Meaning "reproductive teaching method. What is the reproductive method of teaching and what does it include

Law education is one of the most effective, since it involves the application by a schoolboy or student of the studied material in practice. following good example, instructions and prescriptions helps to better assimilate the material and consolidate the acquired knowledge. That is why this method is so popular.

About Features

Reproductive learning is a process that has a certain specificity. AT this case it lies in the nature of the students' thinking, which is formed during the perception and memorization of information provided by the teacher or another source.

The reproductive method of teaching is impossible without the use of visual, practical and verbal techniques, since they form its material basis. After all, methods of a reproductive nature are built on the principles of transmitting information by demonstrating examples, vivid and understandable speech patterns, paintings, drawings, presentations and graphic images.

Learning process

If the teacher conveys information in a colloquial form, and not by giving a lecture from the abstract, then the probability of assimilation by students increases several times. However, reproductive learning is a process in which even a story must be built according to certain principles.

The bottom line is that the teacher ready-made formulates evidence, facts, definitions of concepts and emphasizes the main points that students are required to learn in the first place. Great attention is paid to explaining the sequence and methods of work, as well as their demonstration. This is especially evident in the lessons of choreography, music, artistic work, visual arts. In the process of performing practical tasks by children, their reproductive activity, otherwise called reproducing.

But there is a small nuance here. Reproductive involves performing many exercises, which makes the process itself difficult for children. Pupils (especially in the lower grades) cannot cope with the same tasks all the time. That is their nature. Therefore, the teacher must constantly supplement the exercises with new elements so that the interest of his pupils does not fade away, but only warms up.

visibility

Reproductive learning technology is based on simple and clear principles. During the lecture, the teacher relies on facts and knowledge that the students already know. In a conversation of this nature, there is no place for assumptions and hypotheses, they only complicate the process.

It is important to note that the previously mentioned visualization takes place not only in the creative process. Even during the study of mathematics, it is present. Students compose and display graphs, numbers, rules, keywords, associations, examples in them - all this helps to activate the memorization of the material. Subsequently, children apply their developments to solve tasks given by the teacher. Action on the model helps to strengthen the acquired knowledge, turning it into a skill. However, this requires repeated practice.

Flaws

Nothing is complete without them, and the reproductive method of teaching is no exception. The main disadvantage is the load on the memory of schoolchildren. After all, educational material must be memorized in a considerable amount. And as a result, the best performance is demonstrated by children with a well-developed memory.

Another disadvantage of the method is the low independence of students. When children receive ready-made knowledge from the teacher, they no longer need to work with textbooks. For the same reason, attention is scattered. Children only need to listen to the material and delve into it, but if the process is monotonous, then their attention will quickly become dull.

The material is also not fully assimilated by schoolchildren, because the teacher cannot control how much the students remember exactly, and at what moments they have “gaps”. By the way, if the reproductive method is abused, then children will not be able to learn to think and develop independently, to obtain information. As a result, they will have an average amount of knowledge and a low pace in learning the material.

Productive methods

They also need to be mentioned. Reproductive and productive learning methods are fundamentally different. Since the methods belonging to the second category imply the independent acquisition of subjectively new information by students through individual activities. In the process, students use heuristic, research and partially search methods. They act independently, and this is the main difference between productive and reproductive learning.

Here, too, there are nuances. Productive methods are good because they teach children to think logically, creatively, and scientifically. In the process of their application, schoolchildren practice independent search for the knowledge they need, overcome the difficulties they encounter, and try to turn the information received into beliefs. In parallel, their cognitive interests are formed, which is reflected in the positive, emotional attitude of children to learning.

About problems

Heuristic and research methods have their own specifics, as well as explanatory-reproductive learning.

First, they are not universal. And before moving on to productive learning, the teacher must conduct several classes in an explanatory and illustrative manner. Theoretical preparation is very important. And a good teacher knows how to combine explanatory methods with productive ones.

You also need to remember that there are educational problems that are unbearable for schoolchildren. And you can lower their level with the help of reproductive methods. Other problems, on the contrary, are too easy. And design on their basis an exemplary learning situation in which students could show individual approach, is simply impossible.

And, finally, it is impossible to create a problem situation just like that, from scratch. The teacher must arouse interest in his pupils. And for this they need to learn something about the subject of study, to get a basic stock of knowledge. Which, again, is possible through the use of explanatory-reproductive methods.

Interaction

Well, after the teacher has given his students the necessary theoretical basis, you can begin to consolidate knowledge in practice. A problem is created on a specific topic, a real situation in which students become participants. They must analyze it (not without the participation of the teacher, of course). Communication is important, and the teacher has a duty to regulate and direct the process. During the analysis, the situation under consideration is transformed into one or even several problematic tasks that students must solve by putting forward hypotheses and testing their veracity. This is usually how the solution is found.

Well, based on all of the above, we can conclude. All existing teaching methods are good and necessary in their own way, it is only important to combine them correctly in order to get the maximum benefit for students. But this will not be difficult for a highly qualified teacher.

