exercises are mandatory part any subject studied by children, be it reading, arithmetic, language, labor, requiring the ability to read, count, write, speak, solve problems, perform labor operations.

The implementation of exercises is always preceded by a solid assimilation of theoretical material by students and careful instruction by the teacher. This allows students to carry out systematic, operational reproduction of the actions necessary to develop skills mental operations, with their gradual complication, increasing the level of difficulty, adding elements of individual and personal creativity. The teacher shows examples of a creative approach to the task, after which the child is involved in the holistic implementation of the exercise. In the final stage of work, the teacher and students discuss and analyze their successes and adjust their activities.

The exercises are varied. Depending on the subject being taught, physical, special, and complex exercises may be performed. Depending on the nature and degree of influence on the formation of a skill (skill), exercises are divided into preparatory or introductory (during the initial development of a skill or its elements), basic (practicing the action as a whole), training (establishing the student’s level of preparation and supporting, improving this level) . Exercises can also be collective and individual.

Independent work – important method training, which involves the individual activity of the students themselves in consolidating the acquired knowledge, skills, abilities and in preparing for classes. There are the following types of independent work: work with printed sources; independent search; independent viewing or listening to television and radio programs.

The methodology for working on the textbook is complex, but quite feasible for every student. It includes: firstly, an introductory reading of the textbook or its section at a relatively fast pace in order to get a general idea of ​​their content; highlighting material that is directly related to the issue of interest and requires particularly careful study; secondly, repeated, relatively slow reading with dividing the text into semantic parts, highlighting the main provisions, the author’s argumentation, studying diagrams, tables, drawings. At this stage of the work, the analysis of the main concepts, provisions, ideas of the work is carried out, their generalization and conclusions are carried out, making it possible to give a correct report of what the textbook or its section taught; thirdly, taking notes of the text being studied in order to record the main provisions, understand them more deeply and firmly and consolidate them in memory. The text of a book can be considered studied if the student can reproduce its main provisions and find practical application for them.

Forms of training– a purposeful, clearly organized, content-rich and methodologically equipped system of cognitive and educational communication, interaction, relations between teacher and students. Educational plans forms of teaching (lesson, lecture, seminar, homework, exam) have educational and educational significance, contribute to the formation of a worldview, ensure that children master specific academic disciplines, development of certain skills and abilities. System unscheduled forms training (team laboratory classes, consultations, conferences, clubs, excursions, classes in advanced and auxiliary programs) make it possible to improve the knowledge of schoolchildren and broaden their horizons. Auxiliary forms training (group and individual lessons, equalization groups, tutoring) provide differentiation and individualization of the educational process, contribute both to overcoming the gap of individual students and their groups from the requirements of a single level of general education, and to the accelerated advancement of schoolchildren who are successfully mastering the curriculum.

In schools in our country, the main organizational form of education is class-lesson system. It originates from the ideas of the Czech teacher Jan Amos Comenius, who proposed creating stable age-appropriate school classes and systematically studying certain subjects with these classes.

The class-lesson system makes it possible for all schools to work according to uniform curricula and programs, to provide a socially necessary education to the majority of children. Why exactly “the majority”, and not everyone. Yes, it used to be “everyone”. Currently, there are a variety of schools: lyceums, colleges, public and private; Individual training is practiced at home. Of course, it is assumed that all these so-called alternative ways of obtaining general education should provide children with the same amount of knowledge and skills that correspond to uniform state standards. In practice, it doesn't always work out this way. Often children studying in alternative educational institutions, do not receive the necessary knowledge, and as a consequence of this - a drop in the value of education, additional financial costs for parents and additional training with tutors.

In state secondary schools, until now, the class-lesson system has been the leading form of educational organization.

A stable class composition as the basis of a class-lesson teaching system makes it possible to form educational teams that work together for a long time. This allows you to achieve better learning results.

The organizational unit in the classroom-educational system is lesson.

Lesson and its structure

In a secondary school lesson - basic form

training. The duration of the lesson is determined by pedagogical and school-organizational requirements. Syllabus and timetable ensure the sequence of subject lessons. Thanks to this, clarity and rhythm are achieved in the work of the school, a stable system of conditions is created that provides favorable prerequisites for conducting targeted, consistent and rational training with high results in personal development. At each lesson it is necessary to go from a certain initial level to a higher level of personal development. This means that it is necessary go through certain (limited) training material ( new material, repetition or deepening of previously covered), to ensure the solid assimilation of essential knowledge and the formation of the intended personality qualities. Thus, schoolchildren understand the lesson as an independent unit.

At the end of the lesson, they can summarize and say what they learned and learned. However, such completeness of the lesson can only be relative. The learning process is not the sum of isolated results. During it happens constant development of the acquired system of knowledge, opinions and beliefs.

The knowledge and skills acquired during the lesson are based on those acquired earlier, they are then used in subsequent topics, merged into new knowledge and skills, moving into broader and generalized knowledge, into work skills and behavioral habits, ideological views and beliefs. The formation of the qualities of a socialist personality can only be carried out during a continuous process.

Lesson how independent unit with the relative completion of the process of assimilation and development, it acquires its function in connection with its place in the learning process in

in general or at large stages (phases) of this process. The curriculum already divides the subject into sections of educational material(topics, areas, etc.), the purpose and content of which are related to the general course of a given subject and take into account the age of the students in the class. These sections are selected and arranged accordingly. The educational material included in one section of the program requires interconnected consideration. The intended goals also require planning and organizing training on this topic as a sequential process aimed at gradually achieving the learning goals. In addition, the educational material included in the section creates favorable opportunities for revealing relationships with other subjects, as well as training and forms of extracurricular work.

The function of a lesson is determined primarily from its place in the educational material of the program section. This function is determined by the specific weight of the lesson in the entire set of educational tasks of a certain section of the program, the share of the contribution made by the lesson to achieving the goals of personal development and its mastery of certain educational material; The function of the lesson is also that it provides a connection between the content of training and its methodological support between previous and subsequent lessons.

