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LECTURE No. 63. The concept of learning technology Learning technology is a set of means and methods for reproducing theoretically substantiated learning and upbringing processes that make it possible to successfully implement the set educational goals. Learning technology

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Active learning methods

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70. TEACHING METHODS Teaching methods are ways of ordered interrelated activities of a teacher and a student, aimed at achieving learning goals with an educational, educational and developmental effect. System of methods qualified by

TYPES AND METHODS OF TEACHING Teaching methods are understood as a consistent alternation of methods of interaction between the teacher and students, aimed at achieving a specific goal through the study of educational material. A common classification of methods is built

Teaching methods are ways of joint activities of a teacher and children aimed at achieving their educational goals. Skills - to learn quickly and accurately, intuitively, visually or by ear to recognize (distinguish, guess) the studied objects of the animal and plant world.

When teaching, the teacher develops children to think, observe, act. In order to teach, we must find ways for the child to learn and achieve a certain level of knowledge, skills and abilities.

Teaching methods are methods that encourage students to think and practice in the process of mastering the educational material.

Learning in educational activities based on the assimilation of the content of educational subjects should be developed in accordance with its structure and features. This topic is relevant in pedagogy, since it implies the search for scientific foundations of education, which would recognize the individual capabilities of each child and their changes in the process of age development.

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Municipal autonomous educational institution

additional education

"Center of children's creativity"

r.p. Krasnye Baki, Nizhny Novgorod region.

abstract

"Pedagogy"

"Teaching methods"

Prepared

additional education teacher

Pogodina Nadezhda Yurievna

2014

Introduction 3

1. Teaching methods. 3-6

2. Observation. 6-7

3. Experiments and experimentation. 7-11

4. Modeling. 11-12

5. Game Methods. 12-13

6. Verbal teaching method. 13-14

6. Basic concepts of didactics. 14-15

8. The principle of visibility. 15-17

Conclusion. 17-18

Bibliography. 19

Introduction.

Teaching methods are ways of joint activities of a teacher and children aimed at achieving their educational goals. Skills - to learn quickly and accurately, intuitively, visually or by ear to recognize (distinguish, guess) the studied objects of the animal and plant world.

When teaching, the teacher develops children to think, observe, act. In order to teach, we must find ways for the child to learn and achieve a certain level of knowledge, skills and abilities.

Teaching methods are methods that encourage students to think and practice in the process of mastering the educational material.

Learning in educational activities based on the assimilation of the content of educational subjects should be developed in accordance with its structure and features.This topic is relevant in pedagogy, since it implies the search for scientific foundations of education, which would recognize the individual capabilities of each child and their changes in the process of age development.

The main goal of learning isachieving optimal overall development of each child, the acquisition of knowledge, skills and abilities, the development of cognitive and creative abilities.

Teaching methods.

The success of the educational process largely depends on the teaching methods used.The teaching method is a system of consistent interrelated ways of work of the teacher and students, which are aimed at achieving didactic tasks.

There are several classifications of training:

1.Practice . Practical methods include exercises, illustrations, diagrams, educational games. The practical method is better than others for accustoming children to conscientious performance of the task. They form

the habit of careful organization of the labor process, including awareness of the goals of the upcoming work, analysis of the task and conditions for its solution, work plan, preparation of materials and tools, careful quality control of work, analysis of conclusions. Exercises are a systematic, organized, repeated execution of actions in order to master them or improve their quality. Without properly organized exercises, it is impossible to master educational and practical skills and abilities.

2. Visual - observation, demonstration.Thus, visual methods are used at all stages of the pedagogical process. Their role is to provide a comprehensive, figurative perception, to serve as a support for thinking.

The principle of visibility says: everything that is possible must be explained and shown to the child on objects, pictures, and visual samples. This is explained by the fact that the leading forms of thinking at this age are visual-effective and visual-figurative. The conceptual form of thinking in preschool age is manifested only in the simplest forms (visual-schematic thinking). Therefore, visual explanations are always more accessible. AT kindergarten different types of visualization are used:

• natural (real objects, plants, animals),
• picture and picture-dynamic (photos, drawings, paintings, filmstrips, etc.),
• three-dimensional visibility (models, dummies),
• audiovisual (films, video films),
• graphic (diagrams, drawings), experimental (elementary experiments).

Requirements for visibility: should really reflect the surrounding reality, correspond to the level of development of children, be highly artistic in content and design.

3. Verbal - explanation, story, reading, conversation.

Verbal methods and techniques - their effectiveness largely depends on the culture of speech of the educator himself, on its imagery, emotional expressiveness, accessibility for children's understanding.

The form of education is a method of organization that is carried out in a certain order and mode. The main form of organizing the education of children in a preschool institution is classes. They are organized and conducted by the teacher in accordance with the program.

There are 3 forms of organization of training:

• individual,
• group, (with a subgroup),
• frontal (with the whole group).

The individual form of organization of training contains many positive factors. The teacher has the opportunity to determine the task, content, methods and means of teaching according to the level of development of the child, taking into account the pace of assimilation of the material, the characteristics of mental processes, etc.

Group forms of training assume that classes are held with a subgroup of no more than 6 people. The basis for acquisition may be personal sympathies, the commonality of their interests, but, in no case, the coincidence in the levels of development. In each subgroup there should be children with different levels of development, then the "strong" ones will become "beacons" for those who are often referred to as lagging behind. To ensure such interaction of children in the educational process is the main function group form learning.

Frontal classes are also necessary in the conditions of modern preschool. Their content may be an artistic activity. In these classes, the effect of “emotional influences of empathy” is important, which leads to an increase in mental activity, encourages the child to express himself.

Methods, content, organization of training sessions with children of preschool age are significantly dependent on the teacher's understanding of the principles of education and the ability to apply them in their activities.

By appointment - this is the acquisition of knowledge, the formation of skills, the application of knowledge, creative activity, the consolidation of knowledge and the testing of knowledge, skills and abilities.

Observation - this is a purposeful, systematic perception by the child of objects and phenomena of the surrounding world, in which perception, thinking and speech actively interact. With the help of this method, the educator directs the child's perception to highlight the main, essential features in objects and phenomena, to establish cause-and-effect relationships and dependencies between objects and phenomena.
Different types of observation are used in teaching children:
I) recognizing nature, with the help of which knowledge is formed about the properties and qualities of objects and phenomena (shape, color, size, etc.);
2) for the change and transformation of objects (growth and development of plants and animals, observation of a fish, a cat with kittens, etc.) - gives knowledge about

processes objects of the surrounding world;

3) of a reproductive nature, when, on individual grounds, it is established

the state of the object, in part - a picture of the whole phenomenon.

Observations are: short-term and long-term. Short-term observations are fully included in classes and are carried out with handouts. Long-term observations are carried out in nature (for example, observation of the emergence and development of a seedling from a radish seed after 1-2 days, onions - 1-2 weeks, carrots - 3-4 weeks, etc. .d.

Even small children peer with interest at unfamiliar objects, try to embrace, feel, taste them. No means of visualization: neither the collection, nor the educational table, nor the screen is able to replace the observation of plants and animals in nature.

The demonstration method includes various techniques:

Display of objects (everything we can show) - children consider doll furniture and clothes, utensils, household items, tools, equipment for drawing, modeling, appliqués, etc.

Showing a sample is one of the techniques used in teaching fine arts and design. The sample could be

drawing, application, craft;

Demonstration of actions - used in the classes on the development of movements, must be accurate, expressive, divided into parts; may be complete or partial;

Demonstration of paintings, illustrations helps children to imagine those sides and

properties of the studied objects and phenomena that they cannot directly perceive.

Experiences and experimentation.

This is when a student acts on an object in order to gain knowledge of properties and relationships.Various experiments and experiments are carried out: demonstration (the teacher himself conducts the experiment and demonstrates it; children follow the progress and

results) and frontal (the objects of the experiment are in the hands of

children) - both teach children to observe, analyze, draw conclusions.

Children experience great joy, surprise and even delight from their own

small and big "discoveries" that make them feel

Satisfaction with the work done.

In the process of experimentation (independently or under the guidance of a teacher), children get the opportunity to satisfy their inherent curiosity (why? why? how? what will happen if ...?), to feel like a scientist, researcher, discoverer.

Experimentation acts as a teaching method if it is used to transfer new knowledge to children. At this age, the goal of experimentation is to help children think through a plan for its implementation, and together with the children to carry out the necessary actions. Gradually involving children in predicting the results of their actions: "What happens if we blow on a dandelion?" It is necessary to teach children to select and find the necessary material and equipment, to perform the simplest actions, to see the result of the activity, thereby developing their own research activity of children. In the classroom, the teacher poses a problem and outlines the strategy and tactics for solving it, the solution itself will have to be found by the child.

The teacher poses a problem, but the children are looking for a method of solving it on their own (at this level, a collective search is allowed).

Experimental work causes in children interest in the study of nature, develops mental operations (analysis, synthesis, classification, generalization, etc.), stimulates the cognitive activity and curiosity of the child, activates the perception of educational material for familiarization with natural phenomena, with the basics of mathematical knowledge, with the ethical rules of life in society and etc.

Conducting experiments and experiments causes delight in children. Experience is fun and exciting, but at the same time, in each experience, the reason for the observed phenomenon is revealed, children are brought to a judgment, conclusion, their knowledge about the properties and qualities of objects, about their changes is clarified. Each experience helps to find solutions to various problems and makes it possible to understand why everything happens this way and not otherwise, encourages an independent search for causes, methods of action, and manifestation of creativity.

By nature, a preschool child is oriented toward learning about the world around him and experimenting with objects and phenomena of reality. Already at a younger preschool age, learning about the world around him, he seeks not only to examine the object, but also to touch it with his hands, tongue, sniff, knock on it, etc. At an older age, many children think about such physical phenomena as water freezing in winter, sound propagation in air and water, different colors of objects in the surrounding reality and the ability to achieve the desired color “pass under the rainbow”, etc.

