The choice of methods and means of teaching in pedagogy. Teaching methods, their place and role in the didactic process. Classification of teaching methods

In pedagogical science, based on the study and generalization of the practical experience of teachers, certain approaches have developed to the choice of teaching methods, depending on a different combination of specific circumstances and conditions for the course of the educational process. The choice of teaching methods depends on:

from the general goals of education, training, upbringing and development of students and the leading principles of modern didactics;

on the features of the content and methods of a given science and the subject, topic being studied;

from the peculiarities of the methodology of teaching a particular academic discipline and the requirements determined by its specifics for the selection of general didactic methods;

on the purpose, objectives and content of the material of a particular lesson;

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

on the age characteristics of students, the level of their real cognitive abilities;

on the level of preparedness of students (education, upbringing and development);

from material equipment educational institution availability of equipment, visual aids, technical means;

on the capabilities and characteristics of the teacher, the level of theoretical and practical preparedness, methodological skills, his personal qualities.

When using the complex of these circumstances and conditions, the teacher makes a number of decisions in one sequence or another: on the choice of verbal, visual or practical methods, reproductive or search methods for managing independent work, methods of control and self-control.

So, depending on the didactic goal, when the task of acquiring new knowledge by students comes to the fore, the teacher decides whether he will present this knowledge himself in this case; whether he organizes their acquisition by students by organizing independent work, etc. In the first case, it may be necessary to prepare the students for listening to the teacher's presentation, and then he gives the students the task either to make certain preliminary observations, or to read the necessary material in advance. In the course of the presentation itself, the teacher can use either an informational presentation-message or a problematic presentation (reasoning, dialogic). At the same time, by presenting new material, the teacher systematically refers to the material that the students received in their preliminary independent work. The presentation of the teacher is accompanied by a demonstration of natural objects, their images, experiments, experiments, etc. At the same time, students make certain notes, graphs, diagrams, etc. The totality of these intermediate decisions makes up one holistic decision about choosing a certain combination of teaching methods.

4. The concept of teaching aids

A learning tool is a material or ideal object that is used by the teacher and students to learn new knowledge. By itself, this object exists independently of educational process, and in the educational process can participate as a subject of assimilation or in some other function.

The means and methods of teaching are closely related to each other and are always used in combination with each other, therefore, in the theory of education, they constitute a single concept. In learning, considered as a process of interaction between the activities of teachers and students, relationships, communication and activities of subjects are constantly intertwined and alternate, as a result of which the methods and means are also divided into methods and means of forming a positive attitude of students to learning; methods and means of communication and activity. Methods represent the path that students must take to the pinnacle of knowledge - the goal of learning; the teacher actually plays the role of a coach who knows the road well and leads students to the final goal; teaching aids include (figuratively speaking) "compass", "map", "equipment", instructions for climbing to the top and for mental safety, various "road signs", "signs", knowledge about "weather, soil, vegetation , animals" that you may meet on the way. In the process of climbing to the top, it is not always possible to separate the path and the means of orientation located on this road, and this is not necessary, because adequate (related) methods and means are used in the learning process.

Objects that perform the function of teaching aids can be classified according to various grounds: according to their properties, subjects of activity, influence on the quality of knowledge, on the development of various abilities, their effectiveness in the educational process.

According to the composition of objects, teaching aids are divided into material and ideal. Material resources include: textbooks and manuals, tables, models, layouts, visual aids, educational and technical aids, educational and laboratory equipment, premises, furniture, classroom equipment, microclimate, class schedule, other material and technical conditions of training.

Ideal Learning Tools- these are those previously acquired knowledge and skills that teachers and students use to assimilate new knowledge. L.S. Vygotsky (Sobr. Op. T. 1. P. 103) cites such teaching aids as speech, writing, diagrams, symbols, drawings, diagrams, works of art, mnemonic memorization devices, etc. In the general case, the ideal tool is it is a tool for the development of cultural heritage, new cultural values. Assimilated information, which has become knowledge, is also the "initial arsenal" of teaching methods and means. From it the student draws methods of reasoning, proof, calculation, memorization and understanding.

In the process of systematic learning, acquired knowledge becomes a means of assimilating new knowledge, developing the emotional, volitional and intellectual spheres of the individual. Some of them have a significant impact mainly on the intellectual development of students. These intellectual teaching aids play a leading role in the mental development of students. They can be given by the teacher in a ready-made form in the process of explaining the topic of the lesson (for example, rules of conduct, solving problems, writing letters, analyzing the structure of a sentence, etc.), but they can also be designed by students on their own or in joint activities with the teacher in the classroom.

The ideal methods and means are " thoughts about thoughts»; so that the teacher or student can present them, it is necessary to present them in the appropriate form. One of these forms is verbalization - a verbal presentation of the means of reasoning, analysis, proof, etc. Another form - materialization - represents these tools in the form of abstract symbols: graphs, tables, diagrams, symbols, codes, drawings, diagrams. These also include reference notes invented by the famous master teacher V.F. Shatalov. Creatively working teachers develop their own means of materialization, have a positive impact on motivation, learning success and mental development of students.