This implies not only a precise definition of what knowledge and skills, what collective work skills should be learned or deepened in the lesson, but also the connection of these goals with general sections curriculum. For example, the planned acquisition of knowledge in a lesson should take into account the need for subsequent generalizations;

or, taking into account the special ideological significance of the content of the educational material to be mastered, the teacher must ensure the greatest effectiveness of the lesson for the formation of certain beliefs in students. From the specific contribution of the lesson to the solution of the didactic task of the section of the program and from its connection with other lessons, the connection between old and new educational material follows, as a result of which the assimilation of new material can be carried out as a continuation and at the same time addition and deepening of the already completed educational material and can serve as preparation for passing future topics. And finally, another dominant didactic task of the lesson: is the lesson devoted to introducing a section of the program, learning new material or consolidating it?

nyu, systematization of what is essential in this section or control (testing knowledge), or he performs all these tasks at once in their interconnection.

The structure of a lesson depends on its functions in the process of studying a large section of the program or in the learning process as a whole. Within program sections, this is manifested in a sequence of lessons that are in a certain relationship. In the course of academic work, schoolchildren gradually master the educational material. Moreover, the teacher must stimulate this process with appropriate educational work, guide it and control it.

When solving various didactic tasks not only can their connection with the educational material and with the methods and means of its presentation and elaboration be traced, but also social relations student with teacher, with fellow students.

The contribution of education to the development of a student’s personality is largely determined by the quality of educational work - its active, conscious, creative, disciplined nature, as well as the conditions for carrying out such work with a combination of collective and individual forms of independent educational activity of students.

Therefore, the lesson structure should include sequence of steps in the learning process and guiding activities of the teacher.

The parts (steps, phases, stages) of a lesson and their sequence are determined primarily by the purpose and content of the lesson, the students’ initial level of knowledge and skills and the corresponding specific conditions of the lesson.

The lesson must be structured in such a way as to ensure the completion of the assimilation process (from ensuring the initial level of assimilation to the full achievement of the intended results). In certain parts of the lesson (sometimes in the lesson as a whole), as a rule, dominant solving one or another didactic problem. In accordance with this task, the teacher must direct the educational work of schoolchildren according to a certain line, focusing their attention in the direction dictated by this task. In certain parts of the lesson the teacher prepares learning, introduces students to new material, provides baseline learning, sets a new goal, sometimes even gives an overview of what is to be learned. This increases the readiness of schoolchildren to consciously assimilate

learning new educational material. Then this material is presented by the teacher, studied together with the class or in student groups and assimilated during the students’ independent work (with a book, during experimentation, through observations, etc.). The deeper the material is studied, the more better success training.

But the learning process is far from over. The educational material is studied from various points of view. The knowledge formed in this way is deepened, for example, from a moral and ideological point of view, in the aspect of the development of science, from the point of view of this knowledge for practice in general and for each schoolchild in particular. Important provisions, methods of cognition and beliefs are reinforced. The essentials are learned, the sequence in the system of actions is worked out in order to form strong knowledge and skills. The acquired knowledge or systems of action are applied widely and variedly, systematized taking into account broader aspects (in connection with previously acquired knowledge) and again, at a qualitatively higher level, deepened from a moral and ideological point of view. The resulting intermediate results are controlled using marks.

In this way, lasting and practically applicable results are achieved step by step. To consolidate them, it is necessary in the further learning process to constantly repeat what has been learned, to consider the possibilities of using the studied material so that students retain it in memory and increase their readiness for its practical use.

When structuring a lesson, it is always necessary to take into account both the logical sequence of learning steps, arising from the essence of the educational material, and a logical sequence of learning steps, associated with the consistent solution of didactic tasks in the lesson. The teacher must take these two interrelated provisions into account when planning and organizing the educational work of schoolchildren in the classroom. In this case, it is necessary to avoid any schematism, for example, associated with the desire to solve didactic tasks each time in a strict sequence and with strict delimitation. Such a strict delineation of tasks is impossible already because the paths and methods of solving them intersect and interpenetrate: the teacher is focused on achieving certain goals not only at the beginning of the lesson - he controls

determines the direction of the learning process in the lesson at many of its phases.

During training at various stages of the lesson, attention is focused on systematization, consolidation, deepening, application and repetition of knowledge and skills. But, as a rule, at every stage the solution to one problem dominates, other tasks at this time are subordinated to the dominant one. The time required to solve a particular problem depends mainly on the nature of the educational material and the level of development of the students. In some educational material (for example, when studying a foreign language), most of the time is spent on exercises; in another, preliminary preparation and introduction to the study of the content, application or systematization of this material are especially important. When going through educational material, especially important for the formation of a worldview, it is necessary to pay attention to deepening the acquired knowledge.

Many lessons are structured, as a rule, in such a way that their goal is to learn new material. New material is explained in such a way that during the lesson, students firmly grasp the basic, essential. In such lessons, the didactic tasks that dominate at a certain moment change quite often. It is necessary to carefully manage time so as not to miss consolidation of new material, its memorization, application, systematization and generalization. With such a lesson structure, its structure may be different depending on the content of the educational material. But you can structure a lesson in such a way that it serves primarily the acquisition of new knowledge. In this case, as methodological support, the teacher uses, for example, a story, film demonstrations, radio or television broadcasts, or stimulates students’ assimilation of educational material through experiments, observation, working with a book, and solving problems. At the same time, it is important to carefully prepare new material (in previous lessons, during homework or at the initial stages of the lesson) and develop a target setting for the lesson so as not to lose sight of consolidating the material and monitoring its assimilation. In further lessons, based on what has been achieved, it is necessary to continue working on the educational material, consolidate and deepen it, carry out special exercises with students widely and in different situations, repeat and systematize the material in such a way.

at once in order to achieve complete mastery over the course of several lessons. It would be wrong to conduct several such lessons in a row, which mainly explain new material without sufficient depth of mastery of it. This would adversely affect the performance of students, especially weaker ones.

