Modern educational technologies Qualitative leap in the development of new technologies in all areas human activity led to a sharp increase in the needs of society for creative people who are able to create new things in industrial and social life, who are able to pose and solve new problems that are relevant for modern society, and for the future. According to scientists (psychologists, teachers), problem-based learning plays a leading role in the development of the creative potential of the personality of students (S.L. Rubinshtein, A.M. Matyushkin, A.V. Brushlinsky, V. Okon, T.V. Kudryavtsev, M. N. Skatkin, I. Ya. Lerner, M. I. Makhmutov, V. T. Kudryavtsev, E. L. Yakovleva, N. B. Shumakova, etc.). “... the emergence of the concept of problem-based learning marks a new stage in the development of didactics and the psychology of learning ... This concept introduced into the theory and practice of education a system for the formation of students' creative abilities, and not just separate methods of activating cognitive interests, thinking, etc.” V.T. Kudryavtsev. Relevance
Modern educational technologies In 1923 in the USSR there were "complex projects" based on Dewey. The class-lesson system was declared an obsolete form, it was replaced by the laboratory-team method. However, in 1932, by a decree of the Central Committee of the All-Union Communist Party of Bolsheviks, these methods were declared methodical design and canceled. Today, problem-based learning refers to such an organization training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities. From history... The technology of problem-based learning is not new: it became widespread in the 1990s in Soviet and foreign schools. Problem learning is based on the theoretical principles of the American philosopher, psychologist and educator J. Dewey (), who founded an experimental school in Chicago in 1894, in which syllabus was replaced by play and work activities.
Modern educational technologies The third stage: there is a theoretical understanding of the role and place of problem situations in educational process and building a theory of problem-based learning in the conditions of a modern ... school based on the principle of problematic assimilation and the research principle of cognition. This theory organically includes all the achievements of the previous stages of the search for ways to intensify the educational process and develop the mental abilities of students. The first stage is a period of activation of the educational process through more effective use of variation techniques. educational material, his emotional presentation, strengthening the elements of novelty of the material presented. This stage gave a strong impetus to the development of the theory and practice of modern developmental education. The second stage: further searches for ways to intensify learning, already based on new theoretical provisions and taking into account the achievements of the practice of the first stage. Here, the role of cognitive tasks is noticeably enhanced, there are attempts to organize the learning process with the help of a system of cognitive tasks and research teaching methods. From the history ... Phased development of the theory and practice of problem-based learning:
Modern educational technologies modern conditions The theory and practice of problem-based learning was developed (late 60s - 70s of the XX century) and has been developed since the 90s on a qualitatively new basis. This is facilitated primarily by the development of psychological and pedagogical sciences. In experimental psychological studies S.L. Rubinstein, L.I. Antsyferova, A.V. Brushlinsky, A.M. Matyushkina, K.A. Slavskaya, as well as in the works of Yu.N. Kulyutkina, T.V. Kudryavtseva, V.N. Pushkin, O.K. Tikhomirov and others contain the prerequisites for solving the important pedagogical task of educating thinking capable of discovering something new. Modern American theories of "learning by solving problems" (W. Alexander, P. Halverson and others), in contrast to the theory of J. Dewey, have their own characteristics: - they do not overemphasize the importance of "self-expression" of the student and belittle the role of the teacher; - the principle of collective problem solving is affirmed, in contrast to the extreme individualization observed earlier; - the method of solving problems in training is given a supporting role. From the history…
Modern educational technologies Problem-based learning Technology classification parameters According to the level of application: general pedagogical. On a philosophical basis: pragmatic + adaptive. According to the main factor of development: biogenic (according to Dewey) + sociogenic + psychogenic. According to the concept of assimilation: associative-reflex + behavioral. By orientation to personal structures: 1) ZUN + 2) COURT. By the nature of the content: educational, secular, general educational, humanistic + technocratic, penetrating. By type of management: system of small groups. By organizational forms: group, academic + club. On the approach to the child: free education. By category of students: mass, all categories.
Modern educational technologies Problem-based learning According to the prevailing method: problem-based. In the direction of modernization: activation and intensification of students' activities. Target orientations Acquisition of ZUN. Learning how to work independently. Development of cognitive and creative abilities. Conceptual provisions (according to D. Dewey) The child in ontogenesis repeats the path of mankind in cognition. The assimilation of knowledge is a spontaneous, uncontrolled process. The child learns the material not just by listening or perceiving with the senses, but as a result of satisfying the need for knowledge that has arisen in him, being an active subject of his learning. The conditions for successful learning are: - problematization of educational material (knowledge - children of surprise and curiosity); - activity of the child (knowledge should be assimilated with appetite); - the connection of education with the life of the child, play, work.
Modern educational technologies What is "Problem learning"? By problem-based learning, V. Okon understands “a set of such actions as organizing problem situations, formulating problems, providing students with the necessary assistance in solving problems, checking these solutions, and, finally, managing the process of systematizing and consolidating the acquired knowledge.” D.V. Vilkeev under problem learning means such a nature of learning when it is given some features scientific knowledge. I.Ya. Lerner sees the essence of problem-based learning in the fact that “a student, under the guidance of a teacher, takes part in solving new cognitive and practical problems for him in a definitely system that corresponds to the educational goals of the school.”
