- My son moved to another university and quite happy calls me on the phone: “Mom, it turns out, The History of the Theater can be amazingly interesting! We have such a great teacher! "
- Physics was given to me by incredible efforts, and then came to us new teacher... We called him Mukhontik, he was not tall and somehow imperceptibly similar to Shurik from "Operation Y". But he explained that I understood physics!
- Your example _________
Hence the conclusion that the matter is not in information, but in how this information is presented.
By the nature of my work, I have seen many options for conducting training seminars, trainings and master classes. And, unfortunately, quite often the effectiveness of staff training was, at best, 20%. Why? The answer came from a survey of teaching staff. They said: “I gave all the information”, “He was trained”, “He has all the information”, “They showed everything to him” ...
An ineffective teaching approach looks like this:
- We assume that the trainee initially has an empty head (like a saucepan), capable of simultaneously containing a huge amount of information.
- We begin to fill the trainee's head with information, showing and telling in a long monologue everything that we know about the subject of study. And we know a lot!
- Everything that does not fit in the head, we give the trainee on paper and on an electronic medium for independent reading, and we are sure that this information has been mastered by him.
- Result. After training, the trainee becomes (or does not become) a specialist with quiet steps and through bitter experience of trial and error.
- A different path was needed, based on modern methods and approaches to teaching adults, on the ability to take into account work human brain, the information capacity of which is really impressive and reaches from 10 to 100 terabytes!
- It is necessary to gain access to this powerful system, fill the cells with valuable information, prevent rejection, translate information into actions, consolidate actions so that they turn into skills and, having received feedback, evaluate the results of your work!
How to effectively communicate information to the brain?
In the middle of the last century, they spent interesting experiment... Chimpanzee Vicki, who was five years old, and children of the same age were asked logic puzzles. Vicki coped with them as well as children! But how can this be explained? After all, the monkey did not understand what they were saying to her, and, of course, did not speak herself. Nevertheless, she grasped the meaning of the problems and solved them.
In 1916, the scientist William FERNISSES with great work I was able to teach the orangutan to pronounce two words - dad and a cup. After that, the monkey did not become smarter, just as it was not more stupid before it began to "talk." This means that speech is not an obligatory tool for learning and assimilating new information?
The conclusions of specialists studying brain processes are shocking: speech helps to convey information, but to deeply assimilate new things does not. Even interferes! The visual image, smells, taste, sound are more important for the brain. And words are secondary. For example, when we hear the word "apple", the brain restores the connection between the word and the image of a real apple, as if it remembers what it is. Double work! The brain is not interested in words, but in the objects themselves and the interaction between them.
Is it any wonder that the American educator Edgar DALE declared in 1969 that lectures and reading manuals are the least effective teaching methods. After all, these are just words. Therefore, if you want to teach effectively, be guided by the DALE cone, let the brain "see" objects and their interactions.
Analyze real situations and mistakes. And in the process, let's give a theory. Not the other way around!
The theory should not be given before practical training, but in the process of practical training or after it! The task of the theory is to help understand HOW to do practical actions correctly in order to achieve a result.
Take learning Photoshop, for example. Many of us have voluminous books at home with examples and theory. Many of us have suffered with these books and found ourselves a teacher. I really hope that you are good. So that's it. Most effective method learning this program is the implementation of small specific tasks, as a result of which we get some kind of result: a picture, a header for a blog, etc. In the process of execution, we get acquainted with the theory.
The digestibility of the material increases several times! On the Dale cone, that's the 90% level!
An effective learning approach
Thus, we solve the main problem of effective educational process: getting new skills or improving previous ones.
With each new course of study, the student rises one step higher and acquires new knowledge and new skills.
Learning is over when the student has shown the ability for NEW ACTIONS!
Daily control
Your students need to understand what needs to be done with the information they receive. Having information and not knowing how to apply it means sitting on a yacht, but not being able to manage it. Will you sail far away? Learn to distinguish between knowledge and skills. “I know” and “I can” are different things! Therefore, it is important to understand what the student lacks: knowledge or skills.
However, in our correct formula the trick is sewn up! How many times have you seen the picture that the seller knows a lot, can do even more, but ... DOESN'T SELL! Standing on the yacht next to the steering wheel and swaying lazily! It means that he does not want, there is no desire. Here it is, this magic word: MOTIVATION! Later we will talk about it in detail, but now we will insert this energy button into our formula and get:
But it turns out that there is another tricky concept that is closely related to thermodynamics (hello Mukhontik!). Each system strives to return to its original state.
Translated into human language. Any change, including the formation of new skills, is a process, not an act of awareness. In order to replace old habits with new ones, you need:
- Daily practice.
- Gradual displacement and replacement of old habits with new ones.
- Time. At least 21 days of daily practice and self-control.
And here, attention (!), Do not relax! The system will begin to strive to its comfort zone, to its original state, a feedback loop will start working and old habits will solemnly return! Curtain!
What to do? Read the book by I. Pintosevich "" and get acquainted with the "Algorithm for saving positive changes"! And then you will understand HOW to save everything that you have taught.
"Modern teaching methods"
Plan
- Teaching methods: concept, essence, classification.
1. Teaching methods: concept, essence, classification.
Federal state educational standard(hereinafter - FSES) significantly changed the vector of education, giving priority to the student's activities.
- connection with a change in the direction, goals and objectives of teaching and upbringing, the methods of constructing the lesson and the content of the educational process must also change. However, the role of traditional teaching methods and techniques should not be diminished.
The teaching method is a very complex and ambiguous concept. Until now, scientists have not come to a common understanding and interpretation of the essence of this pedagogical category. Despite the different definitions, it is possible to note something in common that brings the points of view closer together. It is about that in Lately most authors tend to consider the teaching method as a
by way of organizing educational and cognitive activities of students.
I.F. Kharlamov, along with the organization of the educational activities of students, singles out the teaching work of the teacher in the methods, puts the teacher's activity in the first place. In his opinion, the teaching method organically includes the teaching work of the teacher (presentation, explanation of the material being studied) and the organization of active educational and cognitive activities of students.
Other authors rightly point out that the methods of the teaching activity of the teacher (teaching) and the methods of the educational activity of the students (teaching) are closely related. In their opinion, the method in the learning process acts as a way of interconnected activities of the teacher and students to achieve certain pedagogical goals. Highlighting this relationship, Yu.K. Babansky gave the following definition: "The teaching method is the method of orderly interconnected activities of the teacher and students, aimed at solving educational problems."
A definition has become widespread, in which not only the relationship between the activities of a teacher and a student is highlighted, but equality and
the equivalence of both parties in organized activities. So, according to N.V. Savina, "teaching methods are ways of joint activities of a teacher and students, aimed at solving learning problems."
The fourth group of authors believes that both the teaching activity of the teacher in organizing and ensuring the educational activities of students, and the joint activity of the teacher and students themselves are only means of teaching. The main task of the teacher is
- to include the student in the learning process and help organize learning activities... That is why T. A. Ilyina considers the teaching method as "a way of organizing the cognitive activity of students."
Thus, teaching methods are ways of organizing the student's educational and cognitive activities with predetermined tasks, levels of cognitive activity, learning activities and expected results to achieve didactic
ical goals.
There are also different classifications teaching methods, the variety of which depends on the classification principle (table 1).