Lessons of another type are characterized by the fact that they other didactic tasks dominate: exercise, repetition, systematization, testing (oral or written) progress, or analysis and evaluation of learning outcomes (for example, when returning graded written work). A lesson of any type should always be logically connected with the chain of all lessons. For lesson structuring, changing organizational forms of teaching is of great importance.

The lessons mainly use three forms of teaching: frontal, individual and group. They all have their advantages and disadvantages. To solve some problems it is better to use some organizational forms, to solve others - others, so none of them can be considered universal. The teacher must know the forms of organizing teaching and use them most wisely, choosing in each specific case the most appropriate form for organizing the learning process.

At frontal training the whole class is working on a single task, for example, schoolchildren listen to the teacher’s presentation or watch an educational film with him. They watch the teacher demonstrate the experience or listen to the student’s message, which he makes with the help of a visual aid, map, etc. The central place is given to working together. This organizational form of the lesson is characterized a certain type communication between the teacher and the classroom staff. General subject training, common goal and direct collaboration foster close and lasting relationships between teacher and classroom staff. The teacher guides the work of students directly (with words, appeals) or indirectly (by setting tasks, using teaching aids, demonstration, problem discussion, etc.). Different authors divide frontal work into its types depending on whether it serves the students’ perception of the material presented by the teacher or a collective discussion.

The frontal presentation of the material serves primarily to concentrate students' attention on the material being presented. An atmosphere of intense attention should reign in the classroom, when every student is able to perceive new things, take notes, think, remember important things, ask questions, etc. The teacher must monitor the entire class, observe whether everyone understands the material being presented, and whether difficulties arise in perception (for all or for individual students). The effectiveness of this form of lesson organization depends on the quality of the teacher’s presentation of new material and on the quality of the students’ perception of this material (while monitoring the accessibility of the pace of presentation for its clear perception by each student), on the atmosphere prevailing in the class (silence, attention, benevolence). This form of lesson organization is rational, as it ensures the overall progress of all students in the learning process. But the limits of its applicability are also obvious. It is advisable to use frontal presentation only for solving certain problems and, above all, for communicating new information to all students. However, it provides little opportunity for individual work with students.

At collective form In frontal work, students' attention is focused on jointly completing tasks (exercises): learning songs, memorizing rules, pronouncing a foreign sentence, etc. The teacher communicates with the whole class, as in frontal presentation. Individual exercise can at the same time, be included in the collective (the rest of the schoolchildren observe, together with the teacher, the implementation of an individual exercise). Also common in practice frontal conversations. The importance that many teachers attach to frontal conversation is explained by the possibility of direct contact with the entire class. In a conversation, the teacher can more intensively than with a frontal presentation or exercise, observe individual students, work with them individually, guide and activate them.

At the same time, it is especially valuable if the teacher can positively influence public opinion team or will be able to strengthen it. To this end, the teacher must organize communication within the team and ensure that students, when addressing each other during a dispute and in their objections and responses to them, establish friendly relations with each other.

At individual work Each student receives his own task, which he must complete independently of others. The meaning of this form of educational organization becomes clear if you imagine classes in a foreign language classroom. Here each student practices independently. He has his own tape recorder, his own textbook. It is isolated from others by headphones or a partition. The teacher is one by one involved in the individual work of students, controls and directs it, and gives grades to it. This function can be partially performed alternately by students when they work in pairs. The organization of individual work during the learning process is advisable not only for exercises, but also for solving other problems, for example, when working with a book, when solving a written or oral cognitive task, when drawing, examining models, visual aids, objects or processes in nature.

Individual form of work It is especially appropriate for organizing an educational process that meets the individual abilities and capabilities of individual students. For the same learning objectives, its pace can be adjusted in accordance with the individual capabilities of students, and can be given to individual students or groups specially selected individual tasks. The teacher must ensure that each student has a task, that he understands it, and that at his workplace there are all the teaching aids necessary to complete this task and all subsequent ones. The teacher monitors the completion of the task, makes sure that students choose the most rational way of working and that everyone works with concentration. If he notices difficulties or students report that they are not coping with the task, he must intervene, explain, point out the necessary aids or additional material. The teacher can interrupt individual work and return to the frontal form of organizing teaching if he notices that for the success of individual work it is necessary to once again give fundamental explanations to students. If individual students need help, he helps them on the spot without distracting others, or works temporarily with a group of students facing the same or similar difficulties. At the same time, it is very important to combine collective and individual work so that individual work

flowed out of the collective and was again reduced to it. Each student works alone only temporarily, so that he can exercise at an individual pace, acquire the skills of independent mental and practical activity, and show good results in this work when checking his progress. Each student can test his strength: he masters the techniques of mental and practical work, learns to realistically assess his successes, catch up and improve. special abilities in areas that particularly interest him.

During individual work, students hardly communicate with each other (when checking assignments, there is no communication at all). The teacher, on the contrary, must observe the whole class and each student individually, from time to time paying attention to only one student. However, other students should not have the impression that the teacher has overlooked them. Managing an individual form of work is made easier if the classroom team has developed the correct attitude towards individual learning. Increasing the efficiency of this form of student work can be significantly facilitated by the rational use of teaching aids, among which programmed materials occupy a special place.

At group work The class is temporarily divided into several groups. It is necessary to avoid dividing the class into permanent groups, as this can lead to the formation of groups of students of different levels of achievement (stronger, average and weaker) Organizational forms Group work makes it possible, as with individual learning, to organize the independent work of schoolchildren; they contribute to the formation of the need for self-education and the ability to do it. In addition, this creates direct cooperation between students.

