FORMS OF PEDAGOGICAL ACTIVITY

1. Problem learning

Problematic learning, like programmed learning, refers to active learning technologies. It is based on the solution of any task, problem (from gr. Problema - "task, task"). In a broad sense, the problem is a complex theoretical and practical issue that requires study and resolution; in science - a contradictory situation that appears in the form of opposite positions in the explanation of any phenomena, objects, processes and requires an adequate theory to resolve it. (Situation - French situation - "situation, situation, set of circumstances").

In the Psychological Dictionary we find the following definition: "The problem is the subject's awareness of the impossibility of resolving the difficulties and contradictions that have arisen in a given situation by means of available knowledge and experience."

Problem-based learning is "a system of optimal management of the cognitive, creative, theoretical and practical activities of students, based on a certain understanding of the laws of the thinking process and the conditions for the assimilation of knowledge, the development of cognitive abilities." There are other points of view as well. Thus, A. E. Steinmetz considered problem learning "rather one of the most promising ways to implement the scientific principle than the teaching principle." E. G. Mingazov emphatically asserted that the problematic nature is a didactic principle. V. Ya. Skvirsky rejected the opinion of E. G. Mingazov and believed that problem learning is not a method, not a form, not a principle, not a system, not a type of teaching, but its essence is in the "specifics of interaction between participants in the educational process." According to Ilyina, problem learning is not a system, not a method, but an approach that cannot be absolutized, but must be applied widely enough in order to develop the mental abilities of students. In addition to these ideas, in many works problem learning is not considered directly, but in context and more broadly, as a means of activating learning, increasing the effectiveness of teaching a particular discipline, etc. (The concept of "activation learning" is broader than the concept of "problem learning".)

There was no unity in the question of whether the problem situation should "be created" or naturally "flow" from the very nature of the material. The majority was in favor of the teacher's creation of a problem situation, regardless of whether it is a reflection of a contradiction actually existing in science or is of a methodological nature (i.e., at this stage in science the question is clear, but the teacher creates a problem situation to activate the students' thinking). However, there were authors who believed that there was no need to artificially create problem situations, since the whole history of the development of scientific knowledge is full of real problems. The well-known writer M. Shahinyan also supported them: "Nature is full of problems, and they do not need to be created."

Why are there such disagreements? In my opinion, because there are phenomena that are known to mankind, let's call them objectively existing knowledge about these phenomena, scientific knowledge. But there are also phenomena about which mankind still does not know anything (our "cosmos"). In addition, it is important to remember that there is knowledge and subjective, that is, the knowledge of an individual person, they can be complete (erudite person) and incomplete. Therefore, it can be argued that the problem arises at the junction of the known (scientific knowledge) and the unknown, and not at the level of subjective and scientific knowledge.

It is precisely in the confusion of the level of controversy that creates the problem that the controversy has been observed. One level is scientific, the contradiction between the known scientific knowledge and the unknown, the other level is educational cognitive activity, that is, the level of contradiction between subjective knowledge and the objectively existing, but still determined by the learner, unknown truth. The second level is not a problem with scientific point vision, although, judging by the definition of the concept of "problem" given in the "Psychological Dictionary", the student may have difficulties, which he perceives as contradictions. But this is not a problem, it is just a lack of knowledge. However, the realization that he does not have enough knowledge to solve any problem is already a positive factor, because it is an incentive to improve. That is why honest ignorance must be respected.

So, we realized for ourselves that the real problem is always associated with science, it contains an obvious contradiction, does not have a final answer to the main question of the problem, why is this so, and not otherwise, and, therefore, requires a search, research work... I will give an example from the life of an outstanding Soviet physicist, Nobel Prize laureate, Academician Igor Evgenievich Tamm. “He often had to swim upstream. In the 1930s, he put forward the idea that the neutron has a magnetic moment. On the different languages famous physicists (including Niels Bohr) persuaded him to abandon this ridiculous idea: where does the magnetic moment of an electrically neutral particle come from? Igor Evgenievich stood his ground. And he was right. " As you can see, he really faced a problem where scientific knowledge collided with an objectively existing, but unknown to mankind phenomenon and he had to conduct a serious scientific search in order to obtain evidence of his innocence.

Is this possible in the learning process? Yes, it is possible. But, you must admit that this rarely happens, since not only a student, but also a scientist is not always able to see and solve a problem containing a latent contradiction and gain new knowledge.

But what about the majority of students? Give up problem learning? In no case! Just use it on a different level, at the level of students' cognitive activity. And here we will distinguish: a problematic issue, a problematic task, a problem situation and a problem. We have already spoken about the problem. Let's take a look at the rest now.

The problematic question is a "one-act" action. For example, why do they say, "A cold south wind is expected tomorrow?" (See the contradiction: southern, but cold. Why?) Answer: because a cyclone. Could it be hot Snow, fried ice, etc.? Such questions stimulate thought, activate thinking, make a person think (remember the question-answer method of Socrates!).

