Success educational process largely depends on the teaching methods used.
Teaching methods are ways joint activities teacher and students aimed at achieving their educational goals. There are other definitions of teaching methods.
Teaching methods are the methods of work of the teacher and students, 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 methods are ways of interconnected activities of teachers and students in the implementation of the tasks of education, upbringing and development (Yu. K. Babansky).
Teaching methods are methods of teaching the teacher's work and organizing the educational and cognitive activity of students to solve various didactic tasks aimed at mastering the material being studied (I.F. Kharlamov).
Teaching methods - a system of consistent, interconnected actions of a teacher and students that ensure the assimilation of the content of education, the development of mental strength and abilities of students, their mastery of the means of self-education and self-learning (G. M. Kodzhaspirova).
Despite the various definitions given to this concept by didacticians, the common thing is that most authors tend to consider the teaching method as a way for the teacher and students to work together to organize learning activities. If we are talking only about the activities of the teacher, then it is appropriate to talk about teaching methods, if only about the activities of students - then about teaching methods.
Reflecting the dual nature of the learning process, methods are one of the mechanisms, ways to implement pedagogically appropriate interaction between the teacher and students. The essence of teaching methods is considered as complete system methods, in a complex providing pedagogically expedient organization of educational and cognitive activity of students.
Thus, the concept of a teaching method reflects in the relationship the methods and specifics of the teaching work of the teacher and the learning activities of students to achieve learning goals.
Widespread concepts in didactics are also the concepts of "method of learning" and "rule of learning".
Reception training- This component or a separate side of the teaching method, i.e. a particular concept in relation to general concept"method". The boundaries between the concepts of "method" and "reception" are very mobile and changeable. Each teaching method consists of individual elements(parts, tricks). With the help of the reception, the pedagogical or learning task, but only its stage, some part of it. Method-
The types of teaching and methodological techniques can change places, replace each other in specific pedagogical situations. The same methodological techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques.
In some situations, the method acts as an independent way of solving a pedagogical problem, in others - as a technique that has a particular purpose. For example, if a teacher communicates new knowledge by a verbal method (explanation, story, conversation), during which he sometimes demonstrates visual aids, then their demonstration acts as a technique. If the visual aid is the object of study, students receive basic knowledge on the basis of its consideration, then verbal explanations act as a technique, and demonstration as a teaching method.
Thus, the method includes a number of tricks, but it is not a simple sum of them. Techniques determine the originality of the methods of work of the teacher and students, give an individual character to their activities.
rule learning - This a normative prescription or an indication of how to act in an optimal way in order to carry out the method of activity corresponding to the method. In other words, learning rule (didactic rule) - this is a specific indication of how to act in a typical pedagogical situation of the learning process.
The rule acts as a descriptive, normative model of reception, and the system of rules for solving a specific problem is already a normative-descriptive model of the method.
Vladimir Fyodorovich Shumeev
technology teacher
MBOU "Average comprehensive school
with in-depth study of individual
Items No. 28, Kursk.
Expediency and effectiveness of methods, techniques and teaching aids
in achieving optimal results education
"Education must be true, complete, clear and lasting."
Ya. Comenius
Specificity modern stage improvement of the lesson lies in the fact that under the new conditions, the performance indicators of the main form of organization of education are not limited to external manifestations (clarity, organization, use of a set of methods and means), but are determined by the final results of the lesson and the system of lessons, the level of mastery of scientific knowledge by students, the formation of the level of cognitive interests, qualities of a comprehensively developed personality.
The most important direction for improving the lesson is the optimal combination and interaction of its main components: the tasks of education, upbringing and development, content educational material, methods of teaching and learning, ways of organizing the learning process and cognitive activity of students. The quality of the lesson, its high effectiveness depend on the integrated planning and purposeful implementation of educational tasks. It also means a lot how the teacher thinks through the organization of students' learning activities in the system of lessons: he focuses students' attention on the main, leading ideas and concepts of the material being studied, organizes their creative search cognitive activity, focusing on the final results, taking into account the real capabilities of students, teachers, schools) .
