The goal of teaching a child is
to enable him to develop
further without the help of a teacher.
Elbert Hubbard
The concept of modernization of Russian education for the period up to 2010 puts forward new social requirements for the system of school education. The main and primary task is the need to improve the efficiency of assimilation educational material aimed at increasing modern quality education. And this is the orientation of education not only on the assimilation of a certain amount of knowledge by the student, but also on the development of his personality, his cognitive and creative abilities. A general education school should form an integral system of universal knowledge, skills and abilities, as well as the experience of independent activity and personal responsibility of students, which determines the modern quality of the content of education.
Improving the quality of education should be carried out not at the expense of an additional burden on students, but through improving the forms and methods of teaching, selecting the content of education, through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a complex of personal qualities of students. The younger student does not just prepare for adulthood, does not just acquire knowledge, but participates in various activities.
A system of effective planning of educational material, a clear organization of the educational process, and control of all students' activities also help the teacher to achieve the quality of teaching.
Usage promising methods and forms of conducting classes, modern pedagogical teaching technologies make it possible to solve educational problems and form a child's readiness for independent knowledge of the world around him. Of course, it is impossible to teach a child everything, to give him ready-made views and knowledge about everything. But he can be taught to gain knowledge on his own, analyze the situation, draw conclusions, find a solution for a task or problem that he had not previously solved.
Concentrating efforts on improving the quality and efficiency of educational and educational work, it is necessary to ensure that each lesson contributes to the development of students' cognitive interests, activity and creative abilities.
The purpose of this article is to reveal the teacher's work system to improve the quality of education through the use of modern methods, techniques and effective pedagogical technologies in the classroom in elementary school. This paper discusses the methodology for conducting lessons in the Russian language, reading and primary literary education, mathematics, and the world around.
One of the most important tasks of studying the Russian language at school is the formation of strong spelling skills among schoolchildren, since competent writing ensures the accuracy of expressing thoughts, mutual understanding in written communication.
Where do you start building strong writing skills?
First of all, it is necessary to learn to hear sounds, determine their number in syllables, and then in words, distinguish between vowels and consonants, stressed and unstressed, hard and soft consonants. This work must begin in the alphabetical period, making up sound schemes with students. In these lessons, you can use a table in which there are both sounds and letters (author's version of V. Khovanskaya). It is built on the principles of developmental learning.
During that period of learning to read and write, when it is said about sounds, the first spellings appear, so it is necessary to learn to recognize sounds, to designate them with a certain letter. Familiarization junior schoolchildren with the concept of “spelling” will help to understand the systemic relationships between disparate spelling topics that are studied in connection with phonetics, word formation, morphology.
Much attention in the lessons of the Russian language should be paid to the formation of children's language knowledge and skills. It is necessary to systematically develop the spelling vigilance of younger students, which consists in the ability to find, see, notice spellings and classify them on the basis of identification features. Purposeful, regular work on the formation of spelling vigilance based on the graphic designation of spellings gives good results: most students write words correctly, understand the composition of the word, understand the formation of words, distinguish between different parts of speech, laws and rules of the language. Children master the ability to abstract, they learn to quickly and accurately use a graphic designation, determine the place in a word where a spelling problem arises, see even those spellings that have not yet been studied, draw up diagrams, tables, algorithms. Introduction to the practice of algorithms, their effective use in Russian language lessons develops students' logical thinking, oral and written speech, arouses interest in the studied linguistic facts, and promotes the assimilation of identifying signs of orthograms. When performing independent work using algorithms, children act much more confidently and spend less time.
An important link in the system of teaching the Russian language is the work on the mistakes made by students in notebooks. Correcting their mistakes, students can use the memos compiled for each year of study on the basis of the “Reminder for an elementary school student” by the authors E.V. Buneeva, M.A. Yakovleva. When checking the work of children, the teacher uses the method of numbering spellings in students' notebooks, i.e. in the margins indicates not only the presence of an error on this line, but also puts the spelling number in the memo next to it. Many students in grades 1-2 cannot immediately master the algorithm for correcting a particular spelling, and with the help of numbering it is easier for them to cope with working on mistakes. After all, it is no secret that weak students make the most mistakes, and it is difficult for them to do this work correctly on their own. Correcting mistakes in the lesson, you can use the technology of level differentiation and the technology of individualization of learning. For those students who did not make mistakes in dictation, composition, presentation or test work, prepare in advance didactic material that stimulates creative activity and expands vocabulary.
The student must know the words in which he made mistakes, so from the second grade you can keep a dictionary-piggy bank of words, where your mistakes are recorded according to certain spellings. The spelling is underlined using the identification features of the spelling. In the lesson, these words can be used in individual and collective activities, in pair and group work.
At the lessons of reading and primary literary education, the technology of forming the type of correct reading activity, technologies based on personal orientation, communication technologies and technology for the development of critical thinking are used. These technologies make it possible to achieve high results in teaching reading, to gradually learn to master a holistic perception of a literary text. Students actively participate in the educational process, they have a stable personal interest in the topic being studied. They take part in a reasoned discussion, exchange opinions, perform creative tasks.
In the reading lesson, you can use the technology of working with text, teach children to read independently, selectively. During the lesson, conduct exercises for the development of the articulatory apparatus, for the development of the process of fluent, correct, expressive reading of various texts by children. Try to enable children to discover something new for themselves in a text familiar from the initial reading, which they had not previously noticed, to focus on the main thing: to determine the theme of the work of art, the idea, the attitude of the author to the characters. From the very first lessons, teach students to follow the author's thoughts, to obtain the missing information in various ways, to form a meaningful attitude to the word, the ability to reflect. In reading lessons, students speak a lot and willingly, have their own opinions and listen with interest to the opinions of others, participate in a dialogue with classmates and the teacher. They have different ways of revealing the meaning of an unfamiliar word.
An important step in enhancing the quality of learning is training for optimal reading. To develop fluent reading skills, you can use the recommendations of V.N. Zaitsev “Reserves for teaching reading”. “People who read a lot read fast. Reading improves memory and attention span. Mental performance depends on these two indicators.
What matters is not the duration, but the frequency of training. For the development of fluent reading skills, exercises are carried out in the lesson: buzzing reading, five-minute reading every lesson, repeated reading, reading at the pace of a tongue twister, expressive reading with a transition to an unfamiliar part of the text. In grades 1-2, for hourly five-minute readings, you can use books recommended for extracurricular reading, and in grades 3-4, read articles from newspapers that the teacher selects.