Material and ideal teaching aids complement each other. The influence of all teaching aids on the quality of students' knowledge is multilateral: material resources are mainly associated with the arousal of interest and attention, the implementation of practical actions, the assimilation of essentially new knowledge; ideal means- with the understanding of the material, the logic of reasoning, memorization, the culture of speech, the development of intelligence. There are no clear boundaries between the spheres of influence of material and ideal means: often both of them influence the formation of certain qualities of students' personalities.

Ideal means are used initially in the speech of the teacher and students as a short, symbolic designation of objects. The teacher acts by materialized means on the minds of students, achieving understanding of the material. Then students use the materialized means in joint activities, communication, explanation and mutual assistance in solving training problems. Materialized means also become verbalized. This is followed by independent cognitive activity to solve problems, during which speech is reduced, automated and turns into thought. External, materialized means as a result of internalization become the means of thinking of students.

The effectiveness of the use of funds is achieved with a certain combination of them with the content and methods learning. The relationship of teaching aids and methods is ambiguous: teaching aids can most often be used in combination with various methods and vice versa: several adequate (appropriate) means can be selected to use one method. This is due to c. in particular, the development of technical training aids (TUT), the development of unified (uniform, multi-purpose) stands for a demonstration experiment and laboratory workshops.

Modern teaching aids often involve the use of new teaching methods. Thus, TCO significantly change the methods of educational work due to the fact that they have the opportunity to show the development of phenomena, their dynamics, to communicate educational information in certain doses and to control the individual process of mastering knowledge. They are in a new way than with the help of printed manuals, organize and direct the perception of students, objectify the content; perform the functions of a source and measure of educational information in their unity; stimulate the cognitive interests of students; create, under certain conditions, an increased emotional attitude of students to educational work; allow for control and self-control of knowledge. Personal computer-based learning is a new type of educational process that uses new methods and means of teaching and learning, uses various types of sign and graphic models, including animation tools.

According to the subject of activity, teaching aids can be divided into teaching aids and teaching aids.

Thus, the equipment of a demonstration experiment refers to the means of teaching, and the equipment of a laboratory - workshop - to the means of teaching. The means of teaching are mainly used by the teacher to explain and consolidate the educational material, and the means of teaching are used by students to assimilate new knowledge. At the same time, some means are used both in teaching and in learning.

The method means a set of practical techniques and theoretical knowledge, which together give knowledge of reality. The teaching method, over the vast time of its existence, has acquired a wide variety of interpretations by leading scientists in the field of pedagogy, but based on the interpretation of the method itself, the teaching method can be characterized as a set of practical and theoretical information necessary for teaching a student any academic subject.

Teaching methods are classified according to 3 main features:
1) By sources and type of information presentation:
- conversational method with the help of speech: retelling of the work, a meaningful lecture about the subject or the author, an interview with the student;
- a visual method that affects the visual perception of information: drawing an image, demonstration of manuals;
- practical method: conducting laboratory work, writing summaries, essays.
2) According to the interaction of the teacher and the student:
- method of joint search for truth;
- method of research and knowledge.
3) According to the main methods used by the teacher in his work:
- organizational methods;
- methods of stimulation and motivation of the educational process;
- control methods.

The choice of methods is determined by the goals and objectives of the entire educational process, working for training, development and education, in line with the current provisions of didactics.
The choice of teaching methods is influenced by a number of conditions and factors of an objective and subjective nature. Among them are the following:
1. The choice of methods based on the patterns and really working principles of training that meet the trends in the development of the system modern learning:
- features of the specific methodology academic discipline, its specific requirements for the selection of determined general didactic methods;
- goals and objectives of the content of the lesson;
- time to study the program material;
- material and technical capabilities of the educational institution (TCO, equipment, visual aids, required space, etc.);
- environmental conditions (geographical environment, social environment, micro- and macroenvironments);
- the volume of content and requirements to be mastered, their complexity.
2. The level of formation of motivation for learning:
- degree of development cognitive activity and interest in teaching;
- the level of preparedness of students (availability of existing knowledge, their breadth and depth, diversity, level of intellectual development, efficiency, organization, good breeding, formation of learning skills);
- characteristics of students (age, gender, individual differences, nationality, belonging to religious denominations, characteristics of existing relations within the class team, regional characteristics of children, social differences (city, village), their life experience.
3. Type of lesson and its structure:
- taking into account the specifics of the construction of previous lessons;
- the number of students in the class.
4. The style of relationships, the style of managing educational and educational work, the style of pedagogical communication that has developed between the teacher and students; opportunities and features of the teacher: the level of his general development and erudition, professional pedagogical culture, theoretical and practical preparedness, methodological skills, experience practical work, individual characteristics.
It is possible to develop optimal teaching methods based on a deep analysis and synthesis of the rich experience already in memory of building lessons of various types using all kinds of variations in the application of all groups of methods. Analysis and synthesis make it possible to follow the path of comparing the compositional blocks of methods in order to select them for the intended lesson.
The comparative possibilities of teaching methods allow adequate age, mental and physical strength, experience academic work, educational fitness of students, formed educational skills and abilities, development of thought processes and types of thinking, etc. use them at different levels and stages of learning. It is always important to remember and take into account the age-related characteristics of the psychological and mental development children.