The effectiveness of the modern lesson is based on creative work teachers and students, on the formation of independence and systematic thinking of students, the broad implementation of inter-subject communication, the connection of learning with life and their extracurricular activities.
It is known that the class-lesson "question-answer" system used in our schools is not without significant shortcomings: individual characteristics personality of the child, his psychophysiological abilities are not taken into account.
No wonder A. Kushnir says "Designing methodological structures based on accurate knowledge of the psychophysiological nature of a person - this is the normal state of affairs."
In order for the lesson to be successful, the students mastered this material and showed effectiveness, in a modern school, like ours, teachers implement various pedagogical methods.
A teaching method is a method of ordered interconnected activity of a teacher and students, aimed at solving the problems of education.
Since teaching methods have multiple characteristics, they can be classified on several grounds:
1) According to the sources of transmission and the nature of the perception of information on
verbal;
visual;
Practical.
2) Depending on the tasks:
Methods of acquiring knowledge;
Formation of skills and abilities;
Application of acquired knowledge;
Fixing;
Tests of knowledge, skills and abilities.
3) In accordance with the nature of the cognitive activity of students in mastering the content of education:
Explanatory and illustrative;
reproductive;
Problem statement;
Partial search (heuristic);
Research.
In modern conditions, real opportunities have ripened for generalizing and systematizing ideas about teaching methods based on the methodology of a holistic approach to activity. This:
1) methods of organization and implementation of educational and cognitive activities:
Verbal, visual and practical methods (the aspect of transmission and perception of educational information (story, lecture, seminar, conversation);
Inductive and deductive methods (logical aspect);
Reproductive and problem-search methods - (aspect of thinking).
Methods of independent work and work under the guidance of a teacher (aspect of learning management).
2) Methods for stimulating and motivating learning:
Methods for stimulating and motivating interest in learning;
Methods of stimulation and motivation of duty and responsibility in teaching.
3) Methods of control and self-control in training:
Methods of oral control and self-control;
Methods of written control and self-control;
Methods of laboratory-practical control and self-control.
Currently, subject methods are experiencing a certain crisis. According to A. Kushnir, it is based on the traditional orientation of the authors of the methods of studying school subjects on the logic of the corresponding sciences.
In fact, at school, we work to teach children. And therefore, the technique should be guided by the natural characteristics of people. An incorrectly substantiated (not taking into account the peculiarities of the human psyche) methodology may look quite scientific, but as soon as the teacher begins to apply it at school, he will face the inevitable resistance of children, to overcome which he will have to resort to psychological pressure "Science, which in its products - concepts , programs, textbooks and methods - openly, frankly ignores the inner mood of the child, in fact, constructs violence as the main pedagogical tool.
Teaching is one of the activities of a student, therefore, organizing this process, the teacher does not ignore the features and patterns of his activity. A person begins to act only when he has a desire to act. And here I turn to the test of studying the satisfaction of students with school life, conducted in grades 8-9 (48 respondents), where the questions "I go to school with joy" - 12 positive answers, "it's hard to say" - 26, negative answers - 10 people. But at the same time, to the question “School is needed in order to ...”, everyone answered unequivocally: “to study”, “get an education” and even “learn to be a person”.
Thus, if children do not have a desire to engage in school affairs, or they will treat them inertly, then the educational process will not be doomed to success. This inevitably leads to the conclusion about the key role of pedagogical stimulation in learning. When a student wants to learn and strive to participate in a variety of activities organized by his teachers, the learning process in the school, the classroom will become effective.
And here it is already necessary to apply the term not “appropriately selected method”, but rather “the pedagogical technology used”, based on the methodology.
By technology, usually, we mean a firmly established procedure that corresponds to some rigidly defined sequence of algorithms, taking into account the psycho-emotional state of the child and leading to the achievement of the planned result.