Modern educational technologies What is "Problem learning"? T.V. Kudryavtsev sees the essence of the process of problem-based learning in putting forward didactic problems for students, in solving them and mastering by students generalized knowledge and principles of problem tasks. This understanding is also present in the works of Yu.K.Babansky. Based on the generalization of practice and analysis of the results of theoretical studies, M.I. Makhmutov gives the following definition of the concept of “problem learning”: “Problem learning is a type of developmental learning that combines systematic independent search activity of students with the assimilation or ready-made conclusions of science, and the system of methods built taking into account goal-setting and the principle of problematicity; the process of interaction between teaching and learning is focused on the formation of cognitive independence of students, the stability of learning motives and mental (including creative) abilities in the course of mastering scientific concepts and methods of activity, determined by a system of problem situations.
Modern educational technologies The essence of problem-based learning Education leads the development of the child, it is focused on the zone of proximal development Developing education ensures the development of cognitive abilities and intelligence and is aimed at the formation of new personality traits Didactic principles of developmental education are: - consistency and integrity of content; - the leading role of theoretical knowledge; - training at a high level of difficulty; - learning at a fast pace; - awareness of the learning process (reflection); - inclusion in the learning process of not only the rational, but also the emotional sphere; - differentiation of the learning process, its individualization
Modern educational technologies The principles of developmental learning are most fully implemented in the technology of problem-based learning, which necessarily includes a system of problem tasks of various levels of complexity. characteristic feature Problem-based learning is a function of developing creativity. In the process of solving a chain of problem situations in the course of problem-research activities, students acquire new knowledge and methods of action, and as a result, they form Creative skills, productive thinking, imagination, interest in knowledge. The essence of problem-based learning
Modern educational technologies Activation of thinking Problem-based learning is one of the most effective means of activating the student's thinking. The essence of the activity achieved in problem-based learning is that the student must analyze the factual material and operate on it in such a way as to obtain new information from it. In other words, this is an expansion, deepening of knowledge with the help of previously acquired knowledge or a new application of previous knowledge. Neither a teacher nor a book can give a new application of previous knowledge; it is sought and found by the student, placed in the appropriate situation. This is the search method of teaching as an antipode to the method of perceiving ready-made conclusions of the teacher (although the latter method also causes a certain activity of the student).
Modern educational technologies Activation of thinking The purpose of activating students through problem-based learning is to raise the level of the student's mental activity and teach him not to separate operations in a random, spontaneous order, but to a system of mental actions that is typical for solving non-stereotypical tasks that require the use of creative thinking activities. The essence of the activation of the student's learning through problem-based learning is to activate his thinking by creating problem situations, in the formation cognitive interest and modeling of mental processes. A.M. Matyushkin characterizes the problem situation as “a special kind of mental interaction between an object and a subject, characterized by such a mental state of the subject (student) in solving problems that requires the discovery (discovery or assimilation) of new, previously unknown to the subject knowledge or methods of activity” . In other words, a problem situation is a situation in which the subject wants to solve some difficult tasks for himself, but he does not have enough data and he must look for them himself.
Modern educational technologies Activation of thinking Problem teaching is defined as the activity of a teacher in creating a system of problem situations, presenting educational material with its (full or partial) explanation and managing students' activities aimed at mastering new knowledge - both in the traditional way and self-study educational problems and their solutions. Problem teaching is the educational and cognitive activity of students in mastering knowledge and methods of activity by perceiving the teacher's explanations in conditions problem situation, independent (or with the help of a teacher) analysis of problem situations, formulation of problems and their solution by putting forward proposals, hypotheses, their justification and proof, as well as by checking the correctness of the solution. The task is an objective phenomenon, for the student it exists from the very beginning in a material form, and the task turns into a subjective phenomenon only after its perception and awareness.
Modern educational technologies Types of problem-based learning according to the corresponding types of creativity: The first type (“scientific” creativity) is a theoretical study, that is, the search and discovery of a new rule, law, theorem, etc. for students. This type of problem-based learning is based on the formulation and solution of theoretical learning problems. The second type (practical creativity) is the search for a practical solution, that is, the search for a way to apply known knowledge in a new situation, design, invention. This type of problem-based learning is based on the formulation and solution of practical learning problems. Third view ( artistic creativity) is an artistic representation of reality based on creative imagination, including literary compositions, drawing, writing a piece of music, playing, etc. All types of problem-based learning are characterized by the presence of reproductive, productive and creative activity student, the presence of search and solution of the problem.
Modern educational technologies Methods of problem-based learning 1. Method of monologue presentation. 2. The reasoning method of teaching. 3.Dialogical method of presentation. 4. Heuristic method of presentation, heuristic conversations, method of heuristic tasks. 5. Research method. 6.Method of programmed tasks. 7.Problemnoe presentation, problematic issues. 8. Search activity. 9.Method of brain attacks.
Modern educational technologies Educational problem An educational problem is a form of implementing the principle of problematicity in learning, a manifestation of the logical and psychological contradiction of the assimilation process, which determines the direction of mental search, arouses interest in the study of the essence of the unknown and leads to the assimilation of a new concept or a new mode of action. This phenomenon is subjective and exists in the mind of the student in an ideal form until it becomes logically complete. The main elements of the learning problem are "known" and "unknown" (you need to find a "connection", "relationship" between the known and the unknown). The conditions of the task necessarily contain such elements as “given” and “requirements” The main functions of the educational problem: Determination of the direction of mental search, that is, the student’s activity in finding a way to solve the problem Formation of cognitive abilities, interest, motives for the student’s activity in mastering new knowledge
Modern educational technologies Educational problem Requirements for the problem: Accessibility to the understanding of students (the problem must be formulated in terms known to students); The feasibility of the proposed problem; Students' interest in the formulation of the problem (verbal design, entertaining form); The naturalness of the problem statement. Stages of setting a learning problem: a) analysis of the problem situation; b) awareness of the essence of the difficulty - vision of the problem; c) verbal formulation of the problem. The process of setting an educational problem should be carried out taking into account the basic logical and didactic rules: separation (limitation) of the known from the unknown, localization (limitation) of the unknown, identification of possible conditions for a successful solution, the presence of uncertainty in the formulation of the problem.