Introduction

“The teacher is always involuntarily striving to choose

The most comfortable way to teach. Than the way

Teaching is more convenient for the teacher, so it is not more convenient for

Pupils. Only that way of teaching is correct, which

Satisfied students"

L. N. Tolstoy

Pedagogy has accumulated a rich arsenal of teaching methods. Their

They are classified into different groups depending on the sources of perception of information and didactic tasks. Methods are combined and combined in a learning model that allows you to activate the cognitive activity of students. For this, the whole arsenal of methods for organizing and implementing learning activities- verbal, visual and practical methods, reproductive and search methods, inductive and deductive methods, as well as methods of independent work. The experience of teachers and science has accumulated a large arsenal of methods that are specifically aimed at the formation of positive learning motives that stimulate cognitive activity, while at the same time contributing to the enrichment of schoolchildren with educational information. But the activity cannot proceed successfully if, at the same time, methods of activating cognitive activity are not used in a complex, such as: stimulation, control, self-control and self-esteem. The peculiarity of teaching methods lies, first of all, in the formation of knowledge, skills and abilities of educational and cognitive activity of students. The proposed approach of combining methods does not exclude the possibility of supplementing it with new private methods that arise in the course of improving the learning process in modern school.

1. The concept of teaching methods. Main groups and possibilities of teaching methods

Method (from the Greek word metodos - literally a way to something) means a way to achieve a goal, a certain way of ordered activity.

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

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

With a holistic approach, it is necessary to distinguish 3 large groups of teaching methods:

1. Methods of organization and implementation of educational and cognitive activities.

2. Methods of stimulation and motivation of educational and cognitive activity.

3. Methods of control and self-control over the effectiveness of educational and cognitive activity.

Each of the three groups of methods reflects the interaction between teachers and students. The organizational influences of the teacher are combined here with the implementation and self-organization of students' activities. The stimulating influence of the teacher leads to the development of internal stimulation of learning in schoolchildren. The controlling action of teachers is combined with self-control of students.

Each of the main groups of methods, in turn, can be subdivided into subgroups and individual methods included in them. Since the organization and the process of carrying out educational and cognitive activities involve the transfer, perception, comprehension, memorization of educational information and the practical application of the knowledge and skills obtained in this case, the first group of teaching methods must include methods of verbal transmission and auditory perception information (verbal methods: story, lecture, conversation, and others); methods of visual transmission and visual perception of educational information (visual methods: illustrations, demonstrations, and others). Methods of transferring educational information through practical, labor actions and its tactile, kinesthetic perception (practical methods: exercises, laboratory experiments, labor activities, etc.). The allocation of verbal, visual and practical methods cannot be considered justified only externally from the point of view of information sources. It also has a certain basis in the internal plan through the characteristics of the forms of thinking.

The process of educational cognition necessarily involves the organization

comprehension of educational information and its logical assimilation. Therefore, it is necessary to single out subgroups of organization methods - inductive and deductive, as well as reproductive and problem-search activities of students. The perception, comprehension and application of knowledge can proceed under the direct supervision of a teacher, as well as in the course of independent work of students. Hence, it is possible to single out methods of independent work, the name in mind that other teaching methods are implemented under the guidance of a teacher. Each subsequent subgroup of methods manifests itself in all the previous ones, and therefore now they talk about the mandatory use of methods in certain combinations with the dominance of one of their types in a given situation.

Methods of organization and implementation educational and cognitive activities:

Verbal methods, visual and practical methods (the aspect of transmission and

Perception of educational information);

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).

Methods of stimulation and motivation of educational and cognitive activity, based on the presence of two large groups of motives, can be divided into methods of stimulating and motivating interest in learning and methods of stimulating and motivating duty and responsibility in learning:

Methods of control and self-control in the learning process can be divided into their constituent subgroups, based on the main sources, obtaining feedback during the educational process - oral, written, laboratory and practical.

Relying on general principles learning, the teacher must have an idea of ​​when it is rational to apply the appropriate teaching methods, that is, to know their comparative capabilities.

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

1. Compliance of methods with the principles of teaching.

2. Compliance with the goals and objectives of training.

3. Compliance with the content of this topic.

4. Compliance with the educational abilities of schoolchildren: age (physical, mental); the level of preparedness (education, upbringing and development); features of the class team

5. Compliance with the existing conditions and the allotted time for training;

6. Compliance with the capabilities of the teachers themselves (experience, theoretical and practical preparedness, personal qualities of the teacher, etc.).