In everyday life, children often experiment with various substances themselves, trying to learn something new. They take apart toys, watch objects falling into the water (sinking - not sinking), trying metal objects with their tongues in severe frost, etc. But the danger of such “amateur activity” lies in the fact that the preschooler is not yet familiar with the laws of mixing substances, elementary safety rules. The experiment, specially organized by the teacher, is safe for the child and at the same time acquaints him with the various properties of the surrounding objects, with the laws of the life of nature and the need to take them into account in his own life. Initially, children learn to experiment in specially organized activities under the guidance of a teacher, then the necessary materials and equipment for the experiment are brought into the spatial and object environment of the group for independent reproduction by the child, if it is safe for his health. In the process of experimentation, the child needs to answer not only the question like me I do it, but also to questions why I do it exactlyso, and not otherwise, whyI do what I want find out what to get as a result. The assimilation of the system of scientific concepts, experimental methods will allow the child to become the subject of learning, learn to learn, which is one of the aspects of preparing for school. However, the acquaintance of preschoolers with the physical phenomena of the surrounding world differs in content and methods from school education. In a preschool educational institution, the acquisition of knowledge about physical phenomena and methods of their cognition is based on a keen interest, curiosity of the child and is carried out in an exciting form without memorization, memorization and repetition of rules and laws.An experiment in kindergartenallows you to acquaint children with specific research methods, with various methods of measurement, with safety rules during the experiment. Children, first with the help of adults, and then on their own, go beyond the limits of knowledge and skills acquired in specially organized activities, and create a new product - a building, a fairy tale, air saturated with smells, etc. Thus, the experiment connects creative manifestations with the aesthetic development of the child.

The basis of the child's cognitive activity in experimentation is the contradiction between the existing knowledge, skills, experience gained in achieving results by trial and error and new cognitive tasks, situations that have arisen in the process of setting the goal of experimentation and achieving it. The source of cognitive activity is the overcoming of this contradiction between the acquired experience, which allows the child to show independence and creative attitude when performing the task. The development of children's ability to experiment is a certain system, which includes demonstration experiments carried out by the teacher in specially organized activities, observations, laboratory work performed by children on their own in the spatial and object environment of the group (for example, gaining experience with magnets, various ways of measuring objects and etc.). Each fundamental natural science concept that we propose to introduce children to (temperature, time, liquid, gas, solid body, gravity, motion, light, sound, etc.) is experimentally substantiated and clarified for the child in the process of observation, mental and real experimentation. As a result, we can conclude that the fundamental laws of nature are derived by the child on their own, as a result of setting up an experiment.

Thus, the acquaintance of preschoolers with the phenomena of inanimate nature (physical phenomena and laws) occupies a special place in the system of various knowledge about the world around, since the subject of acquaintance is present, regulates, exerts its influence and continuously affects the development of the child.

A generalization of many years of experience of teachers, an analysis of methods and programs allows us to conclude that experimental and research activities carry great opportunities for the comprehensive development of children: it develops their thinking, enriches knowledge, active and passive vocabulary, stimulates the desire to create, not destroy.

When experimenting with preschoolers, one should not forget that the main thing is not the acquisition of memorized knowledge by the child, but the formation of a careful, emotional attitude towards the world around him and the skills of environmentally competent behavior. There is no need for striving for children to remember as much as possible different names. You can always do without the use of complex and incomprehensible terms for the child. It is much more important to instill in children a cognitive interest in objects of nature, the desire and ability to observe, experiment, understand that everything in the world is interconnected.

Modeling.

Modeling is a visual-practical method of teaching. The model is a generalized image of the essential properties of the modeled object (room plan, geographical map, globe, etc.)

The method of modeling lies in the fact that the child's thinking is developed with the help of special schemes, models that reproduce the hidden properties and connections of an object in a visual and accessible form for him.

The modeling method is based on the principle of substitution: the child replaces a real object with another object, its image, some conventional sign.

Initially, the ability to replace is formed in children in the game (a pebble becomes a candy, sand becomes a porridge for a doll, and he himself becomes a dad, a driver, an astronaut). The experience of substitution is also accumulated during the development of speech, in visual activity.

Modeling, carried out in the process of teaching and educating children, serves to develop their abilities, deepen their knowledge of the basics of science and the technology of processing materials. It contributes to the connection of theory with practice, the formation of practical skills, and is a means of expanding the horizons of children.Different types of models are used in preschool education. First of all, subject, in which design features, proportions, interconnection of parts of any objects are reproduced. These can be technical toys that reflect the principle of the mechanism; building models.

Senior preschoolers have access to subject-schematic models in which essential features and relationships are expressed using substitute objects, graphic signs.

Game methods.

In order for a preschooler to unfold the plot of the game, to model this or that activity of adults, he must understand its meaning, motives, tasks and norms of relations that exist between adults. The child cannot do this on his own. Only the familiarization prepared by the teacher with the types of labor available to preschool children reveals to them the meaning of the labor relations of adults, the significance of the actions they perform. On this basis, a game arises, and the child, realizing the role he has taken, begins to delve deeper into the meaning, understand the motives and tasks of people's activities, as well as the meaning of his role and his actions.

Didactic games get along very well with teaching. The inclusion of didactic games and gaming moments makes the learning process interesting and entertaining, creates a cheerful working mood in children, and facilitates overcoming difficulties in mastering educational material. A variety of game actions, with the help of which one or another mental task is solved, support and enhance children's interest in the subject. Play must be regarded as a powerful and indispensable lever for the child's mental development.

In the process of playing, children develop the habit of concentrating, thinking independently, developing attention, the desire for knowledge. Carried away, children do not notice that they are learning: they learn, remember new things, navigate in unusual situations, replenish the stock of ideas, concepts, develop imagination. Even the most passive children join the game with great desire, making every effort not to let down their playmates. During the game, children, as a rule, are very attentive, focused and disciplined. The game is one of the most important means of mental and moral education of children. A.S. Makarenko attached great importance to the game as an educational tool: “What a child is in the game, such in many respects he will be in work when he grows up. Therefore, the upbringing of the future figure takes place, first of all, in the game.

Verbal teaching methods.

The verbal teaching methods include a story, a lecture, a conversation, etc. The conversation method involves a conversation between a teacher and children. The conversation is organized with the help of a carefully thought-out system of questions that gradually leads children to assimilate a system of facts, a new concept or pattern. Conversations are possible during which students remember, systematize, generalize what they have previously learned, draw conclusions, and look for new examples of using the previously studied phenomenon in life. Any conversation forms an interest in knowledge, cultivates a taste for cognitive activity. Conversations can be of different levels: some conversations are held after observing a narrow circle of observed objects (for example, a conversation about migratory birds, wintering animals in the forest, etc.), others affecting a wider range of phenomena (for example, conversations about the seasons), to systematize children's knowledge about the phenomena of inanimate nature, about plant life, about animals, about people's work. In the first part of the conversation, in order to prepare children for generalization, the questions of the educator to the children are also included: “Which birds arrive first? How did we recognize rooks? Where did we see them? What did the rooks do on the field? What do rooks eat? When the teacher with the children finds out all this, he asks: “Why do rooks arrive earlier than other birds?” (Similarly, about other birds - starling, swallow, etc.) In the second part of the conversation, a question can be raised that requires generalization: “Why do not all birds arrive at the same time?”.Reliance on the experience of children and the logical sequence of questions provide great interest, active mental activity of children.

The story is a verbal teaching method, the study of material that intelligibly and emotionally conveys new knowledge, facts, events.

There are several types of story: story-introduction, story-exposition, story-conclusion. conditions effective application story are careful thinking of the plan, the choice of the most rational sequence of disclosure of the topic, the successful selection of examples and illustrations, maintaining the proper emotional tone of presentation.

Explanation - the interpretation of concepts, laws, rules with the widespread use of calculations, observations and experiments. The explanation can be scientific, business, analytical, evidentiary and technical.

Briefing is an explanation of the progress of upcoming work, methods of performing tasks, a safety warning. Instruction differs from explanation in practicality, concreteness and brevity. Briefing can be introductory, current and final.

According to the purpose of the conversation are:

1. Introductory or organizing;
2. Messages of new knowledge;
3. Synthesizing or fixing;
4. Control and correction.

Basic concepts of didactics.

Didactics is a branch of pedagogy aimed at studying and revealing the theoretical foundations of the organization of the learning process (patterns, principles, teaching methods), as well as searching for and developing new principles, strategies, methods, technologies and learning systems.

Learning Functions: The educational function is to equip children with a system of scientific knowledge, skills, and teach them how to use them in practice. Knowledge in pedagogy is defined as understanding, storing in memory and reproducing the facts of science, concepts, rules, laws, theories. Assimilated knowledge is characterized by completeness, awareness and effectiveness. This means that in the process of learning, children receive the necessary information on the basics of science and activities.
The developmental function of learning means that in the process of learning, assimilation of knowledge, the development of children occurs. This development occurs in all directions: the development of speech, thinking. Learning leads to development. We can say that any education develops due, first of all, to the content of education and, secondly, due to the fact that teaching is an activity. And the personality, as is known from psychology, develops in

the process of activity.

The educational function of teaching follows from its very content of forms and methods. It consists in the fact that in the process of learning moral and ethical ideas are formed, a system of views on the world, the ability to follow the norms of behavior in society, to comply with the laws adopted in it. However, education in the learning process is complicated by the merger of external factors (family, microenvironment, etc.), which makes parenting a more complex process. In the process of learning, the needs of the individual are also formed.

The principle of didactics is called a certain system of requirements for the learning process, the fulfillment of which ensures its necessary objectivity.

The age and mental characteristics of the child are “generalization of experience” or “intellectualization of affect”. In other words, the child tries to build his own behavior in accordance with certain rules and requirements.

The principle of visibility.