Modern educational technologies Stages of implementation of the problematic approach Stage 1. Preparation for the perception of the problem Stage 2. Creation of a problem situation Stage 3. Formulation of the problem Stage 4. Problem solving process Stage 5. Proof of the correctness of the solution
Modern educational technologies Educational and cognitive activity in a problem situation Statement of a problem situation Relevance of a problem situation Finding ways to solve it Solving a problem and proving it Reflection and evaluation of results
Modern educational technologies Scheme of problem-based learning Actualization Assimilation of new concepts and methods Formation of skills Creating problem situations and posing problems Proposing and substantiating hypotheses Proving hypotheses Checking the correctness of the disclosure of problems Guess Known methods
Modern educational technologies The process of solving an educational problem The solution of any problem begins with its correct and clear formulation (the process of formulation means that the student already understands the task that has arisen before him and to a certain extent sees, “gropes” for ways to solve it, that is, draws up a solution plan, then he implements the plan and “looks back” (studying the solution obtained).The solution of the educational problem is the result of overcoming the contradictions of the educational process in general and the main contradiction of the cognitive problem in particular, it is the result of an active thought process in which incorrect hypotheses are discarded and correct, justified ones are chosen.
Modern educational technologies The process of solving an educational problem Three types of problem solving: 1. Cases of solving such problems, in relation to which the solver has no previous experience. In these cases, the subject goes the way trial and error until one of the trials, more or less accidentally, leads to a solution to the problem. 2. Situations in relation to which a person has some formulas, schemes and other types of experience. The solution occurs here in the form of recognition in the proposed situation of one of the available schemes. 3. A person has some experience, but this experience in its entirety does not allow a person to decide this problem. The solution here is that based on the analysis of the conditions of the problem, a new scheme of actions that was not previously available is created specifically for this case.
Modern educational technologies The process of solving an educational problem The logic of solving an educational problem: a) drawing up a plan for solving the problem (the plan necessarily includes the choice of solutions); b) putting forward an assumption and substantiating a hypothesis (arises as a result of “mental running ahead”); c) proof of the hypothesis (carried out by deriving consequences from the hypothesis that are being tested); d) verification of the solution to the problem (comparison of the goal, the requirements of the task and the result obtained, the correspondence of theoretical conclusions to practice); e) repetition and analysis of the solution process. The Polish didacticist V. Okon spoke about the huge advantage of students solving a problem over simply memorizing ready-made information: when solving a problem, the student thinks actively. This leads to the strength and depth of knowledge acquired independently, to the most valuable quality of the mind - the ability to navigate in any situation and independently find ways to solve any problem.
Modern educational technologies Factors hindering the successful solution of the problem 1. It is necessary to find out if functional fixity interferes. As soon as it is discovered, the student will see new solutions. 2. It is important to avoid overestimating a certain way of solving a problem as an obstacle to the development of the search, i.e. it is expedient to pose the question: “Is there no other, more rational way of acting?” 3. Often one and the same rule, one and the same technique or method of solution enters, as it were, into a skill and is mechanically applied by the student in solving problems and problems of various types. (Sometimes remembering a previous decision means going down the wrong path.) 4. The teacher must also disclose to the students such a method in which the students must be able to discard individual signs, neglect some conditions of the problem (anaxiomatization mechanism). It is important to highlight the essential by discarding the non-essential. 5. Abuse of leading questions. A hint is effective not before solving a problem, but after trying to solve it. These are the main obstacles standing in the way of solving problems.
Modern educational technologies Approximate scheme for organizing a lesson in the form of problem-based learning Creation of an educational problem situation. Setting a cognitive task (or tasks), its clear formulation. Studying various conditions characterizing the task. The process of solving the problem. Study of the obtained solution of the problem, discussion of its results, identification of new knowledge. Application of new knowledge through the solution of specially selected learning objectives for its assimilation. Discussion of possible extensions and generalizations of the results of solving the problem within the framework of the initial problem situation. The study of the obtained solution of the problem and the search for other more economical or more elegant ways to solve it. Summing up the results of the work done.
Modern educational technologies Conditions for the use of problem-based learning The content of educational material contains investigative links and dependencies, is aimed at the formation of concepts, laws, theories. Students are prepared for the problematic study of the topic. Students solve problems for the development of independent thinking, the formation of research skills, a creative approach to business. The teacher has time for problematic study of the topic. The teacher is well versed in the relevant teaching methods.
Modern educational technologies The main ways to create problem situations 1. Encouraging students to theoretically explain phenomena, facts, external inconsistencies between them. This causes the search activity of students and leads to the active assimilation of new knowledge. 2.Using training and life situations arising when students perform practical tasks at school, at home or at work, in the course of observing nature, etc. Problem situations in this case arise when trying to independently achieve the practical goal set for them. Usually, students, as a result of analyzing the situation, formulate the problem themselves. 3. Nomination of assumptions (hypotheses), formulation of conclusions and their experimental verification.