Table 1 |
||
Classification of teaching methods |
||
Criterion, | Types of methods |
|
classification | specificity | |
classification | ||
E.V. Perovsky | Source of knowledge | 1. Verbal (lecture, teacher's story, conversation, |
E. Ya. Golant | work with a book, educational text); |
|
2. Visual (demonstration of paintings, dummies, |
||
films and filmstrips, herbariums, etc.); |
||
3. Practical (performing an experiment, experiment, |
||
research work, laboratory work, |
||
exercises, drawing up tables, graphs, |
||
diagrams, taking measurements on the ground, |
||
manufacturing of the device, etc.). |
||
M.N. Skatkin | Character | 1. Explanatory and illustrative, or |
AND I. Lerner | cognitive | information-receptive, method, basic |
activities | whose purpose is to organize |
|
students on | assimilation of knowledge by students in a finished form. |
|
assimilation | 2. Reproductive method, the main feature |
|
which is reproduction and repetition |
||
education | ways of working on the teacher's assignments. The |
|
the method characterizes not only the activity |
||
student, but also assumes organizing, |
||
stimulating activity of the teacher. |
||
3. Problematic presentation (used by the main |
||
way at a lecture, while working with a book, |
||
experimentation, etc.) is that |
||
the teacher poses a problem, solves it himself, showing |
||
at the same time, the solution is in its true, but |
||
contradictions available to students. |
||
4. Partial search, or heuristic, method |
||
is that the teacher organizes the participation |
||
schoolchildren in performing individual stages of the search, |
||
constructs a task, breaks it down into |
||
auxiliary, outlines search steps, and students |
||
carry it out independently, updating |
||
available knowledge, motivating their actions. This |
||
the method includes independent work of students, |
||
conversation, lectures, etc. |
||
5. The research method is defined as |
||
way of organizing the search engine, creative |
||
activities of students to solve new for them |
||
problems. This method is designed to provide creative |
||
application of knowledge, mastering the methods of scientific |
||
knowledge in the process of searching for these methods and |
||
applying them. |
||
V. Okon | Differentiation and | 1. Methods of assimilation of knowledge. These include conversation, |
diversity | discussion, lecture, work with a book, |
|
teacher's actions and | programmed learning. |
|
his students | 2. Methods of self-acquisition of knowledge |
|
based on the use of problematic methods |
||
learning. They stimulate student interest, |
||
make them analyze the situation, highlighting |
||
known and unknown data. |
||
3. Evaluation (exposure) methods |
||
characterized by a richness of varieties, among |
||
which stand out impressive |
||
and expressive methods. |
||
4. Methods for the implementation of creative tasks can |
||
be based on the management of the lessons, during |
||
which students do woodwork, |
||
glass, metal or work with plastic |
||
in masses, make fabrics, bind books, |
||
grow plants, animals, equip |
||
school playgrounds or work in rural |
||
farm. |
||
M.I. Makhmutov | Difference of concepts | Teaching Methods |
"Teaching" and | 1.Information-reporting method (message |
|
"Teaching" and | without sufficient explanation, generalization, |
|
respectively | systematization). |
|
the concept of "method | 2.Explanatory teaching method (disclosure |
|
teaching "and | essence of a new concept with the help of a word, |
|
"Teaching method" | practical actions). |
|
which in | 3. Instructive and practical teaching method |
the aggregate | characterized by the indication of the teacher to the students, |
|
make up | what kind practical work They have to |
|
"Binary methods | fulfill. |
|
training ". | 4.Explanatory-incentive method |
|
teaching (teaching material partially |
||
explained by the teacher, and partly given to students in |
||
the form of problem-cognitive tasks). |
||
5. Incentive teaching method (setting |
||
teacher of problematic issues and tasks in front of |
||
students), that is, the organization of their independent |
||
research activities. |
||
Teaching Methods |
||
1. Performing teaching method (memorization without |
||
critical analysis and reflection). |
||
2.Reproductive teaching method (understanding |
||
explanations of the teacher by the student and conscious |
||
assimilation of knowledge by them). |
||
3.Productive-practical method (working out |
||
skills of practical actions; activities for |
||
invention; execution of orders |
||
organizational and practical). |
||
4.Partial-search method of teaching (combination |
||
the student's perception of the teacher's explanations from his |
||
search activity). |
||
5. The search method of teaching (the student independently |
||
discovers and assimilates new knowledge through |
||
statement of educational problems and their solutions, or |
||
looking for ways to solve a practical problem). |
||
Yu.K. Babansky | Holistic approach | 1. Methods of organizing and implementing educational |
to activity | ||
the process of mediation is provided by the personality |
||
2. Methods of stimulating and motivating educational |
||
cognitive activities, thanks to which |
||
the most important control functions are provided |
||
educational activity, its cognitive, volitional and |
||
emotional revitalization. |
||
3. Methods of control and self-control of efficiency |
||
educational and cognitive activities, thanks to |
||
which teachers and students carry out functions |
||
control and self-control during training. |
- Traditional and modern teaching methods.
The most popular teaching methods used in the educational process, as well as their main characteristics, are included in Table 2.
table 2 |
||
Traditional and modern teaching methods |
||
Method characteristic | Dignity | Flaws |
The lecture is oral | Students are guided in | There is no feedback |
form of transmission | large arrays | from students, no |
information in progress | information in the classroom | opportunities to take them into account |
which apply | is present, as a rule, | initial level of knowledge |
visual aids | a large number of | and skills, and classes are tough |
students, and the teacher can | depend on timetables and |
|
easy to control | charts |
|
consistency of its | ||
expositions | ||
The workshop is | The ability to take into account and | A small amount of |
joint discussion | supervise the teacher | students in class and |
educators and students | level of knowledge and skills | requirement for |
study issues and search | students, set | educator of high |
ways to address certain | link between workshop topic | communication skills |
tasks | and available to students | |
experience | ||
Training is such a method | The opportunity to explore | Upon graduation, students |
learning based on | problem from different points | must be accompanied and |
is a practical | vision and catch its subtleties | get support, otherwise |
side of pedagogical | and nuances, prepare | acquired skills and |
process, and theoretical | learners for action in | skills will be lost |
aspect has only | life situations, and | |
secondary importance | also increase their | |
motivation and create | ||
positive | ||
emotional climate | ||
Modular training is | Selectivity, flexibility and | Study material can |
breakdown of training | possibility of rearrangement | be learned separately and |
information for several | its components - modules | will become incomplete |
relatively | ||
independent parts, | ||
called modules | ||
Distance learning | Involvement opportunity | High requirements for |
||||
involves application in | a large number of students, | technical equipment |
||||
pedagogical process | the opportunity to study at | |||||
telecommunication | home, choice | lack of visual |
||||
means to enable | learners most | contact between the teacher and |
||||
a teacher to teach students, | the right time for | the student and, as a result, |
||||
being on a large | classes and the opportunity | reduced motivation with |
||||
distance | transfer results | sides of the latter |
||||
learning process at | ||||||
various electronic | ||||||
carriers | ||||||
Value method | Facilitating adaptation | Student if teacher |
||||
orientation serves for | students to conditions | embellished any |
||||
instilling values | real life and | moments maybe |
||||
students and familiarizing them | the requirements of society or | disappointed in the received |
||||
with social and | activities | information when |
||||
cultural traditions and | will face a valid |
|||||
the rules | state of affairs |
|||||
Coaching (more commonly | Introduction of students to | The process of recruiting teachers |
||||
for | US | form | study area | (in this case, coaches) |
||
mentoring) represents | carried out with | requires them to have |
||||
by myself | individual | or | maximum impact, | the highest |
||
collective | control | their motivation increases, | communicative, |
|||
teachers or more experienced | developing cognitive | personal and |