Reproductive learning includes the perception of facts, phenomena, their comprehension (establishing connections, highlighting the main thing, etc.), which leads to understanding. 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.
• 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.
• 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.
• On the basis of reproductive methods, programmed learning is most often carried out.

Thus, the main feature reproductive education is to convey to students a set of obvious knowledge. The student must memorize educational material, overload memory, while other mental processes - alternative and independent thinking - are blocked.

The main advantage of this method is economy. It provides the ability to transfer a significant amount of knowledge and skills in the shortest possible time and with little effort. With repeated repetition, the strength of knowledge can be strong. 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 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. When used excessively, these methods lead to a formalization of the process of mastering knowledge, and sometimes simply to cramming. 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.

The nomenclature and classification of teaching methods is characterized by great diversity, depending on what basis is chosen for their development. It follows from the very essence of methods that they should answer the question "how?" and show how the teacher acts and how the student acts.

The methods are divided according to the dominant means into verbal, visual and practical. They are also classified depending on the main didactic tasks: on the methods of acquiring new knowledge; methods of formation of skills and knowledge in practice; methods for testing and evaluating knowledge, skills and abilities.

This classification is supplemented by methods of fixing the studied material and methods independent work students. In addition, the whole variety of teaching methods is divided into three main groups:

^ organization and implementation of educational and cognitive activities ;

^ stimulation and motivation of educational and cognitive activities awn;

^ control and self-control for the effectiveness of training cognitive activity.

There is a classification that combines teaching methods with the corresponding teaching methods: information-generalizing and performing, explanatory and reproductive, instructive-practical and productive-practical, explanatory-inciting and partially exploratory, motivating and exploratory.

The most optimal is the classification of teaching methods proposed by I.Ya. Lerner and M.N. Skatkinsh, which takes as a basis the nature of educational and cognitive activity (or the method of assimilation) of students in their assimilation of the studied material. This classification includes five methods:

> explanatory and illustrative (lecture, story, work with literature, etc.);

* reproductive method;

^ problem statement;

^ - partial search (heuristic) method;

> research method.

These methods are divided into two groups:

^ reproductive(methods 1 and 2), in which the student learns ready-made knowledge and reproduces (reproduces) the ways of activity already known to him; ^ productive ( 4 and 5 methods), which differs in that the student obtains (subjectively) new knowledge as a result of creative activity. The problem statement occupies an intermediate position, since it equally involves both the assimilation of ready-made information and elements of creative activity. However, usually teachers, with certain reservations, classify problem presentation as a productive method. With this in mind, consider both groups of methods.

a) Reproductive teaching methods

Explanatory and illustrative method.

It consists in the fact that the teacher reports ready-made information different means and learners perceive, comprehend and fix this information in memory. The teacher communicates information using the spoken word (story, lecture, explanation), printed word (textbook, additional aids), visual aids (pictures, diagrams, films and filmstrips, natural objects in the classroom and during excursions), practical demonstration of methods of activity (showing a method for solving a problem, proving a theorem, methods for drawing up a plan, annotations, etc.). Students listen, watch, manipulate problems and knowledge, read, observe, correlate new information with previously learned and remember.

Explanatory-illustrative method- one of the most economical ways of transferring the generalized and systematized experience of mankind. The effectiveness of this method has been verified by many years of practice, and it has won a firm place at all levels of education. This method incorporates as means and forms of carrying out such traditional methods, as an oral presentation, work with a book, laboratory work, observations on biological and geographical sites, etc. But when using all these various means, the activity of the trainees remains the same - perception, comprehension, memorization. Without this method, none of their purposeful actions can be ensured. Such an action is always based on some minimum of his knowledge about the goals, order and object of the action.

reproductive method. To acquire skills and abilities through the knowledge system, the activity of trainees is organized to repeatedly reproduce the knowledge communicated to them and the shown methods of activity. The teacher gives assignments and the students complete them.

solve similar problems, make plans, reproduce chemical and physical experiments, etc. It depends on how difficult the task is, on the abilities of the student, how long, how many times and at what intervals he must repeat the work.

Reproduction and repetition of the mode of activity according to the model are the main feature of the reproductive method. The teacher uses the spoken and printed word, visual different kind, and students perform tasks with a ready-made sample.

Both described methods enrich students with knowledge, skills and abilities, form their basic mental operations (analysis, synthesis, abstraction, etc.), but do not guarantee the development of creative abilities, do not allow them to be systematically and purposefully formed. This goal is achieved by productive methods. -

b) Productive learning methods

The most important requirement for educational institutions and an indispensable condition for scientific, technical and social progress is the formation of qualities creative personality. An analysis of the main types of creative activity shows that with its systematic implementation, a person develops such qualities as "quick orientation in changing conditions, the ability to see a problem and not be afraid of its novelty, originality and productivity of thinking, ingenuity, intuition, etc., i.e. i.e. qualities for which the demand is very high at the present and will undoubtedly increase in the future.