Teachers tired of difficulties school life, the excessive complexity of the task of forming the personality of students, are looking for in the proposed pedagogical technologies simple, understandable, easy and effective ways training and education. Rather, they use not the proposed technologies in full, but their details, modified in accordance with specific conditions. The full and precise application of the developments of scientists in the school turned out to be a difficult and sometimes impossible task. And the reason for this is not at all that teachers - practitioners are poorly versed in certain technologies and do not follow their instructions accurately enough, but the reason lies elsewhere: “Are the objects expedient? pedagogical activity. Whether they are suitable for system application of technologies. And, as a rule, the answer is “no, they are not appropriate”, because we are dealing with the most complex objects-children's personalities and children's groups. They are constantly changing, have countless connections with each other, experience many influences. The uniqueness and unpredictability of these objects do not allow applying any, even the most advanced technology, to them. Therefore, we can conclude that the technology is applicable only partially, elementally, which contributes to the improvement of the effectiveness of the educational process both in the classroom and at school as a whole.
Technological processing lends itself only to forms of educational activity. And already the technology of carrying out each specific form of work with children includes its own means, methods and methods of the teacher's actions. And from this point of view, the lesson, the educational process will be a kind of integrity.
The concrete actions of the teacher are determined not by a rigid technological set of operations, but by the ratio of the tasks he solves and the totality of circumstances at hand.
The feasibility of the technologies used is confirmed by the fact that
that in the same testing of students in grades 8-9 to the question “When in your class
open lesson, you are happy to go to class”, the majority rated “4” and “3”
points (“strongly agree” and “agree”, respectively), because at such events the teacher tries to use elements of pedagogical technology, and students are given the opportunity to realize themselves, to assert themselves.
But we must not forget that a lesson will be expedient and effective if the specific actions of the teacher are determined not by a rigid technological set of operations, but by the ratio of the tasks he solves and the totality of circumstances at hand. This ratio is unique every time. It is this ratio that makes the teacher choose at each moment priorities, logic and procedures, pedagogical methods of communication.
However, all this is not a component of pedagogical technology, but a methodology!
Pedagogical methodology is a broader concept than pedagogical technology. The methodology does not suggest a way to solve a specific problem in specific conditions, but offers logic, justification and choice of means for such a solution. If the application of technology is designed for a trained and accurate performer, then the methodology also offers the creativity of the employee, because no one excludes independence in decision-making and creative search, selection and combination of various pedagogical tools, methods, techniques and technologies from the teacher’s activities, which is carried out by teachers of our schools.
For the teaching profession, developed communication skills and abilities, the ability and willingness to communicate, communicative competence are essential professional characteristics. This is due to the specifics of pedagogical work, where communication, its means, models, styles, forms and methods form the basis on which all professional and pedagogical activities are based.
The essence and structure of pedagogical activity, as well as the productivity associated with them, is one of the most pressing issues of pedagogical science and practice.
The main efforts, in the light of the reform of the education system, are aimed at the state logistical, information (new educational plans, programs, textbooks) and communication (new means, forms, methods of educational work, guidelines and manuals) provision of pedagogical systems.
By pedagogical systems, we understand the relationship of structural and functional components, subordinated to the goals of upbringing, education, training of the younger generation and adults.
The teacher in modern pedagogical systems is the leader, the organizer of pedagogical interaction, the control link of the system.
In the activities of a teacher, perhaps the most important and difficult is the choice of means and methods for solving pedagogical problems that ensure the guaranteed achievement of educational goals, and hence the success of the teacher himself. The style of pedagogical activity directly affects the emotional atmosphere of interaction between the subjects of the educational process, the teacher's choice of means and methods for solving pedagogical problems, contributes or hinders the success of learning, the formation interpersonal relationships in the study group.
Federal Law No. 273-FZ of December 29, 2012 “On Education in Russian Federation» teaching staff are granted rights and freedoms: the freedom to choose and use pedagogically sound forms, means, methods of education and upbringing; the right to creative initiative, development and application of copyright programs and methods of education and upbringing within the limits of the implemented educational program, separate subject, course, discipline (module). Responsibilities are also defined: to carry out their activities at a high professional level ensure the full implementation of the taught subject, course, discipline (module) in accordance with the approved work program; apply pedagogically sound forms and methods of education and upbringing that ensure high quality of education.