Modern educational technologies The main ways of creating problem situations 4. Statement of educational problem tasks to explain the phenomenon or find ways of its practical application. An example would be any research students in the educational and experimental area, in the workshop, laboratory or classroom, as well as in the lessons in the humanities. 5. Encouragement of the student to analyze the facts and phenomena of reality, generating contradictions between worldly ideas and scientific concepts about these facts. 6. Encouraging students to a preliminary generalization of new facts. Students are given the task to consider some facts, phenomena contained in new material for them, compare them with known ones and make an independent generalization. In this case, how does the comparison reveal special properties new facts, their inexplicable signs.
Modern educational technologies The main ways to create problem situations 7. Encourage students to compare, compare facts, phenomena, rules, actions, as a result of which a problem situation arises. 8. Familiarization of students with facts that seem to be inexplicable in nature and led in the history of science to the formulation scientific problem. Usually, these facts and phenomena, as it were, contradict the ideas and concepts that have developed among students, which is explained by the incompleteness and insufficiency of their previous knowledge. 9.Organization of intersubject communications. Often the material of the subject does not provide for the creation of a problem situation (when developing skills, repeating what has been learned, etc.). In this case, one should use the facts and data of the sciences (school subjects) that are related to the materials being studied. 10. Variation of the problem, reformulation of the question.
Modern educational technologies Rules for creating problem situations 1. To create a problem situation, students should be given a practical or theoretical task, the implementation of which requires the discovery of new knowledge and mastery of new skills; here we can talk about a general pattern, general way activities or general conditions for the implementation of activities. 2. The task must correspond to the intellectual capabilities of the student. The degree of difficulty of the problem task depends on the level of novelty of the teaching material and on the degree of its generalization. 3. The problem task is given before the explanation of the material to be learned.
Modern educational technologies Rules for creating problem situations 4. Problem tasks can be: assimilation; wording of the question; practical buildings. A problem task can lead to a problem situation only if the above rules are taken into account. 5. The same problem situation can be caused by different types of tasks. 6. The teacher directs a very difficult problematic situation by indicating to the student the reasons for not fulfilling the practical task given to him or the impossibility of explaining certain facts to him. For example: "You couldn't build a triangle with 3 known angles, because one of the important rules regarding triangles was violated in this task.
Modern educational technologies Advantages of the method Provides a special type of thinking, depth of conviction, strength of knowledge assimilation and their creative application in practical activities. Contributes to the formation of motivation to achieve success, develops the mental abilities of students (Hekhauzen H.). It is the most promising (it develops the ability to adequately assess the situation, identify the causes of difficulties and problems in activities, plan and implement special activities to overcome these difficulties. These abilities are one of the basic ones for a modern specialist). Disadvantages of the method It takes a lot of time to master the same amount of knowledge compared to other types of training.
Modern educational technologies Recommendations for the teacher It is recommended that the teacher consider: Precise definition of the volume and content of the educational material intended for study in the lesson. Systematization of educational material in accordance with the logic of the subject, its structure, as well as in accordance with the principles of didactics. The division of educational material into easily digestible and closely related parts. Assimilation of parts, accompanied by control and correction of the results of assimilation. Accounting for the individual pace of assimilation of educational material by schoolchildren and the pace of the group's work.
Modern educational technologies Materials of the international scientific and practical conference(June 1-2, 2009, Perm). Khutorskoy A. V. Didactic heuristics. Theory and technology of creative learning. M.: Publishing House of Moscow State University, Leptina I., Semenova N. Application effective technologies training // Teacher Materials of the Internet. Publications
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Problem-based learning Completed by: student of the Faculty of PEMiKS Group BH-17 - 1 Cherepanov S.
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Problem-based learning This is a method of active interaction of the subject with the problem-represented content of learning, organized by the teacher, during which he joins the objective contradictions of scientific knowledge and ways to resolve them, learns to think, creatively assimilate knowledge (A.M. Matyushkin). This is such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills and abilities and the development of mental abilities (G. K. Selevko).
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Conceptual aspects of problem-based learning Leading idea of the concept: Involving students in creative activities through the formulation of problem-formulated questions and tasks. Activation of their cognitive interest and, ultimately, all cognitive activity. The basis for the implementation of the concept is the simulation of a real creative process by creating a problem situation and managing the search for a solution to the problem.
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Features of the methodology American psychologist, philosopher and educator J. Dewey (1859-1952), who in 1894 founded an experimental school in Chicago, in which the basis of education was not the curriculum, but games and labor activity. In developing the fundamental provisions of the concept of problem-based learning Active participation accepted: T. V. Kudryavtsev, Kudryavtsev V. T., I. Ya. Lerner, A. M. Matyushkin, M. I. Makhmutov, V. Okon, M. N. Skatkin and others.
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Problem situation Search for solutions (hypotheses) PROBLEM Research, search activity Presentation of results Protection of the found solution method Prediction of new problems Essence of problem-based learning
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Functions of problem-based learning Special Assimilation by students of a system of knowledge and methods of mental and practical activity Development of cognitive independence and creative abilities of students Education of skills for the creative assimilation of knowledge
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Conditions for the implementation of problem technology Selection of the most relevant, essential tasks Determining the features of problem-based learning in various types academic work Building an optimal system of problem-based learning, creating training and teaching aids and guides The personal approach and skill of the teacher that can cause active cognitive activity of the child
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Types of problem situations that most often arise in the educational process: A problem situation is created: when a discrepancy is found between the existing knowledge systems of students and new requirements. if it is necessary to make a diverse choice from the systems of available knowledge, the only necessary system, the use of which can only ensure the correct solution of the proposed problem task. when they face new practical conditions use of existing knowledge, when there is a search for ways to apply knowledge in practice. if there is a contradiction between the theoretically possible way of solving the problem and the practical impracticability of the chosen method, as well as between the practically achieved result of the task and the lack of theoretical justification.