Many students have poor working memory. The student cannot grasp the meaning of the sentence, cannot link all the words together. Visual dictations help develop working memory. According to the recommendations of Professor I.T. Fedorenko they need to be written every day, only then they give results not only in the development of working memory, but also in the development of spelling vigilance. Texts for visual dictations can be found in the article by V.N. Zaitsev or independently pick up suggestions on the topic of the lesson.
In order to interest students in the development of reading skills, it is necessary to periodically monitor the reading technique of students, conduct individual monitoring of each reader and the class as a whole, and analyze the diagnostics of reading skills. On classroom hours to acquaint students with the diagnosis, at parent meetings - parents.
In any class, children with different abilities and different personal characteristics. In mathematics lessons, it is necessary to build work so that students not only gain knowledge, but “discover” the world around them, act as researchers, creators, be able to reason, argue, and put forward hypotheses. The methods of organization and implementation of mental activity will help the teacher. Using logical (scientific) methods in the lesson, the teacher teaches students to analyze, generalize, classify, invent tasks and examples similar to those proposed in the textbook or the teacher. Students with interest perform tasks to search for patterns, establish relationships between the part and the whole, make support schemes, consistently perform tasks of a logical type aimed at developing algorithmic thinking. When solving problems, children confidently compose numerical expressions and operate with them.
An effective and non-traditional approach to problem solving, a variety of exercises to develop computational skills help students develop mental operations, oral speech, creativity, cognitive motives of activity, and self-control skills. When studying geometric material, you can use problem-search technologies. They contribute to the development of the eye, logical thinking and spatial representations, give knowledge a practical orientation.
At the lessons of mathematics, it is necessary to develop the ability to learn, to develop cognitive activity and independence, responsibility, intellectual and logical abilities. In the work, use effective pedagogical technologies: based on the activation and intensification of students' activities ( gaming technology, problem-based learning), technology of level differentiation, technology of individualization of education, group technologies, technologies of developing education.
At the lessons of familiarization with the outside world, observation develops, a tendency to look for the causes of what they see, a tendency to look for the place of a given fact among similar phenomena, a holistic view of the world around them, of a person’s place in it, is formed in children. A skillful combination of various methods of frontal and individual accounting of knowledge arouses interest in the educational material of the lesson among all students. Some topics of the program may be considered much broader than they are covered in the textbook, using materials on the national-regional component, taking into account age characteristics and learning motivation.
Local history material expands the horizons of students, develops observation, introduces them to active search, creative activity. On excursions to the regional museum of local lore, children get acquainted with the life of the indigenous inhabitants of the north, with the main geographical and climatic features of the region, with species of animals and plants and their significance in human life.
The didactic core of many lessons is the activity of the students themselves, during which children observe, compare, classify, draw conclusions, and find out patterns. Children perform creative tasks, master the technology of project activities in the classroom and in extracurricular activities: they prepare messages from additional literature and write essays about plants, animals, and minerals of their region.
At each lesson, it is necessary to create conditions not only for the assimilation of knowledge, but also for the development of personal qualities of students: sociability, creativity, reflexivity, individuality, so that they acquire knowledge themselves and apply it in non-standard situations. Modern pedagogical technologies help to achieve this goal: problem-dialogical learning, student-centered technologies.
One of the main reasons for improving the quality of students' knowledge of subjects in primary school is the formation of motivation and the manifestation of students' interest in the material being studied. Research work opens up wide opportunities for increasing motivation for learning and building the foundations of knowledge and skills. Students who are highly motivated to learn are more serious about the assimilation of educational material. They not only mechanically memorize new information, but also strive to apply the acquired knowledge in solving problems in various subjects. This helps to develop the ability to think creatively and find solutions in non-standard situations.
The most important indicator of the quality of students' knowledge is an objective assessment of educational achievements. Different kinds, forms, methods and technologies of control and self-control of knowledge, skills and abilities of students, must be used in close connection in all lessons. The student tries to accurately complete the written work, learn the given material, prepare an essay, if the uniform requirements of the teacher are observed. Each work must be checked or listened to, that is, continuous monitoring of the results of students' work in the development of curricula is organized.
Improving the quality of teaching depends on the personality of the teacher, on his desire “to make his work at school as effective as possible. And may the world become better from our work with you, and our students take their rightful place in life.
Literature
- Berdnikova, I. A. Improving the quality of higher education // Problems of education quality management at the university: collection of articles of the II International scientific and practical conference. - Penza: RIO PGSHA, 2007.
- Buneeva, E.V. Yakovleva, M.A. Russian language. 4th grade. Methodical recommendations for the teacher. Ed. 2nd, add. - M.: Balass, 2001. - 192 p.
- Buneev, R.N. Once again about personality-oriented education // Primary school plus before and after. Publication of the Ministry of Education of the Russian Federation, Russian Academy of Education, Moscow Psychological and Social Institute, OOO Balass. - No. 12 - 2006. - p.3-5.
- Zaitsev, V.N. Reserves for learning to read // Elementary School. Publication of the Ministry of Education Russian Federation. - No. 8. - 1990. - p.52-62.
- The concept of modernization of Russian education for the period up to 2010 // Primary school. Publication of the Ministry of Education of the Russian Federation. - No. 4. - 2002. - p.3-19.
- Kuzmenko, I.S. How to start spelling work in the first grade // Elementary School - No. 12. - 1994.
- Lvov, M.R. Spelling in primary school- M.: Enlightenment. -1990.
- Savelyeva, L.V. Accounting for identifying signs of orthograms in the process of their study.// Primary school - No. 12. - 1999.
- Khovanskaya V. Reliance on visibility or time-tested // Elementary School, Izd. House "First of September" - No. 13. - 1997.
18.04.2018 10:59
Mathematical dictations. Very often I use this form of knowledge control at the beginning of the lesson, in order to test computational skills, check the multiplication table (there are children who do not know it). I ask questions myself, I don’t address sound recording at this stage. Children write answers in a line separated by commas, not knowing the answer - they put a dot in the middle of the cell.