A problematic task involves a number of actions; to solve it, the student needs to independently conduct a partial search. For example, is it possible to link a given type of structure under given conditions, say, a typical project, to a specific area? This is already a fairly large educational and cognitive task, for the solution of which it is required to conduct a special search for a method of action or find some missing data: to conduct a reconnaissance of the area, to make a geodetic survey, to investigate the soil in the laboratory, to determine the wind rose, etc.

A problem situation is a psychological state of intellectual difficulty that arises in a person if he cannot explain a new fact with the help of existing knowledge or perform a known action in the old familiar ways and must find a new one. Here the need arises to think actively, and, most importantly, to answer the question "why". The need, as you know, gives rise to a motive that prompts a person to think and act. This is the essence of problem learning.

There are four levels of problematic learning:

1. The teacher himself poses the problem (task) and solves it himself with active listening and discussion by students. Remember the general didactic method of problem presentation!

2. The teacher poses a problem, students independently or under the guidance of a teacher solve it (partial search method). Here, a separation from the sample is observed, and there is room for thought.

3. The student poses a problem, the teacher helps to solve it.

4. The student himself poses the problem and solves it himself. The third and fourth levels are the exploratory method.

Choose which level is suitable for your teaching technology, depending on the level of training of the students.

So, problem learning at the third, fourth level, and sometimes at the second level, is associated with research, therefore, problem learning is learning to solve non-standard problems, during which students acquire new knowledge and acquire skills and abilities of creative activity, which is very important for an engineer ... Is not it? That is why in the 80s they "remembered" about problem-based learning, and higher authorities sent appropriate "circulars" to universities and technical schools about the need to use problem-based learning in higher and secondary specialized educational institutions.

However, despite the instructional letters from above, the technology of problem learning was slowly introduced into the educational process, because, like everything in life, it had its advantages and disadvantages. (Remember the joke: God created man, and the devil slipped him an appendix? Or another example, the antonymy of language: good - bad, boring - fun, etc.)

The advantages of problem-based learning are, first of all, great opportunities for the development of attention, observation, activation of thinking, activation of the cognitive activity of students; it develops independence, responsibility, criticality and self-criticism, initiative, non-standard thinking, caution and decisiveness, etc. In addition, which is very important, problem learning ensures the strength of the acquired knowledge, for it is obtained in independent activity, this is, firstly, and, secondly, here the interesting "effect of unfinished action" known in psychology, discovered by B.V. Zeigarnik, is triggered. Its essence is that actions that were started but not completed are remembered better: “between the beginning of the action and the expected result, an actual connection is maintained, and we are tormented by the unfinished, I remember the unfinished one. It is always alive in us, always in the present. " An example of this is an experiment conducted by teachers of the Department of Pedagogy and educational psychology Moscow State University: students were offered a problem. In the case when they solved it to the end, the next day they hardly remembered the condition of the problem, the course of the solution, etc. If they were told: “Enough, enough for today,” that is, the problem remained unsolved, the next day the students remembered well the condition and the beginning of the solution of this problem, although the day before they were not warned about the need to solve it to the end. This is the effect of an unfinished action. Does this mean that we also need to start and not finish solving a problem? Of course not. If the task can be solved in the time allotted to us, then it, naturally, must be brought to the end. But problem learning is about exploration and therefore involves a time-consuming problem solving. A person finds himself in a situation like an agent solving a creative problem or problem. He constantly thinks about it and does not leave this state until he solves it. It is due to this incompleteness that solid knowledge, skills and abilities are formed.

Pedagogical activity is realized through a system of actions subordinate to the goals and objectives created by the teacher. In accordance with the goals of educational work N.V. Kuzmina, V.A. Slastenin and A.I. Shcherbakov The following interrelated functions are distinguished teaching activities:

1. Diagnostic, associated with the study of students, with the determination of the level of mental development of individual students and classrooms
2. Orientational and prognostic is expressed in the ability to determine the direction, goals and objectives educational activities and predict its results
3. Constructive-design function assumes adequate design and design of the content of educational work based on the forecast
4. Organizational involves the involvement of students in active activities and emotional and moral stimulation
5. Informational and explanatory involves informing in different fields of knowledge, taking into account the latest achievements of science
6. Communicatively stimulating is based on creating an atmosphere of educational cooperation, humane relations between a teacher and children
7. Analytical and evaluative is the analysis of the course of the educational process and the ability to make the necessary adjustments to it
8. Research and creative function consists in the ability to comprehend and creatively develop theoretical positions, to use the results of their own research and the achievements of colleagues in their work.

Traditionally, the main types of pedagogical activity are teaching and educational work.

Educational work is a pedagogical activity aimed at organizing educational and managing various types of activities of pupils in order to solve the problems of harmonious development of the individual.

Teaching is a type of pedagogical activity that is aimed at managing the predominantly cognitive activity of schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and education.