The condition for the functioning of productive methods is the presence of a problem. We use the word "problem" in at least three senses. An everyday problem is a domestic difficulty, the overcoming of which is relevant for a person, but which cannot be solved on the go with the help of the opportunities that a person currently has. The scientific problem is actual scientific task. And, finally, the educational problem is, | as a rule, a problem already solved by science, but for the student it appears as a new, unknown one. A learning problem is a search task, for the solution of which the student needs new knowledge, and in the process of solving which this knowledge must be acquired.

There are four main stages (stages) in solving an educational problem:

> creating a problem situation;

^ analysis of the problem situation, formulation of the problem and its presentation in the form of one or more problematic tasks;

^ solution of problematic tasks (tasks) by putting forward hypotheses and their sequential verification; * checking the solution of the problem.

Problem situation- this is a mental state of intellectual difficulty, caused, on the one hand, by an acute desire to solve a problem, and on the other hand, by the inability to do this with the help of the available stock of knowledge or with the help of familiar methods of action, and creating a need to acquire new knowledge or search for new ways of action. To create a problem situation, it is necessary to fulfill a number of conditions (requirements): the presence of a problem; optimal difficulty of the problem; the significance for students of the result of solving the problem; the presence of students' cognitive needs and cognitive activity.

Analysis of the problem situation- an important stage of independent cognitive activity of the student. At this stage, what is given and what is unknown, the relationship between them, the nature of the unknown and its relationship to this known is determined. All this allows us to formulate the problem and present it as a chain of problematic tasks of one task). A problematic task differs from a problem in that it is clearly defined and limited in what is given and what needs to be determined.

The correct formulation and transformation of the problem into a chain of clear and specific problematic tasks is a very significant contribution to solving the problem. Next, you need to consistently work with each problematic task separately. There are speculations and conjectures about possible solution problem task. From a large, as a rule, number of conjectures and assumptions, several hypotheses are put forward, i.e. well-founded assumptions. Then the problematic tasks are solved by sequential testing of the put forward hypotheses.

Verification of the correctness of solutions to the problem includes a comparison of the goal, the conditions of the problem and the result obtained. Great importance has an analysis of the entire path of the problematic search. It is necessary, as it were, to go back and see once again whether there are other clearer and clearer formulations of the problem, more rational ways of solving it. It is especially important to analyze errors and understand the essence and causes of incorrect assumptions and hypotheses. All this allows not only to check the correctness of the solution to a specific problem, but also to gain valuable meaningful experience and knowledge, which is the main acquisition of the student.

The role of the teacher and students at the four considered stages (stages) of solving an educational problem can be different: if all four stages are performed by the teacher, then this is a problem statement. If all four stages are performed by the student, then this is an exploratory method. If some stages are performed by the teacher, and some by students, then there is a partial search method.

Learning through productive methods is commonly referred to as problem learning .

The thesis about the unity of the content of education and teaching methods is beyond doubt, in this regard, the question of the fundamental foundations for the use of productive and reproductive teaching methods is of particular relevance. Methodological issues will be covered in detail in subsequent chapters, in this text we will touch on the problem of methods only as far as the task of clarifying this requires. general issues learning theory. Moreover, in some theoretical works of previous years there was a tendency to interpret the concept of "method" as broadly as possible, including in it the content, and forms, and ways, and means of teaching.

The first stages of the active introduction of the research approach to teaching into mass educational practice, for example, noted at the beginning of the 20th century, were characterized by the widest possible palette of opinions about its content. The teachers of that time considered the research method of teaching (also called by them the “searching method”, “experimental research”, “active research”, “active labor”, “research labor”, “laboratory research”, “laboratory” and etc.) as the main and at the same time universal method learning.

His interpretation was so broad that he ended up dissolving even the traditionally opposed reproductive methods of education. Of course, reproductive methods are also necessary in education, but this is not a reason for their dissolution in research methods. This merger created confusion, as a result of which the research method simply lost its specificity. At present, solving the problem of introducing research teaching methods into educational practice, it is necessary to more strictly delineate their boundaries, and this can only be done by considering them in comparison with the opposite methods - reproductive ones.

Teaching methods have always been classified and are classified according to different grounds. This is an inalienable right of any researcher, but from the point of view of the problem we are discussing, the dichotomy is the most productive: productive and reproductive methods of teaching. Such approaches to classification greatly simplify big picture phenomena, and therefore very vulnerable and often criticized. After all, they, in fact, consider the phenomenon in a “black and white” version, and life, as you know, is many times richer. But we, at this stage of consideration, need this simplification, it will allow us to understand the essence of the problem more clearly.

Recall that well-known experts in the field of learning theory M. N. Skatkin and I. Ya. Lerner identified five main general didactic teaching methods:

• explanatory-illustrative (or informational-receptive);
• reproductive;
• problem presentation;
• partially search (heuristic);
• research.