This principle plays an important role in teaching preschool children, since the thinking of a preschooler is visual-effective and visual-figurative. The use of various types of visualization - the observation of living objects, the examination of objects, paintings, illustrations, samples, the use of diagrams, etc. - contributes to the conscious perception of those phenomena and objects that an adult introduces children to. The principle of visibility corresponds to the basic forms of thinking of a preschooler.Visualization provides strong memorization.

Under the principles of learning is meant an objective regularitythe starting points that guide the teacher.

There are a number of principles:

1. The principle of developing education is based on the doctrine of the zones of actual development, which implies not only the previous result of the child's existing knowledge, but also the highest result achieved with the help of a teacher.
2. The principle of educational training involves filling the content of training with positive feelings, images that convey the characteristic features of a person's perception of the world around him.
3. The principle of accessibility in education meets the requirements for the age and developmental level of the child. The principle of accessibility requires that the volume and content of the material be within the power of children, correspond to the level of their mental development and the existing stock of knowledge, skills and abilities.

The principle of accessibility implies the fulfillment of the following conditions - didactic rules: a) follow in teaching from simple to complex; b) from easy to difficult; c) from the known to the unknown.

1. The principle of scientific character requires that the proposed material correspond to modern achievements of science. Those elementary knowledge about the surrounding world that children receive at a younger age should not be rejected later, but should only be expanded and enriched.
2. The principle of systematicity and consistency is based on the development that established knowledge should be given constantly, but not in one form, but in a different one, and should become more complex from simple to complex, from understandable to incomprehensible.
3. The principle of consciousness, activity of children in the assimilation of knowledge.

Consciousness in learning is a positive attitude of children to learning activities, their understanding of the essence of the problems being studied, their conviction in the significance of the knowledge gained. The activity of children is their intense mental and practical activity in the learning process. Activity acts as a prerequisite, condition and result of the conscious assimilation of knowledge, skills and abilities.

1. The principle of an individual approach to children is one of the main principles of pedagogy. The very problem of an individual approach is creative, but there are main points in the implementation of a differentiated approach to children - knowledge and understanding of children; love for children; the ability of the teacher to reflect and the ability to analyze. Children should always feel the support of the teacher.

Conclusion.

Thus, the following conclusions can be drawn: Learning is a purposeful cognitive activity of children under the guidance of a teacher, the purpose of which is the acquisition of knowledge, skills and abilities by children, the development of cognitive and creative abilities.

Teaching methods are ways of joint activities of a teacher and children aimed at achieving their educational goals. Skills - to learn quickly and accurately, intuitively, visually or by ear to recognize (distinguish, guess) the studied objects of the animal and plant world. It is methodically correct, in compliance with all security measures, to check the processing of the objects under study with the aim of their comprehensive determination (study). To develop purposefulness, patience, endurance and objectivity when observing objects, processes and their subsequent evaluation. To master the methodology of research, bookmarking, conducting, completing, summarizing and concluding school experimentation.

The principles of learning are the basic provisions that determine the content, organizational forms and methods of the educational process in accordance with this

goals and rules.

The main principles of education are: the principle of scientific education, the principle of accessibility, the principle of consciousness and activity, the principle of visibility, the principle of systematicity and consistency, the principle of the strength of knowledge acquisition, the principle of nurturing education, the principle of connection between theory and practice, and the principle of correspondence of training to age and

individual characteristics of children. D The teaching principles are generally accepted, they form the basis of the traditional system of education.

Persistence in learning potentially increases with age. This means that older children are capable of longer studies, but the extent to which this ability is realized depends largely on the attitudes and interests of the children.

Literature

1. Babansky Yu. K. Choice of teaching methods in secondary school. / M., 1981.
2. Dyachenko V.K. New didactics. M., TKVelby, Prospect Publishing House, 2001
3. Lerner I. Ya. Didactic foundations of teaching methods. M., 1981.
4. Okon V. Introduction to general didactics. M., 1990.
5. Podlasy I.P. Pedagogy. New course: Textbook for students. ped. universities: In 2 books. Book. 1. M.: VLADOS, 2005.
6. Repkin V.V., Repkina N.V. Teaching methods: theory and practice - Tomsk, 1997.
7. Slastenin V. A., Isaev I. F., Shiyanov E. N. General pedagogy: Proc. allowance for students. higher textbook institutions / Ed. V. A. Slastenina: At 2 pm M., 2002.
8. Modern didactics: theory and practice / Ed. I. Ya. Lerner, I. K. Zhuravlev. M., 2004.

DIDACTICS(Greek words - teaching), is considered as a part of pedagogy, investigating the problems of training and education, their patterns, principles, goals, content, means, organization, results achieved. EDUCATION- this is an ordered interaction of a teacher with students, aimed at the formation of scientific knowledge, skills, emotionally holistic attitude to the world. In the educational process, the task of discovering new truths is not set, but only their creative assimilation is required. The learning process is built taking into account the age characteristics of students, in connection with which the forms and methods of cognitive activity have been changed accordingly. Much knowledge is obtained by students not by direct study of objects, but indirectly, i.e. through the teacher's story, description, explanation, obtaining a variety of information. EDUCATION is a system of knowledge, abilities, skills (KUN) acquired in the learning process. But knowledge, skills, skills are not physical objects, they simply cannot be transferred. They can arise in the head of a child, a person only as a result of their own activity. They cannot simply be obtained, they must be obtained as a result of the mental activity of the student and, above all, thinking. "The learning process is a purposeful interaction between the teacher and students, during which the tasks of educating students are solved." KNOWLEDGE- this is a set of ideas embodying the theoretical mastery of the subject, the result of human cognitive activity. SKILLS- this is the mastery of ways to apply knowledge in practice (practical: skiing, counting, drawing conclusions). SKILL- this is a skill brought to automatism of a high degree of perfection (the ability to write, brush your teeth ...). Learning is a two-way process, it includes the activity of the teacher and the activity of the student.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

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DEPARTMENT OF PSYCHOLOGY AND PEDAGOGY

TEST

in the discipline "Pedagogy"

Learning as a process

Gr.ZPS-04-02-37204______ T.A. Karpov

Teacher ___________________

Vladivostok 2005

Introduction

1. Characteristics of the learning process

1.1 The concept and essence of learning

1.2 Patterns of learning

1.3 Learning principles

1.4 Cyclicity of the learning process

1.5 Learning structure

2. Teaching methods

3. Types of training

3.1 Developmental education

3.2 Explanatory-illustrative teaching

3.3.Problem learning

3.4 Programmed learning

Conclusion

List of sources used

Introduction

Being a historical being, man is, at the same time, and even, above all, a natural being: he is an organism that bears in itself the specific features of human nature. They develop and change as a person masters in the course of training and education what was created as a result of the historical development of mankind. Education plays a role in the process of individual development. The child does not mature at first, and then is brought up and trained; he matures by being brought up and trained under the guidance of adults.

Inclusion in school education requires a certain level of development, which is achieved by the child as a result of preschool education. But school education is not simply built on already mature functions. The data necessary for schooling are further developed in the process of schooling itself; necessary for him, they are formed in him.

It follows from this that the process of learning should be a process of development. The same is required by the main goals of training, which include preparation for future independent work. Based on this, it follows that the only task of teaching is not to impart certain knowledge to the child, but only to develop certain abilities in him: it does not matter what material to convey to the child, but it is important to teach him to observe, think, etc. This is what the theory of formal education teaches, which sees the task of education not in that the student has mastered a certain amount of knowledge, but in developing in him certain abilities necessary in order to acquire them.

1 Characteristics of the learning process

1.1 The concept and essence of the learning process

What is training? I.F. Kharlamov wrote about it this way: “a purposeful, pedagogical process of organizing and stimulating active educational and cognitive activity of students in mastering scientific knowledge and skills, developing creative abilities, worldview and moral and aesthetic views and beliefs.” Education is a process, the main purpose of which is to develop the abilities of a person, a child. Learning, realized through various types of subject-based theoretical and practical activities, is ultimately focused on the intellectual and cognitive development of the child, in other words, it deals with the cognitive processes of the child. The basis of any kind or type of education is the system of "teaching - learning".

Teaching is the teacher's activity of conveying information; organization of educational and cognitive activity of students; assistance in case of difficulty in the process of learning; stimulation of interest, independence and creativity of students; assessment of students' educational achievements.

The purpose of teaching is to organize the effective teaching of each student in the process of transferring information, monitoring and evaluating its assimilation, as well as interacting with students and organizing both joint and independent activities.

Teaching is a student's activity, which involves the development, consolidation and application of knowledge and skills; self-stimulation to search, solve educational problems, self-assessment of educational achievements; awareness of the personal meaning and social significance of cultural values ​​and human experience, processes and phenomena of the surrounding reality. The purpose of the teaching is the knowledge, collection and processing of information about the world around. Learning outcomes are expressed in knowledge, skills, attitudes, and general development of the student.

Thus, learning can be characterized as a process of active, purposeful interaction between the teacher and the student, as a result of which the student develops certain knowledge, skills, experience of activity and behavior, as well as personal qualities. This is the effect of the two-sidedness of the learning process: teaching is the activity of the teacher, and teaching is the activity of students, appearing in unity in the transfer of social experience to the latter in the form of the content of education.

The learning process is a specific type of human cognitive activity. It contains both general and specific features of the student's cognition of the objective world. If a scientist learns something objectively new in the course of studying certain phenomena, processes, then a student in the learning process discovers and assimilates subjectively new things, i.e. what is already known to science and mankind, what is accumulated by science and systematized in the form of scientific ideas, concepts, laws, theories, scientific factors.

The effectiveness of training is determined by internal and external criteria. As internal criteria, the success of training and academic performance, as well as the quality of knowledge and the degree of development of skills and abilities, the level of development of the student, the level of exposure and learning are used. The academic performance of a student is defined as the degree of coincidence of the actual and planned results of educational activities. Academic performance is reflected in the score.

Methods, techniques and forms of education

The success of training is also the effectiveness of the management of the educational process, providing high results at minimal cost.