Teaching carried out within the framework of any organizational form, not just a lesson, usually has a rigid time frame, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement learning goal... Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, since it is unattainable in the time frame limited by the organizational form. In educational work, it is possible to envisage only the consistent solution of specific goals-oriented problems. The most important criterion for the effective solution of educational problems are positive changes in the consciousness of pupils, manifested in emotional reactions, behavior and activities.

Types and types of lessons.

Pedagogical form is a stable, complete organization of the pedagogical process in the unity of all its components.

In modern didactics, the organizational form of teaching is understood as a special construction of the teaching process, the nature of which is determined by its content, methods, means and types of student activities.

Classification of forms:

Simple shapes- the minimum number of methods and means, as a rule, are devoted to one topic, these include: conversation, lecture, excursion, exam, instruction

Composite forms- are based on the development of simple ones or on their various combinations - a lesson, a lesson, a competition, a lesson-conference. Composite forms are decomposed into simple ones. A lesson can contain a conversation, a lecture, a briefing, and a conference can include reports, a dispute, an exhibition, a newsletter, thesis of reports.

Complex forms- a targeted selection of simple and compound forms. These include thematic lectures, combined lessons in several subjects.

There are also forms of educational, outside educational work and self-educational activities of students

There are the following organizational forms of training:

frontal(work with the entire flow);

group(the stream is divided into groups);

individual(work with each student) .;

Forms of theoretical training

Lecture- Monological way of presenting voluminous material. From others verbal methods the presentation of the material has a more rigorous structure; an abundance of reported information; the logic of the presentation of the material; the systemic nature of the illumination of knowledge.

Seminar lesson- This is a collective discussion of a specific topic on previously prepared questions. Types of seminars: messages and reports, discussions, press conferences, etc. Seminar structure: first, the teacher reports on the topic, the objectives of the lesson, then there is a discussion of the questions posed, and at the end the results are summed up.

Excursion- involves visiting organizations, enterprises, training and production sites, museums, etc. The main stages: setting goals, preparing a plan, organizing and conducting, summing up.

Independent study work- independent mastery by students of the necessary knowledge and skills by reading the relevant literature, preparing reports, messages, drawing up abstracts, etc.

The conference- This is a collective discussion of a specific scientific and practical problem. She requires a lot preparatory work: defining a topic, forming problems, a circle of participants, developing a plan for conducting, preparing a collection of materials (if it is planned to publish them), etc.

Consultation- the form of a training lesson, in the course of which the student receives answers from teachers to specific questions on theoretical provisions or aspects of their practical application. The consultation can be individual or group.

Individual sessions conducted with individual pupils and students in order to improve their level of training and the development of individual creative abilities. They are organized on a separate schedule or scheduled.

Forms of practical training

Laboratory work- a form of training aimed at the formation of the necessary professional skills. In the course of laboratory exercises, students under the guidance of a teacher or independently perform practical work with the aim of deepening and consolidating theoretical knowledge, developing the skills of independent experimentation. Types of laboratory studies: introductory, experimental, problem-search.

Workshops are carried out in laboratories, workshops, classrooms, computer labs, training and experimental and production sites. (Practical exercises can be associated, for example, with measurements, assembling circuits, parts, familiarization with devices and mechanisms, conducting experiments and observations, etc.).

Didactic game - purposeful organization of educational-game interactions of trainees in the process of modeling by them holistic professional activity specialist. In the course of the game, game modeling is carried out in conditions of recreation of social and professional experience.

Practice- the acquisition of professional skills and abilities by students in a production environment. It is carried out in the process of professional activity under the organizational and methodological guidance of a teacher and a specialist in this area. Distinguish between introductory, educational (pedagogical), industrial and pre-diploma practice.

Course design is the process of developing projects (term papers) for basic training courses as final stage a didactic training cycle in a particular subject (or a group of subjects). The purpose of this form of training is to deepen vocational training students in the process of independent creative application of the knowledge gained to solve practical problems.

Graduation design- the process of developing graduation projects at the final stage of training in a vocational educational institution. Diploma projects play the role of attestation works during state attestation of graduates of higher and secondary vocational educational institutions. Diploma works are performed on a specific topic under the guidance of a scientific advisor. They are reviewed and defended at a meeting of the State Attestation Commission.

Forms of control

Control pedagogical process involves the implementation of control functions, that is, a system for identifying the effectiveness of the functioning of this process. There are the following types of control:

Preliminary - identifying the initial level of knowledge and skills formation;

Current - carried out in the process of daily educational work;

Thematic - conducted at the end of the study of the topic;

Rubezhny - testing knowledge and skills by sections of the courses;

Final - conducted at the end of the study of the discipline or the entire course of study in an educational institution.

Forms of control used in professional educational institutions may be different.

Test- written control form. Test papers are both frontal and individual in nature, are performed according to options, checked and reviewed by the teacher. By control works may be interviewed and credit awarded. This form of control is especially typical for distance learning.