The authors divided these methods, in accordance with the above dichotomy, into two larger groups: reproductive (first and second methods) and productive (fourth and fifth methods). The first group includes methods by which the student acquires ready-made knowledge and reproduces or reproduces the methods of activity already known to him. The second group of methods is characterized by the fact that through them the student independently discovers subjectively and objectively new knowledge as a result of his own research, creative activity. Problem statement - intermediate group. It equally involves both the assimilation of ready-made information and elements of a research search.

reproductive methods. The "explanatory-illustrative" method assumes that the teacher communicates the finished information by various means. But this method does not allow the formation of skills and abilities. practical activities. Only another method of this group - "reproductive" - ​​allows you to take the next step. It provides an opportunity to develop skills and abilities through exercises. Acting according to the proposed model, students acquire the skills and abilities to use knowledge.

The real predominance of reproductive methods in modern education, sometimes called traditional, causes a lot of protests from many scientists and practitioners. This criticism is largely fair, but, noting the importance of introducing productive teaching methods into the practice of a modern school, one should not forget that reproductive methods should not be considered as something unnecessary.

First, it must be taken into account that these are the most economical ways of transferring the generalized and systematized experience of mankind to the younger generations. In educational practice, it is not only not necessary, but even stupid to ensure that each child discovers everything himself. There is no need to rediscover all the laws of the development of society or physics, chemistry, biology, etc.

Secondly, the research method gives a greater educational effect only when it is skillfully combined with reproductive methods. The range of problems studied by children can be significantly expanded, their depth will become much greater if they are skillfully used on early stages children's research on reproductive methods and teaching techniques.

The third, and not the last, circumstance is that the use of research methods for obtaining knowledge, even in a situation of discovering a subjectively new one, often requires extraordinary creativity. In a child, they objectively cannot be formed at such a high level as it can be in an outstanding creator. How many people managed to get an apple on the head, but only one Isaac Newton transformed this simple experience into a new one physical law. Under these conditions, it is reproductive methods of teaching that can provide significant assistance.

productive methods. In learning theory, it is customary to consider the “partial-search” or “heuristic” method as a kind of primary stage that precedes the use of the “research” method. From a formal point of view, this is true, but one should not think that in real educational practice a sequence should be observed: first, the “partial search” method is used, and then the “research” method. In teaching situations using the "partial search" method can involve significantly higher mental loads than many training options based on research method.

So, for example, the "partial-search" method involves such challenging tasks how to: develop the skills to see problems and raise questions, build your own evidence, draw conclusions from the facts presented, make assumptions and make plans to test them. As one of the options for the “partial search” method, they also consider the way of splitting a large task into a set of smaller subtasks, as well as building a heuristic conversation consisting of a series of interrelated questions, each of which is a step towards solving common problem and requires not only the activation of existing knowledge, but also the search for new ones.

Of course, the elements of exploratory search are presented to a greater extent in the "research" method. At present, the "research" method of teaching should be considered as one of the main ways of cognition, most fully corresponding to the nature of the child and modern tasks learning. It is based on the child's own research search, and not on the assimilation of ready-made knowledge presented by the teacher or teacher.

It is noteworthy that at the beginning of the 20th century, the well-known teacher B.V. Vsesvyatsky suggested to read carefully the words: “teaching”, “teacher”, and think about whether these terms provide for independent actions of children, their activity in learning. To teach means to present something ready.

Being a consistent supporter of the research approach to teaching, B. V. Vsesvyatsky wrote that research leads the child to observations, to experiments on the properties of individual objects. As a result, both of them, when compared and generalized, provide a solid foundation of facts, not words, for the gradual orientation of children in the environment, for building a solid building of knowledge and creating a scientific picture of the world in their own minds. It is also important that this process most fully meets the needs of an active child's nature, it is certainly colored by positive emotions.

The research method is the path to knowledge through one's own creative, research search. Its main components are the identification of problems, the development and formulation of hypotheses, observations, experiments, experiments, as well as judgments and conclusions made on their basis. The center of gravity in teaching when applying the "research" method is transferred to the facts of reality and their analysis. At the same time, the word, which reigns supreme in traditional education, is relegated to the background.

Ministry of Education and Science of the Russian Federation

Ulyanovsk State Pedagogical University named after I.N. Ulyanov

Department of Physics

"Classification of teaching methods according to the ways of students' activities"

Performed:

5th year student of group FI-07

Isakova Marina

Checked by: professor of pedagogical sciences

Zinoviev A.A.

Ulyanovsk 2012

Introduction

1. Reproductive method

Conclusion

Introduction

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, then 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. Consider the classification of teaching methods according to the methods of activity of students Razumovsky V.G. and Samoilova E.A. 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.

These methods are divided into two groups:

· reproductivein which the student learns ready-made knowledge and reproduces (reproduces) the methods of activity already known to him;

· productivecharacterized in that the student obtains (subjectively) new knowledge as a result of creative activity.

1. Reproductive method

The reproductive method of teaching is used to form the skills and abilities of schoolchildren and contributes to the reproduction of knowledge and its application according to the model or in somewhat modified, but identifiable situations. The teacher, with the help of a system of tasks, organizes the activities of schoolchildren to repeatedly reproduce the knowledge communicated to them or the methods of activity shown.

The very name of the method characterizes the activity of only the student, but the description of the method shows that it involves the organizational, motivating activity of the teacher.