||||
students less | experienced, | interest formed | professional |
|||
their adaptation to personal | unique skills and abilities | skills and qualities |
||||
development | comprehend | |||||
knowledge | skills | on | ||||
research topic | ||||||
The meaning of role-playing games is | Enhance reflection | Unable to reveal |
||||
student performance | students improve their | deep motives, |
||||
established roles in | understanding the motives for action | motivating people |
||||
conditions that meet | other people reduce | make decisions in life |
||||
tasks of the game created in | number | and professional |
||||
within the research topic | common mistakes | activities |
||||
or subject | committed in real | |||||
situations | ||||||
The essence of the business game method | Provide an opportunity to spend | Necessity is mandatory |
||||
consists in modeling | comprehensive study | create a game scenario, |
||||
all kinds of situations or | problems, prepare | requirement for the highest |
||||
particularities of the sides | ways to solve it and | teacher qualifications |
activities that | apply them | with regard to |
refers to the topic under study | situations of problems and |
|
or discipline | need to own |
|
high skills |
||
communications |
||
The essence of the method "action on | Conforms to specific | For student activities |
sample "is reduced to | situations within | may affect |
demonstrating behavioral | the topic under study, as well as | negative attitudes, |
model, which is | takes into account individual | personality related |
an example for behavior, | student characteristics | trainer, but not associated with |
completing assignments and | ||
imitation in mastered | method |
|
areas | ||
Based on the requirements of the method | Allows the student | Possibility of difficulties in |
pair work, one | get objective | connection with personal |
the student is paired with | evaluating their performance and | incompatibility of partners |
others, thereby | come to understand their | |
guaranteeing receipt | disadvantages | |
feedback and ratings from | ||
parties in the process of mastering | ||
new activities | ||
Reflection method | Students develop | Field of activity |
involves the creation | self-skill | students representing |
necessary conditions | decision making and | a problematic |
independent | the topic they are studying or |
|
comprehending the material | skill is being honed | discipline is limited, and |
learners and | planning and achievement | getting and honing |
their ability to enter | goals, the feeling of | happens exclusively |
active research | responsibility for their | empirically, i.e. |
position in relation | actions | through trial and error |
studied material | ||
The rotation method consists of | Favorably affects | Overvoltage |
securing students in | motivating students, | students in cases |
during the lesson or lesson | contributes to overcoming | when they are presented |
different roles thanks to | negative effects | new and unfamiliar |
what can they get | routine activities and | requirements |
versatile experience | broadening one's horizons and | |
psychological reasons |
||
an experienced student (or | communication skills | decision-making by their |
group) in order to | more experienced partner |
|
take possession of strangers | ||
skills and abilities | ||
The mythologem method | Formation into learners | Reduced attention to |
implies searching | attitudes towards creative | logic and rational |
unusual ways | search for solutions to problems, | calculated actions in |
solutions to problems that | development of creative | real conditions |
arise in real | thinking, and decline | |
conditions | level of anxiety | |
students in their | ||
colliding with new | ||
tasks and problems | ||
- The specifics of modern teaching methods.
Thus, within the framework of the implementation of the Federal State Educational Standard, the following teaching methods can be used. Passive when the teacher is dominant and the students are passive. Such methods within the framework of the Federal State Educational Standard are recognized as the least effective, although they are used in individual lessons of a teaching type. The most common passive technique is lecture. Active methods, in which the teacher and student act as equal participants in the lesson, have
vector teacher student. The most effective are interactive methods in which students interact not only with the teacher, but also with each other. Vector: teacher apprentice apprentice.
Within the framework of the Federal State Educational Standard, it is supposed to use active and interactive methods, as more effective and efficient, including:
Case method. The situation is set (real or as close as possible to reality). Students should investigate the situation, suggest options for resolving it, choose the best possible solution.
The project method involves an independent analysis of a given situation and the ability to find a solution to a problem. The project method combines research, search, creative methods and teaching methods according to the Federal State Educational Standard.
Problem method - involves the formulation of a problem (problem situation, problem issue) and the search for solutions to this problem through the analysis of similar situations (questions, phenomena).
The method of developing critical thinking through reading and writing is a method aimed at developing critical (independent, creative, logical) thinking.
Heuristic method - combines various game techniques in the form of contests, business and role-playing games, competitions, research.
The exploratory method echoes the problem-based teaching method. Only here the teacher himself formulates the problem. The task of the students is to organize research work to study the problem.
Method modular learning- the content of training is divided into didactic blocks-modules. The size of each module is determined by the topic, learning objectives, profile differentiation of students, and their choice.
We invite you to get acquainted with a group of interesting author's methods that can be used both in primary school and at other levels of education.
The method of advancing learning, developed by S. N. Lysenkova, has been giving positive results in primary school for many years. One of its most important components is commented management, which is an important point in organizing the work of students in the classroom. “Teaching children to think out loud” is one of the principles of S.N. Lysenkova and one of the feedback elements. The classroom activities in the lesson are led not only by the teacher, but also by the student, thinking aloud and leading the entire class. Commented control begins from the first day of school, from the first steps (writing elements of letters, numbers, pronouncing words, solving simple examples, problems). A clear rhythm a brief description of, the argumentation of the elements when commenting, ensure the availability of the assignment by each student in the class. The term "lead" entered the lesson instead of the traditional and very scary for little ones "answer".
Another important factor in the advance learning method is the teacher's use of support circuits. The scheme is the support of the student's thought, his practical activity, the connecting link between the teacher and the student. Reference schemes are conclusions drawn in the form of tables, cards, typesetting canvas, drawing, drawing, which are born at the time of explanation. Support schemes differ from traditional visualization, being the support of thought and action.
Another aspect of the advanced learning method is the implementation of the principle of forward-looking learning. The material for advanced training is taken from the textbook, and additional micro-exercises are also used, which concretize and develop the topic.
The study of difficult topics is carried out in three stages sequentially, from simple to complex with all the necessary transitions, and ends with the development of the skill of practical action. So, at the first stage, there is an acquaintance with new concepts, the disclosure of the topic. Evidence-based speech is developed on the basis of the support schemes, various exercises are performed using commented control. At this stage, strong students are usually active. At the second stage, the concepts are clarified, and the material on the topic is generalized. Children are guided in the generalization scheme, master the proofs, successfully cope with the tasks, which for the first time at this time are offered as independent ones. It is at this stage that the lead takes place. In the third step, the saved time is used. During this period, the supporting schemes are removed, the skill of practical action is formed and the opportunity for further perspective appears.
- the basis of the method of microdiscovery, developed by E.S.Sinitsyn, is the scenario of a heuristic conversation. The next microproblem is put forward in front of the class or audience, formulated in the form of a question, to which students are asked to answer.