In the process of learning, when revealing its essence, it is necessary to distinguish between the moment of organization of activity and the moment of learning in the organization of activity. In the latter, communication between the teacher and the student is most clearly manifested, which is the actual training, its essence. Eliminate communication between teacher and student, and learning as such is not realized. And with it, any interaction between the teacher and the student will disappear. There will be no transfer of social experience and ownership of it.

Consequently, learning is communication, in the process of which controlled cognition takes place, the assimilation of social experience, reproduction, mastery of one or another specific activity that underlies the formation of personality.

Carried out at different levels, the learning process is cyclical, and the most important, the main indicator of the development of the cycles of the educational process are the immediate didactic goals of pedagogical work, which are grouped around two main goals: educational and upbringing. Educational - so that all students acquire a certain amount of knowledge, skills and abilities, develop their spiritual, physical and labor abilities, acquire the rudiments of labor and professional skills. Educational - to educate each student as a highly moral, harmoniously developed personality with a scientific and materialistic worldview, a humanistic orientation, creatively active and socially mature.

The ratio of these goals in the conditions of the modern school is such that the first is subordinate to the second, from which the main goal of education follows - to raise an honest, decent person who knows how to work independently, to realize his human potential.

1.2 Patterns of learning

Patterns of learning are essential, stable, recurring connections between the constituent parts, components of the learning process. Some of them always operate, regardless of the actions of the participants and the conditions of the process, for example: the goals and content of education depend on the requirements of society for the level of education of the individual. Most of the regularities manifest themselves as a trend, i.e. not in each individual case, but in a certain set.

Allocate external and internal patterns of learning. The former include the dependence of education on social processes and conditions (socio-economic, political situation, level of culture, the needs of society and the state in a certain type and level of education); to the second - the links between the components of the learning process (between the goals, content of education, methods, means and forms of education; between the teacher, the student and the meaning of the educational material). Quite a lot of internal regularities in pedagogical science have been established, most of them operate only when the necessary conditions for learning are created. For example, there is a natural connection between teaching and upbringing: the teaching activity of a teacher is predominantly educational in nature. Its educational impact depends on a number of conditions.

Another pattern: there is a relationship between teacher-student interaction and learning outcomes. According to this provision, training cannot take place if there is no interdependent activity of the participants in the learning process, there is no unity between them. A private, more concrete manifestation of this regularity is the relationship between the activity of the student and the results of learning: the more intense, the more conscious the educational and cognitive activity of the student, the higher the quality of education.

1.3 Learning principles

The principles of learning are guiding ideas, regulatory requirements for the organization and conduct of the didactic process. They are in the nature of the most general instructions, rules, norms governing the learning process. The principles are born on the basis of a scientific analysis of learning and correlate with the laws of the learning process established by didactics. Taking into account the focus on the formation of the personality, the individuality of each student, the following system of principles of education in a modern general education school is distinguished:

Teaching method- this is a method of pedagogical influence, which has its own goals, its own tasks and is an integral structure.

Methodical reception is part of the method; a concrete, often elementary action of the teacher, which causes a response action of the student.

For special education, the classification of methods based on a holistic activity approach in the learning process, developed by Yuri Konstantinovich Babansky, is of particular importance. He distinguishes three groups of methods.

Group I - methods of organization and implementation of educational and cognitive activities. This group of methods includes:

verbal, visual and practical (transmission and perception of educational information is a source of knowledge);

inductive and deductive (intellectual activity);

reproductive and problem-search (development of thinking);

independent work of students under the guidance of a teacher.

Group II - methods of stimulation and motivation.

Group III - methods of control and self-control.

The most common and in demand in special education is the classification of methods by the source of knowledge (traditional):

verbal methods(the source of knowledge is an oral or printed word): explanation, clarification, story, conversation, briefing, lecture, discussion, dispute. From verbal as an independent method, work with a book is singled out: reading, studying, summarizing, skimming, quoting, presentation, drawing up a plan, taking notes.

Visual Methods(observable objects, phenomena, visual aids are the source of knowledge): display, illustration, demonstration, student observations, excursion.

Practical Methods(students gain knowledge and develop skills by performing practical actions): exercise, laboratory and practical work, modeling, educational and productive work.

The use of technical teaching aids is considered as a video method. The video method includes viewing, learning, exercises under the control of the "electronic teacher", control.

Disadvantages of the development of cognitive activity of students of special educational institutions(especially thinking and speech, sensory-perceptual activity, attention) do not allow the use of any classification or approaches in full.

In special education, both a general pedagogical arsenal of teaching methods and techniques are used, as well as methods and techniques of correctional and pedagogical work specific to each category of students with special educational needs, certain structural combinations of which represent original educational technologies.

Significant originality in the selection, composition and application extends to the methods of organization and implementation of educational and cognitive activities of children with developmental disabilities.

Methods, techniques, teaching aids Classification of teaching methods

- perceptual methods - visual, practical (verbal transmission and auditory and / or visual perception of educational material and information on the organization and method of its assimilation);

- logical methods - inductive and deductive;

- Gnostic methods - reproductive, problem-search, research.

All of them can be successfully implemented in the practice of general education, both under the guidance of a teacher and by self-student, but the latter is quite difficult in the conditions of special education.

The selection of methods for correctional and pedagogical work with children and adolescents with developmental disabilities is determined by a number of factors.

1) Due to disorders in the development of the perceptual sphere (hearing, vision, musculoskeletal system etc.) students have significantly narrowed the possibility of a full-fledged perception of auditory, visual, tactile-vibrational and other information that serves as educational. Deviations in mental development also limit the perception of educational information. Therefore, preference is given to methods that help to most fully transmit, perceive, retain and process educational material in an accessible form for students, while relying on intact analyzers, functions, systems of the body, i.e. in accordance with the nature of the special educational needs of a particular person.

In the group of perceptual methods on early stages teaching children with developmental disabilities, priority is given to practical and visual methods that form the sensorimotor basis of ideas and concepts in cognizable reality. Verbal methods of transferring educational information serve as an addition to them. In the future, verbal methods will occupy one of the significant places in the education system.

2) With any deviations in development, as a rule, speech is disturbed. This means that, especially at the initial stages of teaching, the words of the teacher, his explanations, and verbal methods in general cannot be used as leading ones.

3) Various types of developmental disorders lead to the predominance of visual types of thinking, make it difficult to form verbal and logical thinking, which, in turn, significantly limits the possibility of using educational process logical and gnostic methods, in connection with which preference is often given to the inductive method, as well as explanatory-illustrative, reproductive and partially search methods.

4) When selecting and composing teaching methods, not only distant correctional and educational tasks are taken into account, but also immediate, specific learning goals, for example, the formation of a certain group of skills, the activation of the vocabulary necessary for mastering new material, etc.

5) The principles of education, general and specific goals and objectives of education, the content and objectives of each subject, the age and psychophysical characteristics of students, their level of preparedness, the material and technical equipment of schools, their geographical location, established pedagogical traditions, theoretical and practical preparedness and experience are taken into account. teacher, his personal qualities.

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Signs of the learning process

The learning process is a didactic process and is always conservative. Today, social values ​​are really changing, therefore, naturally, the goals of education are changing, its content is changing. The learning process is a social process that arose with the emergence of society and is improved in accordance with its development. The learning process can be seen as a process of transferring experience.

Teaching methods and techniques

Consequently, the process of learning in secondary and higher educational institutions can be called the process of transferring accumulated experience by society to the younger generation. This experience includes, first of all, knowledge about the surrounding reality (knowledge of the world), which is constantly being improved, ways of applying this knowledge in practical human activities. After all, society cognizes the world in order to improve practical activities, and at the same time improve the reality around us. For constant development, for constant knowledge of the world, society equips the younger generation with ways to acquire new knowledge, that is, ways of knowing the world. And most importantly, society also conveys its attitude to the available knowledge, to the process of cognition of the surrounding world and to the world as a whole.

In the modern sense, learning is characterized by the following features:

1) bilateral character;

2) Team work teachers and students;

3) guidance from the teacher;

4) special planned organization and management;

5) integrity and unity;

6) compliance with the laws of age development of students;

7) management of the development and education of students.

Components of the learning process as a system

Consider the learning process as a system. Let us single out the two most important elements in it: teaching (the activity of the teacher) and teaching (the activity of the students). Traditionally, therefore, the learning process is seen as including two types of activities. The effectiveness of training to the greatest extent depends on the students. In order to promote the development of students, it is necessary to include them in direct activity for the acquisition of knowledge. At the same time, one should not be limited only to their passive assimilation.

If we consider the learning process only as the transfer of certain information and the formation of specific skills and abilities in students, that is, as a craft, then in this case specific recommendations can be given. But we must shape the personality of a person, taking into account his individual capabilities, interests and inclinations. One of the most important criteria for the effectiveness of the learning process is "the achievement by each student of such a level of performance that corresponds to his real learning opportunities in the zone of proximal development." The learning process is a kind of system that characterizes the life of human society. Therefore, it has its own fundamental provisions that determine the nature of the learning process and its specifics. For example, even a specific school (or university) is also a system that has its own charter and is guided by some of the most general provisions that determine the nature of its life.

The content of education is a specific amount of knowledge, skills and abilities in a particular academic discipline, which is selected from the relevant areas of knowledge on the basis of existing didactic principles. The selected information is transmitted to students with the help of certain teaching aids, sources of information (the word of the teacher, teaching aid, visual and technical means). There are the following general principles for the formation of the content of school education:

1) humanism, ensuring the priority of universal human values ​​and human health, free development of the individual;

2) scientific character, manifested in accordance with the knowledge offered for study at school recent achievements scientific, social and cultural progress;

3) the sequence, which consists in planning the content that develops in an ascending line, where each new knowledge relies on the previous one and follows from it;

4) historicism, meaning reproduction in school courses history of the development of a particular branch of science, human practice, coverage of the activities of outstanding scientists in connection with the problems under study;

5) systematic, involving the consideration of the knowledge being studied and the skills being formed in the system, the construction of all training courses and the entire content of school education as systems that are included in each other and in common system human culture;

6) connection with life as a way to test the validity of the knowledge being studied and skills being formed and as a universal means of reinforcing school education with real practice;

7) compliance with the age capabilities and level of preparedness of schoolchildren to whom this or that system of knowledge and skills is offered for mastering;

8) accessibility, determined by the structure of curricula and programs, the way scientific knowledge is presented in educational books, as well as the order of introduction and the optimal number of scientific concepts and terms studied.

