reproductive method.

The previous teaching method does not form the skills and abilities to use the acquired knowledge. This task is performed by the reproductive method. It ensures the development of schoolchildren's skills and abilities to apply knowledge according to a model or in a similar situation (as opposed to creative application). In practice, it looks like this: the teacher gives the appropriate tasks, and the students complete them. Namely:

They reproduce the material explained by the teacher (orally or in writing - at the blackboard, from the spot, on cards, etc.);

Solve similar problems, exercises;

Work with visibility (previously used by the teacher);

Reproduce experiences and experiments;

They reproduce the actions of the teacher in working with tools, mechanisms, etc.

Thus, the didactic essence of the reproductive method lies in the fact that the teacher constructs a system of tasks for the reproduction of knowledge and actions already known and realized by students thanks to the explanatory and illustrative method. Pupils, performing these tasks, develop in themselves the appropriate skills and abilities.

The reproductive method is also very economical in time, but at the same time it does not guarantee the development creativity children.

Both methods - explanatory-illustrative and reproductive - are initial. Although they do not teach schoolchildren how to carry out creative activity, they are at the same time its prerequisite. Without an appropriate fund of knowledge, skills and abilities, it is impossible to assimilate the experience of creative activity.

Problem presentation method.

Problem presentation method is transitional from performing to creative activity. The essence of this method lies in the fact that the teacher sets the task and solves it himself, thereby showing the train of thought in the process of cognition:

Puts forward possible ways to solve it (hypotheses);

With the help of facts and logical reasoning, checks their reliability, reveals the correct assumption;

Draws conclusions.

Students not only perceive, realize and memorize ready-made knowledge, conclusions, but also follow the logic of evidence, the movement of thought of the teacher or the means replacing him (cinema, television, books, etc.). And although students in this method are not participants, but only observers of the teacher's thinking, they learn to solve problems.

4. Reproductive learning methods

The reproductive nature of thinking involves the active perception and memorization of what is reported by the teacher or other source. educational information. The application of these methods is impossible without the use of verbal, visual and practical teaching methods and techniques, which are, as it were, the material basis of these methods. These methods are mainly based on the transfer of information using words, the demonstration of natural objects, drawings, paintings, graphic images.

To achieve a higher level of knowledge, the teacher organizes the activities of children to reproduce not only knowledge, but also methods of action.

AT this case great attention should be paid to instruction with a demonstration (in art classes) and an explanation of the sequence and methods of working with a show (in fine arts classes). When performing practical tasks, reproductive, i.e. the reproductive activity of children is expressed in the form of exercises. The number of reproductions and exercises when using the reproductive method is determined by the complexity educational material. It is known that in the lower grades, children cannot perform the same training exercises. Therefore, elements of novelty should be constantly introduced into the exercises.

In the reproductive construction of the story, the teacher in ready-made formulates facts, evidence, definitions of concepts, focuses on the main thing that needs to be learned especially firmly.

A reproductively organized conversation is conducted in such a way that the teacher relies on the facts already known to the students, on previously acquired knowledge, and does not set the task of discussing any hypotheses or assumptions.

Practical works of a reproductive nature are distinguished by the fact that in the course of their work, students apply the previously acquired or newly acquired knowledge according to the model.

At the same time, in the course of practical work, students do not independently increase their knowledge. Reproductive exercises especially effectively contribute to the development of practical skills and abilities, since the transformation of skill into a skill requires repeated actions according to the model.

Particularly effective in reproductive methods in cases where the content of the educational material is predominantly informative, is a description of the methods of practical actions, is very complex or fundamentally new so that students can carry out an independent search for knowledge.

In general, reproductive methods of teaching do not allow to develop the thinking of schoolchildren to the proper extent, and especially independence, flexibility of thinking; to develop students' skills in search activity. With excessive use, these methods contribute to the formalization of the process of mastering knowledge, and sometimes just cramming. It is impossible to successfully develop such personality traits as creative approach to business, independence by reproductive methods alone. All this does not allow them to actively use technology in the classroom, but requires the use of teaching methods along with them that ensure the active search activity of schoolchildren.