The teacher uses the spoken and printed word, visual teaching aids, and students use the same means to complete tasks, having a model reported or shown by the teacher.

The reproductive method is manifested in the oral reproduction of the knowledge communicated to schoolchildren, in a reproductive conversation, and in solving physical problems. The reproductive method is also used in the organization of laboratory and practical work, the implementation of which requires the presence of sufficiently detailed instructions.

To increase the effectiveness of the reproductive method, methodologists and teachers develop special systems of exercises, tasks (the so-called didactic materials), as well as programmed materials that provide feedback and self-control.

However, one should remember the well-known truth that the number of repetitions is not always proportional to the quality of knowledge. For all the importance of reproduction, the abuse of a large number of tasks and exercises of the same type reduces the interest of schoolchildren in the material being studied. Therefore, it is necessary to strictly dose the measure of using the reproductive method of teaching and, at the same time, take into account the individual capabilities of students.

In the process of teaching in primary school, the reproductive method is usually used in combination with the explanatory and illustrative method. During one lesson, the teacher can explain new material, using the explanatory-illustrative method, consolidate the newly studied material, organizing its reproduction, can continue the explanation again, etc. Such a change in teaching methods contributes to a change in the types of activities of schoolchildren, makes the lesson more dynamic and thereby increases the interest of schoolchildren in the material being studied.

Explanatory and illustrative method. It can also be called information-receptive, which reflects the activities of the teacher and student in this method. It consists in the fact that the teacher communicates ready-made information by various means, and the students perceive, comprehend and fix this information in memory. The teacher communicates information using the spoken word (story, lecture, explanation), the printed word (textbook, additional aids), visual aids (pictures, diagrams, videos), practical demonstration of methods of activity (showing the method of solving the problem, methods of drawing up a plan, annotations and etc.). Students listen, look, manipulate objects and knowledge, read, observe, correlate new information with previously learned information, and remember. The explanatory and illustrative method is one of the most economical ways of transferring the generalized and systematized experience of mankind.

reproductive method. To acquire skills and abilities through a system of tasks, the activity of trainees is organized to repeatedly reproduce the knowledge communicated to them and the shown methods of activity. The teacher gives tasks, and the student performs them - they solve similar problems, make plans, etc. It depends on how difficult the task is, on the abilities of the student, how long, how many times and at what intervals he must repeat the work. It has been established that the assimilation of new words during the study foreign language requires that these words occur about 20 times over a certain period. In a word, the reproduction and repetition of the mode of activity according to the model is the main feature of the reproductive method.

Both methods differ in that they enrich students with knowledge, skills and abilities, form their basic mental operations (comparison, analysis, synthesis, generalization, etc.), but do not guarantee the development of students' creative abilities, do not allow them to be systematically and purposefully form. For this purpose, productive teaching methods should be used.

1.1 Reproductive pedagogical technologies

Reproductive learning includes the perception of facts, phenomena, their comprehension (establishing connections, highlighting the main thing, etc.), which leads to understanding.

The main feature of reproductive education is to convey to students a number of obvious knowledge. The student must memorize educational material, overload memory, while other mental processes - alternative and independent thinking - are blocked.

The reproductive nature of thinking involves the active perception and memorization of the teacher and other source of educational information. The application of this method is not possible without the use of verbal, visual and practical teaching methods and techniques, which are, as it were, the material basis of these methods.

In reproductive technologies of education, the following features are distinguished:

The main advantage of this method is economy. It provides the ability to transfer a significant amount of knowledge and skills in the shortest possible time and with little effort. With repeated repetition, the strength of knowledge can be strong.

In general, reproductive methods of teaching do not allow to develop the thinking of schoolchildren to the proper extent, and especially independence, flexibility of thinking; to develop students' skills in search activity. But with excessive use, these methods lead to a formalization of the process of mastering knowledge, and sometimes simply to cramming.

2. Productive learning methods

The most important requirement for a school of all levels and an indispensable condition for scientific, technical and social progress- the formation of the qualities of a creative personality. An analysis of the main types of creative activity shows that during its systematic implementation, a person develops various qualities:

· speed of orientation in changing conditions

· the ability to see the problem and not be afraid of its novelty

· originality and productivity of thinking

· ingenuity

intuition, etc.

that is, qualities for which the demand is very high in the present and will increase in the future.

The condition for the functioning of productive methods is the existence of a problem. We use the word "problem" in at least three senses. everyday problem- this is a domestic difficulty, overcoming which is very important for a person, but which cannot be solved on the go with the help of the possibilities that a person currently has (the upcoming date gave rise to the problem of costume). scientific problemis an actual scientific problem. And finally, an educational problem is, as a rule, a problem that has already been resolved by science, but for the student it appears as a new, unknown one. Learning problem- this is a search task, for the solution of which the student needs new knowledge and in the process of solving which this knowledge must be acquired.

There are four main stages (stages) in solving an educational problem:

) creating a problem situation;

) analysis of the problem situation, formulation of the problem and its presentation in the form of one or more problem tasks;

) solution of problematic tasks (tasks) by putting forward hypotheses and their sequential verification;

) checking the solution to the problem.