The basis of the methodological system of teaching are teaching methods that give an answer to the question "how to teach?". Inextricably linked with teaching methods are the forms of teaching, types of classes and teaching aids.
The teacher's choice of teaching methods is one of the most important aspects of the problem of productive pedagogical activity. The complexity of this issue lies in the conditionality of the choice of teaching method is extremely a large number factors. Yu.K. Babansky suggests that when choosing a teaching method, take into account six main parameters, which include the whole variety of factors: regularities and principles of teaching; goals and objectives of training; the content of the subject; learning opportunities for students; features of external conditions; opportunities for teachers themselves.
Teaching methods are a way of interconnected activity of a teacher and students, in which students acquire knowledge, skills and abilities, develop their personal qualities and abilities, form a scientific worldview and achieve the necessary preparation of the younger generations for labor activity. Along with the content and organization of educational work, they historically change and improve.
Teaching methods are ways of joint activity of a teacher and students aimed at achieving learning goals. The choice of methods depends on the characteristics of the subject, the goals and objectives of training, the age and individual characteristics of students, the level of education, the development and education of students and cadets, and the material and technical equipment. educational institution, abilities and capabilities of the teacher, his skills and personal qualities, time to solve didactic problems.
The problem of classifying teaching methods is one of the acute problems of modern didactics. According to Yu.K. Babansky, who developed a classification of teaching methods, has every reason to single out three most important components in the activities of a teacher: organizational and effective, stimulating, and control and evaluation. Hence, a holistic approach to activity implies the existence of three large groups of teaching methods:
a) methods of organizing and implementing educational and cognitive activities (thanks to them, the process of mediating educational information by a person is ensured);
b) methods of stimulation and motivation of educational and cognitive activity (thanks to them, the most important functions of regulating educational activity, its cognitive, volitional and emotional activation are provided);
c) methods of control and self-control of the effectiveness of educational and cognitive activity (thanks to them, teachers and students perform the functions of control and self-control in the course of education).
The choice of teaching methods, their ratio in the course of classes depends on the following conditions:
Regularities and the principles of training arising from them;
Forms of learning, that is, from the organization educational process;
Goals and objectives of training;
Educational opportunities of students: age (physical, mental); the level of preparedness (educational and upbringing); features of the study group.
Features of external conditions (geographical, industrial environment, etc.).
The capabilities of the teachers themselves: their previous experience, knowledge of typical situations of the learning process, in which certain combinations of methods are most effective, the level of their theoretical and practical preparedness, the ability to use certain methods, means, the ability to choose the best option, the level of methodological skill, personal qualities.
The following teaching methods are used:
a) by degree of management: under the guidance of a teacher, independent work; b) according to the source of knowledge:
Verbal methods (oral presentation of educational material, explanation of educational material, discussion of educational material);
Visual methods (show, demonstration);
Practical methods (exercise, training, practical work).
Method as a category of didactics is organically connected with all structural components pedagogical system. It can be assumed that the choice of teaching method is determined by the totality of the relationship of the method with each of the structural components of the pedagogical system. From positions systems approach, the problem of optimal choice is to find out the relationship between the teaching method and structural components: the subject and object of pedagogical influence, the subject of their joint activity and the purpose of training. Since the teaching method itself is included in the content of the component of pedagogical communication means, there is no question of the relationship of the above components. At the same time, we can raise the question of the relationship between methods and forms of education, since this component is included in the concept of forms of education. In fact, for the problem of choosing a teaching method, it is significant that it is determined precisely by the four indicated structural components. This determinism is due to the very process of pedagogical activity, where the choice of a method is carried out at a lesson that is specific in form. In modern didactics, the problem of the optimal choice of teaching methods is understood in the context of the dependence of choice on a number of factors within a particular form of education.
The teacher's choice of teaching methods is one of the most important aspects of the problem of productive pedagogical activity.
Teaching methods are interrelated and are used in certain combinations. The method of oral presentation is often combined with a discussion and demonstration, an exercise with a demonstration, a demonstration with an explanation (presentation).