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Methods of problem-based learning According to the method of solving problematic problems, 4 methods are distinguished: Problem presentation (the teacher independently poses the problem and independently solves it). Collaborative learning (the teacher independently poses the problem, and the solution is achieved jointly with the students). Research (the teacher poses a problem, and the solution is achieved by the students on their own). creative learning(students both formulate a problem and find its solution).
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Methods of problem-based learning According to the way of presenting problem situations and the degree of activity of students, 6 methods are distinguished (M.I. Makhmutov): The method of monologue presentation (the teacher does not create, but nominally designates problem situations). Reasoning method (the teacher notes the presence of a problematic situation, shows how different hypotheses were put forward and collided). Dialogical method (students actively participate in the formulation of the problem, put forward assumptions, try to prove them on their own). Heuristic method (the teacher poses problems to be solved, the correctness of certain methods is stated). Research method (the activity of the teacher is evaluative in nature; the activity of students acquires an independent character). The method of programmed actions (the teacher develops a whole system of programmed tasks, in which each task consists of separate elements).
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Levels of problem-based learning Level of non-independent activity Level of semi-independent activity Level of independent activity Level of creative activity Students' perception of the teacher's explanation, assimilation of a model of mental action in a problem situation Application by students of previous knowledge in a new situation and participation in the search for a way to solve the problem posed by the teacher type, applying previous knowledge in a new situation, the help of the teacher is insignificant The performance of independent work by students that requires creative imagination
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The emergence of a problem situation A means of organizing problem-based learning, this is the initial moment of thinking, causing a cognitive need for learning and creating internal conditions for the active assimilation of new knowledge and methods of activity. The problem situation is generated by: the logic of the subject; the logic of the educational process; the educational or practical situation. The teacher creates problem situations intentionally, if he knows general patterns their occurrence.
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Stages of problem learning Teacher's actions Student's actions Creates a problem situation. Recognizes contradictions in the studied phenomenon. Organizes reflections on the problem and its formulation. Formulates a problem. Organizes the search for a hypothesis of a hypothetical explanation. Puts forward hypotheses that explain the phenomena. Organizes hypothesis testing Checks hypotheses in experiment, problem solving, analysis Organizes generalization of results, application of acquired knowledge Analyzes results, draws conclusions, applies acquired knowledge
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Stages of productive cognitive activity psychological science a certain sequence of stages of productive human cognitive activity in a problem situation has been established: Intentional creation of a problem situation is the starting point of problem learning, and the problem that has arisen will be a learning problem.
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Ministry of Education and Science of the Russian Federation Federal State Budgetary educational institution higher professional education "Smolensk State University" The study of motivation among students of a special correctional school of the VIII type Completed by: Kabanova Irina Vladimirovna Smolensk 2014
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Human actions come from certain motives and are aimed at certain goals. Motive is what motivates a person to act. Without knowing the motives, it is impossible to understand why a person strives for one and not another goal; therefore, it is impossible to understand the true meaning of his actions.
The decrease in the positive motivation of schoolchildren is a problem that remains relevant to this day. Decreased motivation is most commonly seen in adolescents. The reason for the decline in school motivation: Adolescents have a "hormonal explosion" and a vaguely formed sense of the future. Student-teacher relationship. The relationship of the teacher to the student. Girls 6-7 cells. decreased age-related susceptibility to learning activities due to the intense biological process of puberty. The personal significance of the subject. mental development of the student. Productivity of educational activity. Misunderstanding the purpose of teaching. Fear of school.
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There are five levels of learning motivation: The first level - high level school motivation, learning activity. (Such children have a cognitive motive, the desire to most successfully fulfill all the school requirements. The students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks.) The second level is good school motivation. (Students do well in learning activities.) This level of motivation is the average norm. The third level is a positive attitude towards school, but the school attracts such children outside of educational activities. (Such children feel well enough at school to communicate with friends, with teachers. They like to feel like students, have a beautiful portfolio, pens, a pencil case, notebooks. Cognitive motives for such children are formed to a lesser extent, and the educational process does not attract them much .) The fourth level is low school motivation. (These children are reluctant to attend school, prefer to skip classes. In the classroom they often do extraneous activities, games. They experience serious difficulties in learning activities. They are in serious adaptation to school.) The fifth level is a negative attitude towards school, school maladaptation. (Such children experience serious difficulties in learning: they cannot cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. School is often perceived by them as a hostile environment, being in it is unbearable for them. In other cases, students may show aggression , refuse to complete tasks, follow certain norms and rules. Often, such schoolchildren have neuropsychiatric disorders.)
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The development of learning motives.
1. Method of disclosure of educational material. Usually the subject appears to the student as a sequence of particular phenomena. The teacher explains each of the known phenomena, gives a ready-made way of working with him. The child has no choice but to remember all this and act in the way shown. With such a disclosure of the subject, there is a great danger of losing interest in it. On the contrary, when the study of the subject goes through revealing to the child the essence underlying all particular phenomena, then, relying on this essence, the student himself receives particular phenomena, learning activity acquires a creative character for him, and thereby arouses his interest in studying the subject. At the same time, both its content and the method of working with it can motivate a positive attitude towards the study of this subject. In the latter case, there is motivation by the process of learning. 2. Organization of work on the subject in small groups. The principle of recruitment of students in the acquisition of small groups is of great motivational importance. If children with neutral motivation for a subject are combined with children who do not like this subject, then after working together, the former significantly increase their interest in this subject. If, however, students with a neutral attitude to a given subject are included in the group of those who love this subject, then the attitude of the former does not change. 3. Relationship between motive and purpose. The goal set by the teacher should become the goal of the student. 4. Problematic learning. At each stage of the lesson it is necessary to use problem tasks. If the teacher does this, then usually the motivation of the students is at a fairly high level. 5. Content of training. The basis of the content of training is basic (invariant) knowledge. Without fail, the content of training includes generalized methods of working with this basic knowledge. The process of learning is so that the child acquires knowledge through their application. Collective forms of work. Especially important is the combination of cooperation with the teacher and with the student.