5. Problematic teaching methods.

The problematic method of teaching involves the formulation of certain problems that are solved as a result of creative and mental activity students. This method reveals to students the logic of scientific knowledge; creating problem situations, the teacher encourages students to build hypotheses, reasoning; conducting experiments and observations, it makes it possible to refute or approve the assumptions put forward, to independently draw reasonable conclusions. In this case, the teacher uses explanations, conversations, demonstrations, observations and experiments. All this creates a problem situation for students, involves children in a scientific search, activates their thinking, forces them to predict and experiment. But at the same time, it is necessary to take into account the age characteristics of children.

The presentation of educational material by the problem story method assumes that the teacher, in the course of the presentation, reflects, proves, generalizes, analyzes the facts and leads the students' thinking, making it more active and creative.

One of the methods problem learning is a heuristic and problem-search conversation. In the course of it, the teacher poses a series of consistent and interrelated questions to the students, answering which they must make any assumptions and then try to independently prove their validity, thereby making some independent progress in the assimilation of new knowledge. If in the course of a heuristic conversation such assumptions usually concern only one of the main elements new topic, then during a problem-search conversation, students resolve a whole series of problem situations.

Visual aids with problematic teaching methods are no longer used only to enhance memorization, and to set experimental tasks that create problem situations in the classroom.

Problematic methods are used mainly for the purpose of developing skills in educational and cognitive creative activity, they contribute to a more meaningful and independent mastery of knowledge.

This method reveals to students the logic of scientific knowledge. Elements of the problem methodology can be introduced at the lessons of artistic work in the 3rd grade.

So, when modeling boats, the teacher demonstrates experiments that pose certain problems for students. A piece of foil is placed in a glass filled with water. Children watch the foil sink to the bottom.

Why does foil sink? Children put forward the assumption that foil is a heavy material, so it sinks. Then the teacher makes a box out of foil and carefully lowers it upside down into the glass. Children observe that in this case the same foil is kept on the surface of the water. Thus, a problematic situation arises. And the first assumption that heavy materials always sink is not confirmed. So, the point is not in the material itself (foil), but in something else. The teacher offers to carefully consider again a piece of foil and a foil box and establish how they differ. Students establish that these materials differ only in shape: a piece of foil has a flat shape, and a foil box has a three-dimensional hollow shape. What are empty objects filled with? (By air). And air has little weight.

He is light. What can be the conclusion? (Hollow objects, even from heavy materials, like metal, filled with (light (air, do not sink.) Why don’t large sea boats made of metal sink? (Because they are hollow) what will happen if a foil box is pierced with an awl? (She sink.) Why? (Because it will fill with water.) What will happen to the ship if its hull gets a hole and fills with water? (The ship will sink.)

Thus, the teacher, creating problem situations, encourages students to build hypotheses, conducting experiments and observations, enables students to refute or confirm the assumptions put forward, and independently draw reasonable conclusions. In this case, the teacher uses explanations, conversations, demonstrations of objects, observations and experiments.

All this creates problem situations for students, involves children in scientific research, activates their thinking, forces them to predict and experiment. Thus, the problematic presentation of educational material brings the educational process in a general education school closer to scientific research.

The use of problematic methods in the lessons of artistic labor and fine arts is most effective for intensifying activities to resolve problem situations, educational and cognitive activities of students.

reproductive method. It includes the application of what has been learned on the basis of a pattern or rule. The activity of trainees is algorithmic in nature, i.e. is carried out according to instructions, prescriptions, rules in situations similar to those shown in the sample.

In pedagogy, there are two traditional method learning - reproductive and explanatory-illustrative.

The reproductive method is reduced to the provision by the teacher of typical tasks and tasks, the reproduction of accumulated experience, as a result of which knowledge and skills are formed in the form of certain copies.

The explanatory and illustrative method is a demonstration of experiments associated with a teacher's story, a lecture, a conversation, as well as in the form of webinars and trainings. The student's activity is aimed at obtaining information and forming knowledge-acquaintances.

Thus, both traditional methods involve the transfer of knowledge for students in finished form.

These methods have many disadvantages:

1. Memory load. Teaching material at school should be memorized in large volume. As a result, good results are shown by the student whose memory is better developed. However, in professional activity learning methods will not work.