The quality of education largely depends on the organization of the educational process, the forms in which it is carried out.
Forms of organization of learning (organizational forms) - this is the external side of the organization of the educational process; external expression of the coordinated activity of the teacher and students, carried out in a certain order and mode.
Forms of learning are the organizational side of the educational process, reflecting the conditions in which learning takes place.
The form of education is an independent type of occupation, characterized by a specific, unique leading method of teaching, essential characteristics and other features that make this form of learning identical to itself and different from other forms. The form of learning is a special construction of the process itself.
The forms of training determine the composition and grouping of students, the structure of the lesson (teaching), the place and duration of its conduct, and the specifics of the activities of the educators. Forms of education reflect the organizational side of the learning process and represent an external expression of the coordinated activities of teachers and students, carried out in the prescribed manner and in a certain mode.
The choice of the form of training in the lesson depends mainly on the purpose of the lesson and the category of students. Forms of education are constantly being improved, their new varieties appear. It should be noted that the forms in the course of training are used in close connection with teaching methods. The totality of forms and methods of teaching determines the type of classes.
The most important condition for the effectiveness of conducting classes is the competent use of forms and methods of training.
In didactics, the forms of organization of the learning process are revealed through the methods of interaction between the teacher and students in solving educational problems.
Forms of training - the organizational aspects of the educational process, reflecting the set of conditions in which training is carried out: the purpose of the training event and the procedure for conducting it, the composition of the trainees, the duration of the training event, material and technical support, as well as the nature of the actions of the head of classes and trainees.
Forms of training are divided into groups:
by degree of management - conducted under the guidance of a training and self-training; on the organization of trainees - on individual, group and collective;
at the venue - on the ground (objects of the field educational and material base, in the field), objects of the educational and material base, in classrooms; at posts and equipment;
according to the intended purpose - for training and planning and control and verification;
by the nature of educational activities - on theoretical, practical and mixed.
On this moment methodological materials for improving the methods and forms of the educational process have not received proper study and their choice and application causes teaching staff difficulty, especially for novice teachers. Not enough considered and studied this question and at educational and methodological meetings of the teaching staff of the university.
The task of developing and improving teaching materials on teaching methods, selection and application of advanced methods and forms of group classes. Educational and methodical fees are one of the main elements of improving the pedagogical skills of the teaching staff.
The need to ensure High Quality education, success professional activity teacher in modern conditions requires the development of creative levels of his pedagogical skills and optimization of pedagogical interaction in the educational process. In modern scientific and pedagogical research, it has been convincingly proved that a fundamental solution to the problem of improving the quality of training of specialists can only be ensured by shifting emphasis to methods that form systemic thinking and the organization of pedagogical interaction conditioned by these methods.
One of the didactic patterns is that learning outcomes depend on the methods, means and forms used, to achieve the result, an optimal combination and ratio of methods, means and forms of learning is necessary.
Bibliography
1. Bordovskaya N.V., Rean A.A. Pedagogy. Tutorial. - St. Petersburg: Peter, 2009. - 304 p.
2. Efremov O.Yu. Pedagogy: Short course. - St. Petersburg: Peter, 2009. - 256 p.
3. Rapatsevich E.S. Pedagogy. Modern encyclopedia. – Minsk: modern school, 2010. - 720 p.
Teaching methods and techniques
| Parameter name | Meaning |
| Article subject: | Teaching methods and techniques |
| Rubric (thematic category) | Education |
Method education (from the Greek. methodos- ʼʼway, way to achieve the goalʼʼ) - a system of sequential interrelated actions of the teacher and students, ensuring the assimilation of educational material.
Method is a multidimensional and multidimensional concept. Each teaching method has many properties and features, as a result of which there are quite a few principles for their differentiation. For this reason, in pedagogical science there is no single approach to identifying teaching methods
Different authors distinguish the following teaching methods: storytelling, explanation, conversation, lecture, discussion, work with a book, demonstration, illustration, video method, exercise, laboratory method, practical method, test work; survey (varieties: oral and written, individual, frontal, condensed), programmed control method, test control, abstract, didactic game and etc.