2. Conditions for the choice of teaching methods by the teacher

2.1 Methods of organization and implementation of educational and cognitive activities

Verbal teaching methods. Verbal methods allow you to convey a large amount of information in the shortest possible time.volume of information, pose a problem to the trainees and indicate the ways of theirsolutions. With the help of the word, the teacher can bring into the minds of children vivid pictures of the past, present and future of mankind. Word activateimagination, memory, feelings of students.The verbal teaching methods include a story, a lecture, a conversation, etc. Inin the process of their application, the teacher, through the word, sets out, explains the educational material, and the students through listening, memorizing andcomprehension actively assimilate it.

Story. The storytelling method involves an oral narrative presentation of the content of the educational material. This method is applied at all stages schooling. Several types of story are possible: story-introduction, story-exposition, story-conclusion. The purpose of the first is to prepare students for the perception of new educational material, which can be carried out by other methods, such as conversation. During the story of the presentation, the teacher reveals the content of the new topic, carries out the presentation according to a certain logically developing plan, in a clear sequence, isolating the main thing, with illustrations and convincing examples. The story-conclusion is usually held at the end of the lesson. The teacher summarizes the main ideas in it, draws conclusions and generalizations, and gives a task for further independent work on this topic.

Lecture. Monological way of presenting the material. It is used, as a rule, in high school and takes up the entire or almost the entire lesson. The advantage of the lecture lies in the ability to ensure the completeness and integrity of the students' perception of the educational in its logical mediations and relationships on the topic as a whole. The relevance of using the lecture in modern conditions increases in connection with the use of block study of new educational material on topics or large sections. A school lecture can also be used when repeating the material covered. Such lectures are called review lectures. They are held on one or more topics or major sections.

Conversation. Conversation is a dialogic teaching method in which the teacher

by setting a carefully thought-out system of questions, leads students to understand new material or checks their assimilation of what they have already studied. The conversation is one of the oldest methods of didactic work. Heuristic conversation is widespread (from the word "eureka" - I find, open). In the course of a heuristic conversation, the teacher, relying on the students' knowledge and practical experience, leads them to understand and assimilate new knowledge, formulate rules and conclusions. Communicating conversations are used to communicate new knowledge. If the conversation precedes the study of new material, it is called introductory or introductory. The purpose of such a conversation is to arouse in students a state of readiness for learning new things. Reinforcing conversations are used after learning new material. During the conversation, questions can be addressed to one student (individual conversation) or to students of the whole class (frontal conversation). One type of conversation is interview. It can be carried out both with the class as a whole and with individual groups of students.

Explanation . Explanation - verbal interpretation of patterns,

essential properties of the object under study, individual concepts, phenomena. Explanation is a monologue form of presentation. Explanation is most often resorted to when studying the theoretical material of various sciences,

solving chemical, physical, mathematical problems, theorems; in the disclosure of root causes and effects in natural phenomena and public life. The use of the explanation method requires an accurate and clear formulation of the problem, the essence of the problem, the question; consistent disclosure of causal investigative links, argumentation and evidence; use of comparison, comparison and analogy; attracting vivid examples; impeccable logic of presentation.

Discussion. Discussion as a teaching method is based on the exchange of views on a particular issue, and these views reflect own opinion participants or rely on the opinions of others. It is advisable to use this method when students have a significant degree of maturity and independence of thinking, are able to argue, prove and substantiate their point of view.

Visual teaching methods. Visual teaching methods are understood as such methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Using visual methods training, a number of conditions must be observed: the visualization used must correspond to the age of the students; visibility should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson; observation should be organized in such a way that all students can clearly see the object being demonstrated; it is necessary to clearly highlight the main, essential when showing illustrations; think over in detail the explanations given during the demonstration of phenomena; the demonstrated visualization must be exactly consistent with the content of the material; involve the students themselves in finding the desired information in a visual aid or a demonstration device.

Practical teaching methods. Practical teaching methods are based on the practical activities of students. These methods form practical skills and abilities. Practical methods include exercises, laboratory and practical work.

Exercises. Exercises are understood as repeated (multiple) performance of a mental or practical action in order to master it or improve its quality. Exercises are used in the study of all subjects and at various stages of the educational process. The nature and methodology of the exercises depends on the characteristics of the subject, the specific material, the issue under study and the age of the students.Exercises by their nature are divided into oral, written and educational and labor. When performing each of them, students perform mental and practical work.

Laboratory works. Laboratory work is the conduct by students, on the instructions of the teacher, of experiments using instruments, the use of tools and other technical devices, i.e. This is the study by students of any phenomena with the help of special equipment. Held laboratory works in an illustrative or research plan.

Inductive and deductive teaching methods.Inductive and deductive teaching methods characterize exclusively important feature methods - the ability to reveal the logic of the movement of the content of educational material. The use of inductive or deductive methods means the choice of a certain logic for disclosing the content of the topic under study - from the particular to the general or from the general to the particular. An inductive study of a topic is especially useful in cases where the material is predominantly factual in nature or is associated with the formation of concepts, the meaning of which can only become clear in the course of inductive reasoning. Inductive methods are widely applicable in the study of technical devices and the performance of practical tasks. Many mathematical and physical problems are solved by the inductive method, especially when the teacher considers it necessary to independently lead the students to the assimilation of some more generalized formula. The deductive method contributes to a faster passage of educational material, more actively develops abstract thinking. Its application is especially useful in the study of theoretical material, in solving problems that require the identification of consequences from some more general provisions.