Colloquium- oral individual interview of the teacher with the students on the questions asked; form of current, thematic or midterm control. Based on the results of the colloquium, the issue of admitting students to the exam can be resolved.

Offset- the form of the final control of knowledge based on the results of the study academic discipline... It can be conducted on pre-drawn questions or as an interview. The credit is put into the statement, the student's record book and the diploma supplement.

Exam- the form of the final control of knowledge based on the results of studying a section or the entire course. It can be carried out in writing or orally (by tickets). According to the results of the exam, a differentiated mark ("excellent", "good", "satisfactory") is set, which is entered into the statement, the record book and the supplement to the diploma.

Testing- the form of the current thematic and final control of knowledge using tests, which are a system of tasks in the appropriate form. Test tasks should be concise, which implies a minimum waste of time, valid and reliable. The validity of the test lies in its adequacy for the purpose; the reliability of the test and the consistency of indicators obtained during repeated testing.

Rating system for assessing knowledge is the control of the quality of assimilation teaching material according to the results of various forms. It takes into account all the active activities of students (participation in scientific work, competitions; execution of creative projects, etc.) and is evaluated in points on various scales.

Machine control- This is the control of knowledge using machines (computers, personal computers and other monitoring devices). The advantage of machine control is that machines are impartial. At the same time, machine control does not allow identifying typical mistakes and difficulties of students.

Attestation- the form of the current and final control of students. For example, certification weeks are held, during which the results are displayed in the sheets: "certified" or "not certified". This takes into account the current progress of students and attendance at classes. In addition, at the end of the training course, state certification is carried out by specially created State certification commissions (SAC). Graduates take State exam n protect attestation works(graduation projects »graduation works). Graduates who have successfully passed the state certification are issued a state diploma.

Lesson

The main form of education in primary and secondary institutions vocational education is the lesson.

Lesson- This is an organizational form of training, in which the teacher guides the cognitive activity of students in a group for a specified time. Each lesson has educational, educational and developmental goals and includes, in different versions, such components as a survey, explanation, consolidation, homework.

Features: the constancy of the allotted time and composition of students, a fixed schedule and venue, the use of various teaching methods.

The merits of the lesson are its economy, clear time frames, flexibility, the ability to absorb other forms of organization of training (lesson-lecture, lesson-excursion, etc.). At the same time, the lesson is imperfect and has serious limitations: it is strictly regulated in time, has a conservative structure, complicates implementation individual approach to students.

Requirements to modern lesson :

1. Didactic: a clear definition of the educational objectives of the lesson as a whole; determination of the optimal content of the lesson; the choice of the most rational means and methods of teaching, the implementation of the principles and conditions of successful learning in the classroom.

2. Educational: setting educational tasks; the formation of the highest moral qualities and aesthetic tastes in students; the formation of students' cognitive interests, positive motives of educational and cognitive activity.

3. Organizational: the presence of a well-thought-out type of lesson; organizational clarity of the lesson; preparation and rational use of various teaching aids.

During the lesson, a whole range of teaching, educational and developmental tasks is solved:

Formation of knowledge, abilities and skills that make up the content of general and vocational education;

Formation of attitudes towards the most diverse aspects of life (society, labor, profession, specialty, nature, etc.), as a result of which the personal potential of students develops;

Development of characteristics, inclinations, interests, i.e. Psychological qualities of students.

Lesson types allocate on the basis of the leading didactic tasks of organizing the cognitive process of students. Lesson types are determined based on the differences between the applied methods and simple forms.

Lesson types:

Lesson in learning new material ( kinds: lecture, seminar, film lesson, heuristic conversation, independent work);

A lesson in improving knowledge and skills ( kinds: oral and written exercises, independent and laboratory-practical work);

Generalization and systematization lesson ( kinds: business game, conference, competition, problem discussion);

Combined lesson (various didactic tasks are being solved);

A lesson in testing knowledge and skills (types: testing, written survey, oral survey, solving problems and exercises, workshop);

An integrative or binary lesson (combining the study of educational materials of two or more academic subjects).

In industrial training, the main form is industrial training lesson. The following types of industrial training lessons are distinguished: an introductory lesson, a lesson in exercises in labor operations and techniques, a lesson in performing complex work, and a test lesson. Non-standard lessons are becoming more and more common: binary, role-playing games, contests, etc.

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FORMS OF PEDAGOGICAL ACTIVITY

1. Problem learning

It is precisely in the confusion of the level of controversy that creates the problem that the controversy has been observed. One level is scientific, the contradiction between the known scientific knowledge and the unknown, the other level is educational cognitive activity, that is, the level of contradiction between subjective knowledge and the objectively existing, but still determined by the learner, unknown truth. The second level is not a problem from a scientific point of view, although, judging by the definition of the concept of “problem” given in the “Psychological Dictionary,” the student may have difficulties, which he perceives as contradictions. But this is not a problem, it is just a lack of knowledge. However, the realization that he does not have enough knowledge to solve any problem is already a positive factor, because it is an incentive to improve. That is why honest ignorance must be respected.