Group work is carried out with identical or differentiated tasks. Independent solution of the same problems can end with a final collective analysis. If all groups came to the same conclusion, the evidence of what was learned increases when working with the same tasks You can sometimes organize a competition (for example, when solving a technical constructive problem, when solving an artistic

artistic-visual task, when finding a rational way to solve a mathematical problem, when developing proposals for a wall newspaper, etc.). Differentiated group tasks can be given with the goal of allowing each group to perform certain exercises, experiments on appropriate instruments, machines, etc. In addition, in this way the cognitive process can be expanded: certain operations are performed only by separate groups, but all students are informed about the progress of the task and about the results obtained. At the same time, it is important to organize a collective synthesis of group reports.

Differentiated tasks can be given, for example, to certain groups in the process labor training. Various tasks Based on observations, you can also give information during excursions. In a physical education lesson, you can perform various training exercises on individual equipment. In groups, differentiated analytical work with maps and literature. Various versions of a school experiment can be conducted in groups to test the correctness of a particular hypothesis.

Well prepared and thoughtfully applied group work creates favorable educational opportunities. Cooperation encourages students to exchange information, form their own opinions, discuss the appropriate way to complete tasks, and agree on mastering the knowledge necessary for this. She teaches collective methods work. In this case, talents and abilities can be discovered, especially when the functions (roles) of certain students in solving the task assigned to the group change.

Group work, just like individual work, should flow from collective (frontal) work. During group work, the teacher must distribute his attention to all groups and at the same time (alternately) intensively observe the work of a certain group. He should help, guide and, if necessary, interrupt group work with a common frontal activity, if this turns out to be necessary in the interests of an effective cognitive process. The number of groups may vary depending on the academic subject, the age of the students and the task (from 2 to 10 people, with 3-5 students - average number groups).

The teacher, organizing frontal, individual and group forms of work in the lesson, should always know that all these forms depend on the goals and didactic objectives of the lesson:

- if a teacher plans to teach children how to write individual letters, introduce them to the rules of communication, include them in observations of natural changes, tell children episodes from the history of their people, read them a fairy tale, etc., he must use a frontal form of teaching, work with the whole class ;

If he plans to develop in students certain skills and abilities: writing letters from written and printed copybooks and stencils, using addition and multiplication tables to solve in columns, using knowledge to compare quantities, leaves of trees, flowers, actions of heroes from fairy tales, stories, fables, cartoons, to establish connections between phenomena of the surrounding world, to answer the question “Why is this happening?”, he should use customized forms work;

When a teacher or educator wants to see how children can communicate with each other, help each other, strive to achieve common goals, or worry about the failures of a friend, he uses a group form of organizing learning. And perhaps it is precisely this that has the greatest educational effect, since it is in joint group activities that children enter into direct communication with each other, worry about the result of collective activity, support and help each other.

The effectiveness of applying and changing organizational forms of training is determined by compliance with the following requirements.

1. Making connections between the purpose, content, methods, organization and conditions of the learning process. This or that organizational form is chosen expediently only if it creates the necessary organizational and methodological prerequisites for achieving the set learning goals. Certain goals and educational material often require the use of very specific teaching methods, for example, an emotionally charged story from a teacher or a polemical discussion of an issue in a class conversation. The choice of organizational forms depends on the specifics of the material being studied, on its volume, degree of difficulty, on the degree to which students are familiar with it, on its presentation in the textbook, etc.

2. Intensive teaching of all students, the formation of strong and effective knowledge and skills and thinking abilities. Organizational forms should be chosen in such a way that they facilitate this process. Thus, group work only fulfills its true function when it contributes to increasing the effectiveness of learning, and does not lead only to external activity.

3. Rationalization of educational work. Changing organizational forms should not lead, for example, to an increase in the time required to complete the training program.

4. Solving various educational problems in the learning process(for example, fostering collectivism, camaraderie and mutual assistance, efficiency, perseverance, independence).

5. Individual approach to students in the learning process.

6. Taking into account the special conditions and opportunities in which training takes place. This includes, in particular, the level of development of students (attitude to learning, etc.), the pedagogical and methodological skills of the teacher, his didactic and methodological experience, etc. Thus, taking into account age characteristics schoolchildren allows you to increase the share of individual work in high school; Accordingly, the proportion of frontal work decreases. The level of development of the class and its composition can lead to the fact that in one case frontal work will predominate, while in others there is a need to increase group work.

In addition to lessons in elementary school It is possible to conduct various excursions to nature, to industrial enterprises, and to museums. Here students gain knowledge by directly becoming acquainted with natural objects, human labor, art, folk art, crafts, and the history of their native land. Excursions are an active way of learning, since children can use the materials they have collected and seen to do various creative works: prepare collections, make drawings, write essays. The topics and objects of excursions are given in the programs for each subject. Teacher and educator having this sample list, they themselves determine where and for what purpose they will take their children. After all, programs that determine the general directions of excursion activities of primary schools and kindergarten, cannot provide for the specific characteristics of the region where the educational institution is located.

The choice of objects for excursions is the creativity of the teacher and educator.

Optional training is important component educational program of our school. For elementary school, the programs provide the following elective courses: “Introduction to Ethnic Studies” and “Ecology for junior schoolchildren" This, of course, does not mean that the teacher does not have the right to develop his courses based on his own knowledge and characteristics of the region where the school is located, the presence of specialists and masters of various professions, and the cultural environment. Here again, boundless horizons of creativity open up for teachers and educators.

Optional education assumes that students independently and freely choose one course or another. The teacher’s task is to help the child choose what suits his inclinations and natural inclinations in order to avoid the situation that A. Barto described in her poem:

And Marya Markovna said, when I walked out of the hall yesterday:

Choose one circle for yourself, my friend. Well, I chose it based on the photo, And I also want to sing, And everyone voted for the drawing group too.

And here again is work, the work of creativity, the work of searching and mastery of teachers and educators.