2. Low independence of students. When receiving ready-made knowledge, children work less with textbooks.

3. Scattering of attention. With the predominance of listening in learning activities, attention is always dulled.

4. Incomplete assimilation of the material. The teacher can not control the amount of learned information and the presence of gaps in knowledge.

5. Inability to "think" and make decisions independently. The adoption of ready-made knowledge with a large specific weight leads to low independence.

6. Average amount of knowledge.

7. The average pace in the study of the material.

36, TSIS - independent work of a student under the guidance of a teacher?

Independent work students (SRS and SRSP) - independent

mastery of educational material and skills by students scientific work on

corresponding direction (specialty). The goal of self

students' work is to acquire fundamental knowledge,

professional skills and activity skills in the profile,

creative and research experience.

Independent work of students contributes to the development

independence, responsibility and organization, creative

approach to solving problems of the educational professional level.

any assignments for SIW and SIWT (solving problems and examples, preparing

abstracts, speeches - reports, term papers and thesis etc.):

carrying out control works and testing; checking the original and

residual employment, acceptance of working off, individual work lagging behind

students, additional individual and group consultations and

classes; thematic debates and educational games, etc.

Control materials of SRS and SRSP should be kept for a year.

Control of SIW and SIWT is carried out taking into account the specifics of teaching

disciplines.

37, System management higher education?

Strategic management of the higher education system is a complex, multifaceted process. It is based on the mission of the education system in society, which is triune in nature: the transfer of knowledge, the formation of the necessary skills and abilities, and the education of citizenship. The harmonious interaction of the triune structure of elements contributes to the realization of the super-mission of education in modern world namely, the development and improvement of man and society. The fundamental importance of the mission in this area strategic management lies in the fact that in the process of developing a strategy, the basic mission of the higher education system in society cannot be lost under any circumstances. Modernization of the education system is directly related to the field of strategic management, and modernization is impossible without developing the right development strategy. Since the strategy of catch-up development did not justify itself, it became obvious that a search for new strategic courses was needed, and partial modernization alone would not be enough. As a result, the idea of ​​deep modernization was formulated, i. cardinal innovative restructuring of the entire system of higher education. The concept of deep modernization is reflected in all modern documents of Russian education, which are of a strategic nature.

New concept involves the formation of new innovative strategies. To determine the innovation strategy, it was necessary to comprehend the stages of the path traveled, analyze the current situation and study the world experience in the field of strategic management in higher education. This study made it possible to identify the basic principles on which the new strategy should be built; the main guidelines that she should adhere to; and theoretical, provisions that can help in this. The theoretical heritage of strategic management is extensive, but only a few theories have found their application in the field of educational management (contextual planning, the theory of “dependence on resources”, the “teaching school”, the theory of open systems" and etc.).

Modernization can take place two main directions, the presence of which is due to the essence of the education system itself. The higher education system is a unity of process and structure, so we can talk about two sides of modernization - the modernization of the educational process and the modernization of the structure. In accordance with the dualistic nature of the higher education system, it is possible to single out such main directions in the strategic sphere as procedural management and structural management. It is also advisable to make a clear division into strategic management of the external environment and strategic management of the internal environment. In general, the process of strategic management is a constant transition from analysis external environment to structural changes in the internal.

38, Model of the teacher according to the type of pedagogical communication?

Communication between a teacher and a student is one of the main forms in which the thousand-year-old wisdom accumulated by mankind has come down to us. Pedagogical communication is usually understood as professional communication between a teacher and students.

Model I - "Socrates". This is a teacher with a reputation as a lover of disputes and discussions, deliberately provoking them in the classroom. He is characterized by individualism, unsystematicness in the educational process due to constant confrontation; students strengthen the defense of their own positions, learn to defend them.

Model II - "Group discussion leader". He considers the achievement of agreement and the establishment of cooperation between students to be the main thing in the educational process, assigning himself the role of an intermediary, for whom the search for democratic agreement is more important than the result of the discussion.

Model III - "Master". The teacher acts as a role model, subject to unconditional copying, and above all, not so much in the educational process as in relation to life in general.

Model IV - "General". He avoids any ambiguity, is emphatically demanding, rigidly seeks obedience, because he believes that he is always right in everything, and the student, like an army recruit, must unquestioningly obey the orders given. According to the author of the typology, this style is more common than all combined in pedagogical practice.