A problem situation is a mental state of intellectual difficulty, caused, on the one hand, by an acute desire to solve a problem, and, on the other hand, by the inability to do this with the help of the available stock of knowledge or with the help of familiar methods of action, creating a need to acquire new knowledge or search for new ways of action. .

To create a problem situation, it is necessary to fulfill a number of conditions (requirements):

) the presence of a problem;

) the optimal difficulty of the problem;

) the significance for students of the result of solving the problem;

) students have a cognitive need and cognitive activity.

Problem situations are classified on a variety of grounds. For example:

· in the direction of finding the missing component (new knowledge, new ways of acting, new area applications, etc.);

· by the area from which the problem is taken (physical, chemical, historical, etc.);

· by the level of problematicity (contradictions are expressed weakly, sharply, very sharply).

However, the most commonly used teaching practice classification according to the nature and content of the contradiction in the educational problem is considered:

) discrepancy between existing knowledge of students and new information;

) the variety of choices of the only correct or the best option solutions;

) new practical conditions use by the student of the knowledge he already has;

) the contradiction between the theoretically possible way of solving the problem and its practical impracticability or expediency;

) lack of theoretical substantiation of the practically achieved result.

2.1 Productive learning option

A productive version of learning activity contains a number of elements: logical and intuitive anticipation; development and testing of hypotheses; enumeration and evaluation of options, etc. Its core is to stimulate students to be creative in cognitive activity.

A productive learning option consists of:

· oriented, executive and control and systematizing stages;

· acquisition and application of knowledge

· defining relationships and ratings

is exploratory (creative) in nature. However, in many disciplines, the productive option is used, unfortunately, sporadically, outside the system. In the tactics of the creative style of teaching, the following lines of behavior of the teacher are visible:

research methodlearning involves the creative assimilation of knowledge. Its shortcomings are a significant waste of time and energy of teachers and students. The application of the research method requires high level pedagogical qualifications.

In the process of productive activity, the student always creates something new, in comparison with what he learned earlier, i.e. generates new information or mode of action. The creation of a new search activity is always based on previous experience.

Interrelated reproductive and productive activities represent different stages of the same development process.

In turn, both reproductive and productive activities can be divided into smaller steps.

V.P. Bespalko proposes to consider development as a process consisting of four levels. At the same time, he considers development on the example of finding a solution to a problem (problem). Under the task in psychological and pedagogical science understand the goal, the achievement of which is possible with the help of specific actions (activities), in a certain situation (conditions). Thus, the components of the task are the goal, actions and situation (condition).

The problem statement occupies an intermediate position, since it equally involves both the assimilation of ready-made information and elements of creative activity.

Both described methods enrich students with knowledge, skills and abilities, form their basic mental operations (analysis, synthesis, abstraction, etc.), but do not guarantee the development of creative abilities, do not allow them to be systematically and purposefully formed. This goal is achieved by productive methods.

Productive teaching methods. The most important requirement for higher education is the formation of the qualities of a creative personality. An analysis of the main types of creative activity shows that during its systematic implementation, a person develops such qualities as quick orientation in changing conditions, the ability to see a problem and not be afraid of its novelty, originality and productivity of thinking, ingenuity, intuition, etc., i.e. . such qualities, the demand for which is very high at the present and will undoubtedly increase in the future.

reproductive method teaching schoolboy

The condition for the functioning of productive methods is the existence of a problem. There are four main stages in problem solving:

· creating a problem situation;

· analysis of the problem situation, formulation of the problem and its presentation in the form of one or more problem tasks;

· solving problematic tasks (tasks) by putting forward hypotheses and testing them sequentially;

· problem solving check.

Problem situation- this is a mental state of intellectual difficulty, caused, on the one hand, by an acute desire to solve a problem, and on the other hand, by the inability to do this with the help of the available stock of knowledge or with the help of familiar methods of action, and creating a need to acquire new knowledge or search for new ways of action.

Analysis of the problem situation- an important stage of independent cognitive activity. At this stage, what is given and what is unknown, the relationship between them, the nature of the unknown and its relationship to the given, known is determined. All this allows us to formulate the problem and present it as a chain of problematic tasks (or one task). A problematic task differs from a problem in that it is clearly defined and limited in what is given and what needs to be determined. The correct formulation and transformation of the problem into a chain of clear and specific problematic tasks is a very significant contribution to solving the problem. No wonder they say: "Properly formulating a problem means half solving it." Next, you need to consistently work with each problematic task separately. Assumptions and conjectures about a possible solution to the problematic problem are put forward. From a large, as a rule, number of conjectures and assumptions, several hypotheses are put forward, i.e. well-founded assumptions. Then the problematic tasks are solved by sequential testing of the put forward hypotheses.