So, we realized for ourselves that the real problem is always associated with science, it contains an obvious contradiction, does not have a final answer to the main question of the problem, why this is so and not otherwise, and, therefore, requires search, research work. I will give an example from the life of an outstanding Soviet physicist, Nobel Prize laureate, Academician Igor Evgenievich Tamm. “He often had to swim upstream. In the 1930s, he put forward the idea that the neutron has a magnetic moment. In different languages, famous physicists (including Niels Bohr) persuaded him to abandon this ridiculous idea: where does the magnetic moment of an electrically neutral particle come from? Igor Evgenievich stood his ground. And he was right. " As you can see, he really faced a problem where scientific knowledge collided with an objectively existing, but unknown to mankind phenomenon and he had to conduct a serious scientific search in order to obtain evidence of his innocence.

The problematic question is a "one-act" action. For example, why do they say, "A cold south wind is expected tomorrow?" (See the contradiction: southern, but cold. Why?) Answer: because a cyclone. Could there be hot snow, fried ice, etc.? Such questions stimulate thought, activate thinking, make a person think (remember the question-answer method of Socrates!).

There are four levels of problematic learning:

1. The teacher himself poses the problem (task) and solves it himself with active listening and discussion by students. Remember the general didactic method of problem presentation!

3. The student poses a problem, the teacher helps to solve it.

4. The student himself poses the problem and solves it himself. The third and fourth levels are the exploratory method.

Choose which level is suitable for your teaching technology, depending on the level of training of the students.

So, problem learning at the third, fourth level, and sometimes at the second level is associated with research, therefore, problem learning is learning to solve non-standard problems, during which students acquire new knowledge and acquire skills and abilities of creative activity, which is very important for engineer. Is not it? That is why, in the 1980s, they "remembered" about problem-based learning, and higher authorities sent appropriate "circulars" to universities and technical schools on the need to use problem-based learning in higher and secondary specialized educational institutions.

However, despite the instructional letters from above, the technology of problem learning was slowly introduced into the educational process, because, like everything in life, it had its advantages and disadvantages. (Remember the joke: God created man, and the devil slipped his appendix? Or another example, the antonymy of language: good - bad, boring - fun, etc.)

The advantages of problem-based learning are, first of all, great opportunities for the development of attention, observation, activation of thinking, activation of the cognitive activity of students; it develops independence, responsibility, criticality and self-criticism, initiative, non-standard thinking, caution and decisiveness, etc. In addition, which is very important, problem learning ensures the strength of the acquired knowledge, because it is obtained in independent activity, this is, firstly, and, secondly, here the interesting “effect of unfinished action” known in psychology, discovered by B.V. Zeigarnik, is triggered. ... Its essence is that actions that were started but not completed are remembered better: “between the beginning of the action and the expected result, an actual connection is maintained, and we are tormented by the unfinished, I remember the unfinished one. It is always alive in us, always in the present. " An example of this is an experiment conducted by teachers of the Department of Pedagogy and Pedagogical Psychology at Moscow State University: students were offered a problem. In the case when they solved it to the end, the next day they hardly remembered the condition of the problem, the course of the solution, etc. If they were told: “Enough, enough for today,” that is, the problem remained unsolved, the next day the students remembered well the condition and the beginning of the solution of this problem, although the day before they were not warned about the need to solve it to the end. This is the effect of an unfinished action. Does this mean that we also need to start and not finish solving a problem? Of course not. If the task can be solved in the time allotted to us, then it, naturally, must be brought to the end. But problem learning is about exploration and therefore involves a time-consuming problem solving. A person finds himself in a situation like an agent solving a creative problem or problem. He constantly thinks about it and does not leave this state until he solves it. It is due to this incompleteness that solid knowledge, skills and abilities are formed.

The disadvantages of problem-based learning include the fact that it always causes difficulty for the student in educational process, therefore, it takes much more time to comprehend it and find ways to solve it than with traditional teaching... In addition, as in programmed teaching, the development of a problem-based learning technology requires a great pedagogical skill and a lot of time from the teacher. Apparently, it is precisely these circumstances that do not allow the widespread use of problem learning. But you need to strive for it, and everyone good teacher it is used because problem learning is associated with research and, therefore, differs from traditional learning, "since any research is a process of acquiring new knowledge, and learning is a process of transferring already known knowledge." It remains to add that problem learning meets the requirements of the day: teach by research, research by teaching. This is the only way to form a creative personality, that is, to fulfill the super task of our pedagogical work.

2. Business games

The pedagogical essence of business games is to activate thinking, increase the independence of the future specialist, bring in the spirit of creativity in learning, bring it closer to vocational guidance, this is what brings business games closer to the technology of problem-based learning, but the main thing is to prepare students for practical professional activity. In problem learning, the main question is "why", and in business games - "what would happen if ..."