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Determining the degree of motivation
With the help of observation, manifestations of the student's interest in learning tasks, the level of his activity, the adequacy of reactions, diligence in completing educational tasks, the degree of fatigue, distraction in the classroom, reactions to the beginning and end of the lesson, to the assessment were revealed. Composition "My attitude to teaching" Method "Make a schedule", when students can choose the number of certain subjects as desired. May not include items, make an extra day free
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Factors that affect student motivation
-Interest -Knowledge of the results -Internal and external motivation -Practical orientation of the material -Reliance on life experience
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Interest
- Attracting material from the life of the student himself - Positive judgments about the work of students in the classroom and their abilities - Changing activities - Supporting notes using diagrams, drawings, tables - Situations of dispute and discussion - Various competitions and competitions -
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Knowledge of results
-Feedback helps students learn about their achievements. -If the student knows that he is successful, if he knows what is needed to correct and improve the results, then there is motivation and a desire for progress. -You can use a way to quickly gain knowledge about the results achieved in the classroom: you ask the whole class a question, give them several answers from which they must choose the correct one, and then say the correct answer and explain why it is correct. -Such pedagogical reception gives students the opportunity to share the results without publicly humiliating those who answered incorrectly, and those who answered correctly are happy with their success and feel good about it.
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Ways to increase motivation in the classroom
-appeal to life experience students - creating a problem situation - entertaining - a differentiated and individual approach to learning - an element of novelty in the lesson
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amusement
Entertaining, but not entertaining, is a strong technique. -But it is necessary to use entertainment to attract students to study, and not to distract them from it. - It is well known that nothing attracts attention and stimulates the mind like the amazing - Sometimes the amazing not only attracts attention for a short time, but also holds interest for a long period of time. -It will attract students' attention, increase their interest and increase their motivation to study.
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Creating a problem situation Didactic goals
- draw the student's attention to the question, task, educational material, arouse his cognitive interest - put him in front of such a cognitive difficulty, overcoming which would intensify mental activity
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Differentiated learning
-Differentiated education is an approach that takes into account the possibilities and needs of each student or individual groups of students as much as possible. -Differentiated learning is carried out mainly through group and individual tasks.
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Individual training
-If differentiated learning refers to an individual student, then it becomes individual. -Individual learning is understood as such training when the teacher teaches each student separately, focusing on his individual pace of mastering the educational material and his ability.
Slide 14
The element of novelty in the lesson
- Novelty can be achieved in the classroom by such simple means as changing one's voice or posture, moving from narration to questions. -Everything that goes beyond the usual encourages students to be more thoughtful about their studies.
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Homework
Ideal task - Multi-level dz: 1. Prepare a retelling from the textbook. 2. Prepare a message using additional sources. 3. Make a presentation on the topic. - Write a test. -They are asked at home creative tasks- write an essay. - It is proposed to compose a certain number of questions-judgments to the text being studied: Why? How to prove? How to explain? In which case? How? -Compose the most difficult question, the most interesting question -Compose a detailed answer: Where can the knowledge gained in the lesson be useful to you in life?
Slide 17
MAIN AGE CHARACTERISTICS IN DETERMINING STUDY MOTIVATION IN SCHOOLCHILDREN Learning motivation in different age groups of schoolchildren manifests itself in different ways. To understand the specifics of motives in schoolchildren different ages, it is necessary to correlate them with the characteristics of each age as a whole. It is customary to distinguish three periods: primary school age (7-10 years old, students primary school), middle school age, or adolescence (10-15 years old, students in grades 5-9), senior school age, or early adolescence (15-17 years old, students in grades 10-11). Learning motivation will have its own characteristics for these ages. To trace the dynamics of the development of learning motivation, it is necessary to study it at the following "control" points of age: before entering the 1st grade, after the end of the 1st grade, after the end of the 3rd grade or during the period of entering the 5th grade, in the 7th grade, at the end of the 9th.
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The reasons for the decrease in learning motivation at this age, as in other age periods, may be the age characteristics of high school students not taken into account by the teacher, the inability of the teacher to apply modern methodological techniques, the limited pedagogical capabilities of the teacher, and the characteristics of his personality.
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Motivation for teaching in senior school age make it difficult: sustained interest in one academic subjects to the detriment of the assimilation of others; dissatisfaction with the monotony of the forms of training sessions, the lack of creative and problem-search forms of educational activity, a negative attitude towards the forms of strict control by the teacher; preservation of situational motives for choice life path(for example, by analogy with a friend); insufficient stability of social motives of duty in the face of obstacles.
Slide 20
SOGBOU "Pochinkovskaya special (correctional) general education boarding school of VII-VIII types" Protocol psychological research the level of school motivation of students in grade 9 of the VIII type at the beginning of the 2013-2014 academic year (according to the method of N. Luskanova) Date of diagnosis-27.09.2013. Respondents: students of the 9th grade in the amount of 6 people Method used: questionnaire for assessing the level of school motivation N. Luskanova. The purpose of the diagnostics: to study the level of school motivation. To identify children with high and low educational motivation (disadaptation).