Checking the correctness of the solution to the problemincludes a comparison of the goal, the conditions of the task and the result obtained. Of great importance is the analysis of the entire path of problematic search. It is necessary, as it were, to go back and see once again whether there are other clearer and clearer formulations of the problem, more rational ways of solving it. It is especially important to analyze errors and understand the essence and causes of incorrect assumptions and hypotheses. All this allows not only to check the correctness of the solution to a specific problem, but also to gain valuable meaningful experience and knowledge, which is the main acquisition of the student.

Learning with productive methods is commonly referred to as problem learning. In the light of what has been said above about productive methods, the following advantages of problem-based learning can be noted:

· problem learning teaches to think logically, scientifically, creatively;

· problem-based learning teaches independent creative search for the necessary knowledge;

· problem-based learning teaches to overcome the difficulties encountered;

· problem-based learning makes educational material more evidence-based;

· problem-based learning makes the assimilation of educational material more thorough and durable;

· problem-based learning promotes the transformation of knowledge into beliefs;

· problem-based learning causes a positive emotional attitude to learning;

· problem-based learning forms and develops cognitive interests;

· problem-based learning forms a creative personality.

Let us clarify that productive methods are not universal, not every educational information contains a contradiction and is a learning problem. Such educational material should be given by reproductive methods. It is impossible to create a problem situation on complete ignorance. In order to arouse cognitive interest among students, it is necessary that they already have some "starting" stock of knowledge. This reserve can be created only with the help of reproductive methods.

Academician V.G. Razumovsky proposes to find a compromise interpretation of the concept of "creativity in the educational process". He believes that extremes should be avoided, when "Some refer to creativity only that which is associated with objective novelty and has social significance," while others "believe that any human activity, including any educational activity of a student, is associated with creativity, because for the student "everything is new."

V.G. Razumovsky, as an object of pedagogical consideration, accepts student "discoveries and inventions that have only subjective novelty." It is understood that discoveries and inventions that have an objective novelty are also the object of research, but they are not common. At the same time, V.G. Razumovsky notes that there are reasons to consider any human activity, including educational, as having a creative component. In his opinion, "creativity is organically included in every human activity." This statement is very important for teaching creative activity to schoolchildren.

V.G. Razumovsky considers productive the idea expressed by the American psychologist J. Bruner that "We teach not in order to produce small living libraries, but in order to teach the student to take part in the acquisition of knowledge." It can be considered that the student should also be taught to take part in the creation of novelty, whether in knowledge, modes of action, in the design and manufacture of new objects. The main thing is that the student should not become a "walking library".

V.G. Razumovsky substantiates the pedagogical expedient to use - "appropriate exercises" that provide the development of "intellectual skills of a high degree of generalization" as the basis for "productive creative thinking of students." As one of the internal incentives for enhancing the creative activity of students, V.G. Razumovsky highlights the "joy of creation." The development of this motivation in our days is of particular relevance in contrast to the tendencies towards destructive activity.

Philosophers call the modern school "a trap set by mankind in its path." The knowledge presented by teachers sets certain limits, imposes stereotypes of thinking, beyond which it is very difficult for students to go beyond. And the current state of society dictates new conditions in the training of creative people. Society is increasingly faced with new problems that require their original solution through the use of people's creative potential. Thus, the development of productive technologies becomes an objective necessity, which is determined by the current level of development of science and technology and the rapidly changing surrounding world. These technologies should ensure the formation of the productive abilities of students, which will occur through the formation of specific skills.

The issues of developing the creative abilities of students in the process of solving problems are covered in the works of Yu.N. Kulyutkina, I.Ya. Lerner, V.G. Razumovsky, M.N. Skatkina and others. The main provisions of productive pedagogy are analyzed in the works of IL. Podlasogo.

However, the specificity of the subject "Physics" is such that the student needs to learn a large amount of theoretical material, without which it is impossible to solve problems. Problem solving is one of the most important means of developing students' cognitive abilities, with the help of which problem situations can be created that contribute to the activation of students' mental activity. In addition, the level of knowledge of students can be checked by the application of knowledge and skills, both in standard and in modified task situations.

2.2 Creative teaching method

In 1966, the famous book by V.G. Razumovsky "Creative problems in physics". There have always been problems in physics in the domestic school. It was considered and is considered an axiom that physics cannot be studied without solving hundreds and hundreds of problems. But then a book appears, which states that "really deep knowledge is inextricably linked with the creative activity of students", that the notion that "the more exercises are done" is wrong. "arranged in ascending order of difficulty". "the better students will learn the material." Therefore, all educational activities of schoolchildren should be divided into three stages:

) the assimilation of knowledge and skills in order to reproduce them;

) "the solution of training problems, the conditions of which directly indicate which rules or laws must be applied in order to solve these problems";

) the application of the acquired knowledge and skills for "solving creative problems, the conditions of which do not tell the student (either directly or indirectly) what rules or laws should be applied to solve them."