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This list is far from complete.
In the course of teaching, the teacher uses various methods: story, work with a book, exercise, demonstration, laboratory method, etc.
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At the same time, it is important to remember that no method is universal, that is, a single method will not give the necessary results in full. Good learning outcomes can only be achieved by using a range of complementary methods.
The effectiveness of teaching methods in any pedagogical situation depends on the specific goals and objectives of teaching. The most important component of pedagogical competence is the teacher's ability to choose and apply teaching methods correctly.
The choice of teaching methods is determined by a number of factors, including:
goals of education, upbringing and development of students;
features of the content of the studied material;
features of teaching methods of a particular academic subject;
the time allotted for the study of a particular material;
the level of preparedness of students, their age characteristics;
the level of pedagogical skills of the teacher;
material and technical conditions of training.
Rice. 4.4. Choice of teaching methods
Teaching methods in the practice of work are implemented with the help of techniques and teaching aids, ᴛ.ᴇ. the method in its specific embodiment is a set of certain methods and means.
learning techniques(didactic techniques) are usually defined as elements of methods, single actions as part of general method learning. Reception - ϶ᴛᴏ is not yet a method, but its integral part, however, the practical implementation of the method is achieved precisely with the help of techniques. So, in the method of working with a book, the following techniques can be distinguished: 1) reading aloud; 2) drawing up a text plan; 3) filling in the table according to the material read; 4) drawing up a logical scheme of what was read; 5) note-taking; 6) selection of quotes, etc.
Learning acceptance can be seen as a separate step in practical application method. The sequence of these steps in the process of implementing the method leads to the learning goal.
Rice. 4.5. Reception and method ratio
The same method in different situations can be done using different methods. For example, working with a book in one case may include reading aloud and drawing up a plan of the text; in another case, drawing up a logical diagram and selecting quotes; in the third case, taking notes.
The same technique can be included in different methods. So, drawing up a logical diagram can be part of an explanatory and illustrative method (for example, a teacher, explaining new material, draws a diagram on the board), and can also be used as part of the research method (for example, students draw up a diagram that reflects the material they study on their own).
Teaching methods are developed in the experience of many teachers and improved over decades. Many of modern methods appeared many centuries ago. For example, the story and the exercise were already known in schools ancient world, and in Ancient Greece Socrates improved the method of conversation and began to apply it to develop thinking and activate cognitive interest students. Unlike methods, techniques can be created in the experience of an individual teacher, determining the uniqueness of his individual pedagogical style.
There are relatively few methods, while there are countless techniques, in connection with this, it is very difficult to classify the techniques and it is almost impossible to compile a complete, exhaustive list of all didactic techniques. On fig. 4.6. only some groups of teaching methods are presented.
Rice. 4.6. Types of teaching methods
Methods and techniques of teaching - the concept and types. Classification and features of the category "Teaching methods and techniques" 2017, 2018.
The term "method" comes from the Greek word "methodos", which means a way, a way to move towards the truth.
In pedagogy, there are many definitions of the concept “ method trained and I". These include the following: “teaching methods are methods of interconnected activity of a teacher and students aimed at solving a complex of tasks of the educational process (Yu.K. Babansky); “Methods are understood as a set of ways and means of achieving goals, solving the problems of education” (IP Podlasy); “a teaching method is a tested and systematically functioning structure of the activities of teachers and students, consciously implemented in order to implement programmed changes in the personality of students” (V. Okon). The teaching method can also be given the following definition: it is a way of orderly activity of the subject and object of the educational process, aimed at achieving the goals of training, development, and education. Already in these definitions, the method appears as a multidimensional phenomenon, as the core of the educational process. It acts as a mechanism for the implementation of the set goals, largely determines the final results of the educational process.
Each teaching method is characterized by three features: indicates the purpose of learning; way of assimilation; the nature of the interaction of learning subjects.
Reception - this is an integral part or a separate side of the method, i.e. a particular concept in relation to the general concept of “method”. Individual techniques may be part of various methods.