The difficulty of the question is carefully dosed in accordance with the principle of the wave - easy questions are replaced by questions of medium difficulty, and the latter are very difficult. Easy questions contain more suggestive information than questions of average difficulty, in difficult questions it is even less. In order to correctly answer a difficult question, the student must mobilize all his creativity. The main condition is the observance of the interrelation of neighboring issues, i.e. each subsequent question should take into account not only the content of the previous one, but also those questions and answers that constituted the essence of the dialogue much earlier. When using this teaching method, new knowledge is formed as a collection of small discoveries made by the student himself, and the teaching technology consists in directing all these small discoveries. The microdiscovery method harmoniously combines all the methods of inventive creativity: brainstorming, brainstorming, synectics and inducing psycho-intellectual activity.
The synectic method is based on the use of analogies and associations to find the required solution. Method of intensification of psycho-intellectual activity
is intended for emotional impact on the group with the help of certain techniques of the leader: his charm, artistry and "sporty" form of his logic. A teacher who uses the oral technology of the microdiscovery method in his activity expresses two functions. On the one hand, he acts as a brainstorming conductor, on the other, as an improviser.
Thus, the arsenal of traditional and modern teaching methods is very large, which provides the teacher with ample opportunities to achieve the goals of the educational process.
Methods and means of teaching, their pedagogical capabilities and conditions of application.
Plan:
The concept and essence of the method, reception and teaching rules.
Evolution of teaching methods.
Classification of teaching methods.
Means of education.
The choice of teaching methods and means.
Basic concepts: method, reception, teaching rule, teaching aids.
The concept and essence of the method, reception and teaching rules
The success of the educational process largely depends on the appliedteaching methods.
Teaching methods - these are ways of joint activities of the teacher and students, aimed at achieving their educational goals.CreatureThere are other definitions of teaching methods.
Teaching methods - these are the methods of interconnected activity of teachers and students in the implementation of the tasks of education, upbringing andVitia (Yu. K. Babansky).
Teaching methods - these are ways of teaching work of a teacher and organizingzation of educational and cognitive activities of students by solving the differencesny didactic tasks aimed at mastering the studied matterscrap (I.F. Kharlamov).
Despite the various definitions given to this concept by didactics, it is common that most authors tend to consider the methodlearning way working together teacher and students in organizationtion of educational activities.
Thus, the concept of a teaching method reflects, in interrelation, the methods and specifics of the teacher's teaching work and educational activity.students to achieve learning goals.
Widespread concepts in didactics are alsothe concepts of "teaching method" and "teaching rule".
Admission training - itcomponent or separate side of a methodlearning.The boundaries between the concepts of "method" and "reception" are very flexible and changechiva. Each teaching method consists of separate elements (hourtei, tricks). With the help of the reception, the pedagogical or educational task, but only just a stage, some part of it.
Teaching methods and methodological techniques can change places, replace each other in specific pedagogical situations. Samemethodological techniques can be used in different methods. Conversely, the same method for different instructors may includevarious techniques.
Thus, the method includes a number of techniques, but is not itselfis their simple sum.
Learning rule - itregulation or indication of howit is necessary to act in an optimal way in order to carry out the method of activity corresponding to the method.In other words,learning rule(didactic rule)- this is a specific indication of how to proceedin a typical pedagogical situation learning process.The rule acts as a descriptive, normative model of admission, and the system of rules for solving a certain problem is already a normative and descriptive one.concise model of the method.
Evolution of teaching methods
Production development levelforces and the nature of production relations affectthe goal, content, means of the pedagogical process. With their betrayalteaching methods are also changing.
In the early stages social development the transfer of social experience to the younger generations was carried out spontaneously in the process of jointactivities of children and adults. Observing and repeating adultscertain actions, mainly labor, children mastered themin the course of direct participation in life social group of which they were members. Learning methods based on imitation prevailed. By imitating adults, children mastered methods and techniques beforeeating, receiving fire, making clothes, etc.
At the heart of lestingreproductive method learning ("do like me"). This is the oldestthe teaching method from which all others have evolved.
As the accumulated knowledge expands, the complexity is masteredsimple imitation of human actions could not provide a sufficient level of assimilation of cultural experience. Since the establishment of schools,verbal methods learning. Teacher using the word forehandshaft of ready-made information to children who assimilated it. With the emergencewriting, and then printing, it became possible to express, into accumulate, transfer knowledge in a symbolic form. The word becomes headsinformation carrier, and learning from books - in a wayinteraction between teacher and student.
The books were used in different ways. In a medieval school, teacherswe mechanically memorized texts, mainly of religious content.niya. So there wasdogmatic, or catechism, method learning. Moreits perfect form is associated with the posing of questions and the presentation ofnew answers.
In the era of great discoveries and inventions, verbal methods are graduallybut they lose their significance as the only way of transferring knowledge to students. Society needed people who not only know the laws of nature, but also know how to use them in their activities. In processteaching included methods such as observation, experiment, independent work, exercise aimed at developing independence, activity, consciousness, initiative of the child. Developmentgetvisual methods learning, as well as methods to help onpractice to apply the knowledge gained.
On the edgeXIXandXXcenturies began to occupy an important placeheuristic me tod as a version of the verbal, which more fully took into account the needs andthe interests of the child, the development of his independence.
Conthe concept of "learning by doing" usingpractical methods dov learning. The main place in the learning process was given to manuallabor, practical training, as well as the work of studentswith literature, in the process of which children developed the skills of independent work, the use of their own experience. Approvedpartial but search, research methods.
Over time, more and more gainmethods problematic th training, based on the advancement of the problem and on the independentmovement of students to knowledge.Gradually society beginsto be aware that the child needs not only training, but assimilation by himZUN, but also in the development of his abilities and individualdual features. Distribution receivemethods of developing learning. Widespread introduction of technology into the educational process, computerizationtraining leads to the emergence of new methods.
The search for methods to improve the learning process remains constant. Regardless of the role assigned to one or another teaching method, none of them can be used on its own.No teaching method is universal.greasy. A variety of methods should be used in the educational process.learning.
Vmodern teaching practice uses a large number of teaching methods.There is no single classification of teaching methods. This is due to the fact that different authors in the basis of the subdivision of teaching methods intogroups and subgroups put different signs, separate aspects of the processlearning.Consider the most common classifications of training methods.cheniya.
Classification of teaching methods by the level of student activity (Go lant E.Ya.). This is one of the earliest classifications of teaching methods. According to this classification, teaching methods are divided intopassive andactive depending on the degree of involvement of the student in educational activities. TOpassiveinclude methods in which students only listen andwatching (story, lecture, explanation, excursion, demonstration, watchingn), toactive -methods of organizing independent work teachingstudents (laboratory method, practical method, work with a book).
Classification of teaching methods by source gaining knowledge (Verzi Lin N.M.). There are three sources of knowledge: word, visualization, practice. Sootresponsibly allocateverbal methods(the source of knowledge is the spoken or printed word);visual methods(sources of knowledge are observed objects, phenomena, visual aids);practical methodsdy(knowledge and skills are formed in the process of performing practicalactions).Verbal methods occupy a central place in the system of teaching methodscheniya. These includestory, explanation, conversation, discussion, lecture, workthe one with the book.The second group consists ofvisual methods learning, in which the assimilation teaching material is in substantialdependence on the used visual aids, diagrams, tables, figureskov, models, devices, technical means. Visual methods conventionallyare divided into two groups:demonstration method and illustration method.Practical teaching methods are based on practical activitiesthe number of students. The main purpose of this group of methods is to formpractical skills and abilities. Practical methods includepackconcerns, practicalandlaboratory works.This classification has become quite widespread thatassociated, obviously, with its simplicity.