Naturally, business games must be prepared, keeping in mind not only the material itself, but also the students. It is recommended to start with simulation exercises. They differ from a business game in a smaller volume and limited tasks. For example: who is better able to use uniform rates and prices? Who will pay less for the use of production assets?

Simulation exercises are closer to educational than business games. Their goal is to provide students with the opportunity in a creative environment to consolidate certain skills, to focus on any important concept, category, law. The condition must contain a mandatory contradiction, i.e. there is already an element of problematicity in the simulation exercise.

After the simulation exercises, you can move on to role-playing or business games. In the educational process of a university, purely conditionally, this type of training can be called a business game. Rather, it is a role-playing game, since the student does not yet fully master his specialty. A business game, in my opinion, is the replay of a particular situation by specialists. Their purpose is to define a process or its outcome. The purpose of role-playing (or, conditionally, business) games is to form certain skills and abilities of students in their active creative process. The social significance of business (role-playing) games is that in the process of solving certain problems, not only knowledge is activated, but also collective forms of communication develop.

Game elements of two types are usually used:

General situational tasks in the psychology and ethics of management associated with the solution of certain industrial conflicts;

Highly specialized tasks related to the content of a particular majoring subject.

Tasks of the teacher:

Select the necessary situations-illustrations based on specific material and situations-problems;

To prepare didactic material: task cards for everyone, it is possible with a hint about the nature of his activity;

Select subgroups of students (3-4 people);

Set a task (problem) on which the group should express its point of view, for example: the opinion of the foreman, worker, foreman, head of the section, etc. on a controversial issue about how to gain the trust of the team members;

Think over the expected answers and cues;

Show interest in students, constant attention, etc.

Here, as in problem learning, all didactic methods can be used: explanatory and illustrative, reproductive, problem presentation, partially exploratory, research.

Positive aspects of using business games:

As a rule, students feel pleasure, there is high motivation, emotional saturation of the learning process;

Preparation for professional activity takes place, knowledge-skills are formed, i.e. students learn to apply their knowledge;

Post-game discussion helps reinforce knowledge;

Operational communication (external and internal).

Negative sides:

High labor intensity of preparation for the lesson (for the teacher);

The teacher must be an attentive and benevolent director during the entire game, and there can be several groups at the same time;

Great tension for the teacher, as he is focused on continuous creative search. In addition, the teacher must also be an actor (have acting skills);

Unwillingness of students to work using a business game;

Not all teachers themselves know how to conduct a business game;

Difficulties with replacing the teacher who conducted business games.

General principles of organizing a business game:

1. Division of students into groups of 3-8 people.

2. Unlimited number of participating groups.

3. A clear idea of each group member about their responsibilities.

4. Business game should be limited in time (class, week, etc.).

5. Obligatory analysis of the game after its completion.

The business game involves achieving both. educational and educational goals of a collective nature based on acquaintance with the real; organization of work in industry, economy, etc.

Expected efficiency:

1) cognitive: in the process of a business game, students get acquainted with the dialectical methods of researching an issue (problem), the organization of the work of the team, the functions of their "position" by personal example;

2) educational: in the process of a business game, the consciousness of its participants' belonging to the team is formed; the degree of participation of each of them in the work is determined jointly; there is a sense of the interconnection of the participants in solving common problems; all issues are collectively discussed, which forms criticality, restraint, respect for the opinion of others, attentiveness to playmates;

3) developing: in the process of a business game, they develop logical thinking, the ability to search for answers to the questions posed, speech, speech etiquette, the ability to communicate during the discussion.

Business games are based on the principles of teamwork, practical utility, democracy, transparency, competition, maximum employment of everyone and unlimited prospects for creative activity within the framework of a business game.

A business game can last not only in one lesson, but also for a longer time. For example, a business game to develop self-government or a business game "Duty", which a teacher from one of Novocherkassk colleges played during the semester, turning an uninteresting lesson for students into an interesting business game. The group is divided into subgroups of 5-7 people. Each subgroup is on duty for one week (first, second, etc.). In a subgroup, everyone has their own responsibilities. The foreman ensures the organization of work, is responsible for everything to the head of the group. The foreman's assistant assists him, replaces him, conducts part of the work. The professional organizer of the brigade is the assistant to the trade union organizer of the group, as well as the foreman in organizing labor discipline, the leisure of the brigade, the physical organizer of the brigade is the assistant to the physical organizer of the group, provides sports competitions with each other in the brigade and between the brigades. A safety and sanitation instructor provides it all. The superintendent of the brigade provides it with inventory, monitors the condition of the premises and makes the necessary minor repairs. The controller - the accountant of the brigade - ensures quality control of the work performed by the brigade, helps the foreman in accounting for the work of each member of the brigade. As you can see, responsibilities are clearly assigned. Since the results of the business game were discussed at the end of each week, the “acceptance certificate” of the premises and inventory was filled out. Students were accustomed to order, acquired the skills that they will need in their future professional activity as a master of industrial training in a vocational school.