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Method education (from the Greek. methodos- ʼʼway, way to achieve the goalʼʼ) - a system of sequential interrelated actions of the teacher and students, ensuring the assimilation of educational material.

Method is a multidimensional and multidimensional concept. Each teaching method has many properties and features, as a result of which there are quite a few principles for their differentiation. For this reason, in pedagogical science there is no single approach to the allocation of teaching methods.

Different authors distinguish the following teaching methods: storytelling, explanation, conversation, lecture, discussion, work with a book, demonstration, illustration, video method, exercise, laboratory method, practical method, test work; survey (varieties: oral and written, individual, frontal, compacted), method of programmed control, test control, abstract, didactic game, etc.

This list is far from complete.

In the process of teaching, the teacher uses various methods: a story, work with a book, an exercise, a demonstration, a laboratory method, etc.

At the same time, it is important to remember that no method is universal, that is, a single method will not give the necessary results in full. Good learning outcomes can only be achieved by using a range of complementary methods.

The effectiveness of teaching methods in any pedagogical situation depends on the specific goals and objectives of teaching. The most important component of pedagogical competence is the teacher's ability to choose and apply teaching methods correctly.

The choice of teaching methods is determined by a number of factors, including:

 goals of education, upbringing and development of students;

 features of the content of the studied material;

 features of teaching methods of a particular academic subject;

 the time allotted for the study of a particular material;

 the level of preparedness of students, their age characteristics;

 the level of pedagogical skills of the teacher;

 material and technical conditions of training.

Rice. 4.4. Choice of teaching methods

Teaching methods in the practice of work are implemented with the help of techniques and teaching aids, ᴛ.ᴇ. the method in its specific embodiment is a set of certain methods and means.

learning techniques(didactic techniques) are usually defined as elements of methods, single actions as part of a general teaching method. Reception - ϶ᴛᴏ is not yet a method, but its integral part, however, the practical implementation of the method is achieved precisely with the help of techniques. So, in the method of working with a book, the following techniques can be distinguished: 1) reading aloud; 2) drawing up a text plan; 3) filling in the table according to the material read; 4) drawing up a logical scheme of what was read; 5) note-taking; 6) selection of quotes, etc.

The learning process can be seen as a separate step in the practical application of the method. The sequence of these steps in the process of implementing the method leads to the learning goal.

Teaching methods

Reception and method ratio

The same method in different situations can be carried out using different techniques. For example, working with a book in one case may include reading aloud and drawing up a plan of the text; in another case, drawing up a logical diagram and selecting quotes; in the third case, taking notes.

The same technique can be included in different methods. So, drawing up a logical diagram can be part of an explanatory and illustrative method (for example, a teacher, explaining new material, draws a diagram on the blackboard), and can also be used as part of a research method (for example, students draw up a diagram that reflects the material they study on their own) .

Teaching methods are developed in the experience of many teachers and improved over decades. Many of the modern methods originated many centuries ago. For example, the story and the exercise were already known in schools ancient world, and in ancient Greece, Socrates improved the method of conversation and began to apply it to develop thinking and enhance the cognitive interest of students. Unlike methods, techniques can be created in the experience of an individual teacher, determining the uniqueness of his individual pedagogical style.

There are relatively few methods, while there are countless techniques, in connection with this, it is very difficult to classify the techniques and it is almost impossible to compile a complete, exhaustive list of all didactic techniques. On fig. 4.6. only some groups of teaching methods are presented.

Rice. 4.6. Types of teaching methods

1. The concept of teaching methods and their classification.

· Main groups of methods

· Verbal teaching methods

- Story

- Educational lecture

- Conversation

· Visual teaching methods

· Practical teaching methods

· Inductive and deductive teaching methods

· Reproductive and problem-search teaching methods

·

2. Methods for stimulating learning activities in the learning process

· The role of motivation in learning

· The stimulating role of all teaching methods

· Methods of formation of cognitive interest

· Educational games

· Educational discussions

·

·

3. Methods of control and self-control in training

· Methods of oral control

· Machine Control Methods

· Methods of written control

4. Choosing the optimal combination of teaching methods

·

·

TEACHING METHODS

1. The concept of teaching methods and their classification.

Method (literally, the way to something) means a way to achieve the goal, a certain way of ordered activity.

The teaching method is a method of ordered interconnected activities of the teacher and students, activities aimed at solving the problems of education, upbringing and development in the learning process.

Teaching methods are one of the most important components of the educational process. Without appropriate methods of activity, it is impossible to realize the goals and objectives of training, to achieve the assimilation by trainees of a certain content of educational material.

Main groups of methods.

Of these, three main groups of teaching methods should be distinguished: 1) methods of organizing and implementing educational and cognitive activities; 2) methods of stimulation and motivation of educational activities; 3) methods of control and self-control over the effectiveness of educational and cognitive activity.

1 method group

2 group of methods

3 group of methods

The proposed classification of teaching methods is relatively holistic because it takes into account all the main structural elements of the activity (its organization, stimulation and control). It holistically presents such aspects of cognitive activity as perception, comprehension and practical application. It takes into account all the main functions and aspects of the methods identified by this period of pedagogical science, without discarding any of them. But it does not just mechanically combine known approaches, but considers them in interconnection and unity, requiring the choice of their optimal combination. Finally, the proposed approach to the classification of methods does not exclude the possibility of supplementing it with new private methods that arise in the course of improving the learning process in a modern school.

Before proceeding to the characteristics of individual teaching methods, it should be noted that each method can be imagined as consisting of a set of methodological techniques. On this basis, sometimes methods are defined as a set of methodological techniques that provide a solution to learning problems.

Let's move on to a more detailed description of all the main groups of teaching methods in education.

Verbal teaching methods

The verbal teaching methods include a story, a lecture, a conversation, etc. In the process of explaining them, the teacher sets out and explains the educational material through the word, and the students actively perceive and assimilate it through listening, memorization and comprehension.

Story.This method involves an oral narrative presentation of educational material, not interrupted by questions to the trainees. This method involves an oral narrative presentation of educational material, not interrupted by questions to the trainees.

Several types of story are possible - story-introduction, story-exposition, story-conclusion. The purpose of the first is to prepare students for the perception of new educational material, which can be carried out by other methods, for example, by conversation. This type of story is characterized by relative brevity, brightness, and emotional presentation, which makes it possible to arouse interest in a new topic, arouse the need for its active assimilation. During such a story, the tasks of the students' activities are communicated in an accessible form.

During the story-presentation, the teacher reveals the content of the new topic, carries out the presentation according to a certain logically developing plan, in a clear sequence, highlighting the main, essential, using illustrations and convincing examples.

The story-conclusion is usually held at the end of the lesson. The teacher in it summarizes the main thoughts, draws conclusions and generalizations, gives assignments for further independent work on this topic.

In the course of applying the storytelling method, such methodological techniques are used as: presentation of information, activation of attention, methods of accelerating memorization (mnemonic, associative), logical methods of comparison, comparison, highlighting the main thing, summarizing.

For teaching in the distance learning model, it is quite an effective way, although not too advanced computer speech data can affect the quality of the educational process, which can be more than replaced by audio cassettes. Which is very effective for the learning process.

The conditions for the effective use of the story are careful consideration of the topic, the successful selection of examples and illustrations, and the maintenance of the proper emotional tone of the presentation.

Educational lecture.As one of the verbal teaching methods, an educational lecture involves an oral presentation of educational material, which is more capacious than a story, with great complexity of logical constructions, images, proofs and generalizations. The lecture, as a rule, occupies the entire lesson, while the story occupies only part of it. As one of the verbal teaching methods, an educational lecture involves an oral presentation of educational material, which is more capacious than a story, with great complexity of logical constructions, images, proofs and generalizations. The lecture, as a rule, occupies the entire lesson, while the story occupies only part of it.

During the lecture, methods of oral presentation of information, maintaining attention for a long time, activating the thinking of listeners, methods of ensuring logical memorization, persuasion, argumentation, proof, classification, systematization and generalization, etc. are used.

The conditions for an effective lecture are a clear thinking and communication of the lecture plan, a logically coherent and consistent presentation of all the points of the plan one by one with a summary and conclusions after each of them and logical connections when moving on to the next section. It is equally important to ensure accessibility, clarity of presentation, explain terms, select examples and illustrations, and select visual aids. The lecture is read at such a pace that the listeners can make the necessary notes. Teachers therefore clearly highlight what should be written down, unambiguously repeating when necessary, to facilitate recording.

This method is easiest to use with the help of audio cassettes, as well as with the help of video equipment, as well as satellite television, but you can still attach a lecture with the help of a summary, a book and a computer package.

Conversation.The method of conversation involves a conversation between the teacher and the students. The conversation is organized with the help of a carefully thought-out system of questions, gradually leading students to assimilate a system of facts, a new concept or pattern. The method of conversation involves a conversation between the teacher and the students. The conversation is organized with the help of a carefully thought-out system of questions, gradually leading students to assimilate a system of facts, a new concept or pattern.

During the application of the method of conversation, methods of posing questions (basic, additional, leading, etc.) are used, methods of discussing the answers and opinions of students, methods of correcting answers, methods of formulating conclusions from the conversation.

Questions for the conversation should be capacious enough for a holistic perception. Too much fragmentation of the topic into questions destroys its logical integrity, and too large questions become inaccessible for students to discuss. Questions should not require students to give monosyllabic answers. The teacher can use auxiliary, leading questions to continue the discussion of the problem under study.