Test tasks
At home I set similar numbers from the textbook, sorted out in the class, in order to work according to the model. In my opinion, the knowledge of children will not change from the number of given numbers, but on the contrary, many begin to turn to the GDZ. Also, use creative tasks - make crossword puzzles, draw puzzles. Students want to put a classmate in a "dead end", thereby, the student repeats the studied material. I don’t ask to make a presentation at home, because I noticed that the students do not prepare them on their own, but download them from the Internet, and it is important for the teacher that the child repeats the material.
Bibliography:
View document content
"Methods and techniques for improving the quality of education in mathematics lessons."
Methods and techniques for improving the quality of education in mathematics lessons.
Currently, in the process of learning, the most significant issue is a question of improving the quality of education of students. Level reduction cognitive activity students in general is not great. But, the results for independent and control work show low results. What is the reason for this and how to achieve excellent results, how to improve the quality of education of our children?
All children, being kindergarten, they really want to learn, they have increased motivation, but, soon, having come to school, this desire disappears for many students. Who is to blame or what? Again, many questions, but not all questions have answers. A main question: What to do?
The subject of this article is the disclosure of the teacher's work system to improve the quality of education through the use of modern methods, techniques and effective pedagogical technologies in mathematics lessons at the middle level.
To increase the activity of students in the classroom, various techniques and methods are used. I will dwell on some of them in more detail.
Mathematical dictations. Very often I use this form of knowledge control at the beginning of the lesson, in order to test computational skills, check the multiplication table (there are children who do not know it). I ask questions myself, I don’t address sound recording at this stage. Children write answers in a line separated by commas, not knowing the answer - they put a dot in the middle of the cell.
Test tasks I use it extremely rarely, mainly when testing a theory. I stopped using tasks in which an expression and options with answers were given, because in order to choose the correct answer, students must calculate this expression, and 30% of the class do not do this, that is, they put a tick thoughtlessly.
When getting acquainted with a new term, I always use a projector, having previously prepared a presentation that describes the history of the origin of this word, translation from a particular language, the name of a scientist with his portrait, years of life. I call this stage of the lesson "A bit of history ...". Students listen with pleasure, for more interested children, I suggest preparing a report on this topic. There are always a lot of people who want to get an additional mark.
In general, since we touched on the presentation, I use it mainly at the stage of oral counting. I use various chains, games by stations, etc. the students really like it, they show an increased interest in the subject, having come to the next lesson, they are already asking, “Are we going to pop the balloons today?”, “Jump through the swamp?”, “Pass through the walls?”.
While studying new material, I try to “invite guests” of this or that character. And here, I would like to make recommendations. Students like a character drawn by their own hands, cut out, brightly colored, rather than copied from the Internet and displayed on a projector. Mounted on a magnet and the whole lesson is present. It even seems to me that children imagine to such an extent that this is really a guest, that somewhere they begin to be embarrassed to say something wrong, many want to show themselves with better side, they try to constantly raise their hand, they are afraid to make a mistake. Of course, I use this technique in grades 5-6. Older children also love it when the lesson is built in the form of a game, they look with interest, their eyes “burn”. I use this form in the lesson of generalization of knowledge in preparation for control work. Also, when studying new material, be sure to use real-life examples related to the topic. Students become more active, remember, compare, try to answer faster than a classmate. It is necessary in your work to apply search and research tasks, old and entertaining tasks with non-standard solution, "trap tasks".
At the end of the lesson, reflection plays an important role, in our time there are an infinite number designed for every age.
At home I set similar numbers from the textbook, sorted out in the class, in order to work according to the model. In my opinion, the knowledge of children will not change from the number of given numbers, but on the contrary, many begin to turn to the GDZ. Also, use creative tasks - make crossword puzzles, draw puzzles. Students want to put a classmate in a "dead end", thereby, the student repeats the studied material. I don’t ask to make a presentation at home, because I noticed that the students do not prepare them on their own, but download them from the Internet, and it is important for the teacher that the child repeats the material.
At the lesson of knowledge control, I try to prepare the work in OGE form starting from 6th grade. Students love this kind of work. When they get acquainted with the instructions, they themselves can, depending on the right decision, approximately evaluate themselves by counting the number of points. And so, in the lesson of generalization, students begin to wonder, “What will the work be?”
Also, I am doing extracurricular activities, I teach the circle "Mathematics around us" (grade 6), where students learn a lot of new and interesting things, get acquainted with the history of mathematics, perform entertaining tasks and so on.
It is very important to participate in olympiads and competitions. Children look forward to results and awards.
If you use these methods in your work, and most importantly, apply them correctly, the performance of students will increase, there will be increased motivation to learning activities children will go to school with pleasure, thus we will achieve desired result namely, the quality of education of students will improve.
Bibliography:
Berdnikova, I. A. Improving the quality higher education// Problems of education quality management at the university: collection of articles of the II International scientific and practical conference. - Penza: RIO PGSHA, 2007.
Khovanskaya V. Reliance on visibility or time-tested // Elementary School, Izd. House "First of September" - No. 13. - 1997.
O. B. Episheva, E. E. Volkova, V. E. Guseva, S. V. Demisenova, Kh.Kh. Kadralieva, V. V. Klyusova, T. V. Olenkova, D. Yu. Trushnikov, L. P. Shebanova, Z. I. Yansufin. Integration innovative approaches to study in mathematics education: questions of theory and practice: Collective monograph / Ed. O. B. Episheva. - Tyumen: Tsogu, 2009. - 200 p.
Balakina Liliya Valerievna, teacher of mathematics MBOUSOSH p.Zelenoborsk
1In terms of implementation national projects"Education", "Health", system improvement medical education the problem of using methods, modern teaching methods and their relationship is becoming increasingly important. The requirements of the labor market for the quality of training of medical specialists are increasing. Therefore, educational institutions, analyzing the preparation process as a whole, propose to take into account the following aspects:
- the student, acquiring knowledge and skills, must process them into his own method of mastering a new area professional activity and formulate at home the techniques of the future medical activities. Then he develops not only new knowledge and skills, but also personal qualities, the need for self-study;
- an integrated approach to the process of learning a personality determines the relationship between the content and methods of the student's educational activity. It is necessary to search for regular combinations of teaching methods and techniques that ensure the high-quality performance of the necessary manipulations by the student. The structure of natural combinations of methods and techniques can be determined by building a model of the learning process and establishing criteria for its improvement;
- consideration of the methods and techniques of teaching themselves must be correlated with a certain level methodological support educational process. Since each teaching method performs the functions of organization and self-organization; stimulation and motivation; control and self-control.