Methods of independent work.Methods of independent work and work under the guidance of a teacher are distinguished on the basis of an assessment of the degree of independence of students in the performance of educational activities, as well as the degree of control of this activity by the teacher. Independent work of students is carried out when performing the most

various types of educational activities: work with a school textbook, reference and other literature. It is generally rational to conduct some lessons on accessible topics in the form of independent work of students with a textbook.

2.2. Methods for stimulating the educational activity of schoolchildren in the learning process

Formation methods cognitive interest . Interest in all its forms and at all stages of development is characterized by: positive emotion in relation to activity; the presence of the cognitive side of this emotion; the presence of a direct motive coming from the activity itself. One of the methods leading to the method of emotional stimulation of learning is the method of creating entertaining situations in the lesson - the introduction of entertaining examples, experiments, paradoxical facts into the educational process. One of the methods of stimulation is the comparison of scientific and worldly interpretations of individual natural phenomena.

Educational games.The game has long been used as a means of arousing interest in learning. Board games with cognitive content are used in the practice of teachers' work..

Educational discussions. The methods of stimulating and motivating learning include creating a situation of cognitive dispute. Teachers also create educational discussions at the time of studying ordinary educational issues in any lesson. For this, students are specifically invited to express their opinions about the causes of a particular phenomenon, to substantiate one or another point of view.

Creating situations of success in learning.. Situations of success are also organized by the teacher by encouraging intermediate actions of schoolchildren, that is, by specially encouraging him to make new efforts. An important role in creating a situation of success is played by ensuring a favorable moral and psychological atmosphere in the course of performing certain educational tasks. The main sources of interest in learning activities include the creation of a situation of novelty, relevance, bringing the content closer to the most important discoveries in science, technology, to the achievements of modern culture, art, literature. To this end, teachers select special techniques, facts, illustrations, which in this moment are of particular interest to the entire public of the country. In this case, students are much more clearly and deeply aware of the importance and significance of the issues being studied and therefore treat them with great interest, which allows them to be used to increase the activation of the cognitive process in the classroom.

2.3 Methods of control and self-control in training

Methods of oral control. Oral control is carried out by individual and frontal questioning. In an individual survey, the teacher poses several questions to the student, answering which he shows the level of assimilation of educational material. With a frontal survey, the teacher selects a series of logically interconnected questions and puts them in front of the whole class, calling for a short answer from one or another student.

Methods of written control. In the learning process, these methods

involve the conduct of written tests, essays, presentations, dictations, written tests, and so on. Written test papers, presentations, dictations can be either short-term, conducted within 15-20 minutes, or occupying the entire lesson.

Methods of machine control.Programs for control are compiled according to the method of control programmed exercises. Answers are typed either in numbers or in the form of formulas. The machine observes a high degree of objectivity of control, but cannot take into account the psychological characteristics of the student. It does not allow to check the logic, literacy of speech, to provide timely assistance to the student in case of difficulties. All this requires a rational combination of machine and non-machine control over the quality of student training.

Methods of self-control.Essential feature modern stage improving control at school is the comprehensive development of students' skills of self-control over the degree of assimilation of educational material, the ability to independently find mistakes, inaccuracies, and outline ways to eliminate detected gaps, which is especially used in the classroom.

Conclusion

Having studied in this work the teaching methods and the conditions for the choice of certain methods by the teacher, we came to the conclusion that the methods are combined and combined in the teaching model, which makes it possible to activate the cognitive activity of students. For this, the entire arsenal of methods for organizing and implementing educational activities is used - verbal, visual and practical methods, reproductive and search methods, inductive and deductive methods, as well as methods of independent work. When preparing for a lesson, the teacher needs to carefully consider which teaching methods will be effective at this stage of the lesson, in this class and in combination with other teaching methods.

Literature

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41-44.

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Enlightenment, 2001.

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Preparing for a lesson and conducting it is a whole science, in the content of which there is a place for teaching methods, their diversity, and the possibilities for their improvement.