Classification of teaching methods for a didactic purpose (Danilov M.A., Esipov B.P.). In this classification, the following teaching methods are distinguished:
methods of acquiring new knowledge;
methods of formation of skills and abilities;
methods of applying knowledge;
methods of consolidating and testing knowledge, abilities, skills.
As a criterion for the division of methods into groups according to this classfictions serve as learning objectives. This criterion more reflects the actionthe teacher's ability to achieve the learning goal.
Classification of teaching methods cognitive by nature students (Lerner I.Ya., Skatkin M.N.). According to this classification, teaching methods are subdivided depending onon the nature of the cognitive activity of students in the assimilation of the studied material.The following methods are distinguished:
explanatory and illustrative (informational and receptive);
reproductive;
problem statement;
partial search (heuristic);
research.
The essenceexplanatory-illustrative method is thatthe teacher communicates ready-made information by various means, and teachingthose who perceive it, realize it and fix it in memory. Message inthe teacher carries out the formation with the help spoken word(story, conversation,explanation, lecture), printed word(textbook, additional manuals), visual aids (tables, diagrams, paintings, films and film strips), practicedemonstration of methods of activity (demonstration of experience, work on a machine,method of solving the problem).Cognitive activity of students is reduced to memorizing ready-made knowledge. There is enoughas if a low level of mental activity.
Reproductive method assumes that the instructor communicates by explaininglearns knowledge in a ready-made form, and students assimilate it and can reproduce, repeat the method of activity as instructed by the teacher. Learning criterionis the correct reproduction (reproduction) of knowledge.This method provides the ability to transfer a significant amount of knowledge, skillsin the shortest possible time and with little effort. Thisthe method is characterized by the fact that it enriches knowledge, skills,form special mental operations, but does not guarantee developmentcreative abilities of students.
Problem statement method is transitional from performingTo creative activity... The essence of the problem presentation method is that the teacher poses a problem and solves it himself, showingtrain of thought in the process of cognition. At the same time, students monitor the logs.coy presentation, assimilating the stages of problem solving. In the same timethey not only perceive, realize and remember ready-made knowledge, youwater, but also follow the logic of evidence, the movement of the teacher's thought. And although students are not participants, but just observers of the course of thought, they learn to solve cognitive difficulties.
More high level cognitive activity carrieshour a search (heuristic) method. The method got its name because the students saindependently solve a complex educational problem, not from beginning to end, but partially. The teacher engages the students in the individual search steps. Part of the knowledge is communicated by the teacher, part of the students are obtained on their own, answering the questions posed orsolving problematic tasks. WITHthe importance of this method of teaching yourmeans thatnot all knowledge is offered to students in a finished form, partiallyyou need to get it yourself;the teacher's activity is to manageproblem solving process.
Research teaching method involves creative learninglearners of knowledge. Its essence is as follows:the teacher together with the students formulates the problem;students resolve it on their own;the teacher provides assistance only in case of difficultyin solving the problem.Thus, the research method is used not only to generalize knowledge, but also to ensure that the student learnsacquire knowledge, research an object or phenomenon, draw conclusions and apply the acquired knowledge and skills in life. Its essence comes downto the organization of search, creative activities of students by solvingnew problems for them.The main disadvantage of this teaching method is that it requiresno significant time costs and a high level of pedagogical qualityteacher's qualifications.
Classification of teaching methods based on a holistic approach to the process learning (Babansky Yu.K.). MThe teaching methods are divided into three groups:
methods of organization and implementation of educational and cognitive figurenost;
methods of stimulating and motivating educational and cognitive figurenost;
methods of control and self-control over the effectiveness of educational cognitiontive activities.
First group includes the following methods: perceptual (transmission and perception of educational information throughyour feelings);verbal (lecture, story, conversation, etc.);visual (demonstration, illustration);practical (experiments, exercises, assignments);logical, i.e. organization and implementation of logical operations(inductive, deductive, analogies);gnostic (research, problem-search, reproductivetive); self-management of educational activities (independent work with a book, instruments, etc.).
To the second group methods include: methods of forming interest in learning (cognitive games,educational discussions, creating problem situations); methods of forming duty and responsibility in learning (encouragingapproval, censure, etc.).
To the third group attributed various methods of oral, written and mabus test ZUN, as well as methods of self-control over the effectiveness of their own educational and cognitive activity.
Currently, there is no single view of the problem.classifications of teaching methods, and any of the considered classificationshas both advantages and disadvantages that must be taken into account at the selection stage and in the implementation process specific methods learning.
Let us dwell in detail on the individual teaching methods includedinto different classifications.
Story
This is a monologue, sequential presentation of materialin a descriptive or narrative form. The story is used to communicate factual information that requires imagery and presentation. The story is used at all stages of training, only the presentation tasks, style and volume of the story change.
By goals, there are:
story-introduction,the purpose of which is to underprepare students to learn new material;
story-telling -is used to outline the intendedcontent;
conclusion story -sums up the results of the studied material.
There are certain requirements for storytelling as a teaching method.niya: the story should ensure the achievement of didactic goals; contain reliable facts; have clear logic; the presentation should be evidence-based, figurative, emotional, taking into account agefeatures of trainees.In its pure form, the story is used relatively rarely. More often it is useduses in combination with other teaching methods - illustration,judgment, conversation.If storytelling fails to provide a clear and crisp ponymania, then the method of explanation is applied.
Explanation
Explanation - this is the interpretation of laws essentialproperties of the studied object, individual concepts, phenomena. The explanation is characterized by an evidential form of presentation based on the use oflogical inferences that establish the foundations of trueof the given judgment.As a teaching method explanationwidely used in work with people of different age groups.
There are certain requirements for the explanation: exact and evenwhat formulation of the essence of the problem; sequential disclosure of causalinvestigative connections, argumentation and evidence; use of compopinions, analogies, comparisons; impeccable logic of presentation.
In many cases, the explanation is combined with observations, with the questionquestions asked to students and can escalate into a conversation.
Conversation
Conversation - the dialogical teaching method, in which the teacher, by posing a system of questions, leads the students to the understanding of new material or checks their assimilation of what has already been learned.
Distinguishindividual conversations(questions are addressed to one student),group conversations(questions addressed to a specific group) andfrontalnye(questions are addressed to everyone).
Depending on the tasks that the teacher sets in the learning process,content of educational materialallocatedifferent types of conversations:
introductory, or introductory, conversations. Conducted before studynew material for updating previously acquired knowledge and finding out the degree of readiness of students for knowledge, inclusion in the upcomingeducational cognitive activity;
conversations - messages of new knowledge. There arecatechetical(playelimination of answers in the formulation that was given in the textbook orteacher);Socratic(suggesting speculation) andheuristicsical(inclusion of students in the process of active search for new knowledge,formulation of conclusions);
synthesizing, or reinforcing, conversations. Serve for generalization andsystematizing the knowledge available to students and how to apply itin non-standard situations;
control and correction conversations. Used in diagnosticpurposes, as well as to clarify, supplement with new information availablehave learners knowledge.