Model V - "Manager"A style that has become widespread in radically oriented schools and is associated with an atmosphere of effective class activity, encouraging their initiative and independence. The teacher seeks to discuss with each student the meaning of the problem being solved, quality control and evaluation of the final result.

Model VI - "Coach". The atmosphere of communication in the classroom is permeated with the spirit of corporatism. Students in this case are like players of one team, where each individually is not important as an individual, but together they can do a lot. The teacher is assigned the role of inspirer of group efforts, for whom the main thing is the end result, brilliant success, victory.

Model VII - "Guide". The embodied image of a walking encyclopedia. Laconic, precise, restrained. He knows the answers to all questions in advance, as well as the questions themselves. Technically flawless and that is why it is often frankly boring.

39, Technology of carrying out current and intermediate certification at credit technology of training?

. Certification - this is an assessment of the quality of assimilation by students of the content of a particular academic discipline, subject in the process or at the end of their study based on the results of the check (checks).

Current attestation- this is an assessment of the quality of assimilation of the content of the components of any part (topic) of a particular academic discipline, subject in the process of studying it by students based on the results of the check (checks). Conducted by the teacher of the given academic discipline, subject.

. Intermediate certification - this is an assessment of the quality of assimilation by the student of the content of any part (parts), topic (topics) of a particular academic discipline, subject at the end of their study at the end of the academic period (quarter, half year, year) according to the results of the check (checks). Conducted by a teacher of a given academic discipline, subject as an integral result of current and thematic certifications or by a commission (in the case of the introduction of transfer exams at the end of the year according to this subject, discipline).

. Appraisal method : check by a teacher or a group of teachers (commission) of the quality of assimilation of program material by students as on the basis of directly conducted activities (exam, test, test etc.), and based on the results of current and thematic certifications.

Intermediate certification of trainees is carried out within the terms determined by the lyceum. Grades in subjects, disciplines for the study period are set 2 days before its end. If the intermediate certification ends with a transfer exam in the subject, discipline, then the mark is placed at the end of the exam. The issue of the need to conduct transfer exams, the list of classes, subjects, disciplines, forms and terms is decided at a meeting of the school's pedagogical council no later than March of the current academic year.

40, The concept of the forms of organization of the educational process?

form is special design of the learning process. The nature of this construction is due to the content of the learning process, methods, techniques, means, activities of students. This design of learning is an internal organization of content, which in real pedagogical reality is the process of interaction, communication between the teacher and students when working on a certain educational material.

Forms of organization of the training session.

different types training sessions involve the use of various forms of its implementation, which determine the internal content and content of the lesson.

In modern didactics, a diverse set of them has been developed:

Lecture and seminar.

Laboratory-practical lesson.

Educational practice.

Demonstration of video materials.

Thematic tour.

Business game.

Consultation.

The conference.

Discussion.

Independent work of students.

Protecting student work.

Undoubtedly, this list can be continued, but conditionally they can be divided into three main groups:

Passive /lecture, message, report/.

Active /conversation, seminar, discussion, conference, business game/.

Interactive /project, research, debate/.

1 Organizational meeting. Issuing a practice assignment. Induction training.

2. Study of production. Excursions to the main and auxiliary workshops.

3. Learning the basic technological processes in the workplace practice.

4Performance of an individual task.

5Summarizing the material and preparing the practice report. Getting feedback.

6Submission of a practice report

1History of the enterprise.

2Products manufactured by the enterprise, its significance.

3 Draw up a diagram of the production structure of the enterprise.

4Describe the main, auxiliary and service shops of the enterprise.

5Functions of workshops, their relationship with each other and workshops.

6Types of technological processes used in the shop.

7Passport data and technical characteristics of machines.

8Select a part from among the parts manufactured in the workshop.

9 Make a drawing of this part.

10Perform part description

11Determine the method of obtaining the workpiece.

12Develop a route map for processing a part.

13 Sketch fixture for one operation. Describe its design and principle of operation.

14 Prepare a report. Attach all material on an individual assignment.

42. Formation of the foundations of pedagogical skills in the conditions of the university and in the process of pedagogical activity?