The creativity of teachers and educators is born not only from the knowledge that makes up the content of education, from the knowledge of what to teach. To master the teaching profession, you also need other knowledge: how to teach and raise children, in what ways, techniques and methods. We must master the technology of training and education. And these are the principles, methods and techniques of pedagogical activity.

Didactic principles

Pedagogical principles- these are the general provisions that are the main guideline in pedagogical work. Didactic principles are general guidelines for planning, organizing and analyzing teaching practice.

In didactics, the following principles are considered the most frequently used.

The principle of science and the connection between learning and life assumes that during the learning process students receive general education, based on the unity of science and practice, on knowledge of the laws of nature and society. When organizing the educational process, the teacher must build the learning process strictly scientifically in order to give schoolchildren an idea of ​​the methods scientific knowledge. It is important to use the fundamentals of scientific knowledge with which he equips students in order to logically lead schoolchildren to the principles underlying worldview and morality.

Learning must be closely related to life. Therefore, in the learning process it is necessary to take into account the life experiences of students and the older generation. Thanks to the appropriate organization of the learning process, science and connection with life should become the main criteria for organizing the life of schoolchildren. For example, students should know and understand that in the world around us, all phenomena and processes are interconnected, nothing arises just like that, without a reason. This is one of the leading ideas that allows us to understand development and change in nature, society, people, to understand the development of the world that surrounds us, so the question “Why?” should be the main one for the educator and teacher. It is from the first years of a child’s life that it is necessary to satisfy his curiosity whenever possible, to teach him to look for the reasons for what is happening and that interests him.

Systematic principle teaching is one of the main ones in didactics, as it asserts the need to organize a consistent systematic study of educational material and use a system of teaching aids. For example, depending on the content of the lesson and its goals, the teacher applies a system of teaching methods that lead children from simple reproduction to independent creative actions with the material studied. Educational material should be studied in a system where relationships are established between individual elements of the world around the child.

The system of knowledge and skills must be associated with a system of beliefs and norms of behavior. Moreover, here, too, teachers and educators, together with children, move from simple norms and rules to more complex ones, from knowledge about norms to their implementation.

The principle of teacher leadership with the conscious active activity of students in the learning process, it forms the basis of the interaction between teacher and students. The teacher must manage the activities of children in such a way as to create favorable conditions for their learning. At the same time, in his leadership activities he combines high demands treat students with respect for their individuality. The teacher acts in teaching as an authorized representative of society, as a defender of the interests of the children themselves, as a representative of teaching staff, and a conductor of scientific views. He must develop self-confidence in children, constantly help them, stimulating and encouraging their efforts. With the help of the teacher, children should actively participate in the learning process, develop their independence, and strive for new knowledge. The teacher’s task is to constantly increase the requirements and create conditions for the overall development of students.

The principle of taking into account age and individual characteristics promotes proper organization training and education. Children are constantly developing and changing. As they age, new, higher demands are placed on them, new, higher requirements are offered. complex species activities, interpersonal relationships are improved. Thus, certain age characteristics.

Profound changes occur primarily during the transition from kindergarten to school, from the junior level to the middle, from the middle to the senior. These changes are manifested in the level of knowledge and skills, in relationships with each other and with oneself. The teacher must be sensitive to these changes to ensure consistent progress. Each child shows his own individual characteristics. The teacher, thanks to a differentiated and individual approach, stimulates the development of each child, which is necessary for further improvement of individual abilities and talents. The child's development is facilitated by his inclusion in the children's team.

The principle of visibility makes learning appropriate to the age of the children. Training should be visual to the extent necessary so that each knowledge is based on living perception and representation. Visibility connects the process of cognition with experience, with practice.

The principle of clarity presupposes taking into account the natural connections between feelings when organizing the educational process.

natural and rational (logical) knowledge and between knowledge and practice. The results of observation of reality only become knowledge when they find their expression in linguistic means, in scientific concepts. It is necessary to constantly turn to the sensory foundations of knowledge, expand and deepen them for a more complete understanding of these concepts, categories, and principles.

Accessibility principle is also closely related to the age of children. When organizing training systematically and systematically, it is necessary to ensure that knowledge was available to all students. Previously acquired knowledge of students must ensure the fulfillment of the requirements of the new level. Accessibility, however, should not be understood in a simplified way, as learning without difficulties. Any progress must require effort to overcome difficulties. Everything new is made accessible precisely thanks to the efforts of students and the guidance of the teacher. Another thing is that the efforts of each child, as well as abilities, are different. The teacher must take this into account.

The principle of strength and effectiveness of learning outcomes. It should be remembered that the meaning of learning is determined by its results, which students achieve, by the qualities that were formed in the learning process. These results should be lasting. Each section of educational material, each lesson should be based on what was previously learned. This is also important for holistic process education of students. When planning the educational process, it is necessary to provide a certain amount of time for consolidation, repetition, systematization, application of knowledge and skills, and control.

The didactic principles described above form a unity and apply to all joint activities of the teacher and students in the learning process. All principles are focused on the formation of a comprehensively and harmoniously developed personality.

Teaching methods and techniques

Teaching methods are certain ways of interaction between the activities of a teacher and students, aimed at achieving learning goals as a means of education and upbringing. When choosing teaching methods, it is necessary to take into account the specific purpose and objectives of training, the features of regulated curriculum

There are general and private teaching methods. General methods generalize a certain set of systems of sequential actions of the teacher and students in the interaction of teaching and learning. General methods always contain instructions on the means used in the learning process. The development of general teaching methods is the subject of didactics.

Private methods or teaching methods - specification of these general methods in relation to the content of the subject. Teaching methods are usually a complex sequence educational activities teachers and students. Each teaching method includes certain teaching and learning techniques as an integral part. The effectiveness of the learning process is ensured not only by the introduction of new techniques or the use of known techniques for solving complex didactic problems, but also by methods and techniques used differently by the teacher. These can be methods of setting problems, asking questions, methods of explanation, control, solving oral and written problems, etc.