Factors in the choice of teaching methods

The choice of teaching methods is a complex matter, associated with a number of limitations in capabilities, dependencies on specific conditions, reasons, circumstances, etc. The choice is determined by the goals and objectives of the entire educational process, working for training, development and education, in line with the current provisions of didactics.
The choice of teaching methods is influenced by a number of conditions and factors of an objective and subjective nature. Among them are the following:
1. The choice of methods, based on the patterns and really working principles of training that meet the trends in the development of the system of modern education:
- features of the methodology of a particular academic discipline, its specific requirements for the selection of determined general didactic methods;
- goals and objectives of the content of the lesson;
- time to study the program material;
- material and technical capabilities of the educational institution (TCO, equipment, visual aids, required space, etc.);
- environmental conditions (geographical environment, social environment, micro- and macroenvironments);
- the volume of content and requirements to be mastered, their complexity.
2. The level of formation of motivation for learning:
- the degree of development of cognitive activity and interest in learning;
- the level of preparedness of students (availability of existing knowledge, their breadth and depth, diversity, level of intellectual development, efficiency, organization, good breeding, formation of learning skills);
- characteristics of students (age, gender, individual differences, nationality, belonging to religious denominations, characteristics of existing relations within the class team, regional characteristics of children, social differences (city, village), their life experience.
3. Type of lesson and its structure:
- taking into account the specifics of the construction of previous lessons;
- the number of students in the class.
4. The style of relationships, the style of managing educational and educational work, the style of pedagogical communication that has developed between the teacher and students; opportunities and features of the teacher: the level of his general development and erudition, professional pedagogical culture, theoretical and practical preparedness, methodological skills, practical work experience, individual characteristics.
It is possible to develop optimal teaching methods based on a deep analysis and synthesis of the rich experience already in memory of building lessons of various types using all kinds of variations in the application of all groups of methods. Analysis and synthesis make it possible to follow the path of comparing the compositional blocks of methods in order to select them for the intended lesson.

What methodology is effective at different stages of learning

The comparative possibilities of teaching methods allow adequate age, mental and physical strength, existing experience of educational work, educational fitness of students, formed educational skills and abilities, development of thought processes and types of thinking, etc. use them at different levels and stages of learning. It is always important to remember and take into account the age-related characteristics of the psychological and mental development of children.
So, in primary classes it is preferable to use:
- from verbal methods - story and conversation;
- from visual methods - mainly a demonstration method; In the middle classes:
- from verbal methods - conversation and story;
- from visual methods can be used large quantity schemes, diagrams, graphs with a significant degree of generalization and, of course, subject visibility, if the level of development of logical and abstract thinking of students allows.
As students grow older, the features of the course of cognitive activity also change. Abstract-theoretical thinking begins to dominate over logical thinking. The reproductive nature of cognitive activity begins to evolve into a problem-search one. This requires the introduction into the lesson of methods of self-acquisition of knowledge, methods of creative search for answers and solutions to the questions posed, and even the involvement of students in the development of elements of an educational experiment. Knowing the comparative possibilities of teaching methods, the teacher, in order to strengthen creative activity students can in the course of the lesson (at the level of improvisation) replace some methods with others. E.Ya. Golant, L.P. Aristova, V. Okon and other scientists-educators agree that "to prepare students for creative activity, it is important to gradually bring teaching methods closer to research methods."
Methods of stimulating learning activity and cognitive activity, which are so necessary in the primary grades, become less attractive in the middle and senior grades, but a system of contradictions between the need for knowledge and the need to overcome cognitive difficulties is triggered.
The choice of teaching methods always entails the choice of appropriate types of learning activities.

The choice of teaching methods cannot be arbitrary. Only at first glance, and even then to a non-specialist, it may seem that the teacher chooses the methods that he pleases. In fact, he is very constrained in determining the ways to achieve the goal. Objective and subjective reasons, available opportunities, accidents narrow the range of choice, leaving the teacher a few ways to work effectively. When choosing one or another teaching method, the teacher needs to take into account many dependencies each time. First of all, the main goal and specific tasks that will be solved in the lesson are determined. They "specify" a group of methods that are generally suitable for achieving the intended goals. This is followed by a purposeful choice of optimal ways to best implement the cognitive process.

In the psychological and pedagogical literature, many reasons have been identified that influence the choice of teaching methods. In the table they are summarized in a hierarchical system.

Hierarchy of factors influencing the choice of methods

There are six general conditions that determine the choice of teaching method:

1. Patterns and principles of learning that follow from them.

3. Goals and objectives of training.

4. Educational opportunities for schoolchildren (age, level of preparedness, characteristics of the class team).

5. External conditions (geographical, industrial environment).

6. Possibilities of teachers (experience, level of preparedness, knowledge of typical situations of the learning process).

How are optimal teaching methods chosen in practice?

From a purely formal point of view, predicting them does not seem particularly difficult. Based on the set-theoretic approach, we think as follows. There are a number of teaching methods and a variety of conditions in which they are applied. The main values ​​of the first and second sets are known. In addition to a variety of methods and conditions, random (unknown) causes always operate in a real process, the magnitude of which and the direction of influence cannot be foreseen in advance. In the first approximation, their influence must be neglected, but it must be remembered that it is the presence of unforeseen, uncontrollable causes that determines the reliability of predictive conclusions. The task of optimizing methods is formulated unambiguously: in the existing conditions, it is necessary to select from a variety of methods those that provide the highest learning efficiency according to the accepted criteria.

Today, a computer becomes a reliable assistant to a teacher in choosing the best teaching methods. The electronic brain instantly “filters” the methods through the sieve of specific learning conditions and advises the teacher to opt for those paths that satisfy predetermined criteria.