The research hypothesis is based on the assumption that the formation of pedagogical skills of teachers of technical universities in the process of improving their qualifications can be ensured if the most important organizational and pedagogical conditions of this process are:

Reliance on the traditions of the higher technical education, its staffing and taking into account development trends in modern conditions;

Implementation of an individual developmental approach at all stages of the formation of pedagogical skills of teachers of a technical university;

Variable choice of content and means in the development of the professional and pedagogical orientation of the individual activities of teachers;

Providing continuous scientific and methodological support for the process of developing the pedagogical skills of teachers of technical universities.

Research objectives:

1. Determine the essence, content and structure of the categories "pedagogical skills of teachers of technical universities" and "individual-developing approach to teaching teachers of technical universities."

2. To carry out a diagnostic analysis of the state and problems of higher technical education, its staffing.

3. To identify organizational and pedagogical conditions that contribute to the implementation of an individual developmental approach in the formation of pedagogical skills of teachers of technical universities in the system of improving their qualifications.

4. To develop and experimentally test a model for the formation of pedagogical skills of teachers of technical universities in the process of their advanced training.

43. Pedagogical principles organization of creative activity?

organization of creative activity of junior schoolchildren in the learning process.

Object of study: the process of teaching younger students.

Subject of research: organization of creative activity of younger students.

Research hypothesis: The creative activity of younger schoolchildren, which enriches learning, can be organized as part of the educational process under certain conditions. These conditions are:

Modeling situations that give rise to meaningful experiences in children and allow them to translate learning task into a plan that is personally significant for the student;

The demand for children's creative activity in the course of education;

Building the educational process on the basis of psychosaving technology;

The first stage - search-theoretical (1989 - 1995) - included understanding the problem, its study on theoretical level, as well as an analysis of the author's pedagogical experience and the results of his participation in a school-wide experiment to create an adaptive model of the Russian school.

At the second stage - experimental (1996 - 2000) - an experimental verification of the hypothesis was carried out. The work consisted in the implementation of a learning model that operates on the basis of psycho-saving technology and testing its effectiveness for organizing the creative activity of students.

At the third stage - final and generalizing (2001 - 2003) - the material was processed and systematized, the results of the study were summarized and formalized.

Research objectives:

To theoretically substantiate the conditions for organizing the creative activity of younger students in the learning process and present their totality in the form of a model;

* - to formulate the essential characteristics of psycho-saving technology as the basis for the implementation of a learning model focused on the creative activity of children;

Experimentally test the effectiveness of the theoretically developed model;

To analyze the possibilities of implementing the method of figurative teaching in elementary school;

Develop and test some forms and techniques of figurative teaching.

44 Diagnosis how component high school teacher?

Recently, diagnostics has increasingly become the subject of special studies by educators and psychologists who consider the functions and types of diagnostics in the context of development. educational systems. These studies establish the need for a system of diagnostic support, the relationship of pedagogical, social, psychological diagnostics. Pedagogical diagnostics is the most researched.

The concept of "pedagogical diagnostics" was proposed by K. Ingenkamp by analogy with medical and psychological diagnostics in 1968. According to its tasks, goals and scope of application, pedagogical diagnostics is independent. She borrowed her methods and in many ways her way of thinking from psychological diagnostics.

Diagnostics (from the Greek diaqnosis) - recognition) - the process of recognition; the doctrine of the principles and methods of diagnosis. The term "diagnosis" came to pedagogy from medicine, where it means establishing the essence and nature of the disease. However, all phenomena, processes of social life, production, objects of exploitation need diagnosis and diagnostics, the establishment of a qualitative state. Therefore, the concept of diagnosis has become widespread in science, technology, industrial practice. Diagnostics has become an integral, organic component of all controlled social, industrial, technological systems and processes, a way to obtain feedback on actions and the quality of results.

Likhachev B.T. diagnostics is understood as the process of obtaining information about the state of the observed or studied object using a combination of methods, methods, techniques. Diagnostic information includes information about the state of the object, the degree of its compliance with the norm, the trends of its movement, development. Podlasy I.P. defines diagnostics as a clarification of all the circumstances of the didactic process, precise definition his results. Khutorsky A.V. considers diagnostics as an obligatory component of the educational process, with the help of which the achievement of the set goals is determined. Ushakova L.S. considers diagnostics as a way to identify the quality, productivity of the educational process, its state and results as a means of analyzing cause-and-effect relationships and assessing, according to certain criteria and indicators, the degree of achievement of the goals and objectives of teaching and educating students.