Conversations are possible during which students remember, systematize, generalize what they have previously learned, draw conclusions, and look for new examples of using the previously studied phenomenon in life. Such conversations are mainly explanatory in nature and are designed mainly for operating on previously learned, for activating the memory of students.

At the same time, it is possible and highly desirable, if the students are sufficiently prepared, to have conversations during which, under the guidance of a teacher, they themselves look for possible answers to problematic tasks. Such teaching methods in this case can only represent a fairly active correspondence between the teacher and the students. Otherwise, this method is possible with distance learning only for the duration of the session. But it should be borne in mind that some trainees simply need such teaching methods.

Visual teaching methods

Visual methods are important enough for students who have a visual perception of reality. Modern didactics requires the most rational options for the use of visual aids, allowing to achieve a greater educational and educational, as well as developmental effect. It orients teachers to the use of visual teaching methods in order to simultaneously develop the students' abstract thinking.

A feature of visual teaching methods is that they are necessarily offered, in one way or another combined with verbal methods. The close relationship between the word and visualization follows from the fact that the dialectical path of cognition of objective reality involves the use of living contemplation, abstract thinking and practice in unity. The teachings of I.P. Pavlova about the first and second signal systems shows that when cognizing the phenomena of reality, they should be used in conjunction. Perception through the first signal system should organically merge with the operation of the word, with the active functioning of the second signal system.

L.V. Zankov studied several basic forms of combining words and visualization, which should also be taken into account in distance learning:

With the help of the word, the teacher directs the observation that is carried out by the students, and the students extract knowledge about the appearance of the object, its directly perceived properties and relationships from the most visual object in the process of observation;

Through the medium of the word, the teacher, on the basis of the observation of visual objects carried out by the students and on the basis of their knowledge, leads the students to comprehend such connections in phenomena that cannot be seen in the process of perception;

Students receive information about the appearance of an object, about its directly perceived properties and relationships from the verbal messages of the teacher, and visual aids serve as confirmation or concretization of verbal messages;

Starting from the student's observation of a visual object, the teacher reports on such connections between phenomena that are not directly perceived by students, or draws a conclusion, combines, generalizes individual data.

Thus, there are various forms of communication between words and visualization. It would be erroneous to give complete preference to any of them, since depending on the characteristics of the learning tasks, the content of the topic, the nature of the available visual aids, and the level of preparedness of the trainees, it is necessary to choose the most rational combination in each specific case.

Practical teaching methods

Practical teaching methods cover a very wide range of different activities of trainees. During the use of practical teaching methods, the following techniques are used: setting a task, planning its implementation, operational stimulation, regulation and control, analysis of the results of practical work, identifying the causes of shortcomings, correcting training to fully achieve the goal. . During the use of practical teaching methods, the following techniques are used: setting a task, planning its implementation, operational stimulation, regulation and control, analysis of the results of practical work, identifying the causes of shortcomings, correcting training to fully achieve the goal.

Practical methods include written exercises, where during the exercise the trainee puts into practice the knowledge he has acquired.

Practical methods also include exercises performed by students with sound recording, sound reproducing equipment, this also includes computers.

Practical methods are used in close combination with verbal and visual teaching methods, since practical work on the implementation of practical work should be preceded by an instructive explanation of the teacher. Verbal explanations and illustrations usually accompany the process of doing the work itself, as well as an analysis of the work done, which is best done through personal contact with the student.

Inductive and deductive teaching methods.

Inductive and deductive teaching methods characterize an extremely important feature of the methods - the ability to reveal the logic of the movement of the content of educational material. The use of inductive and deductive methods means the choice of a certain logic for disclosing the content of the topic under study - from the particular to the general and from the general to the particular.

inductive method. When using the inductive method of teaching, the activities of the teacher and students proceed as follows: When using the inductive method of teaching, the activities of the teacher and students proceed as follows:

An inductive study of a topic is especially useful in cases where the material is predominantly factual in nature or is associated with the formation of concepts, the meaning of which can only become clear in the course of inductive reasoning. Widely applicable inductive methods for the study technical devices and performing practical tasks. Many mathematical problems are solved by the inductive method, especially when the teacher considers it necessary to independently lead the students to the assimilation of some more generalized formula.

The weakness of the inductive method of teaching is that they require more time to learn new material than deductive ones. They contribute to the development of abstract thinking to a lesser extent, since they are based on concrete facts, experiments and other data.

deductive method. When using the deductive method, the activities of the teacher and students are as follows:

The deductive method contributes to the rapid passage of educational material, actively develops abstract thinking. Its application is especially useful in the study of theoretical material, in solving problems that require the identification of consequences from some more general provisions.

So for mathematical concepts, the general relations of magnitude act as a universal basis, for grammar, the role of such a universal basis is played by the relations of the form and meaning of the word. Since these general foundations of communication can be expressed in the form of models (schemes, formulas, laws, rules), students are taught to use these models. This approach allows students to acquire knowledge of a general and abstract nature earlier and from them to derive more specific and specific knowledge. But this does not mean that it is necessary to move on to a deductive study of the entire material. Its rational combination with the inductive approach must be found, since without the inductive approach, it is impossible to successfully prepare students for solving more complex problems.

As can be seen from the characteristics of the activities of the teacher and students, when using deductive or inductive teaching methods, the previously described verbal, visual and practical methods are used. But at the same time, the content of the educational material is revealed in a certain logical way - inductively or deductively. Therefore, we can talk about an inductively or deductively constructed conversation, about a deductive and problem-based story, about a reproductive or search-based practical work. The teaching method is a multifaceted concept. In the currently used system of teaching methods, several methods conventionally identified in the classification are combined. And the fact that we are talking about the application of the deductive or inductive method in this situation is determined by the leading didactic task set by the teacher at this stage of education. If, for example, the teacher decided to focus on the development of deductive thinking of a generalized nature, then he uses the deductive method, combining it with the problem-search method, implemented through a specially constructed conversation.

Note that in this work the list of logical teaching methods is limited to two types - deductive and inductive. This was done only for greater accessibility of a holistic classification of teaching methods. In principle, this subgroup of methods for organizing learning also includes methods of educational analysis, investigative synthesis, educational analogy, and the identification of cause-and-effect relationships.

Reproductive and problem-search teaching methods

Reproductive and problem-searching teaching methods are singled out, first of all, on the basis of assessing the degree of creative activity of students in the cognition of new concepts, phenomena and laws. are singled out, first of all, on the basis of an assessment of the degree of creative activity of students in the cognition of new concepts, phenomena and laws.

The reproductive nature of thinking involves the active perception and memorization of the information provided by the teacher or other source of 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.

A lecture is structured in a similar way, in which certain scientific information is presented to the audience, appropriate notes are made, which are recorded by the audience in the form of brief notes.

A reproductively organized conversation is conducted in such a way that the teacher in the course of it relies on the facts known to the trainees, on previously acquired knowledge. The task of discussing any hypotheses, assumptions is not set.

Visualization in the reproductive method of teaching is also used in order to better and more actively assimilate and memorize information. An example of visualization, for example, is used in the experience of the teacher V.F. Shatalov supporting notes. They consistently display especially bright numbers, words and sketches that activate the memorization of the material.

Practical work of a reproductive nature is distinguished by the fact that in the course of their work, students apply the previously or just 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 are especially effective in helping to develop practical skills and abilities, since turning into a skill requires repeated actions according to the model.

Reproductive methods are used especially effectively in cases where the content of the educational material is predominantly informative, is a description of the methods of practical actions, is very complex and fundamentally new so that students can search for knowledge.

On the basis of reproductive methods, programmed learning is most often carried out.

On the whole, reproductive methods of teaching do not allow to develop thinking, and especially independence, flexibility of thinking; to form the skills of search activities in students. With excessive use, these methods contribute to the formalization of the process of mastering knowledge. It is impossible to successfully develop personality traits by reproductive methods alone, just as it is impossible to develop such personality traits as a creative approach to business, independence. All this requires the use of teaching methods along with them, which ensure the active search activity of students.

Problem-search teaching methods

Problem-search methods of teaching. Problem-search methods are used in the course of problem-based learning. When using problem-search teaching methods, the teacher uses the following techniques: he creates a problem situation (poses questions, proposes a task, an experimental task), organizes a collective discussion of possible approaches to solving a problem situation, confirms the correctness of the conclusions, puts forward a ready-made problem task. Trainees, based on previous experience and knowledge, make assumptions about ways to solve a problem situation, generalize previously acquired knowledge, identify the causes of phenomena, explain their origin, choose the most rational option for solving a problem situation.

Problem-search teaching methods are very effective for distance learning because they are often used in practice using visual, verbal and practical methods. In this regard, it is customary to talk about methods of problematic presentation of educational material, about problematic and heuristic conversations, about the use of visual methods of a problem-search type, about conducting problem-search practical work of a research type. According to I.Ya. Lerner, this type of methods includes such special cases as the method of problem presentation, partial search, or heuristic, research teaching methods. Particular cases of the problem-search method are those proposed by M.I. Makhmutov binary methods: explanatory-inciting and partial-search, inducing and search. All these are, as it were, specific levels of manifestation of the problem-search method in its broadest sense, as well as a combination of various methods with a gradual increase in the search element in the teaching.

The presentation of educational material by the method of a problem story and a problem-based lecture 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 of problem-based learning is 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 suggestions and then try to independently prove their validity, thereby making some independent progress in the assimilation of new knowledge. If during a heuristic conversation such assumptions usually concern only one of the main elements of a new topic, then during a problem-search conversation, students solve a whole series of problem situations.

Visual aids with problem-search methods of teaching are no longer used to enhance memorization, but to set experimental tasks that create problem situations in the classroom.

Problem-search exercises are used when students can independently, on the instructions of the teacher, perform certain types of actions that lead him to the assimilation of new knowledge. Problem-search exercises can be used not only when approaching the assimilation of a new topic, but also during its consolidation on a new basis, that is, when performing exercises that deepen knowledge.