In the learning process, methods and techniques are in various combinations. One and the same way of students' activity in some cases acts as an independent method, and in another - as a teaching method. For example, explanation, conversation are independent teaching methods. If they are occasionally used by the teacher in the course of practical work to attract the attention of students, correct mistakes, then explanation and conversation act as teaching methods that are part of the exercise method.
Teaching methods are a historical category. The level of development of productive forces and the nature of production relations have an impact on common goals learning. As goals change, so do teaching methods. So, in ancient times, teaching methods based on imitation prevailed. Since the establishment of schools, verbal teaching methods have appeared. Verbal teaching methods dominated in the Middle Ages.
In the pedagogical literature, a different number of teaching methods are called - from twenty to a hundred or more. The most commonly used methods include: 1) story; 2) conversation; 3) lecture; 4) showing illustrations; 5) showing demonstrations; 6) exercises; 7) independent work with the book; 8) test papers; 9) methods of programmed control, etc.
In the psychological and pedagogical literature, many reasons have been identified that influence the choice of teaching methods:
The purpose of training;
The level of learning motivation;
Implementation of the principles, patterns of learning;
Quantity and complexity of educational material;
The level of preparedness of students;
Age of students;
Studying time;
Material and technical, organizational conditions of training;
Application of methods in previous lessons;
Type and structure of classes;
The relationship between the teacher and students that has developed in the process of educational work;
The level of preparedness of the teacher.
None of the methods is universal, good results in didactic work can be achieved only when using many methods.
means learning are all devices and sources that help the teacher to teach and the student to learn, i.e. that helps him to organize the cognitive activity of students. Teaching aids include: teachers, textbooks, study guides, books, radio, television, computers, visual aids, etc.
In pedagogy, there is no single approach to the classification of teaching methods. There are about ten classifications of methods. The presence of different points of view on the problem of classification reflects the natural process of differentiation and integration of knowledge about them. Due to the fact that different authors base the division of teaching methods into groups and subgroups on different signs, there are a number of classifications.
One of the first classifications dates back to the end of the 1920s and is associated with the name of B.V. Vsesvyatsky, who described two categories of methods - methods of transferring ready-made knowledge and methods of searching (research).
Let us name the most reasonable classifications of teaching methods in didactics.
1. Traditional classification according to the source of knowledge. First, practical, visual, verbal methods were singled out (D.O. Lordkipanidze, E.Ya. Golant), then this system was supplemented by others - modern, connected, for example, with technical teaching aids.
2. Classification of methods according to purpose (M.A. Danilov, B.P. Esipov).
As a general feature of the classification are the successive stages through which the learning process goes through in the lesson. The following methods are distinguished:
Acquisition of knowledge;
Formation of skills and abilities;
Application of knowledge;
Creative activity;
Fixing;
Checking knowledge, skills, abilities.
3. Classification of teaching methods according to the nature of the cognitive activity of students (I.Ya. Lerner, M.N. Skatkin).
Since the success of learning to a decisive extent depends on the orientation and internal activity of the students, it is precisely the nature of the activity, the degree of independence and creativity of students that should serve as an important selection criterion. Scientists have identified five teaching methods, and in each of the following, the degree of activity and independence in the activities of students increases:
Explanatory and illustrative;
reproductive;
Problem statement;
Partial search;
Research.
4. According to didactic goals, two large groups of teaching methods are distinguished:
- methods that contribute to the primary assimilation of educational material;
- methods that contribute to the consolidation and improvement of acquired knowledge (G.I. Shchukina, I.T. Ogorodnikov, etc.)
5. Yu.K. Babansky bases the classification of teaching methods on the theory of human activity, the main elements of which are: a) organization of actions; b) regulation of the activity of the individual, primarily by various ways of stimulating it, and c) control over the course of activity. On this basis Yu.K. Babansky distinguishes three groups of methods:
Methods of organization and implementation of educational and cognitive activities;
Methods of stimulation and motivation of educational and cognitive activity;
Methods of control and self-control over the effectiveness of educational and cognitive activity.