Each teaching method must be selected and used in mutual connection with other teaching methods, since there is no universal all-encompassing method. When choosing methods, the teacher must take into account the teaching requirements. The variety of methods makes it possible to use numerous combinations of them, which involves taking into account the characteristics of the given content and specific learning conditions, but at the same time makes it possible to enliven the learning process, making it more interesting for children.

Teaching methods can be considered as the result of a generalization of the experience of interaction between students and teachers.

In didactics, following the classification of teaching methods developed by I. Ya. Lerner and M. N. Skatkin, the following general methods are distinguished:

- explanatory and illustrative, which are used by teachers and educators when it is necessary to give children new, still unknown information. For example, give concepts about the three states of matter: solid, liquid and

gaseous; about a broken line, a triangle and a polygon; the idea of ​​nature conservation, what is “good” and what is “bad”, etc.;

- partially search engines, used by teachers and educators in cases where it is necessary to teach children to independently use the acquired knowledge in practice, in deciding various tasks and problems. At the same time, the teacher, organizing the cognitive activity of his students, helps them and guides their independent search in acquiring new knowledge. Partially, search methods are used when teaching students to classify objects into groups, to highlight the main characteristics by which classification is carried out; retell texts, highlight the main idea of ​​what you read; compare objects with each other; establish the sequence of events;

identify their connections, etc. (here the skills to apply knowledge in different situations);

-methods of organizing independent search creative activity of children(research methods) used when a teacher wants to see how his students and pupils can themselves, without his help, apply acquired knowledge and skills in unfamiliar situations. For example, coming up with your own version of the plot development of fairy tales and stories known to children;

classify various leaves according to their belonging to trees, etc.

A special group of methods in didactics consists of problem-based learning methods, in which students are systematically involved in the process of solving problems and problematic tasks, as a result of which the experience of creative activity is acquired and creative abilities are formed. Problem-based learning is based on the idea of ​​S. L. Rubinstein that thinking always begins with a problem situation. The problematic situation is with psychological point vision is a difficulty explicitly or implicitly recognized by a person, the ways to overcome which require the search for new knowledge, new ways of action. Without understanding the nature of the difficulties, there is no need for search, and without search there is no creative thinking. But not every difficulty causes a problem situation, not every problem situation stimulates the thinking process. This provision is very important for the teacher, so that in the educational process there are no problems that are too difficult to solve, which can only ward off inconveniences.

prepare the child's mind from independent thinking (cognition) and weaken faith in one's own abilities.

A problematic situation for a child is created by a question from a teacher or textbook, teaching aid, which he must answer. But this question must correspond to the fund of knowledge and skills available to the child. In addition, the teacher must know something else: whether the child has learned to independently solve the problems that were set before him, whether he has learned to understand that knowledge is the way, the tool with which he can solve the problem.

Hence the main function of problem-based learning follows - to arouse in the child an interest in knowledge, in solving an unfamiliar problem, in mastering the experience of creative activity; it acts as a means of nurturing a creative personality.

Problem-based learning should permeate the entire educational process. But we must remember that it cannot be built only on the problems that the teacher or textbook gives the children.

It is necessary to teach children methods of search activity, means of comparison and classification of objects and phenomena real world, ways of establishing various connections between phenomena, skills, they must be able to answer the question “Why?” and most importantly, establish that they do not know how to solve the problem.

IN modern didactics allocate following methods problem-based learning.

1. Research method. During the learning process they include problematic tasks increasing levels of complexity that students must solve independently. These tasks can be very diverse: written tasks, long-term research assignments, critical analysis of what they have read, etc. The main thing is that the student investigates the problem completely and independently, that he carries out certain stages of research activity: observing and studying facts and phenomena; identifying the unknown (unclear) - what needs to be explored; drawing up and implementing a research plan (research unknown phenomena and their connection with other phenomena). It is important that new problems constantly arise during the solution process. The more often students are involved in this type of learning, the better and faster they will learn to solve difficult problems.

body tasks. After students understand the problem, they themselves draw up a plan for creative research, make observations, record facts, compare, classify, prove and draw appropriate conclusions. The truth that students discover in class is not new to science, but it is - and this is the most important thing - new to students. Using the research method requires a lot of work, and therefore is rarely used in practice. Often only strong students receive such creative tasks, although low-performing students can also take part in creative tasks if they are given necessary help.

2. Heuristic methods which are more often used when working with high school students.

3. Problem presentation. A problematic presentation differs from an informative story by a teacher in that the teacher does not present the material in a complete form, but sets tasks during the process and story. By posing problems, he shows students how they were solved in science. Thus, he makes them, as it were, a participant in scientific research and discoveries.

The advantages of problematic presentation compared to other types of presentation of educational information are that it makes the teacher’s story more convincing. Knowledge is substantiated deeper and, therefore, in the presence of other favorable conditions can more easily turn into beliefs. Problem presentation teaches students to think, it captures them emotionally and increases interest in the educational material. Problem presentation places high demands on the teacher’s knowledge in the relevant field of science. He must be fluent in the educational material, know in what ways this science came to the truth, including some interesting details of this movement.

At correct use Problem-based learning methods can have a strong educational impact on students. For example, by learning through problem-based learning how science came to certain discoveries, students learn how the new won, overcoming the old. Thus, they are directly involved in the process of mastering worldview problems.

Illustrative and explanatory method in the learning process can be expressed in the form of a variety of techniques that have general characteristics- this is the presentation of a new, unknown thing to a student or pupil

him material, new information that he cannot obtain on his own based on his existing knowledge. In other words, method and technique are related to each other as general and specific. There is a didactic illustrative and explanatory method that is implemented in teaching practice in different ways, various techniques - specific methods. (IN In this case, we believe that the teacher himself must choose how to use and specify the general didactic explanatory and illustrative method - in the form of a separate specific method-technique or in the form of a combination of them.)