One of the types of conversation isinterview,which cancarried out with an individual or a group of people.
When conducting a conversation, it is important to correctly formulate and ask questions. They should be short, clear, meaningful; have a logical connection with each other; promote the assimilation of knowledge in the system.
Do not followdoes not ask double, prompting questions containing ready-made answersyou; formulate questions with answers like"Yes or no".
Conversation as a teaching method hasadvantages:activates educational and cognitive activity of students; develops their speech, memory, thinking; has great educational power; is gooddiagnostic tool, helps to control the knowledge of students.At the same time, this method haslimitations:takes a long timeny costs; if students do not have a certain stock of ideas and concepts, then the conversation turns out to be ineffective. Also, the conversation does not givepractical skills and abilities.
Lecture
Lecture is a monologue way of presenting voluminous material.
It differs from other verbal methods of presenting material more strictlygoy structure; an abundance of reported information; logic of presentationmaterial; the systemic nature of the illumination of knowledge.
Distinguishpopular scienceandacademiclectures. Popular sciencelectures are used to popularize knowledge. Academic lecturestions are used in high school high school, in secondary specialtiesn and higher educational institutions. Lectures are dedicated to large andthe most important sections of the curriculum. They differ inits structure, methods of presentation of the material. The lecture can be appliedto study for generalization, repetition of the passed material.
Study discussion
Study discussion how the teaching method is based on the exchange of a glanceon a specific issue. Moreover, these views reflect eitherthe opinions of the participants in the discussion, or are based on the opinions of others.
The main function of educational discussion is to stimulate the cognitiveinterest. With the help of the discussion, its participants acquire new knowledge, strengthen in their own opinion, learn to defend their positiontion, reckon with the views of others.For discussionit is necessary to prepare students in advance, both in content andin a formal sense. Substantial preparation consists in accumulatingthe necessary knowledge on the topic of the upcoming discussion, and the formalnaya - in the choice of the form of presentation of this knowledge. Without knowledge, discussion becomescurls pointless, meaningless, and without the ability to express thoughts,to convince opponents - devoid of attractiveness, contradictory.
Working with textbook and book
Working with textbook and book is one of the most important teaching methods.The main advantage of this method is the ability for the student at an accessible pace and at a convenient time to repeatedly refer to the educationalinformation.Work with the book can be organized under the direct handguidance of the trainer (teacher) and in the form of independent work of the student with the text. This method implements two tasks: students assimilate educational material and gain experience with texts, master the differencesmethods of working with printed sources.
Demonstration
Demonstrationas a teaching method involves showing experiments, technicalinstallations, TV programs, videos, filmstrips,computer programs, etc.Most effthis method is effective when students themselves study subjects, processesand phenomena, perform required measurements, install dependencies, goodgiving an active cognitive process, expandsoutlook, the basis of knowledge is created.
The demonstration of real objects is of didactic value,phenomena or processes occurring in natural conditions. But not alwayssuch a demonstration is possible.
Closely related to the demo methodillustrations.Sometimes these methods are identified, not singled out as independent.
Illustration
The illustration method involves showing objects, processes and phenomena.in their symbolic representation using posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc.
Demonstration and illustration methods are closely related.Demonwalkie-talkie,usually used when a process or phenomenon is learningstudents must perceive as a whole. When it is required to realize the essence of the phenomenon, the relationship between its components, they resort toillustrations.
When using these methods, certain requirements must be followed.bovaniya: visibility to apply in moderation; coordinate the demonstrated visibility with the content of the material; the visibility used shouldmatch the age of the trainees; the item on display mustbe clearly visible to all students; it is necessary to clearly highlight the main thing,essential in the displayed object.
A special group is made up of teaching methods, the main purpose of whichrykh - the formation of practical skills and abilities. To this group metodes includeexercises, practicalandlaboratory methods.
The exercise
The exercise - multiple (repeated) execution of training activitiesactivities (mental or practical) with the aim of mastering them or improvingtheir quality.Distinguishoral, written, graphicandeducational and labor exercises. Oral exercisescontribute to the development of a culture of speech, logicalthinking, memory, attention, cognitive capabilities of students. Main purposewriting exercisesis to consolidate the knowledgeniy, development of the necessary skills and skills of their application. Written closely adjoingraphic exercises.Their applicationit helps to better perceive, comprehend and memorize educational material; promotes the development of spatial imagination. Graphic exercises include charting work,tezhey, schemes, technological maps, sketches, etc.A special group is made upeducational and labor exercises,whose purposeis the application of theoretical knowledge in work. Theycontribute to the mastery of skills in handling tools, laboratoriesequipment (instruments, apparatus), developmentthey have design and technical skills.
Any exercises, depending on the degree of independence of the studentscan wearreproductive, training or creative. To activate educational process, consciously performing studiestasks are used
“There are just so many good methods,
how many good teachers are there "
D. Poya
"Tell me - I will forget
Show me - I will remember
Involve me - I will understand. "
Chinese proverb
"All knowledge remains dead if initiative and self-activity do not develop in students: students must be taught not only to thinking, but also to wanting."
N.A. Umov
The development of a student is more effective if he is included in the activity.
The person remembers
- 10% of what he reads
- 20% of what he hears
- 30% of what he sees;
- 50-70% is remembered when participating in group discussions,
- 80% - upon self-discovery and formulation of problems.
- 90%, when the student is directly involved in real activities, in independently posing problems, developing and making decisions, formulating conclusions and forecasts.
Teaching methods are an essential component of pedagogical technologies.
Teaching methods are ways of interconnected activities of teachers and students in the implementation of the tasks of education, upbringing and development. (Yu. K. Babansky).
Teaching methods are ways of teaching a teacher and organizing educational and cognitive activities of students to solve various didactic tasks aimed at mastering the material being studied. (I.F. Kharlamov).
“The methods used in educational activities should arouse the child's interest in learning about the world around him, and the educational institution should become a school of joy. The joys of knowledge, creativity, communication ”. V.A. Sukhomlinsky
Requirements for teaching methods
Scientific nature of the methods. The accessibility of the method, its correspondence to the psychological and pedagogical possibilities of the development of schoolchildren.
The effectiveness of the teaching method, its focus on the solid mastery of educational material, on the fulfillment of the tasks of educating schoolchildren.
The need to systematically study, use innovative methods in their work.
The choice of teaching methods depends on:
- From general and specific learning objectives; the content of the material for a specific lesson.
- From the time allotted for the study of a particular material.
- From age characteristics students, the level of their cognitive abilities.
- From the level of preparedness of students.
- From material equipment educational institution, availability of equipment, visual aids, technical means.
- From the capabilities and characteristics of the teacher, the level of theoretical and practical training, methodological skills, his personal qualities.
Features of a modern lesson
Modern lesson- a free lesson, a lesson freed from fear: no one scares anyone and no one is afraid of anyone.
- A friendly atmosphere is created.
- A high level of motivation is being formed.
- Great importance is attached to the methods of educational work.
- Special attention is paid to the development of students' skills of independent cognitive activity, a creative attitude to the educational process.
Organizational basis of the lesson
- Everyone works and everyone works.
- Everyone's opinion is interesting and everyone's successes are encouraging.
- Everyone is grateful to everyone for his participation, and everyone is grateful to everyone for their progress towards knowledge.