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High academic motivation Good academic motivation + attitude to school Low academic motivation Negativism, maladaptation.
2012-2013 academic year 0% 30% 0% 70% 0%
2013-2014 academic year 0% 0% 33% 33% 34%
Conclusion The diagnostic data showed that there is no high school motivation among 9th grade students, school maladaptation was detected in 34% of the students in the class. learning motivation, attend school reluctantly. Comparative analysis of educational motivation at the beginning of 2012-2013 academic year. and the beginning of the 2013-2014 academic year. allows us to talk about a significant decrease in the learning motivation of students.
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Methods of motivation Emotional methods of motivation: 1. Encouragement. 2. Reprimand. 3. Educational and educational game. 4. Creation of bright visual figurative representations. 5. Creating a situation of success. 6. Stimulating assessment. 7. Free choice of task. 8. Satisfying the desire to be a significant person.
Slide 27
"Verbal encouragement of the student" 1. You are on the right track. 2. You do it much better today! 3. Wonderful! 4. Keep working the same way, you will achieve more. 5. Keep it up! 6. This is a successful start! 7. Excellent! 8. Fantastic! 9. Congratulations! 10. You are right. 11. Excellent! 12. Good girl! 13. Well done! 14. Thank you very much! 15. Your successes are more noticeable1 16. This is your victory! 17. Beautiful thought! 18. It's interesting! 19. I believe in you. 20. Thank you!
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Literature Zakharova I. G. Information Technology in education: Tutorial for students of higher pedagogical educational institutions. - M., 2003 2. The use of modern information and communication technologies in the educational process: teaching aid/ Authors-compilers: D.P. Tevs, V. N. Podkovyrova, E. I. Apolskikh, M. V. Afonina. - Barnaul: BSPU, 200 3. Korablev A. A. Information and telecommunication technologies in educational process// School. - 2006. - No. 2. - With. 37-39 4. Korablev A. A. Continuing education// School. - 2006. - No. 2. - With. 34-36 5. Luskanova N.G. Research methods for children with learning difficulties. Questionnaire "Assessment of the level of school motivation". http://www.vestishki.ru/node/1205 6. Markova A.K. , T.A. Matiss, A.B. Orlov. Formation of learning motivation: Book. for the teacher. – M.: Enlightenment, 1990. – 191 p. 7. Markova A.K. Formation of learning motivation at school age. – M.: Enlightenment, 1983. – 96 p. 8. Sudakov A. V. Formation of the information and educational environment // School. - 2006. - No. 2. - With. 49-59
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The concept of problem-based learning Completed by: Mikhailova Inga Ryurikovna
In the history of pedagogy, the posing of questions to the interlocutor, causing difficulty in finding an answer to them, is known from the conversations of Socrates, Pythagorean school, sophists. The ideas of enhancing learning, mobilizing the cognitive forces of students by including them in independent research activities are reflected in the works of Zh.Zh. Russo, I.G. Pestalozzi, F.A. Distervega.
The theory of problem-based learning began to be intensively developed in the USSR in the 60s. 20th century in connection with the search for ways to activate, stimulate the cognitive activity of students, develop the independence of the student, however, she ran into certain difficulties: in traditional didactics, the task of "teaching to think" was not considered as independent, the focus of teachers was on the accumulation of knowledge and the development of memory; the traditional system of teaching methods could not "overcome spontaneity in the formation theoretical thinking in children" (V.V. Davydov); the problem of the development of thinking was mainly studied by psychologists, the pedagogical theory of the development of thinking and abilities was not developed.
The essence of problem-based learning Problem-based learning is usually understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and active independent activity of students to resolve them.
The purpose of the problem type of education is not only the assimilation of the results of scientific knowledge, the system of knowledge, but also the very way of the process of obtaining these results, the formation of the student's cognitive initiative and the development of his creative abilities.
The essence of the concept Proclamation of the thesis about the need to stimulate the creative activity of the student; Assistance in the process of research activities; Organization of the presentation of educational material in a special way.
The leading idea of the concept: Involving students in creative activities through the formulation of problem-formulated questions and tasks; Activation of their cognitive interest and all cognitive activity. The basis for the implementation of the concept is: modeling a real creative process by creating a problem situation and managing the search for a solution to the problem.
Chief and hallmark problem-based learning is a problematic situation. Its creation is based on the following provisions modern psychology: the process of thinking has its source in a problem situation; problematic thinking is carried out, first of all, as a process of solving a problem; the conditions for the development of thinking is the acquisition of new knowledge by solving a problem; the laws of thinking and the laws of assimilation of new knowledge largely coincide.
Components of a problem situation - the need to perform such an action, in which there is a cognitive need for a new unknown relation, method or condition of action; the unknown, which should be revealed in the problem situation that has arisen; the ability of students to complete the assigned task, to analyze the conditions and discover the unknown. Neither too difficult nor too easy a task will cause a problem situation.
Methodological techniques for creating problem situations: the teacher leads the students to a contradiction and invites them to find a way to resolve it themselves; confronts the contradictions of practical activity; expresses different points of view on the same issue; invites the class to consider the phenomenon from different positions (for example, commander, lawyer, financier, teacher); encourages students to make comparisons, generalizations, conclusions from the situation, compare facts; raises specific questions (for generalization, justification, concretization, logic of reasoning); defines problematic theoretical and practical assignments (for example, research); poses problematic tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with obviously made mistakes, with a limited solution time, to overcome "psychological inertia", etc.).