Business games also became fashionable in the 1980s. There are many works devoted to them. Business games were often called a teaching method, but this is not a method, but a teaching technology that uses, as already mentioned, all general didactic teaching methods.

3. Modular training

In the late 80s - early 90s of the XX century. another term from the field of technical sciences “breaks in” into pedagogy, namely “module”. They began to talk and write about the "principle of modular learning", " modular system education ", etc. Let's see what it is.

The word "modulus" (from the Latin modulus - "measure") has three meanings:

1) in the exact sciences - the name given to any particularly important coefficient or value;

2) in mathematics, the module of the system of logarithms is used, i.e. constant factor for the logarithms of one system;

3) a unit of measure, for example, in architecture, a part of a building that serves as a unit of measurement to give proportionality to the building as a whole and its parts; in classical architecture, the module is usually equal to the radius or diameter of the column at its base.

In pedagogy, a module is viewed as an important part of the entire system, without which the didactic system does not "work" without knowing it. By its content, it is a complete, logically complete block. It often overlaps with the topic of discipline. However, unlike the topic, everything in the module is measured, everything is assessed: assignment, work, student attendance at a lesson, starting, intermediate and final level of students. The module clearly defines the learning objectives, tasks and levels of study of this module, the skills and abilities are named. As in programmed learning, in modular learning everything is also pre-programmed: not only the sequence of studying the educational material, but also the level of its assimilation and control of the assimilation quality.

A selected list of basic concepts, skills and abilities for each module should be brought to the attention of students. They should know their thesaurus (i.e., the circle of knowledge, skills and abilities), with an assigned grade or number of points in accordance with the quantitative measure of the quality of mastering educational material specified in the module.

On the basis of the thesaurus, questions and tasks are compiled, covering all types of work in the module, and are submitted for control (usually a test) after studying the module.

The entire course can contain at least three modules. A course project, work or assignment are independent modules that are completed throughout the semester. The cycle can also be considered as an independent module. laboratory work if their implementation does not coincide in time with the study of the material of the module.

When developing a modular training technology for special disciplines in technical higher and secondary specialized educational institutions, it is important that each module gives a completely definite independent portion of engineering knowledge, forms the skills necessary for an engineer and thereby develops the engineering abilities of students. After studying each module, according to the test results, the teacher gives the students the necessary recommendations. By the number of points scored by a student out of the possible, he himself can judge the degree of his advancement.

Thus, modular training is necessarily associated with a rating assessment of the cognitive activity of students, thereby contributing to an increase in the quality of education. However, not every rating system allows this. Chosen arbitrarily, without evidence of its effectiveness and even expediency, it can lead to formalism in the organization of the educational process.

In order to expand the teacher's capabilities to differentiate the assessment of students' knowledge and skills, it is recommended, using the results of modular control, to determine the indicator of the quality of student training on a scale of 0 - 5 with a step of at least 0.10. Such an indicator will allow assessing even weak knowledge of those students who have not yet reached the required level, but study with diligence.The transition from a quality indicator to an assessment is carried out as follows:

Modular training programs are formed as a set of modules. When determining the overall grade for the course, the results of the rating are included in it with the appropriate weighting coefficients established by the department. The sum of the weighting factors, including the exam factor, must be equal to one:

Mi +? e = 1.

After the end of the semester, on the basis of modular assessments, the total semester grade is determined, which is taken into account when determining the results of the final control in the subject. The semester grade is defined as a weighted average:

S c = ?? mi S mi

?? mi

where S c, S mi - semester and module assessments, respectively;

? mi - weighting factors;

n is the number of modules per semester.

Students can only improve modular grades during the semester; they cannot be promoted on the exam. Students can improve the overall grade only through the examination, which includes the quality of answers to additional questions.

Overall mark for the course S g = ?? mi S mi +? S e, where S e,? e - examination score and its weight coefficient. When conducting the final control of the exam, the questions should be generalized, reflect the basic concepts of the course, and not repeat the questions of modular control, and students must familiarize themselves with the examination questions in advance.

As you can see, modular training is a clear teaching technology based on scientifically grounded data, which does not allow impromptu, as is possible in traditional teaching, and the rating assessment of student training allows more confidence to characterize the quality of his engineering training.

On behalf of the Ministry of Higher and Secondary Specialized Education of the RSFSR, three Russian universities: the Moscow Power Engineering Institute, the Ivanovo Textile Institute and the Taganrog Radio Engineering Institute, taking modular training as a basis, tried to develop a new learning technology - RHYTHM, i.e., the development of individual creative thinking students. Dividing the 36-week academic year into 6 cycles, here every sixth week, students were freed from all types of current classes, completely giving it up for their intensive independent work and intermediate control of knowledge according to the modular structure of the course. A well-developed rating assessment of knowledge was carried out at the following levels: starting, technical, creative, theoretical and synthesis. Naturally, such training was carried out in all disciplines at the university by all teachers. And this gave positive results, although not everyone liked the modular training and rating assessment of knowledge, since new technology as laborious for the teacher as programmed and problem-based training, as well as business games, and requires great professionalism from him. A lot of preparatory work needed to prepare banks creative assignments, batteries of tests, assessment of knowledge, tests, etc. based on the rating system. In general, we need a clear program of training and control, a rejection of authoritarianism and a transition to the pedagogy of cooperation, which is based on subject-subject relations.