Thus, summarizing existing concepts, by pedagogical diagnostics we mean a set of methods that allow us to obtain the most reliable information about the course of the educational process in order to identify, analyze, evaluate and correct learning. The subject of diagnostics at the university is various aspects of educational and social activities students, the purpose of diagnostics is to obtain evidence-based information to improve the quality management system for training specialists.

The main functions of pedagogical diagnostics include: strategic-informational, tactical-correctional and prognostic.

Strategically - the information function consists in the diagnostic provision of the pedagogical management of the educational process with general knowledge about the students, about the course of the pedagogical process. Such information makes pedagogical process viewed, controlled, practically directed.

Corrective diagnostics is designed to provide information that allows you to constantly monitor and adjust the pedagogical process. Broad and deep awareness gives the teacher a real opportunity to reach each student, make adjustments to the teaching methods, change the course of the pedagogical process, the structure and content of individual forms, methods and means of education and training.

The predictive function of diagnostics is to detect, capture, identify development trends of pedagogical and educational teams, groups, associations and the individual student.

The main components of pedagogical diagnostics are control, verification and evaluation of knowledge and skills of students. Many teachers consider these concepts to be identical, but it is necessary to emphasize the essence and specificity of each of the concepts in order to effectively organize the pedagogical learning process.

Control is understood as a system for checking the results of training and education of students. Control is a set of actions that make it possible to identify the qualitative and quantitative characteristics of learning outcomes, to assess how students have mastered the material of the curriculum. Pedagogical control at the university is a means of establishing direct and feedback between the teacher and students.

45 Professional and pedagogical culture of a teacher of higher education?

One of the central problems in the system of higher education is the problem of raising the level of professional culture of a university teacher. Its relevance is due to the need to resolve the contradiction that has arisen between the new requirements for professional activity, the teacher himself as a subject of the educational process, capable of professional and personal self-development, and the real level of the teacher’s professional culture, his willingness to solve problems. contemporary tasks high school.

Research on this issue indicates the presence of the following contradictions: firstly, there is a contradiction between the real level of professional culture of a university teacher and modern requirements for his personality. So, many teachers are not characterized enough high level theoretical training, underdevelopment of professionally significant qualities of the teacher’s personality, lack of formation of general pedagogical skills, lack of experience in creative activity, skills in analyzing the pedagogical situation from the standpoint of the student and the ability to make decisions in his favor, passive pedagogical position, lack of need for self-education, self-education, self-development, etc. . This testifies to the insufficient formation of the foundations of the professional culture of a university teacher, which exacerbates the need to find ways to form it.

Secondly, the need to improve the professional culture of a university teacher is objectively due to modern requirements for the level of general education and special training of university graduates, a change in general educational paradigms that involve the transition from traditional mass-reproductive forms and methods of teaching to individual creative ones; training of future specialists who would be in demand in the labor market, would have a relatively short adaptation period of entry into professional activities.

The current situation in higher education, the insufficient level of professionalism of a university teacher, led to a contradiction between the requirements set by society for the level of training of specialists in the new socio-economic conditions, and the level of professional culture of teachers who train specialists of a new type. The solution to this problem should also be aimed at overcoming the observed gap between a human teacher, a citizen and a specialist teacher, in which a personal position (motivational-value attitude to pedagogical activity) and his professional knowledge, skills and abilities should be integrated.

Thirdly, in the current conditions, an important task is not only to preserve the scientific and pedagogical potential of universities, but also to increase the level of professional culture, which is a complex systemic formation, which is an ordered set of universal human values, professional value orientations and personality traits, universal methods of cognition and humanistic technology of pedagogical activities.

These contradictions determined a set of tasks related to identifying the possibilities of intrauniversity improvement of professional culture, the need to develop theoretical foundations, conditions and mechanisms for the development of the professional culture of a university teacher, since for more effective solution these tasks, socio-cultural, general pedagogical, personal-creative and economic mechanisms should be used that would strengthen and stimulate the development of professional activities and professional culture of the teacher.