Not only the position is presented here, but also definitions are given that clearly distinguish between training and creative tasks. Razumovsky does not at all reject training tasks aimed at mastering algorithms, developing students' skills to manipulate physical phenomena, laws and formulas. He simply claims that this is not enough for "full mastery of the educational material." Moreover, he quite rightly writes that "it is useless to give creative exercises to a student who cannot formulate rules and does not know how to solve a training problem." To assess the readiness of students to solve creative physical problems, a time criterion is suitable: if most students independently coped with the training task in the time allotted in the lesson, then you can proceed to work on creative tasks. "With the systematic exercise of students in solving creative problems, the ability of students to solve them develops." This is not a declaration, but a fact substantiated by the author's pedagogical experiment.

Razumovsky was the first of the teachers not only to realize, but also to realize the enormous creative potential of physical tasks, if they are aimed not at memorizing hackneyed truths and not at mastering well-known techniques, but at a subjective discovery made by each individual student personally for himself. It does not matter what kind of task it will be: design, quality, research, experimental, design, Olympiad. Here, an acute desire to solve the problem that has arisen, tension of the mind, conjecture, verification of the found solution, bitterness of failure, overcoming oneself, insight, triumph and self-affirmation are important. It is felt that the author himself repeatedly experienced these and other emotions of genuine creativity, observed and cherished the same emotions in his students. There is no greater joy in a person than the joy of understanding the unknown, and this should be felt by students in everyday communication with the teacher.

AT educational institutions distinguish, as a rule, educational, methodical, scientific and creative activity, usually meaning amateur art activity by the latter. Razumovsky's book clearly states that creativity is the creation of a new one, regardless of the area in which this new one is created. Creativity is characterized by three stages: the formulation of the problem, its theoretical solution and verification of the correctness of the solution. "The central and basic link of the creative process" is the solution of the problem. That is why "creative tasks in physics can be considered as a type of creative activity of students in the educational process." However, in the process of educational creativity, schoolchildren receive not objectively, but subjectively new results. "The main sign of creativity - novelty - exists, but this novelty is subjective, it is a novelty only for the student." The subjectivity of novelty allows the teacher to select, create and formulate creative tasks, to organize the creative activity of students in a physics lesson. When compiling creative physical problems, one must take into account that "in science, two types of creativity are mainly distinguished: discoveries and inventions." Therefore, creative tasks in physics can be conditionally divided into research and design. The first answers the question: why is this happening? the second - to the question: how to do it? To make it clear what is at stake, the author takes Newton's second law and shows how a research and design problem can be built on this law.

Here we see an approach that, unfortunately, is not often observed in modern didactics of physics: literally every theoretical position is brought to the level practical advice, which can be directly used by a physics teacher in their activities. It is shown that "creative tasks in physics are one of the means of polytechnic education", as they provide rich material for the development of thinking, which is not necessary for memorization, and examples of design tasks for creating a graph plotter are given. It is noted that the creative tasks solved in the lessons frontally develop physical thinking, and in confirmation they are analyzed. It is said that one cannot confine oneself only to frontal creative tasks, since the correct guess expressed in the lesson by one student deprives others of the possibility of creativity. From this it is concluded that, therefore, creative laboratory works in the form of a workshop, which should be "carried out individually and without detailed instructions". In addition to them, it is advisable to give students creative tasks of a research and design nature for extracurricular activities, designed for long term. Such tasks in the form of projects should be given during the school year no more than one or two to each student. Again, examples, examples, examples. How can one not recall Newton's words that there are examples in teaching more important than the rules! It would seem that in passing the author notes that when performing experimental research, it is better for a student to use the method of approximate calculations, and not to calculate absolute and relative errors. But how much time and effort of schoolchildren and teachers would be freed up for creativity if they would heed this advice in a timely manner and not introduce meaningless calculations of errors in educational experiments into the school! The author points out that when solving creative problems, technical difficulties should not only be insurmountable, but even the main ones for the student. This directly aims at the development of simple and accessible to school and schoolchildren educational physical instruments and experimental setups. And until the 90s of the last century, the physics teacher felt the continuous replenishment of the school office with new educational equipment, whose prototypes can be found in "Creative Problems in Physics".

Conclusion

M.N. Skatkin and I.Ya. Lerner proposed a classification of teaching methods according to the level of involvement in productive (creative) activities (or according to the nature of students' cognitive activity).

They identified the following methods:

explanatory-illustrative or information-receptive (reception-perception);

reproductive;

problematic presentation of the material;

partial search (heuristic);

research;

At the same time, students master the methods scientific thinking and accumulate experience in research and creative activities.

In this paper, all these teaching methods are described in detail through the prism of physical discipline with the help of such authors as Razumovsky V.G. and Samoilov E.A.

Bibliography

1.Fundamentals of methods of teaching physics in high school/ V.G. Razumovsky, A.I. Bugaev, Yu.I. Dick and others - M.: Enlightenment, 1984 - 398 p.

2.Razumovsky V.G. Methods of teaching physics. Grade 8. And: Vlados, 2006.

.Razumovsky V.G. Creative tasks in physics in high school. - M.: Education, 1966. - 156 p.

.Samoilov E.A. Methodological Aspects of Competence-Based Teaching in Physics - 2005

.Samoilov, E.A. Use of methods of productive activity / E.A. Samoilov // Physics at school. - 2005. - N 2. - S.28-31

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