On the other hand, RHYTHM brings positive results to students. Thanks to this teaching technology, adaptation of first-year students to university studies is more successful than with traditional teaching, thanks to the peculiarities of the RHYTHM system, which includes modular course design, cyclical organization of the educational process, level training, and a rating system for assessing the result learning activities and student learning, carried out by the test method, the absence of traditional test and examination sessions.

4. Waldorf pedagogy

Waldorf pedagogy is a peculiar form of education that developed in Germany. In 1919, workers of the Waldorf Astoria tobacco factory (hence the name) in Stuttgart, together with the director of the factory, suggested the German scientist Rudolf Steiner (1861-1925) to create a school for their children. R. Steiner, a follower of Goethe's natural philosophy, wrote and published 300 volumes of works on many branches of science and art: medicine, cosmology, history of religion, architecture, sculpture, of which 25 volumes are devoted to pedagogy and education: "General doctrine of man as the basis of pedagogy" ... He was an erudite man, a prominent scientist, Andrei Bely, Mikhail Chekhov and others collaborated with him. It was he who created the first school, which, in accordance with the principles of alternative pedagogy, can be classified as a type of so-called free schools. It is based on man as a spiritual being. The essence of the Waldorf technology of education is the development of a person's ability to feel, that is, the education of feelings, the formation of artistic taste, the ability to create creatively on the basis of knowledge of nature. (Not bad, right?) It was a bold move in the post-World War I decadent climate. The main thing is not the needs of production or the socio-political situation that determined the goals and content of education, but a person, his capabilities and needs are the leading principles of the content of education / 98, p. 40 /. (How modern it sounds!) Soviet time school teachers and teachers of universities and colleges were servants of the state, for whom the state order was important, and Waldorf teachers were "servants of the child", not "servants of society." Therefore, they say that "The Waldorf School is not a school of worldview."

The Waldorf School is organizationally different from the traditional schools. It operates on the basis of self-government, there is no director, the school is run by the teaching staff, and parents are involved in the life of the school. The school is free from centralized government regulation.

Now in Germany, 1% of students study in Waldorf schools. Education there is paid, differentiated (for low-paid parents, the fee is lower). The teacher's salary is also differentiated. Schools are independent, but the state supports them and assumes about 70-80% of the total costs, without interfering in the learning process. “In the“ classical ”Waldorf schools, education lasts 12 years. Those wishing to enter the university graduate from the 13th, "entrant" class. The percentage of university applicants is lower, and sometimes slightly higher than that of graduates from regular public schools. "

Features of the Waldorf school: from the 1st to the 8th grade, all classes are taught by one teacher, there is no hard curriculum, no marks are put, meaningful evaluative characteristics are used. After the 8th grade, classes are taught by subject teachers. The organization of classes is also different. The first two morning hours are studied one general education subject(mathematics or zoology, etc.). No other subject is taught on this day, but this subject will be studied daily for 3-6 weeks, which creates the so-called "era". (Sounds like modular learning?) academic year maybe, for example, 1 "era" in chemistry, 2 - in literature, etc. After two hours of the "era" classes are held in the areas of the artistic cycle (drawing, music, eurythmy), as well as foreign languages(there are two of them). These activities are not related to classroom sitting.

R. Steiner set his pedagogical goal to “reveal the“ secret ”forces of a person with the help of a system of special exercises (eurythmy, music, performances of mysteries, meditation, etc." euphony "), ie the uniformity of rhythm in music, dances and speech is studied. Aesthetic education permeates all subjects, even" the teaching of subjects in the natural-mathematical cycle is conducted by a class teacher not traditionally, but on a figurative-aesthetic basis (Goetheanism) " ...

Labor education occupies an important place in the Waldorf school: book binding; carpentry; wood carving; knitting; modeling; sewing dolls, costumes, etc. Boys learn to work in a forge, work the land, grind grain, lay ovens, bake bread.

Thus, the Waldorf school is different from the traditional ones. She found her followers not only in Germany, but also in Holland, Switzerland, Scandinavia, England, Austria, USA, South America, as well as in Russia, in St. Petersburg, for example. There is school # 22 in Novocherkassk, which teaches children using Waldorf pedagogy.

What can we borrow from the Waldorf School, which has become an international cultural and educational movement? First of all, personality-oriented pedagogy, humanization and humanization of education, development of students' abilities to feel the world around them.

The concept of a pedagogical form. Classification of pedagogical forms