A valuable type, especially for distance learning, is research laboratory work, during which students, for example, independently find out the laws of melting bodies or any other laws. Such laboratory work is carried out before studying the theoretical material and puts the trainees in front of the need to make some learning discoveries.

Problem-search methods in distance learning are mainly used to develop the skills of creative educational and cognitive activity, they contribute to a more meaningful and independent mastery of knowledge. These methods are especially effectively used in cases where it is necessary to achieve the formation of concepts, laws and theories in the relevant field of science, and not the communication of factual information. The share of distance learning is much better if problem-search methods are combined with reproductive methods for greater efficiency.

2. Methods for stimulating learning activities in the learning process.

The role of motivation in learning.

Various studies of the structure of human activity invariably emphasize the need for a motivation component in it. Any activity proceeds more efficiently and gives qualitative results, if at the same time the person has strong, vivid, deep motives that cause a desire to act actively, with full dedication of strength, to overcome inevitable difficulties, adverse conditions and other circumstances, persistently moving towards the intended goal. All this is directly related to learning activities, which are more successful if students have a positive attitude towards learning activities, if they have a cognitive interest, a need to acquire knowledge, skills and abilities, if they have a sense of duty, responsibility and other learning motives.

The stimulating role of all teaching methods.

In order to formulate such motives for educational activity, the whole arsenal of methods for organizing and implementing educational activities is used - verbal, visual and practical methods, reproductive and search methods, deductive and inductive methods.

Thus, each of the methods of organizing educational activities at the same time has not only an informative and educational, but also a motivational effect. In this sense, we can talk about the stimulating and motivational function of any teaching method. However, the experience of teachers and science has accumulated a large arsenal of methods that are specifically aimed at the formation of positive motives for learning, stimulate cognitive activity, while contributing to the enrichment of teaching educational information. The function of stimulation in this case, as it were, comes to the fore, contributing to the implementation of the educational function of all other methods.

As noted above and in the works, the group of methods of stimulation and motivation can be divided into two large subgroups. In the first of them, to present the methods of formation of cognitive interests among students. In the second - methods, mainly aimed at developing a sense of duty and responsibility in teaching. Let us characterize in more detail each of these subgroups of methods for stimulating and motivating learning.

Methods of formation of cognitive interest.

Special studies devoted to the problem of the formation of cognitive interest show that interest in all its forms and at all stages of development is characterized by three mandatory points: 1) positive emotion in relation to activity; 2) the presence of the cognitive side of this emotion; 3) The presence of a direct motive coming from the activity itself.

It follows that in the learning process it is important to ensure the emergence of positive emotions in relation to educational activities, to its content, forms and methods of implementation. The emotional state is always associated with the experience of emotional excitement: response, sympathy, joy, anger, surprise. That is why the processes of attention, memorization, comprehension in this state are connected to the deep inner experiences of the individual, which make these processes proceed intensively and therefore more effective in terms of the goals achieved.

One of the methods included in the method of emotional stimulation of learning can be called the method of creating entertaining situations in the classroom - introducing entertaining examples, experiments, paradoxical facts into the educational process. Many teachers use the analysis of excerpts from fiction dedicated to the life and work of prominent scientists and public figures to increase interest in learning. Such methods of increasing the entertainment of learning as stories about the application of certain predictions of science fiction writers in modern conditions, and showing entertaining experiments are also successfully used.

Entertaining analogies also act as a technique that is part of the methods of forming interest in learning. For example, analogies in the course of physics, based on the principles of bionics, evoke a very positive response from students. When studying the phenomena of location, analogies are drawn with the methods of orienting bats. When considering the lifting force of an aircraft wing, analogies are drawn with the shape of the wings of a bird, a dragonfly.

The emotionality of the experience is evoked by applying the technique of surprise, for example, Pascal's paradox, with the persuasiveness of these examples, it invariably causes deep emotional experiences in the trainees.

One of the methods of stimulation is the comparison of scientific and worldly interpretations of individual natural phenomena. For example, students are invited to compare everyday and scientific explanation of the phenomenon of weightlessness, the laws of falling, the laws of swimming.

All the above examples show how the techniques of artistry, figurativeness, brightness, entertaining, and surprise included in the methods of forming interest cause emotional elation, which in turn excites a positive attitude towards learning activities and serves as the first step towards the formation of cognitive interest. At the same time, among the main points characterizing interest, it was emphasized not just the excitement of emotionality, but the presence in these emotions of a proper indicative side, which manifests itself in the joy of knowledge.

The main source of interest in the educational activity itself is, first of all, its content. In order for the content to have a particularly strong stimulating effect, it must meet a number of requirements formulated in the principles of education (scientific nature, connection with life, systematic and consistent, comprehensive educational, educational and developmental influence). However, there are also some special tricks aimed at increasing the stimulating effect of the content of the teaching. First of all, they include the creation of a situation of novelty, relevance, bringing the content closer to the most important discoveries in science and technology, to the phenomena of social and political domestic and international life.

Educational games. A valuable method of stimulating interest in learning can be called the method of cognitive games, which is based on the creation of game situations in the educational process. The game has long been used as a means of arousing interest in learning. In the practice of the work of teachers, board and simulator games are used, with the help of which history, wildlife, types of aircraft and ships are studied. A valuable method of stimulating interest in learning can be called the method of cognitive games, which is based on the creation of game situations in the educational process. The game has long been used as a means of arousing interest in learning. In the practice of the work of teachers, board and simulator games are used, with the help of which history, wildlife, types of aircraft and ships are studied.

Educational Discussions. The methods of stimulating and motivating learning also include the method of creating a situation of cognitive dispute. It is known that truth is born in a dispute. But the controversy also causes increased interest in the topic. Some teachers are skilled at using this method of activating learning. First, they skillfully use the historical facts of the struggle of scientific points of view on a particular problem. However, the teacher can create a dispute situation at any time by asking the most trivial question “Who thinks otherwise?”. And if such a technique causes controversy, then the trainees themselves are divided into supporters and opponents of one or another explanation and wait with interest for the reasoned conclusion of the teacher. So the educational dispute acts as a method of stimulating interest in learning. Great results in this area are achieved with the help of electronic discussions.

Stimulation through the analysis of life situations

An analysis of life situations is often used as a method of stimulation. This method of teaching directly stimulates learning by maximizing the concretization of knowledge.

Creating a situation of success in learning

One of the effective methods of stimulating interest in learning is to create a situation of success for students who experience certain difficulties in learning. It is known that without experiencing the joy of success it is impossible to truly count on further success in overcoming educational difficulties. Therefore, educators should select some students who are in need of stimulation, would receive at the appropriate stage the task available to them, which would give them self-confidence, and they could continue their learning activities at a more favorable pace. Situations of success are also created by differentiating assistance to students in completing educational tasks of the same complexity. Situations of success are also created by the teacher by encouraging intermediate actions of the student, that is, by special encouraging him to new efforts. An important role in creating a situation of success is played by ensuring a favorable moral and psychological atmosphere in the course of performing certain educational tasks. A favorable microclimate during training reduces the feeling of insecurity and fear. The state of anxiety is replaced by a state of confidence.

3. Methods of control and self-control in training.

Methods of oral control.

Oral control is carried out by individual and frontal questioning in the classroom, which can be said quite difficult in the context of distance learning. In an individual survey, the teacher poses several questions to the student, answering which he shows the level of mastering the educational material. With a frontal survey, the teacher selects a series of logically interconnected and puts them in front of the entire audience, calling for a short answer from one or another trainee.

Machine Control Methods

The most common method of control in distance learning. Programs for control can be of several types controlling, training and teaching-controlling. Programs for control are, as a rule, according to the method of control programmed exercises. Answers are typed either in numbers, or in the form of formulas, or with the help of a pointer. Each program maintains a high degree of control objectivity. Also, with the help of a computer network, many issues can be resolved using correspondence or modems. The most common method of control in distance learning. Programs for control can be of several types controlling, training and teaching-controlling. Programs for control are, as a rule, according to the method of control programmed exercises. Answers are typed either in numbers, or in the form of formulas, or with the help of a pointer. Each program maintains a high degree of control objectivity. Also, with the help of a computer network, many issues can be resolved using correspondence or modems.

Methods of written control

In the learning process, these methods involve the conduct of tests, essays, written tests. Such work can be both long-term and short-term.

4. Choosing the optimal combination of teaching methods.

Criteria for choosing teaching methods

Most of the researchers of the problem of teaching methods come to the conclusion that since the concept of "method" is multifaceted, multilateral, the method of teaching in each case should, as it were, be constructed by the teacher. In any act of learning activity, several methods are always combined. Methods always seem to mutually penetrate each other, characterizing the same interaction between teachers and students from different sides. And if we are talking about the use of a certain method at a given moment, this means that it dominates at this stage, making a particularly large contribution to the solution of the main didactic task. , comes to the conclusion that since the concept of "method" is multifaceted, multilateral, then the teaching method in each specific case should, as it were, be constructed by the teacher. In any act of learning activity, several methods are always combined. Methods always seem to mutually penetrate each other, characterizing the same interaction between teachers and students from different sides. And if we are talking about the use of a certain method at a given moment, this means that it dominates at this stage, making a particularly large contribution to the solution of the main didactic task.

The following regularity was established in didactics. The more aspects the choice of teaching methods was justified by the teacher (in perceptual, gnostic, logical, motivational, control and evaluation, etc.), the higher and more durable educational results will be achieved in the learning process, and in less time.

When choosing and combining teaching methods, it is necessary to be guided by the following criteria:

Levels of decision-making on the choice of teaching methods

Conventionally, there are several decisions made by teachers about the choice of teaching methods:

That is why it is so important to master the ability to make the best decision when choosing teaching methods.

A lesson is a collective form of education, which is characterized by a constant composition of students, a certain scope of classes, and strict regulation of educational work on the same educational material for all.