- Trust in the teacher as a leader of group work, but everyone has the right to an initiative proposal.
- Everyone and everyone has the right to express an opinion on the lesson held.
Student- an active subject of the educational process, showing independence in the development and adoption of decisions, ready to take responsibility for their actions, self-confident, purposeful.
Teacher- consultant, mentor, partner.
The teacher's task- determine the direction of work, create conditions for the initiative of students; competently organize the activities of students.
Features of modern teaching methods
- The method is not the activity itself, but the method of its implementation.
- The method must be consistent with the purpose of the lesson.
- The method should not be wrong, only its application can be wrong.
- Each method has its own subject matter.
- Method always belongs to the actor... There is no activity without an object, and there is no method without an activity. (According to M.M. Levina)
The learning process should arouse in the child an intense and inner urge to knowledge, intense mental work.
The success of the entire educational process largely depends on the choice of methods used.
My personal position
- The optimal combination of forms of work in the lesson.
- Teaching students the basic techniques of educational activities.
- The development of students' thought processes.
- Creation of conditions for ensuring high student activity in the lesson.
- Implementation of the principle of an individual approach.
To ensure the cognitive activity and cognitive interest of students at various stages of the lesson, I use active forms and methods of work.
I think the most productive:
- Game forms;
- Organization of group, pair and individual work;
- Organization of students' independent activities;
- Creation of specific situations, their analysis;
- Asking questions that activate dialogue.
It is necessary to apply a variety of methods and find new ones. The school should be a pedagogical laboratory, the teacher should show independent creativity in his teaching and educational work. Leo Tolstoy.
The game
"The child does not get tired of work that meets his functional life needs." Freinet
- allow you to teach material in an accessible, interesting, bright and figurative form;
- promote better assimilation of knowledge;
- arouse interest in knowledge;
- form communicative, personal, social, intellectual competence.
Lessons using active teaching methods are interesting not only for students, but also for teachers. But haphazard, ill-considered use of them does not give good results. Therefore, it is very important to actively develop and implement your own author's game methods in the lesson in accordance with the individual characteristics of your class.
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G. A. KondratyevaV. M. Klimkina
MODERN TEACHING METHODS AS ONE OF THE MEANS OF INCREASING THE EFFICIENCY OF THE TEACHING PROCESS
Annotation. The article discusses the possibility of developing and applying various teaching methods for preparing students technical universities to innovative engineering activities... The prospect of using active and interactive methods in the formation of conditions for the development of the activity of students' educational activities is proved.
Key words: passive teaching methods, active and interactive teaching methods, learning process, motivation for learning activities.
KONDRATYEVA G. A., KLIMKINA V. M.
MODERN TEACHING METHODS AS A WAY OF TEACHING EFFECTIVENESS DEVELOPMENT
Abstract. The article considers the development and application of various teaching methods aimed at preparing students of technical universities for innovative engineering. The authors prove the effectiveness of active and interactive teaching methods in motivating university students for educational activity.
Keywords: passive teaching methods, active and interactive teaching methods, teaching, motivation of educational activity.
The modern development of the economy determines the need of society and enterprises not only for highly qualified specialists, competent in the profession, but also competent in innovative activities, possessing high-quality knowledge, capable of independently solving not only professional production, but also scientific problems, ready for creative innovation, for continuous personal and professional development... Today, this very relevant topic gives rise to changes in the requirements for the training of university graduates, which means changes in the strategy and tactics of education.
Training is a purposeful communication between the subjects of the training system (teachers, students, infrastructure), implemented in accordance with the developed project, during which the study and implementation of the experience developed by mankind and the development of their own experience are carried out. The learning process is aimed at forming professional competence through awareness and use of motivation for learning
activities, the use of natural and the development of acquired specific abilities and the development of competencies based on knowledge, skills, and abilities.
The main characteristics of a graduate are his competence in the profession, in innovation. Therefore, accents in modern process teachings are transferred from the predominantly informative communication of two subjects of the "teacher - student" training system to the process of cognition itself and the methods of transferring knowledge into activity. The effectiveness of this process depends on many components included in the system, but the center of attention is the student and his cognitive activity. Formation of motivation, activation of creative thinking, the ability to extract, analyze and use information to solve problems, generate ideas and manage the results of intellectual activity, quick adaptation to changing conditions - tasks modern learning and they can be solved only through a creative approach to the organization of the educational process, a combination of traditional and new teaching methods, which is the guarantor of the effectiveness of the pedagogical process. Depending on the selected goal and the formulated tasks on the topic under study, teaching methods are selected. Pedagogical technology as a set of means and methods for reproducing the process of teaching and upbringing is designed on the basis of new ideas, modeled depending on the selected goal and formulated learning objectives and implemented by the teacher, taking into account the time factor - the number of hours allocated for studying the discipline, the conditions and means of teaching used , the topics studied, the significance of the educational material for the further professional or current educational activity of the student. At the same time, teaching methods most often become new pedagogical ideas.
The teaching methods used by modern teachers can be classified into three types: passive, active and interactive - each with its own characteristics, conditions and situations for use.
Passive methods are a traditional narrative method for the teacher to convey the information necessary for the formation of knowledge on a specific topic. In this interaction of the teacher with the students, the teacher dominates and, using his abilities as a lecturer, conveys the content of the lecture to the audience, using their reproductive abilities to listen, perceive, take notes, reproduce, that is, passively. Surveys, standalone and test papers, closed tests serve, as a rule, diagnostic tools when using such methods. When existing in modern world a huge amount of information seems impossible to convey by teachers and study all of it by students. And from this point of view
such methods are ineffective. But if the classes are devoted to acquaintance, for example, with the terms and definitions necessary for understanding the subsequent material, their use is justified today. In addition, they are attractive from the point of view of the possibility of conveying a large amount of educational material to students at once.
Active and interactive teaching methods, in contrast to the previous group of methods, which imply a smooth detailed presentation of the material by the teacher, presuppose the active participation of students in the process of acquiring knowledge, skills, skills based on the information found by the students themselves at the suggestion of the teacher, that is, their conscious assimilation ... Dictionary Russian language SI Ozhegov, N. Yu. Shvedova gives the meaning of the word active as active, energetic. Therefore, the activity of the trainees is their intensive educational activity, and the teachers' activity is intensive. pedagogical activity... Both subjects of training - both the teacher and the student himself - are interested in the development of the student's cognitive activity (independent creative thinking, the desire to gain knowledge and, in this regard, conduct an active information search, finding their own approaches to solving problems, being critical of their own and others' decisions, etc.). as a tool for educational activities.
Interactive ("inter" is mutual, "act" - to act) - means to interact, to be in the mode of conversation, dialogue with someone. An interactive approach is a specific type of student activity associated with the study of educational material during an interactive lesson. The backbone of interactive approaches are interactive exercises and assignments that are completed by students.