Each method can act in a perceptual, logical, gnostic and managerial aspect. And, according to many teachers, researchers, scientists, the method can be represented as a structure consisting of two parts. Its basis is a kind of core - a constant combination of techniques united by the activities of a teacher and a student. The second part of the method is its content, which, by changing the composition of techniques, the sequence of their application, makes any method dynamic, ensuring the inclusion of the student in the learning process.
Of course, the nature of the method is determined primarily by its core, and its specific variations in manifestation depend on the content and structure of its second part. Therefore, the same method can be applied through the appropriate composition and structure of techniques to include the student in the process of learning and self-learning.
In this regard, the technique reflects the peculiarity of the method as a method and as an execution plan. learning activities, activities in the learning process. Obviously, it is necessary to take into account this relationship and pay attention to the combination of teaching methods and techniques in the process of training future medical workers.
At the Omsk Medical College of Roszdrav, the methodological service pays attention to the use of teaching methods and techniques with an emphasis on strengthening independent work students and increasing professional interests. Teachers use in class heuristic method(problem-based learning) with the implementation of such techniques as heuristic conversation, tasks for independent work in the classroom and at home, a system of questions and problematic tasks. Particular attention is paid to the variability of the methods and techniques used.
At the same time, when choosing methods, the team strives for a productive result, i.e. students need not only to understand, remember and reproduce the acquired knowledge (reproductive result), but also the ability to operate with it, apply it in practice, develop it, and also be creative in solving various production problems.
Taking into account the specifics of the medical orientation of college education, as well as the peculiarities of the regional component associated with unfavorable environmental situation in the Omsk region, the growth of allergic and oncological diseases, increased child mortality - the team is looking for ways to improve medical education, i.e. bringing the education system to a level that can provide each student with stable, maximum learning and upbringing results.
Contribute to this - active teaching methods with the analysis of specific situations, solving practical problems, dramatization, analysis of incidents, the study of correspondence using business games. Active methods allow students to obtain the necessary knowledge by studying various sources of information that characterize practical activities.
Future specialists acquire the ability to search, the ability to effectively implement the tasks set, work in a group, step by step going through the steps of creativity.
The college has a wealth of experience game learning, so very successfully at the department of "Nursing" business games are held:
"Lucky case"
"Intellectual Metro"
"The Trial of the Crimes of Tuberculosis" and many others.
The interrelation of the methods and methods of teaching used, aimed at mastering the subject socio-cultural experience as the basis and condition for the development of students, makes it possible to increase the productivity of teaching. A variety of teaching methods (explanation, demonstration-illustration, joint work, trainings) can also form the individual experience of students, which they need in their future medical activities.
The construction of pedagogical techniques is at the same time a condition for optimizing the educational process. At the same time, indicators of optimality at the methodological level can be: an increase in the elements of creativity, search in work, the absence of overload of students when studying new material, rhythm in educational activities.
Thus, with the appropriate use of teaching methods and techniques and their relationship, it is possible to develop in a student the ability to transform knowledge into a way of acquiring new knowledge, the ability for self-development, self-improvement.
Bibliographic link
Shabarova M.N. INTERRELATION OF METHODS AND TECHNIQUES OF TRAINING IN THE SYSTEM OF SECONDARY MEDICAL EDUCATION // Uspekhi modern natural science. - 2007. - No. 5. - P. 79-80;URL: http://natural-sciences.ru/ru/article/view?id=11120 (date of access: 06/09/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Each teacher, starting work, has to solve the following questions:
♦ why to teach - goals and objectives (educational, educational,
practical);
♦ what to teach - the content of the educational process;
♦ how to teach - study of the teaching process, the use of various forms, methods, technologies;
♦ how children learn - a study of the process of education and upbringing; results pedagogical activity, the quality of children's development;
♦ teaching aids - equipping the educational process with didactic and methodological material organization of the workplace of teachers and students.
Method(from the Greek. méthodos - the path of research or knowledge, theory, teaching), a set of techniques or operations of practical or theoretical development of reality, subject to the solution of a specific problem. The method can be a system of operations when working on certain equipment, techniques scientific research and presentation of the material, methods of artistic selection, generalization and evaluation of the material from the standpoint of one or another aesthetic ideal, etc.
Hence: Methodology (from method and ... logic), the doctrine of the structure, logical organization, methods and means of activity
Methodology in education- description of specific methods, methods, techniques of pedagogical activity in separate educational processes(Kodzhaspirova G.M. and Kodzhaspirov A.Yu. "Pedagogical Dictionary")
TEACHING METHODOLOGY AS A PRIVATE DIDACTIC- a set of ordered knowledge about the principles, content, methods, means and forms of organizing the educational process in individual academic disciplines that ensure the solution of the tasks set.
The methodology as a subject of study considers the features of the teacher's work with students. Here great importance have the content of education, its goals and objectives reflected in the programs, material planning, principles and methods of teaching.
under the word technique I mean, first of all, a set of rational (effective) methods of training and education. This is a special department of pedagogy, which studies the rules and laws of building the educational process.
In this sense, the technique can be general , considering the methods and techniques of learning inherent in all subjects, and private , meaning the methods of teaching applicable to any one academic subject.
TRAINING METHOD scholars interpret it differently.
Teaching method - these are ways of interconnected activities of teachers and students in the implementation of the tasks of education, upbringing and development(Yu.K. Babansky).
Teaching method There is the method of work of the teacher and the students led by him, with the help of which the assimilation of knowledge, skills and abilities is achieved, as well as the formation of their worldview and the development of cognitive forces(M.A. Danilov, B.P. Esipov).
Teaching method - a system of successive interrelated actions of the teacher and students that ensure the assimilation of the content of education(I.Ya. Lerner, M.N. Skatkin).
Teaching method - the way the teacher works with students, with the help of which the best assimilation of educational material is achieved(N.M. Sokolnikova).
Choice teaching methods depends on the learning objectives and also on the age of the students.
In the pedagogical literature, the term "reception" is also found. Reception training - this is a separate moment, a teaching method is formed from several techniques. From a set of techniques and teaching methods, united by a common direction, it is formed education system . Examples are the systems of teaching fine arts by V.S. Kuzin, B.M. Nemensky, T.Ya. Shpikalova and others.