Unfortunately, it should be noted that the currently available approaches to solving the tasks we have identified lead only to some changes and improvements in professional culture; at its core, it remains unchanged. This is explained, in our opinion, by insufficient awareness and theoretical underdevelopment of the very category of professional culture of a university teacher and its content from the standpoint of a competency-based approach. As well as socio-economic difficulties in modern society, which undoubtedly affected the general atmosphere and the moral and psychological climate of universities.

from the French reproduction - reproduction) - a way of organizing the activities of students for the repeated reproduction of the knowledge communicated to them and the shown methods of action. R.m. also called instructive-reproductive, because. an indispensable feature of this method is instruction. R.m. involves the organizing, motivating activity of the teacher. As the volume of knowledge increases, the frequency of application of R.m. in combination with the information-receptive method that precedes R.m. for any type of training. A certain role in the implementation of R.m. learning algorithm can play. One of the means of R.m. - programmed training. R.m. enriches students with knowledge, skills and abilities, forms their main mental operations, but does not guarantee creative development. This goal is achieved by other teaching methods, such as the research method. See also Complete assimilation system

Great Definition

Incomplete definition ↓

REPRODUCTIVE LEARNING METHOD

from the French reproducuon - reproduction), the method of organizing the activities of students in repeatedly reproducing the knowledge communicated to them and the shown methods of action P m is also called instructive-reproductive, because an indispensable feature of this method is the organization of students' activities in reproducing actions with the help of instruction and presentation of tasks By P m students develop skills and abilities to use the acquired knowledge. The need to repeat this learning work depends on the difficulty of the task and the student's abilities.

P m involves the organizing, motivating activity of the teacher Didacts, methodologists, together with psychologists, develop systems of exercises, as well as programmed materials that provide feedback and self-control Much attention is paid to improving the methods of instructing students. , and at labor lessons - simulators that allow you to quickly master the actions

As the amount of knowledge increases, the frequency of using P m in combination with information-receptive increases. But with any combination of these methods, information-receptive fundamentally precedes P m

Algorithmization of learning can play a certain role in the implementation of Pm. One of the means of implementing Pm is programmed learning. P.m. enriches students with knowledge, skills and abilities, forms their main mental operations (analysis, synthesis, abstraction, etc.), but does not guarantee the creative development of abilities. This goal is achieved by other teaching methods, for example. research method

A reproductive method of learning is a method in which the application of previously learned is carried out based on a pattern or rule. When using this method, the activity of students has the character of an algorithm.

The reproductive method of teaching is mainly used for the successful formation of children's skills and abilities. school age, contributes to the accurate reproduction of the acquired knowledge, their use according to the established pattern or in reworked, but sufficiently recognizable situations. The teacher, using the task system, competently organizes learning activities schoolchildren to repeatedly reproduce the knowledge given to them or demonstrated the indicated methods of school activity. Even the name of this method describes only the activity of the student, but full description method, it is clear that it allows for the organizational, inciting activity of the teacher. A qualified teacher practices the printed and spoken word, subject learning tools, his students use the same tools to correctly complete tasks, as if they had a model that the teacher told them or showed them. The reproductive method emerges during the oral reproduction of the knowledge communicated to the students, during the reproductive conversation, while solving complex physical problems. This method is also used in the organization of laboratory and practical work, the execution of which implies the presence of fairly accurate and detailed instructions.

In order to increase the effectiveness of the reproductive method, teachers and methodologists are developing a special structure of reproductive teaching methods, which includes exercises and tasks (called "didactic materials"), programmed materials that can establish feedback and complete self-control. However, it is necessary to remember the long-known truth that the number of repetitions is not always directly proportional to the quality of the acquired knowledge. At general meaning reproductions, the use of a large amount of tasks, tasks, exercises of the same type reduces the interest of students in the material being assimilated. Therefore, it is necessary to strictly dose measures for the use of the reproductive method of education, while keeping records of the individual capabilities of schoolchildren. During teaching in schools, the reproductive method is usually used in a smooth combination with explanatory-illustrative. During one standard lesson, an experienced teacher is able to explain to students new material, using the explanatory and illustrative method, to consolidate the newly studied, organizing its reproduction, can also again continue the explanation of new information. Such an exemplary change in teaching methods contributes to a change in the type and form of students' activities, makes the school lesson more dynamic, and in this way increases students' interest in the subject being studied.