First and main reception familiarizing students with new material unknown to children is oral presentation of the teacher, his story about new facts, phenomena, processes of the surrounding world. For example, he talks about historical facts, explains and shows how individual letters are written, how sentences are composed;

illustrates his story with pictures, objects - visual aids (collections, herbariums, filmstrips, films, music, etc.). The teacher explains the educational material, using primarily the possibilities of linguistic expressiveness, using, as a rule, various teaching aids. Educational material must be presented consistently and in an accessible manner to ensure active perception of the material by students.

Teacher's story - rational means of communicating knowledge. With the help of words, you can evoke vivid ideas, using selected facts and skillfully combining them, contrasting them and placing emphasis. In this way, it is possible to promote students’ deep penetration into the interrelationships of phenomena, and through repetition and highlighting of the main provisions, the main thing in the cognitive process can be emphasized. A teacher's engaging message can add a unique emotional flair to a lesson that will remain in children's memories for years to come. In most cases, using a teacher's whole story can be more effective than other methods in introducing students to greatest events history and modernity, works of art, etc. But the art of presentation is one of the teacher’s skills that he must constantly improve.

Depending on the purpose, objectives and content of the lesson, the teacher’s story can take the form descriptions, explanations,

explanations, expositions or characteristics phenomena or objects.

Demonstration is often used as an illustrative and explanatory method. The teacher demonstrates objects, phenomena and processes with the help of teaching aids or shows them in real life. This should include showing types of activities and demonstrating ways of behavior. In these situations, presentation is also at the forefront. Students must observe, think about what they saw, ask questions, enter the results of their observations, sketch (for example, weather observations), and comment. The demonstration can be of a different nature. For example, in natural history lessons, a teacher can demonstrate experiments on changing the state of matter, various minerals, drawings of animals, leaves, flowers, herbs collected by students from their region, as well as films about the rules of human behavior, etc. Demonstration options are related to the specifics various items, didactic objectives of educational subjects.

At all phases of the learning process, from familiarization with new material to consolidation, students can also be involved in the presentation of the material. Especially justifies itself student report. Of course, in elementary school this is more likely not a report, but simply a message. As a rule, students are given such an assignment in advance. This is a great tool to help students develop.

It helps the less prepared student to increase his self-confidence. Presenting the material using verbal means forces the student to evaluate the level of his knowledge. The rest of the students need to be taught to listen carefully and complement if they have something to say.

Methods of presentation, methods of storytelling, and demonstration can be used in a very diverse way. These methods must be proportionately connected with other methods, primarily with conversation and with independent work of students. Moreover, the share of participation of different methods in such a combination may vary depending on age, educational subject and content of educational material.

One of the essential teaching methods is collaboration between a teacher and his students. In this process, they are alternately engaged in receptive, mentally active and productive activities, thereby contributing to

to achieve the learning goal. In this situation, linguistic communication between all participants plays an important role. Therefore, the corresponding teaching technique is often characterized as educational conversation. It is used successfully at all stages of training. Often, conversation is also used when checking the assimilation of material and on excursions, when systematizing the material covered.

Conversation used in the teaching process of all subjects. No matter how differently the conversation is conducted, it has a common goal, which is to ensure constant communication between the participants in this educational

process.

Some teachers tend to turn conversation into a universal method of introducing new educational material. In fact, sometimes it is much more effective to use oral presentation methods for this purpose. The conversation primarily meets the goal of mastering educational material and presupposes the presence of basic knowledge of this material.

Learning situations should be organized in such a way that the independent work of students. Of course, both in the case of oral presentation and in the case of conversation, students must mainly work independently. However, during the actual independent work, each student, receiving a specific task, must perform the necessary actions in order to present his solution to the task. In applying this method, the determining factor is the correct setting of the task for each student. When preparing to study new material, repetition tasks are often set to refresh previously acquired knowledge. It is very important to use the method of independent work in the process of monitoring and testing students’ knowledge. Having organized the independent work of all students, the teacher can work alternately with individual students or with a group of students.

When organizing students’ independent work in the teacher’s activities, it is necessary to highlight, first of all, three defining points: choosing the type of activity and setting tasks; observation and regulation of schoolchildren’s educational activities; control and evaluation of results. In this case, the following requirements must be taken into account.

1. Wise choice of activities students requires a clear statement of the problem; check for understanding

students assigned task; instructing students regarding the sequence of their actions and organizing students’ activities when using the necessary aids; analysis of the complexity of the task and emphasis on difficulties; providing necessary assistance; explanation of forms of independent work and requirements for its implementation.

2. Monitoring and regulation of the educational process during independent work of schoolchildren includes: selective observation of individual students; error prevention assistance; regulation of student behavior; ensuring a business atmosphere; stimulating creativity.

3. Monitoring and evaluation of results includes: direction and stimulation of self-control and self-assessment of student performance; amendments, deepenings; assistance in students’ self-assessment of performance results; consolidation of new working methods.

During the lesson, a variety of methods for students’ independent work can be used.

1. Working with a book used along with the teacher’s report, story, conversation. The book has always been the most important source of knowledge. The school book system covers textbooks on the subject in each grade, collections of practical problems and exercises, workbooks, and anthologies on specific educational material. The textbook is the most important school resource. Collections of practical problems and exercises, problem books, work materials contain additional tasks for independent decision. The system of textbooks and teaching aids provides students with an exceptional opportunity to regularly develop methods for independently working with books. Textbooks are used not only for repetition, but also for acquiring new knowledge. Students should be taught to independently work with books as a means of self-education. Working with a book is the basis for gradually attracting schoolchildren to read other books, as well as newspapers and magazines.