Method of teaching visual arts like science theoretically generalizes practical work experience, formulates laws and rules of training, highlights the technology of the most effective methods, offers them for implementation. The methodology is based on the scientific data of pedagogy, psychology, aesthetics and art history.
Of course, in the living process of teaching, each teacher develops his own method of work, but it must be built in accordance with common goals and objectives. modern teaching fine arts, with specific specific tasks of a particular creative direction and type of art. These methods were not developed immediately; before that, the technique went through a difficult path of development. Teaching methods have changed as a result of the struggle of views, ideas, changes in artistic trends, principles and approaches to learning. And even now this living process continues.
You can get acquainted with the history of methods of teaching fine arts from the books of N.N. Rostovtsev.
The method of teaching fine arts in general education institutions is currently developing very intensively. Many interesting developments from such authors as E.I. Kubyshkina, V.S. Kuzin, T.S. Komarova, B.M. Nemensky, E.E. Rozhkova, N.N. .V, Shorokhov, A.S. Khvorostov, T.Ya. Visual arts textbooks for elementary and secondary schools are published.
Such authors as Kazakova T.G., Komarova, T.S., Sakulina N.P. have been fruitfully engaged in the methodology of working with preschoolers. , Grigorieva G.G., Gusakova M.A., Khalezova N.B., Lykova I.A., Dronova T.N. They created various teaching aids for kindergarten teachers, for teachers working with children preschool age; developed guidelines, the possibilities and features of preschool children are described, and many others.
Specialists-researchers count up to 50 different teaching methods: storytelling, conversation, work on sources, demonstrations, exercises, independent work, educational game, debate, etc. But each method in specific circumstances is implemented in peculiar combinations of several techniques. Reception is most commonly defined as component or a particular kind of method.
It was not possible to create a unified universal classification of teaching methods for didactics and methodologists. Until recently, they were blamed for this. But, it seems that a single classification of methods is impossible in principle due to the multi-quality and multifunctionality of methods. A unified classification of methods cannot be created in the same way as, say, a unified classification of people. To evaluate and select methods, it will be necessary to use a number of existing classifications made on the basis of various bases (see table).
In didactics, it is customary to classify teaching methods according to several criteria:
According to the sources from which students receive knowledge (verbal, visual, practical methods);
By the nature of the cognitive activity of students (explanatory and illustrative, reproductive, partially search or heuristic, research methods);
By the nature of the didactic tasks they serve to solve (methods of communicating new knowledge to students, methods of consolidating the acquired knowledge, methods of developing skills and abilities, methods of monitoring and evaluating students' knowledge);
By the predominance in their application of the activity of a teacher or a student (methods of presenting knowledge by a teacher, methods of independent work of students).
The first two of these classifications are the most popular, so let's look at them in a little more detail.
1 CLASSIFICATION OF LEARNING METHODS ACCORDING TO SOURCES OF KNOWLEDGE OBTAINING
To verbal methods and teaching techniques can be attributed story, conversation, lectures, verbal instructions.
Story - This is a narrative form of presentation of educational material by the teacher. The story, as a rule, is used to present new material and is accompanied by a demonstration of visual aids: for example, when introducing younger students to the history or features of works of folk, decorative and applied art.
The story can be used when informing students about the traditions of the class and school, the rules of conduct in the lesson, safety precautions when working with tools.
Explanation - this is a consistent explanation to students of the content of the task, the meaning of certain concepts, the design of samples, the rules and techniques for performing certain labor operations, etc.
The explanation is usually accompanied by an educational demonstration of visual aids (tables, posters, drawings, diagrams, technological maps, samples of products made by the teacher or students, etc.) or stages of work.
One of the most effective in preschool, primary school, secondary school age methods of verbal presentation of educational material is a conversation.
Conversation - This is a dialogue between a teacher and students, in which the teacher certainly relies on the knowledge and practical experience that students already have. The conversation can be used when presenting new material, when consolidating and checking, when summarizing the studied material.
Preparing for the conversation, the teacher selects questions that should be understandable to students and reflect the essence of the material being studied. The teacher needs to think about the sequence of questions asked to the children and possible options answers to them.
Complementing and summarizing the answers of the students, the teacher gradually leads the children to master new concepts or to consolidate the knowledge they already have.
Visual teaching methods
TO visual methods and techniques, we will turn in more detail, taking into account the features of the subject "Fine Arts" in school, visual activity in kindergarten, artistic and creative activity in additional education.
Here it is worth noting the ambiguity of the application, interpretation of such terms as "demonstration", "show", "observation" (especially show - demonstration), etc. in different manuals by different authors. Therefore, it is important when describing the method (method of action of the teacher) in one or another methodical literature to delve into the context, to understand the essence of the very organization of work in accordance with the described method.
- surveillance, demonstration or viewing variety of visual material, including technical means.
The teacher organizes perception, children try to comprehend new content, build accessible connections between concepts, remember information for further operation with it. In the process of observation, examination of objects, paintings, illustrations, examination, students get acquainted with objects and phenomena of the surrounding reality. To conduct observation, examination, the teacher must prepare well: select and arrange an object, decide how best to approach it, so that all its parts are clearly visible to children; think over what questions he will ask in order to direct the attention of children to those sides of the objects of observation or examination that will need to be conveyed in the image (on the shape, color, details, etc.)
- sample- an object prepared in advance by the teacher, requiring careful repetition. Ready-made samples created by the teacher are extremely rarely used in teaching fine arts, only in cases where it is not possible to show children an object, toy or illustration. A sample made by a teacher (and not an artist) has no artistic value, and, therefore, cannot serve the purposes of aesthetic education.. On the other hand, the sample helps to quickly learn some techniques, the sample helps in decorative drawing to master the principles of constructing an ornament (especially in traditional folk paintings), which is difficult even for an adult without a sample constantly in front of your eyes. The finished sample is also used in design education.
At the beginning of work, the teacher organizes a thorough, purposeful examination of the sample - analysis, paying attention to the essential elements, then the children get to work - the sample remains in front of the eyes. It is possible to use several samples in one lesson - if students already have some skills, if you can do the work (the same ornament) in different ways. Comparison of samples (also organized by the teacher) helps to identify the features of different visual solutions.