Technological scheme of problem-based learning New ZUN, SUD (methods of mental actions) Problem solving Information Help Pedagogical problem situation Problem (comprehension of the unknown) search Teacher Psychological problem situation analysis New ZUN, SUD student
Functions of problem-based learning - the assimilation by students of a system of knowledge and methods of mental practical activity; - development of cognitive independence and creative abilities of students; - the formation of the dialectical-materialistic thinking of schoolchildren (as a basis). - educating the skills of creative assimilation of knowledge (the use of individual logical techniques and methods of creative activity); - educating the skills of creative application of knowledge (application of acquired knowledge in a new situation) and the ability to solve educational problems; - formation and accumulation of experience in creative activity (mastery of methods scientific research, solving practical problems and artistic reflection of reality).
Forms of teaching problematic presentation of educational material Problematic presentation of educational material at a lecture, when the teacher poses problematic questions, builds problematic tasks and solves them himself, students are only mentally included in the process of finding a solution. partial search activity The teacher thinks through a system of problematic questions, the answers to which are based on the existing knowledge base, but are not contained in the previous knowledge, i.e. questions should cause intellectual difficulties for students and purposeful mental search. independent research activity students independently formulate a problem and solve it with the subsequent control of the teacher.
Teaching methods Methods of problem-based learning include: research method, heuristic method and method of problem presentation.
Interaction between teacher and students Problem teaching is the teacher's activity in creating a system of problem situations, presenting educational material with its explanation and managing students' activities aimed at acquiring new knowledge, both in the traditional way and by independently setting educational problems and solving them. Problem teaching is the educational and cognitive activity of students in acquiring knowledge and methods of activity by perceiving the teacher's explanation in a problem situation, independently analyzing problem situations, formulating problems and solving them by means of putting forward proposals, hypotheses, their justification and evidence, as well as by checking the correctness solutions.
Advantages and disadvantages Advantages of problem-based learning: independent acquisition of knowledge through one's own creative activity; high interest in learning; development productive thinking; durable and actionable learning outcomes. Disadvantages of problem-based learning: poor controllability of students' cognitive activity; large expenditure of time to achieve the projected goals.
- educational
- technology
- Problem learning
- Gots N.A., teacher of mathematics and informatics
- MBOU secondary school No. 1, about. Krasnoarmeysk, M.O.
- Pedagogical technology is a meaningful generalization that absorbs the meanings of all the definitions of all previous authors (G. K. Selevko).
- Educational technology must meet the basic requirements (technological criteria):
- Conceptuality
- Consistency
- Controllability
- Efficiency
- Reproducibility
- Problem-based learning was based on the ideas of the American psychologist, philosopher and educator J. Dewey (), who in 1894 founded an experimental school in Chicago, in which the basis of learning was not the curriculum, but games and work. T. V. Kudryavtsev, V. T. Kudryavtsev, I. Ya. Lerner, A. M. Matyushkin, M. I. Makhmutov, V. Okon, M. N. Skatkin took an active part in the development of the fundamental provisions of the concept of problem-based learning and others.
- Problem-based learning is such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities.
- The child in ontogenesis repeats the path of mankind in cognition. The assimilation of knowledge is a spontaneous, uncontrolled process. The child learns the material not just by listening or perceiving with the senses, but as a result of satisfying the need for knowledge that has arisen in him, being an active subject of his learning.
- Form in students necessary system ZUN, the ability to self-learning, self-education, research activities.
- Increase students' motivation for learning.
- To help students learn not only knowledge, skills, skills, but also ways of mental practical activity.
- To develop cognitive independence and creative abilities of students.
- - problematization of educational material (knowledge is the children of surprise and curiosity);
- - activity of the child (knowledge should be assimilated with appetite);
- - the connection of education with the life of the child, play, work.
- Stages of problem-based learning
- Statement of a problematic question, creation of a problematic situation.
- 2) Putting forward hypotheses to solve the problem situation.
- 3) Search for solutions to the problem, argumentation, study of factual material, source base, understanding of the problem, generalization of the material.
- 4) Discussion. Argumentation, synthesis, generalization, conclusions
- Creates a problematic situation; (selection of the most relevant, essential tasks);
- Guides students to solve it; (personal approach and skill of the teacher, capable of causing active cognitive activity of the child);
- Organizes the search for a solution. The child is placed in the position of the subject of his learning and as a result he develops new knowledge, he masters new ways of acting.
- Hypothetical dialogue:
- inducement to hypothesize
- acceptance of hypotheses put forward by students
- incentive to test hypotheses
- acceptance of student-suggested checks
- dialogue leading to knowledge
- The teacher personally sharpens the contradiction of the problem situation and communicates the problem.
- The student himself is aware of the contradiction and formulates the problem.
- The teacher, through dialogue, encourages students to recognize the contradiction and formulate the problem.
- -deep assimilation of educational material;
- - a differentiated approach helps to achieve success even for weak students;
- - the problem of overloading students is solved;
- - increased interest in the subject;
- -Improving the quality of knowledge.
- Selevko G.K. Encyclopedia educational technologies. -M .: Research Institute of School Technologies, 2006. T.1 - 816s, T.2 - 816s.
- http://si-sv.com/publ/14-1-0-84 (Zadoya S.E. "Problem learning technology" [Electronic resource])
- THANK YOU FOR YOUR ATTENTION!