VI. From the following statements, select the factors that determine the choice of teaching methods:

1) the purpose of training; 2) the level to be reached; 3) the level of learning motivation; 4) implementation of the principles, patterns of learning; 5) scope of requirements and content to be implemented; 6) the quantity and complexity of the educational material; 7) the level of preparedness of students; 8) activity, interest of students; 9) age; 10) working capacity of students: 11) formation of educational skills; 12) training fitness and endurance; 13) training time; 14) material and technical conditions of training: 15) organizational conditions of training; 16) application of methods in previous lessons; 17) type and structure of the lesson; 18) the relationship between the teacher and students that has developed in the process of educational work; 19) the number of students in the class; 20) the level of preparedness of the teacher.

RIGHT ANSWERS

control test

What is a teaching method?

What are the components of the method structure?

Expand the essence of the most reasonable classifications

4. What general functions do all teaching methods perform?

5. Expand the content of the story method.

6. What is the essence of the conversation?

7. What are the features of the lecture method?

8. What is a study discussion?

9. Expand the methods of working with the book.

10. What is the essence of the demonstration?

11. How is an illustration different from a demonstration?

12. Expand the content of the video method.

13. When and why are exercises used?

14. What is a laboratory method?

15. What are the features of the practical method?

16. When and for what purpose are cognitive games used?

17. Expand the features of programmed learning methods.

18. What is learning control?

19. Is the allocation of the situational method legal?

20. How is the choice of optimal teaching methods carried out?

Literature for self-education

Choice of teaching methods in high school/ Ed. Yu.K. Babansky. - M., 1981.

THEME 7

TYPES AND FORMS OF TRAINING

Types of training

Didactic systems do not go into the past without a trace. Fueled by new ideas, they are transformed into systems that are more progressive and consonant with the requirements of the time, in which the root (maternal) features are preserved for a long time. For example, Herbart's "scientific system of pedagogy", which later became traditional, absorbed elements of Comenius' didactics that preceded it, as well as earlier dogmatic and scholastic systems. Dewey's "progressive" didactics would not have been able to establish itself without relying on traditional didactics, just as programmed or current computer learning cannot do without the foundation laid by traditional, progressive and other systems. The continuity of didactic systems is a general pattern in the development of the theory and practice of teaching.

Each didactic system brings to life a new practical technology - a type of learning. And since, as was said, systems are not denied, but gradually evolve to more perfect ones, then at the same time several different types of training exist and are practically applied. Their use is also due to the fact that teachers do not want to give up everything useful that was achieved at the previous stages of development of the theory and practice of teaching, while maintaining the ability to perceive new ideas. And in scholastic education there were positive aspects that I would like to preserve in the current school. A number of important advantages can be named in traditional education, and in all other systems.

The modern school uses three relatively separate and distinct types of education:

Explanatory-illustrative (OI), also called traditional, informing or conventional (usual);

Problematic (PbO);

Programmed (software) and developed on its basis computer or computerized training (KO).

Educators are tirelessly looking for a type of education that would be devoid of disadvantages. There is already a model of so-called ideal learning (IE) that has no weaknesses. On this path, they try to combine the advantages of all didactic systems. This is how new subtypes of training arose and are already being practically applied - explanatory-problem, problem-programmed, problem-computerized, etc.

Compare the advantages and disadvantages modern species training on a number of important criteria.

Explanatory-illustrative training. Explanation in combination with visualization are the main methods of such teaching, listening and memorizing are the leading activities of students, and the unmistakable reproduction of what has been studied is the main requirement and the main criterion for effectiveness. Such training is also called traditional, but not only to distinguish it from more modern types, but also to emphasize the long history of its existence in various modifications. This ancient view education, which has not lost its significance in the modern school due to the fact that new ways of presenting knowledge and new types of visualization organically fit into it. Explanatory-illustrative teaching has a number of important advantages. It saves time, saves the strength of teachers and students, makes it easier for the latter to understand complex knowledge, and provides a fairly effective process management. But along with these advantages, it also has major disadvantages, among which the most noticeable are the presentation of “ready-made” knowledge and the release of students from the need to think independently and productively when mastering them, as well as insignificant opportunities for individualization and differentiation of the educational process.

Problem learning. His characteristics and the causes have already been discussed. PbO is distinguished by the organization of learning through independent acquisition of knowledge in the process of solving educational problems, developing creative thinking and cognitive activity of students. Technology problem learning does not differ in particular variability, since the inclusion of students in active cognitive activity relies on a number of stages that must be implemented consistently and comprehensively. An important stage of the PWo is the creation problem situation, which is a feeling of mental difficulty. The educational problem, which is introduced at the moment of the emergence of a problem situation, should be quite difficult, but feasible for students. Its introduction and awareness completes the first stage. At the second stage of solving the problem (“closed”), the student sorts through, analyzes the knowledge at his disposal on this issue, finds out that they are not enough to get an answer, and is actively involved in obtaining the missing information. The third stage (“open”) is aimed at acquiring the knowledge necessary to solve the problem in various ways. It ends with the emergence of "insight" ("I know how to do it!"). This is followed by the stages of problem solving, verification (verification) of the results obtained, comparison with the initial hypothesis, systematization and generalization of the acquired knowledge and skills.