- showing methods of action (showing the reception of work) plays an important role in teaching drawing, modeling, appliqué, plastic arts, needlework. Students must learn how to properly use tools and materials (brushes, pencils, stacks, scissors, paints, colored crayons, etc.). Students do not know how to convey the shape of objects in drawing, appliqué, modeling (especially preschoolers). They still have a poor command of visual, technical techniques (this applies to the most different ages students). In order for children to master the shaping movements of the hand (aimed at conveying the shape of objects in drawing, modeling, appliqué), ways to create an image, techniques for processing materials, ways to perform painting techniques, these methods need to be shown and explained to them.
It would be wrong to show the methods of the image in each lesson. This should be done only when one or another method (method) of the image occurs for the first time.(for example, the infusion of color into color in watercolor, a decorative stroke in Russian brush painting, etc.)
In the same cases, when a technique is already familiar to students, it should not be shown.
- show the order of actions also important in the early stages of learning. The teacher first sequentially creates an image or a product, highlighting the stages of work, paying attention to the logic and sequence of the process, to technical techniques. Then he cleans up his work and invites the children to get to work (for example, you can show the entire sequence of the execution of the figurine of the Dymkovo horse, the sequence of the execution of the still life drawing from nature, etc.).
- step by step display is to do all the work, but the teacher does not create the entire image or product at once, but performs some stage of work, then invites the students to complete this stage. While the children are working, the teacher has the opportunity to help those who have difficulties. Then the teacher continues to work, then again invites the children to complete the next part of the work, etc. In such a show, it is important not to “shrink”, not to show separately each action and technique, but to highlight the important significant stages in the creation of the work (for example, to gradually complete the landscape with watercolors with children: the stage of filling the background, which dries well while the children also perform the background; and the stage drawing trees; or the stage of underpainting, the stages of drawing all the elements and the stage of animation in some Russian paintings). Such work in the classroom takes a lot of time, but it allows you to master the technological methods and stages of work well. Therefore, staged display is often used on initial stage mastering the technology of using visual materials, rational ways of depicting, complex decorative works.
It should be noted that, unlike the sample, the drawing or product made by the teacher during the demonstration must be removed so that students do not copy it, but focused on their work - repeating a technique or stage, and not a composition.
It is also important to pay attention to mandatory use of visual and verbal techniques together, integrated. It is impossible to perform any of the displays silently, without comments and explanations, or to consider an illustration outside of a conversation about it. And it is impossible to talk about something interesting in a fine art lesson without demonstrating visual material.
It is impossible to organize an effective educational process without a teacher demonstrating (showing) ways to organize a workplace, work with tools, process materials used in the process. labor activity, the sequence of technological operations.
Visual methods are usually closely related to verbal ones, since the demonstration itself, not accompanied by explanations, does not provide an understanding of the connections (between individual operations, between actions and their results) that students need to notice. The word of the teacher, accompanying the visual demonstration, directs the attention of the students and creates the very “orienting basis” (i.e., the mental, theoretical part of knowledge) that is necessary for understanding any action.
Practical Methods are the most important, since it is possible to acquire the necessary knowledge, skills and abilities only in the process of practical implementation of specific educational tasks. This group of methods includes all exercises, experiences , experiments , and work with a textbook, with a book and others didactic materials.
Separate, independent exercises in the classroom with preschoolers and younger students are carried out relatively rarely, but in the process of implementation practical work children still "exercise" a lot and gradually master the techniques of using the simplest hand tools, methods of processing various materials, methods of performing various techniques (painting, embroidery, etc.). For older students, special long-term exercises for practicing techniques are more acceptable, they are more understanding of such work.
The same should be said about experiences and experiments. In practice, directly in the process of working on products, students get acquainted with the physical, mechanical and technological properties of paper, cardboard, fabric, wood, plastic and other materials. Of course, the teacher can also organize special experiments and observations, but given the limited time, this is not always practically realistic. But technological knowledge obtained precisely in one's own experience (mixing paints, properties of textile materials, correlation of paints and soil, etc.) becomes the most solid knowledge.
As for independent work with a textbook and other didactic materials, the teacher should pay special attention to accustoming students to use them competently in their work. We are talking about a careful analysis of the information contained in them, its correct selection and practical use. Often, younger students are completely unable to perform such work, because they get used to technology lessons at school only to follow direct instructions and instructions. And even older students do not always have sufficient experience in such work, they are not always ready for absolute independence in working with a book.
Having considered the classification of teaching methods according to the sources of obtaining knowledge, we can note that all methods in it are closely interconnected, and sometimes difficult to separate. So, the word as a source of information is present not only in the story, explanation (in verbal methods), but also in the textbook (that is, inseparable from practical methods); visibility should accompany any explanation, and is also necessarily contained in the textbook, etc. In addition, any of the considered methods can guide the activities of students in different ways. In one case, the teacher's story will only contribute to some replenishment of the stock of knowledge (moreover, most often of a reference nature), and the students will find themselves in the role of passive listeners; in another case, the same verbal method can demonstrate to them the course of reasoning and contribute to the development of children's thinking. With this in mind, consider another classification.
BY THE NATURE OF COGNITIVE
STUDENT ACTIVITIES
Based on this foundation, teaching methods can be divided into two large groups:
a) reproductive;
b) creative.
They differ from each other mainly in the degree of cognitive activity and creative independence that the student shows in the process of work.
A lesser degree of autonomy is assumed when using reproductive methods. From the name itself it follows that the student within these methods repeats and reproduces. However, this does not mean that reproductive methods should not have a place in the system of developmental education. This group usually includes the so-called explanatory-illustrative and actually reproductive methods, which on closer inspection are two sides of the same method.
Explanatory-illustrative method involves presenting knowledge to students in a finished form (in the form of a story, a teacher's explanation, instructions in a textbook, etc.). At the same time, students are required to memorize or reproduce the information received - that is, the reproductive method acts on their part.
As in others academic disciplines, these methods are most appropriate in those cases when it is required to master in a relatively short period of time necessary system specific knowledge or ways of doing things. In a reproductive way, classes are usually organized in which you need to master new methods of processing materials, marking methods, rules for using tools, and so on. Such lessons are found both in elementary school and in high school: as the degree of difficulty of the creative tasks being solved increases, as a rule, more and more subtle and complex practical actions are required, which must be mastered by students. Much attention is paid to such methods and techniques in the system. additional education when learning a particular craft. Any practical knowledge, in order to become skills and abilities, must be repeatedly repeated by children, that is, reproduced. The goals achieved by the reproductive method (the consolidation and clarification of knowledge, the assimilation of methods for operating this knowledge, the assimilation of experience in the implementation of those methods of activity, the model of which is already known), are unattainable by other methods.