Interactive methods are focused on enhancing the educational and cognitive activity of students through dialogue interaction with the teacher, among themselves, with a computer. Any participant in the learning process has the opportunity to intervene in the course of solving a problem, task and receive the explanations and help, training and practice he needs. In the dialogue mode, the process of solving the problem can be controlled not only by the teacher. The use of such methods assumes feedback, bidirectional action: question - request - answer. The use of such teaching methods allows students to reveal their potential abilities and develop missing specific abilities and, as a result, skills and abilities. In the process of dialogue, they learn to listen and hear, analyze the statements of others, form and formulate their opinions, make decisions and analyze them, develop communication skills, discover, understand and use natural abilities (creator, critic, performer). The teacher, students, computers act as equal participants in the dialogue learning process. Of course, this natural dialogue
a lot of work of the teacher is preceded by the choice of problematic topics of the content of training, the development of a lesson plan, assignments, the choice of methods for diagnosing results, etc. At the same time, he must be ready for some spontaneity of the course of reasoning, depending on the potential abilities of students and the degree of formation of motivation for learning. Nevertheless, it is these methods that make it possible to create conditions for students to demonstrate their abilities, form motivation for creative research educational activities, obtain information to transform it into knowledge, skills, and skills necessary to develop competencies necessary for solving professional, social and other problems.
The use of active and interactive teaching methods, on the one hand, "complicates the life" of the teacher, since, firstly, he himself must become more active, spending additional forces and time for preparing classes, actively conducting them, formulating urgent problems that correspond to the topic being studied, setting the direction of their analysis and resolution, using methods of activating creative thinking, while forming cognitive motivation in students. Students, for their part, take part in the formation of this motivation in the process of finding the necessary information to solve the problem posed by the teacher, feeling the need, experiencing interest, understanding the motive of educational activity.
Taking into account all the indicated factors, various technologies of active learning are used - developmental, problematic, research, search and others, involving the use of active and interactive methods focused on the formation and manifestation of students' internal means for learning activities (abilities, need, interest, motive), and the methods and technologies themselves, creating a favorable environment for learning, act as an external means (stimulus).
Let's consider some teaching methods.
Problem learning when new knowledge is acquired by a student through an attempt to solve a problematic issue, task or situation. At the same time, the process of students' cognition in cooperation and dialogue with the teacher approaches research activities... The content of the problem is revealed by organizing the search for a solution or summing up and analyzing traditional and modern points of view.
The task of the teacher at the beginning and during the presentation of the educational material is to create and formulate problem situations, to involve students in their analysis and resolution. At the same time, they can independently come to the conclusions that the teacher should have communicated, provided that the previous knowledge is sufficient. The teacher should
guide learners to search correct decision problems, suggesting, for example, certain sources of necessary information.
Problematic lecture stimulates the process of students' cognition, giving it a search character, which forms creative abilities.
The method of projects is based on the development of cognitive, creative skills of students and critical thinking, the ability to independently construct their knowledge, to navigate in the information space. Speaking about the method of projects, one should keep in mind the way to achieve a didactic goal through a detailed development of the problem, which should end with a very real, tangible practical result, formalized in one way or another. The method of projects is based on the idea of interaction and cooperation among students during the educational process, it creates conditions for the development of various necessary qualities in them both as an autonomous and as a socially active person, able to interact in a study group and take responsibility both and for study group... This creates conditions for the socialization of the individual, develops his professional and business activity. These are the qualities that students need to become qualified professionals. Those social roles, which are accepted and performed by students in the course of work on projects (organizer, leader, performer, etc.), accustom and prepare them to perform and solve complex problematic professional tasks in situations of real interaction.
The method of modeling specific situations allows you to discuss professional, social, innovative, legal and other problems. He actively acts on the formation of motivation for specific activities, including motivation for search activities, in the process of which he is necessary information, allowing to resolve the problem situation. In the process of modeling, the problem is singled out, its participants, the connections between them, the goal to be achieved by solving the problem, the problem is modeled and solved by using the existing knowledge and transformed from the newly found information. The analysis of the obtained solutions, the choice of the best one in the process of general discussion, its competent presentation, description and application for solving similar situations form professional skills.
Role playing is one of the active teaching methods that is creative and therefore productive. The application of the method stimulates cognitive interests, search activity, forms motivation for educational activity and for professional and innovative motivation. Play as one of the types of human activity removes psychological inertia from students, adjusts to a positive nature of interaction.
Working on game assignments, students have the opportunity to understand their role in business game by assessing their abilities (creative, performing, critical). Also, this method allows you to check the degree of ability to transfer knowledge into activities. Creation of a real-world environment during the game professional activity, allows you to learn how to independently identify problems, analyze them, formulate tasks, find possible methods for solving them, correctly manage the results of intellectual activity.
The dilemmadecision method (solution to dilemmas) involves active students' actions to analyze and resolve the situation of uncertainty that has developed in the firm, of which they are supposedly employees. Transferring knowledge from natural, general technical, special sciences and applying methods of activating creative thinking (system analysis, brainstorming, etc.), students, each from the position of the position held, offer a solution to a problem situation. Then they are invited to familiarize themselves with a real-life solution and compare the one and the other. The method helps to increase motivation for learning, since it allows you to immerse yourself in real professional problem situations, to realize yourself as an accomplice in their resolution.
The round table can be considered an interactive teaching method that allows to activate the cognitive activity of students, to use previously acquired knowledge and fill in the missing information to form the knowledge necessary in the situation under consideration, to form competencies aimed at identifying, analyzing and solving problems, and to learn a culture of discussion. The Round Table is a combination of topical discussion with group consultation and peer learning. Along with the active exchange of knowledge, students develop communication skills, including the ability to interact with other participants, express their thoughts, argue and justify the proposed solutions.
One of the conditions for organizing a "round table" is to provide the participants with an opportunity to see each other, react to facial expressions, gestures, emotions. This adds color to the communication process, creates a creative mood and the ability to actively involve each participant in the discussion of the problem.
Programmed learning has made a significant contribution to the development of approaches to individualization of learning based on purpose-built training courses for individual use, which received a new impetus due to the development of computer technologies and distance learning... These include methods such as "brainstorming", "test question method", "I - you - us", "learning through learning", "puzzle method" and others that stimulate the educational activities of students.
"Passive" teaching methods contribute to the development of predominantly reproductive abilities. Active and interactive are more conducive to developing the thinking of students, search and research ability, involve them in solving problems as close as possible to real production situations, expand and deepen professional knowledge, practical skills and abilities based on the use of knowledge, form motivation for innovation. By showing and developing their abilities and personal qualities understanding the importance of self-study and self-education, students become active participants in the educational process, capable of self-assessment and self-organization.
We believe that the difference between active and interactive methods learning is that the use of the first involves the creation of a situation when there is a dialogue in a pair of "teacher-student", and in the second case - the possible interaction is broader: "teacher-student", "student-student", "student-computer". In addition, in the first case, problem situations are created by the teacher, and in interactive interaction students not only solve educational problems, but often identify problems themselves, choose methods and means for their solution, and solve them.
It can be unambiguously argued that the innovative activity of teachers in the search, development and implementation of new methods and means of teaching that activate the creative thinking of students is a modern and promising trend in the development of education. All the teaching methods considered in the article (as well as many others) are used by the teachers of the Department of Foundations for the Design of Mechanisms and Machines of the Institute of Mechanics and Power Engineering, Moscow State University. N.P. Ogareva. Passage of teaching practice at this department gives students the opportunity to analyze the activities of teachers, to gain their own experience in using some teaching methods. We see the possibility of creating new teaching methods that will activate the educational activities of students on the basis of generating new pedagogical ideas and the integrated use of ideas from other authors.
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