In order to acquire skills, abilities and knowledge, through a system of special tasks, the activities of trained students are organized to repeatedly reproduce the knowledge given to them of their activities. The teacher should know what the reproductive method of teaching is - he presents tasks, and the student, in turn, performs them - solves problems, actively makes plans, and so on. How difficult the task is, how much time, how many times and at what time intervals he must repeat this work directly depends on the mental abilities of the student. Scientists have found that the assimilation of new words with careful study foreign language requires that these words meet approximately 20 repetitions at some specific time. In a word, we can say that the reproduction and repetition of the method of activity according to the model are the main feature of the reproductive method of teaching. This teaching method enriches students with knowledge, skills and abilities, forms their main mental operations, such as comparison and generalization, analysis and synthesis, but cannot guarantee the development of creative abilities.

Reproductive education of schoolchildren usually includes full perception facts and phenomena, their process of understanding (establishing the necessary connections, highlighting the main and main point, and so on), which accordingly leads to its understanding. main feature reproductive education is to correctly convey to the students some obvious knowledge. The student must memorize new educational material, overload his memory, while other mental processes, such as alternative, as well as independent thinking, in turn, should be blocked. The reproductive nature of thinking characterizes the active acceptance and memorization of new information presented by teachers and other sources. The use of this method is not possible without the use of verbal, practical and visual ways and teaching methods, which are the material basis of such methods. The following main features are distinguished in the technologies of teaching the reproductive direction. The main and significant advantage of this method is economy. Due to this, it is possible to transfer a considerable amount of knowledge in a minimum period of time with a very small outlay of one's own efforts. With repeated repetition, the strength of the acquired knowledge can be strong.

During the reproductive construction of the story, the teacher in a ready-made form presents facts, important definitions of some concepts, smoothly focuses the attention of schoolchildren on the main things that should be learned in the first place, and most importantly, so that the assimilation takes place in a solid way. With reproductive methods, the visibility of schooling is used in order to more actively and accurately memorize the information received. Special reproductive exercises most effectively contribute to the processing of practical skills, computer skills, since the transformation of skills into skills also requires repeated actions according to the established pattern. Reproductive methods are especially used in cases where the content of the school educational material is informative, accurate and detailed description methods of all practical actions on computers, is the most difficult for schoolchildren to carry out an independent search and processing of knowledge. On the basis of the reproductive method, programmed learning most often occurs. The method of reproductive direction in the informatics lesson is used when working with the use of simulator programs, for example, such as keyboard trainer, training and control programs, for example, the principle of computer operation, control of knowledge of practical and theoretical material, the implementation of all kinds of introductory and training tasks, exercises with further commentary.

Introductory exercises are used when you first get acquainted with the software and are usually performed under the strict guidance of your teacher. Tasks with comments are used in the development of students' skills to work correctly with operations that are difficult to master normally. Thus, commenting will be useful during formatting activities, as well as copying the taken text. Commenting brings the student to a clear understanding of each of his actions, enables teachers to make significant amendments to various activities students, competently eliminate incorrect actions and interpretations. Training tasks are aimed at repeated repetition of the necessary actions and operations in order to develop skills and abilities. Such exercises are combined into one system of presented tasks, which involve a gradual increase in the degree of complexity, as well as creative independence in the activities of students.

In order to increase the effectiveness of the reproductive method, methodologists and didacticists, together with psychologists, develop such systems of tasks, exercises, programmed materials that provide proper self-control, in other words, feedback. Great attention is paid to improving the methods of instructing all students. In addition to oral explanations and demonstrations of working methods, it is for these purposes that written instructions and instructions are used. detailed diagrams and constructions, showing film fragments and others, at the lessons of labor activity - such simulators that will provide a full opportunity to quickly master the right skills and skills. In general, the reproductive method of teaching does not make it possible to adequately develop the mental thinking of schoolchildren, and this especially concerns independence and flexibility of thinking, the formation of research skills in students. With the intensive use of these methods, there are often cases when this leads to the formalization of the educational process of mastering new knowledge, and sometimes simply to ordinary cramming.

Therefore, along with the teaching method discussed above, it is also necessary to apply such teaching methods that organize the active search activity of students.