Reproductive methods are especially justified also in the lessons and classes of acquaintance with folk crafts. A respectful attitude towards folk traditions requires that the methods of activity developed over the centuries be studied in their present, historically established form, therefore, students must repeat, reproduce these methods as accurately as possible and memorize them.
However, in general, mastering practical techniques should not become an end in itself. In this regard, even reproductive methods, if possible, should not turn into direct instructions that require the student to only mechanically follow the instructions.
Problem learning. Creative teaching methods.
Reproductive learning systems do not allow solving one of the most important tasks of the modern social and personal order to the education system - the formation of the creative qualities of the individual. Such a task is solved only in the system of problem-based or problem-search learning.
Problem-based learning is characterized by the fact that knowledge and methods of activity are not presented in a ready-made form, rules or instructions are not offered, following which the student could be guaranteed to complete the task. The material is not given, but is set as the subject of the search. And the whole point of learning is precisely to stimulate the search activity of a child, schoolchild or student.
Problem-based learning is characterized by the fact that knowledge and methods of activity are not presented in a ready-made form, rules or instructions are not offered, following which the student could be guaranteed to complete the task. The material is not given, but is set as the subject of the search. And the whole point of learning is precisely to stimulate the search activity of a schoolchild or student.
The activation of students' cognitive activity, the development of interest in the subject, the formation of independence, a creative attitude to what is being studied occur more successfully if the teacher does not declare, but constantly argues, reflects, argues with representatives of other points of view, with the audience, involves students in an active process of proof, justification, if tasks are offered that require the search for a key idea, algorithm, solution method. Such classes essentially turn into a dialogue, joint reflection, research work The cognizable is not presented in finished form, it serves as the subject of search, it is created, constructed with the participation of students or by themselves in so-called problem situations.
The structural unit of problem-based learning should be considered problem situation and the resolution process
To understand what a problem situation is, you need to understand what a problem is. Philosophers define the problem very precisely as concrete knowledge about ignorance. In this seemingly paradoxical judgment, a deep content is hidden.
Indeed, a problem exists for a person only when its condition is either known or quite accessible, and the requirement, the question is understandable, that is, the person knows what to look for. Awareness of the known and unknown in the situation, acceptance of the problem creates a state of puzzlement, psychological discomfort, which prompts one to look for a way out of the current situation of uncertainty, lack of information. This is the problem situation. Concrete way of expressing the problem
cognitive tasks and questions serve (a question is the same task in which the condition is implied, since it is known to the cognizer or can be reconstructed by him, and therefore is not given).
creative methods, as their name implies, suggest that the search, creativity predominates in the activities of students. This group includes problem presentation, partial search (or heuristic) and research methods.
All creative methods involve posing and solving problem situations. With non-problem, “communicative” learning, the necessary knowledge and skills are formed before solving problems and at first independently of it; then tasks are offered in which the student must apply and consolidate this knowledge.
In problem-based learning, new knowledge is obtained, discovered by the student himself in the process of solving practical and theoretical problems.
Types, methods of problem-based learning are very diverse. They are singled out more often depending on the expected level of activity, the degree of independence of students in the process of their search activity (I. Ya. Lerner, M. N. Skatkin).
Partial search(heuristic) Research method problem-based learning requires the most complete independence of students. Its qualitative feature lies in the gradual transition from the imitation of a scientific search, which is also useful, to a real scientific or scientific-practical search.
Forms and methods of problem-based learning are diverse Keywords: problem story, heuristic conversation, problem lecture, analysis of practical situations, debate, interview, business game. All of them should be problematic primarily in their content.
Essence problem presentation method lies in the fact that the teacher, in the course of his story, explanation, does not simply present the material, but constructs a problem situation on its basis and himself reveals the contradictory process of its evidential solution.
At the same time, students follow the course of thoughts and reasoning of the narrator, mentally check their persuasiveness. This problematic presentation differs from the explanatory-illustrative one: it inevitably presupposes the participation of listeners in the process of creative thinking revealed to them.
Using problem statement the task is set and solved by the teacher, A students seem to be present in an open search laboratory, understanding, sympathizing, putting forward their own ideas and forming their own attitude towards what is being studied.
Within the framework of partial search methods, students are even more actively involved in solving the problem. Among such methods, successfully used in work with younger students, is heuristic conversation. In it, unlike the usual conversation, the teacher asks questions that lead the children to some kind of “discovery”, to resolve the contradiction, to find a solution on their own. And students do not just answer questions, but learn to reason, analyze, find evidence.
Partial search(heuristic) The method of problem-based learning presupposes the active involvement of students in the process of solving a problem, divided into sub-problems, tasks, questions. The process of activity, which takes place in the form of problem solving, conversation, analysis of situations, is directed and controlled by the teacher.
Partial search methods involves the use of special tasks that put students in the position of active figures, and not just performers. This helps to increase the awareness of learning, introduce children to creative thinking and is a stimulus for the development of their cognitive activity. Such tasks include, for example, a mental analysis of the device of the sample (without dividing it into parts), calculating the dimensions of blanks according to the overall dimensions of the product, making sketches of parts, products, etc.
The actions of students in such cases are associated with the internal activity of the individual, primarily with thinking.
And for a knowing, thinking person, a positive result is not only a successful solution to the problem, but even its “non-solution”; failure in attempts to solve it is also a product of thinking as an activity, it also contributes to the formation of the most important neoplasms in the psyche: a person develops more and more adequate ways of thinking and cognition, new knowledge, ways of mental actions, motives, feelings, abilities, as well as attitudes towards to what he does.
For some reason, teachers believe that mistakes made by students indicate poor organization of their cognitive activity. The fear of mistakes is especially noticeable in the lessons of practical work at school: after all, all detailed instructions and prescriptions are offered precisely with the aim of eliminating even the slightest deviations from work, especially mistakes. Meanwhile, scientists have conducted special studies that convincingly prove the usefulness and importance in educational process those erroneous actions that the student performs in the course of solving the problem. Therefore, it is advisable to set tasks for students in such a way that they independently look for ways to complete them, and the mistakes made in this case will contribute to a better understanding of the task and stimulate cognition (But only if the mistakes are meaningful on their own or together with the teacher).