It is advisable to use the educational book in combination with other methods, namely the teacher’s story, demonstration, etc. It is of undeniable importance educational book during consolidation and repetition, during exercises, memorization of material. It is necessary to use a textbook and other educational materials during the systematization of knowledge, when broader concepts are introduced in the process of generalization.

tia, worldview relationships. In the course of systematizing knowledge, it is necessary to use textbooks with their inherent arrangement of educational material.

2. Techniques for memorizing and applying acquired knowledge and skills serve to form, improve and consolidate knowledge and skills. If these actions are performed in constantly changing conditions, we are dealing with the processes of applying knowledge and skills. If during the exercise students must imprint what they have learned in their memory, then this is memorization. Each academic subject has its own specific learning techniques. Memorization techniques play a special role in native and foreign languages, mathematics. In the system of exercises, the determining factors are their comprehensiveness, systematicity, consistency and constant increase in the level of difficulty of their implementation. By practicing, students learn ways (techniques) with the help of which they more and more confidently and comprehensively acquire the relevant skills. To improve speech skills during teaching, for example, the following techniques are used: retelling, conveying the meaning of the text, composing a story from a picture, memorizing poems, songs, composing sentences using the specified words, etc. It is necessary that the teacher changes this system of exercises according to the actual level of development their students. Exercises, the meaning of which is not clear to the student, are more likely to harm than contribute to his development. It is advisable to use exercises in accordance with the individual characteristics of students. When performing exercises, it is necessary to replace hard work with rest, alternating types of activities. During the exercises, it is advisable to check progress and promote constant self-control of students. You can give this activity a competitive form and, as you complete it, record the successes achieved by schoolchildren, no matter how small they may be, in order to help strengthen

their faith in themselves.

3. A combination of observation, demonstration and conversation methods. During the demonstration, students observe intently, and also generalize and think through what they see;

during observation, as well as during exercise, with the help of certain material (slides, tapes, models, etc.) a sequence can be set.

the number of steps of educational activities. Observations usually cover enough long period time. For example, in primary school Students make long-term observations of the weather or how a flower turns into a fruit. These observations are accompanied by records, often in the form of tables. A specific form of observation is an excursion. During the excursion, students conduct independent observations, completing tasks given in advance by the teacher, organize group observations, describe what they saw and draw certain conclusions, supplementing them with photographs, drawings, collected materials (leaves, flowers, etc.).

The quality of application of these methods largely depends on the setting of the tasks, on the clarity of the instructions, on the implementation of the exercises, and also, last but not least, on the individual and collective assessment of the results of the activity.

4. The most difficult form of independent work of students in teaching natural science subjects is educational experiment, which is used more often in high schools. It is used, for example, when searching for a problem, when conducting practical work, when introducing new material, when deepening, consolidating or applying it, when developing certain skills during testing of what has been learned. In cases where the teacher organizes and directs the experiment, the latter can be carried out frontally. The level of independence of students is higher in cases where they themselves conduct the experiment (individually or in a group), and guidelines are given by the teacher only at the beginning, and, if necessary, at certain stages of the experiment. Good preparation, asking relevant questions, distributing responsibilities, determining the course of the experiment - all this determines the successful course of schoolchildren’s activities and the development of students’ cognitive activity. During the experiment, the teacher observes the activities of students, provides the necessary assistance to various groups or individual students, arouses their interest and directs their attention to the decisive moments of experimental observation. It is necessary to record the results of the experiment and prevent student mistakes; it is necessary to help schoolchildren in posing questions, in organizing the obtaining of results and their experimentation

mental test to show the unity of theory and practice, to gain specific knowledge with a certain

degree of evidence.

The presented material about the essence of the learning process as interaction between teacher and students allows us to make

the following conclusions:

Training is subject to the goals fixed in the relevant programs and state standards;

The learning objectives are specified in the content of education, revealed in programs, textbooks and teaching aids for each academic subject;

The principles of education determine the strategic directions along which the education system is built in Russian Federation and, perhaps, in the world as a whole;

Teaching methods and techniques are the sphere of creativity of the teacher. He uses them depending on the goals of the lesson, topic, section, the preparedness of the class, the individual characteristics of the children and the regional and ethnic characteristics of the area where the school is located, and the level of the teacher’s pedagogical skills.

The psyche is a complex mechanism that helps us navigate the world around us and receive from it new information. 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 are a huge number of stimulating social factors: an understanding of the need for good studies in order to further master a prestigious and profitable profession, as well as a sense of duty to parents, teachers and the team. 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 learning.

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 passion for independent receipt data. 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 as effectively as possible, active and interactive methods training.

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 show a weak degree of assimilation of material in most of the 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 a business game or other method that requires direct participation learner, manages to convey at least 90% 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 says? It's simple: remember the Soviet handouts, old and tattered? Of course, in a number educational institutions There is simply no funding to purchase something more serious, but you can still at least print out colorful manuals that will make learning 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 a lot of 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 a 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 is not so much the banal presentation of information, but rather the introduction of schoolchildren to a 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 memorized.

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 arrangement 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 specific group trainees. Simply put, it is not recommended to ask questions that are exciting, but very difficult tasks on Lobachevsky's geometry in a seventh grade lesson.

So what should it be like? correct use active methods training? 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. Students must be warned immediately that main role in the search for answers to the questions posed will belong to them.

We emphasize once again that training must prevail dialogical type. 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:

• Extensive system cognitive tasks, in which the entire essence of the topic being discussed 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 solving 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 when the teacher interrupts the discussion from time to time and brings up 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 into a completely different one. the opposite side. 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 clearly correct solution. 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.

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 productive methods teaching (problem 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 by demonstrative disclosure of a modern method of solving the problem posed. 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 of the learning process. 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 of the 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 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, level professional excellence teachers.

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. Special teaching aids also include teaching technologies.

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, which 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 activities of the teacher and student, ensuring the formation 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 characteristics method groupings:

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 separate groups methods

Explanatory and illustrative reflect the activity of the teacher and the student, consisting in the fact that the teacher communicates 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;