Each of these classifications has a certain basis and allows us to comprehend the essence of teaching methods from different angles. However, in didactic terms, the classification of the famous Belarusian teacher I.F. Kharlamov. He identifies five groups of teaching methods:
Methods of oral presentation of knowledge by the teacher and activation of the cognitive activity of students: story, explanation, school lecture, conversation; illustrations and demonstrations in the oral presentation of the studied material;
Methods of fixing the studied material: conversation, work with a textbook;
Methods of independent work of students to comprehend and assimilate new material: work with a textbook, laboratory work;
Methods of educational work on the application of knowledge in practice and the development of skills and abilities: exercises, laboratory work;
Methods for testing and evaluating students' knowledge, skills and abilities: daily observation of students' work, oral questioning (individual, frontal, compacted), setting a lesson score, tests, checking homework, programmed control, testing.
None of the considered classifications of methods is free from shortcomings. Practice is richer and more complex than any of the most skillful constructions and abstract schemes. Therefore, the search for better classifications that would clarify the conflicting theory of methods and help educators improve their practice continues.
The characteristics of teaching methods must be carried out according to the following plan: the essence of the method, the requirements for its application, the methodology (a system of techniques by which this method). As an example, we will reveal the essence of the conversation as a teaching method.
Conversation is a dialogic method of presenting educational material (from the Greek dialogos - a conversation between two or more persons), which in itself speaks of the essential specifics of this method. The essence of the conversation lies in the fact that the teacher, through skillfully posed questions, encourages students to reason and analyze the studied facts and phenomena in a certain logical sequence and independently formulate the corresponding theoretical conclusions and generalizations.
When conducting a conversation to comprehend new material, it is necessary to pose questions so that they require not monosyllabic affirmative or negative answers, but detailed reasoning, certain arguments and comparisons, as a result of which students isolate essential features and properties of the studied objects and phenomena, and in this way acquire new knowledge.
Questions should have a clear sequence and focus, which will allow students to comprehend the internal logic of the acquired knowledge.
Conversation as a teaching method cannot ensure the achievement of all didactic goals, in particular the formation of practical skills. Therefore, it is advisable to use it in combination with other methods.
The conversation when communicating new knowledge can go inductively (i.e. from particular known observable phenomena to general conclusions) or deductively (from general position to particular cases).
By appointment in the educational process, the following types of conversations are distinguished: introductory or introductory (organizing); communication of new knowledge; fixing; control and correction.
An introductory conversation is held at the beginning of a lesson or other training session. With its help, students are prepared for the perception and assimilation of new educational material. This type of conversation helps to understand the significance of the upcoming work, forms ideas about its content, specifics and features.
When communicating new knowledge, the conversation is built in the form of questions and answers, mainly when analyzing read texts, memorizing answers (catechetical). It encourages learners to be led by skillfully posed questions, their existing knowledge and life experience to the assimilation of new knowledge, the definition of concepts, the search for a method for solving the problem. A well-organized conversation creates the subjective impression that the student himself made a “discovery”, made a difficult path to scientific truth.
Reinforcing conversations are used to deepen, generalize and systematize knowledge. They are usually held at the end of the lesson learning new material.
Control and correctional conversations can be organized as frontal or individual. They are used to determine the level of assimilation of knowledge by students, their correction, clarification, addition, concretization.
The effectiveness of the conversation depends on the careful preparation of the teacher, the thoughtfulness of the questions, their logical sequence. Questions should develop all kinds of thinking, correspond to the level of development of students. On the part of the students, the answers should be conscious, reasoned and correctly formulated.
The pedagogical function of the conversation is to use the knowledge and personal experience of students in order to enhance their cognitive activity. The conversation requires thoughtfulness and clarity of the question. The developmental effect of the conversation is manifested in the formation of students' skills to think clearly and quickly, analyze and generalize, ask precise questions, speak briefly and clearly express their thoughts. The conversation is most effective:
- to prepare students for work in the classroom;
- familiarizing them with new material;
- systematization and consolidation of knowledge;
– current control and diagnostics of knowledge assimilation.