Let us note once again that if the task does not cause any difficulties for the child at all, then it does not require thinking to complete it.
In the practice of teaching younger students, partial search methods are next to research methods that involve the highest level of creativity.
Their use requires the teacher, first of all, to correctly understand the very meaning of creativity.
This concept, perhaps, should be attributed to one of the most common and frequently encountered in the methodology of labor training. In everyday life (including pedagogical) it is often generally identified with any crafts: exhibitions " children's creativity» abound with copied, copied, made according to the instructions products of a purely reproductive plan; everything that a child has made with his own hands (even by step-by-step and mechanical copying of actions) is completely unreasonably referred to as “creativity”.
Even more often in handbooks on labor training one can find so-called "creative assignments" or special "creativity pages", in which "creativity" is mechanically attached to all other (non-creative) work. Usually it boils down to the fact that the child is invited to make any change to the craft, made according to detailed instructions. For example, a student first copies a sample (say, an appliqué picture); templates of all details are attached to the sample (including those that are easier and more expedient to do it yourself), explanations are given about the materials and step-by-step instructions. After that, it is proposed to perform “creative” work: to make the same picture, but change something in it. At the same time, it does not explain in any way what exactly should be expected from the changes made: whether the picture should convey a certain mood or whether it changes according to some logical principle, no, it’s enough just to do something differently than in the sample, and this will already be “creativity”! Meanwhile psychological nature creativity has nothing to do with such tasks.
First of all, we note that creativity involves the creation of something new, not yet existing in human practice; it might be new scientific idea, a new artistic image, a new mode of activity, etc. Educational creativity usually has no objective novelty; children are more likely to discover what is already known to humanity as a whole. However, the essence of creativity for them remains the same: creative activity- always a discovery (even for yourself). Real creativity is not at all any senseless originality, but a purposeful search, consistent with the task at hand.
To help students comprehend the problem, the direction of the search should be indicated. For example, when creating a postcard, notebook, gift wrapping, you need to take into account for which occasion, for which user the thing is intended. An artistic application is created with the expectation of what impression it should make on the viewer (lyrical, actively joyful, etc.). When developing a technical design, a number of requirements are formulated that it must satisfy (for example, it must be folded in a certain way, have certain dimensions, etc.).
Thus the essence research method is that the teacher models a problem situation and presents it to students in the form of such a task, the implementation of which involves a creative search for their own solution in strict accordance with the set conditions or a given goal. Using this method allows you to put students in the position of co-authors, "co-developers" or even independent creators of the design and image of the product. Solving certain problems in the learning process, students activate mental activity master the procedures of the creative process, and at the same time creatively master the methods of cognition.
Research method problem-based learning requires the most complete independence of students.
The research method in the development of artistic and creative activities actually acquires the features of project activities.
Forms and methods of problem-based learning are diverse Keywords: problem story, heuristic conversation, problem lecture, analysis of practical situations, dispute, interview, business game.
Then, perhaps, the conclusion is justified: long live problem-based learning?! Here is the long-awaited, long-sought best training system! (Zagvyazinsky V.I.) You already guess that this is not so . And this system has limitations, it is not at all universal.
Firstly, problem-based learning is not applicable to any material, but only to such that allows ambiguous, sometimes alternative approaches, assessments, interpretations.
Secondly, it is justified only on the material high level significance (methodological, general scientific, thematic), because focusing attention by using problematic methods on secondary material can do more harm than good: the main thing will be in the background and may be missed, and the secondary will be learned. Among other things, the irrational waste of time is also obvious. It’s just useful to remember here: they don’t shoot at sparrows from cannons.
Third, given type training is acceptable and justified only when the trainees have the necessary "starting" level of knowledge and skills, a certain experience in the area being studied, otherwise there will be no getting into the "zone of proximal development", in that really problematic zone for a person, where shifts in development.
Fourth, very strict time limits are imposed, and problem-based learning, especially the use of research methods, requires much more time than other types of learning.
Finally, we must also keep in mind that the problem of formation creative personality is solved not only in the course of problematic learning itself, but also on the basis of the direct influence of a creative leader, interpersonal contacts, competition and games, fantasizing and improvisation, in which problematicness is fused with relaxation, imagery, immersion in the world of relationships new to a person and other factors.
In order to implement a pedagogically sound choice of methods and techniques, it is necessary, apparently, first of all, know the possibilities and limitations of all teaching methods, understand what tasks and under what conditions are successfully solved using certain methods, and for which tasks they are useless or ineffective.
Any method used as a universal one loses its effectiveness and discredits itself. Here it is impossible not to recall the statements of A. S. Makarenko that there are no methods of education that are generally bad or generally good. It all depends on the circumstances, place and time, on the system in which this tool is used.
The selected methods should correspond to the goals and objectives of a particular lesson or lesson, the stage of training and the degree of preparedness of students, age and individual characteristics students. (In other words, there are no bad methods, there are wrong and inappropriate use of them).
The effectiveness of the methods depends on pedagogical conditions their applications.
Such conditions may be :
Development of interest in the study of fine, decorative art;
Combination of systematic control with pedagogically expedient assistance to students;
Raising students' faith in their own strength, in their creative abilities;
Consistent complication of fine, decorative, technological activities, ensuring development prospects artistic creativity students;
Teaching the language of fine, folk, decorative and applied arts and design, development of funds artistic expressiveness plastic arts;
Purposeful, systematized use of art criticism stories or conversations that activate the child's attention, the work of his thoughts, his emotional and aesthetic responsiveness;
Selection of works of fine art for study in accordance with age and learning objectives;
Use in the classroom of technical teaching aids, especially video and audio equipment, and special visual aids;
Active study by children under the guidance of a teacher of nature (observations, sketches and sketches on the topic, drawing from memory), objects of arts and crafts, culture and life, historical architectural details;
Introduction to the lesson, to the lesson of creative, improvisational and problematic tasks;
The use of a variety of artistic materials and techniques for working with them;
Change of types of visual and creative activity during school year(graphics, painting, modeling, designing, decorative work, different types murals, etc.);
Combination of individual and collective forms of work with students;
Introduction to the structure of the lesson, lessons of game elements and artistic and didactic games; use of competition elements in accordance with age characteristics;
Systematic interaction between sections of the content of education (sections of the program), between disciplines studied at school, integrated teaching of art.