An analysis of the lessons being conducted shows that their structure and methodology largely depend on the didactic goals and tasks that are solved in the learning process, as well as on the means that the teacher has at his disposal. All this allows us to talk about the methodological diversity of lessons, which, however, can be classified by type:

1. lessons-lectures (practically, this is a monologue of the teacher on a given topic, although with the known skill of the teacher, such lessons take on the character of a conversation);

2. laboratory (practical) classes (such lessons are usually devoted to the development of skills and abilities);

3. lessons for checking and evaluating knowledge (tests, etc.);

4. combined lessons. Such lessons are conducted according to the scheme:

- repetition of what has been passed - reproduction by students of previously passed material, checking homework, oral and written survey, etc.

- development of new material. At this stage, the new material is presented by the teacher, or "extracted" in the process of independent work of students with literature.

- development of skills and abilities to apply knowledge in practice (most often - solving problems on new material);

- issuing homework.

Optional classes as a form of education were introduced in the late 60s - early 70s. in the process of another unsuccessful attempt to reform school education. These classes are designed to give a deeper study of the subject to everyone, although in practice, they are very often used to work with lagging students.

Excursions are a form of organization of training, in which educational work is carried out within the framework of direct acquaintance with the objects of study.

Homework is a form of organization of learning, in which learning work is characterized by the absence of direct guidance from the teacher.

Extracurricular activities: olympiads, clubs, etc., should contribute to the best development of individual abilities of students.

In world and domestic practice, many efforts have been made to classify teaching methods. Since the category method is universal, “multidimensional education”, has many features, they act as the basis for classifications. Different authors use different bases for classifying teaching methods.

Many classifications have been proposed, based on one or more features. Each of the authors gives arguments to substantiate his classification model. Let's consider some of them.

1. Classification of methods according to the source of transmission and the nature of the perception of information (E.Ya. Golant, E.I. Perovsky). The following features and methods are distinguished:

a) passive perception - listen and watch (story, lecture, explanations; demonstration);

b) active perception - work with a book, visual sources; laboratory method.

2. Classification of methods based on didactic tasks (M.A. Danilov, B.P. Esipov.). The classification is based on the sequence of acquiring knowledge at a particular stage (lesson):

a) the acquisition of knowledge;

b) formation of skills and abilities;

c) application of acquired knowledge;

d) creative activity;

e) fastening;

f) testing knowledge, skills and abilities.

3. Classification of methods by sources of information transfer and knowledge acquisition (N.M. Verzilin, D.O. Lordkinanidze, I.T. Ogorodnikov, etc.). The methods of this classification are:

a) verbal - the living word of the teacher, work with the book;

b) practical - the study of the surrounding reality (observation, experiment, exercises).

4. Classification of methods according to the type (character) of cognitive activity (M.N. Skatkin, I.Ya. Lerner). The nature of cognitive

activity reflects the level of independent activity of students. This classification has the following methods:

a) explanatory and illustrative (informational and reproductive);

b) reproductive (boundaries of skill and creativity);

c) problematic presentation of knowledge;

d) partial search (heuristic);

e) research.

5. Classification of methods, combining teaching methods and their corresponding teaching methods or binary (M.I. Makhmutov). This classification is presented by the following methods:

a) teaching methods: information-reporting, explanatory, instructive-practical, explanatory-motivating, encouraging;

b) teaching methods: executive, reproductive, productive and practical, partially exploratory, exploratory.

6. Classification of methods for organizing and implementing educational and cognitive activities; methods of its stimulation and motivation; methods of control and self-control (Yu.K. Babansky). This classification is represented by three groups of methods:

a) methods of organization and implementation of educational and cognitive activities:

verbal (story, lecture, seminar, conversation), visual (illustration, demonstration, etc.), practical (exercises, laboratory experiments, labor activities, etc.),

reproductive and problem-search (from particular to general, from general to particular),

methods of independent work and work under the guidance of a teacher;

b) methods of stimulation and motivation of educational and cognitive activity:

methods of stimulating and motivating interest in learning (the whole arsenal of methods for organizing and implementing educational activities is used for the purpose of psychological adjustment, motivation for learning), methods of stimulating and motivating duty and responsibility in

teaching;

c) methods of control and self-control over the effectiveness of educational and cognitive activity: methods of oral control and self-control, methods of written control and self-control, methods of laboratory and practical control and self-control.

7. Classification of teaching methods, which combines the sources of knowledge, the level of cognitive activity and independence of students, as well as the logical path of educational modeling (V.F. Palamarchuk and V.I. Palamarchuk).

8. The classification of methods in combination with forms of cooperation in teaching was proposed by the German didact L. Klinberg.

a) Monological methods:

Lecture;

Story;

Demonstration.

b) Forms of cooperation:

customized;

Group;

Front;

Collective.

c) Dialogue methods: - conversations.

9. The classification of methods by K. Sosnitsky (Poland) suggests the existence of two teaching methods:

a) artificial (school);

b) natural (occasional).

These methods correspond to two teaching methods:

a) presenting;

b) search.

10. The classification (typology) of teaching methods, set out in the “Introduction to General Didactics” by W. Okon (Poland), is represented by four groups:

a) methods of mastering knowledge, based mainly on cognitive activity of a reproductive nature (conversation, discussion, lecture, work with a book);

b) methods of self-acquisition of knowledge, called problem methods, based on creative cognitive activity in the course of solving problems:

The classical problem method (according to Dewey), modified for the Polish education system, it contains four important points: the creation of a problem situation; formation of problems and hypotheses for their solution; ordering and application of the results obtained in new problems of a theoretical and practical nature;

The randomness method (England and the USA) is relatively simple and is based on a small group of students considering a description of a case: students formulating questions to explain this case, searching for an answer, a number of possible solutions, comparing solutions, detecting errors in reasoning, etc.;

The situational method is based on introducing students to a difficult situation, the task is to understand and make the right decision, to foresee the consequences of this decision, to find other possible solutions;

An idea bank is a brainstorming technique; based on the group formation of ideas for solving a problem, testing, evaluating and choosing the right ideas;

Micro-teaching is a method of creative teaching of complex practical activities, used mainly in pedagogical universities; for example, a fragment of a school lesson is recorded on a video recorder, and then a group analysis and evaluation of this fragment is carried out;

Didactic games - the use of gaming moments in the educational process serves the process of cognition, teaches respect for accepted norms, promotes cooperation, teaches both to win and lose. These include: staged fun, i.e. games, simulation games, business games (they are not widely used in Polish schools);

c) evaluation methods, also called exposing methods with the dominance of emotional and artistic activity:

Impressive methods;

Expressive methods;

Practical methods;

teaching methods;

d) practical methods (methods for the implementation of creative tasks), characterized by the predominance of practical and technical activities that change the world around us and create new forms of it: they are associated with the performance of various types of work (for example, wood, glass, growing plants and animals, making fabrics and etc.), the development of work models (drawing), the formation of approaches to the solution and the choice of the best options, the construction of the model and verification of its functioning, the design of the specified parameters, individual and group assessment of the task.

The basis of such a typology of methods is V. Okon's idea of ​​the constant development of the creative foundations of the individual through the structuring of the taught knowledge and teaching methods. “The information that a person needs is always intended for some purpose, namely, for understanding the structure of reality, the structure of the world of nature, society and culture that surrounds us. Structural thinking is such thinking that unites the elements of this world known to us. If, thanks to a successful teaching method, these structures fit into the consciousness of a young person, then each of the elements in these structures has its own place and is associated with other structures. Thus, a kind of hierarchy is formed in the student's mind - from the simplest structures of the most general nature to complex ones.

Understanding the basic structures that take place in animate and inanimate nature, in society, in technology and art, can contribute to creative activity based on the knowledge of new structures, the selection of elements and the establishment of connections between them.

11. Based on the fact that a holistic pedagogical process is provided by a single classification of methods, which in a generalized form includes all other classification characteristics of B.T. Likhachev calls a number of classifications, as it were, constituting a classification as a classification. It is based on the following:

Classification according to the correspondence of teaching methods to the logic of socio-historical development.

Classification according to the correspondence of teaching methods to the specifics of the studied material and forms of thinking.

Classification of teaching methods according to their role and significance in the development of essential forces, mental processes, spiritual and creative activity.

Classification of teaching methods according to their compliance with the age characteristics of children.

Classification of teaching methods according to the methods of transmitting and receiving information.

Classification of teaching methods according to the degree of effectiveness of their ideological and educational impact, "influence on the formation of children's consciousness, internal motives" and behavioral stimuli.

Classification of teaching methods according to the main stages of the educational and cognitive process (methods of the stage of perception - primary assimilation; methods of the stage of assimilation - reproduction; methods of the stage of educational and creative expression).

In the classifications identified by B.T. Likhachev, preference is given to the latter as scientific and practical, synthesizing in a generalized form the characteristics of teaching methods of all other classifications.

Two or three dozen more could be added to the series of named classifications of teaching methods. All of them are not without flaws, and at the same time have many positive aspects. There are no universal classifications and cannot be. The educational process is a dynamic construction, this should be understood. In a living pedagogical process, methods also develop and take on new properties. An association

them in groups according to a rigid scheme is not justified, as this hinders the improvement of the educational process.

Apparently, one should follow the path of their universal combination and application in order to achieve a high degree of adequacy to the educational tasks being solved. At each stage of the educational process, some methods occupy a dominant position, others - a subordinate position. Some methods are more effective, while others are less effective in solving educational problems. We also note that the non-inclusion of at least one of the methods, even in its subordinate position, in solving the problems of the lesson significantly reduces its effectiveness. Perhaps this is comparable to the absence of at least one of the components, even in a very small dose, in the composition of the drug (this reduces or completely changes its medicinal properties).

The methods used in the educational process also perform their functions. These include: teaching, developing, educating, encouraging (motivational), control and correctional functions. Knowing the functionality of certain methods allows you to consciously apply them.