The advantages of the PwO are well known: self-acquisition of knowledge through one's own creative activity, high interest in academic work, development productive thinking, durable and actionable learning outcomes. The disadvantages include the weak controllability of the cognitive activity of students, the large time spent on achieving the projected goals.

Programmed learning. The name comes from the term "program" borrowed from the dictionary of electronic computing technology, denoting a system of sequential actions (operations), the execution of which leads to a pre-planned result. The main goal of the software is to improve the management of the educational process. Arising in the early 60s. On the basis of new didactic, psychological and cybernetic ideas, the software focused its efforts on creating such a technology of the educational process that would allow to control every step of the student's progress along the path of cognition and, thanks to this, provide him with timely assistance, thereby relieving many difficulties, loss of interest, and others. negative consequences accompanying a poorly controlled process. The origins of software were American didacticists and psychologists N. Crowder, B. Skinner, S. Pressy, in domestic science these issues were fruitfully dealt with by N.F. Talyzina, P.Ya. Galperin, L.N. Landa, I.I. Tikhonov, A.G. Molibog, A.M. Matyushkin, V.I. Chepelev and many others.

Software features are as follows:

The educational material is divided into separate portions (doses);

The educational process consists of successive steps containing a portion of knowledge and mental actions for their assimilation;

Each step ends with a control (question, task, etc.);

When done correctly control tasks the student receives a new portion of the material and performs the next step of learning;

If the answer is wrong, the student gets help and additional clarifications;

Each student works independently and masters the educational material at a pace that is feasible for him;

The results of all control tasks are recorded, they become known both to the student (internal feedback) and to the teacher (external feedback);

The teacher acts as an organizer of training and an assistant (consultant) in case of difficulties, provides an individual approach;

In the educational process, specific software tools (programmed teaching aids, simulators, control devices, teaching machines) are widely used.

Modern teaching machines quickly establish the level of learning and the capabilities of students working with them, and can “adapt” to them. Such self-adapting programs are called adaptive. Modern training programs are most often compiled according to a mixed (combined) scheme, which makes them flexible.

Computer training. Tangible steps in revealing the deep patterns of human learning, made by world didactics, as well as rapid progress in the development of personal electronic computers (PCs), led teachers to a new technology of computer (computerized) learning, which, apparently, is to play an important role in transformation of the educational process. It turned out that computers equipped with special training programs can be effectively adapted to solve almost all didactic tasks - presenting (issuing) information, managing the course of learning, monitoring and correcting results, performing training exercises, accumulating data on the development of the educational process, etc. In developed countries, where computers have been widely used in education for more than a decade, the main directions for the effective use of computers have been identified. Among them are two of the most important: 1) improving academic performance in individual academic subjects(mathematics, natural sciences, native and foreign languages, geography, etc.), focused on the result of the process; 2) the development of general cognitive abilities - to solve tasks, think independently, master communication skills (collection, analysis, synthesis of information), i.e., emphasis on the processes underlying the formation of a particular skill. In addition, computers are widely used for automated testing, assessment and management, which frees up the teacher's time and thereby increases the efficiency of the pedagogical process.

Programmed and computer learning that came to replace it is based on the allocation of learning algorithms. The algorithm as a system of sequential actions leading to the correct result prescribes to the student the composition and sequence of educational activities necessary for the full assimilation of knowledge and skills. Before compiling a training program, it is necessary to develop an algorithm for performing mental actions and educational operations, according to which the computer will control the educational process. The effectiveness of training programs and all computer learning depends entirely on the quality of algorithms for controlling mental activity. Poorly designed algorithms drastically reduce the quality of machine learning.

The didactic structure of the adaptive training program is shown in fig. 36. If the student correctly completes the task (Z> (), then he goes to learning in the shortest way, reducing the learning time for himself. With various kinds of errors (in theory, language, etc.), the student receives additional explanations, help (P1, P2, PZ, etc.), and, if necessary, auxiliary tasks (D l + V D l +2), which increase the probability of a correct answer, but significantly lengthen the path and time of learning. In the end, all students give the correct answers, which guarantees the established quality of education, but each student comes to this result in his own way.

A typical school computer class based on a domestic PC consists of a central PC installed at the teacher's workplace and 12-15 peripheral PCs at the students' workplaces. The central PC and students' workstations are united in a local network, which allows the exchange of information (programs) between the teacher and students and students among themselves. Usually, a common program for all is loaded from the central machine, with which each student then works independently. The teacher can connect to any workplace and analyze the course of the educational process on his display.

The quality of computer training is determined by two main factors: 1) the quality of training programs and 2) the quality of computer technology. There are significant problems in both areas today. There are still few effective, well-designed training programs taking into account the laws of the cognitive process;

The training is associated with a large expenditure of time and effort of specialists, and therefore the cost of such programs is very high. The park of school computers is gradually increasing and improving, but in this area the lag behind the world level has not yet been overcome.

computer lesson

Computer training is characterized by great variability, depending on the specific conditions and capabilities, teachers practice different types, structures, and durations of training sessions using computers. An example is the lesson of the St. Petersburg teacher V. V. Laptev on the study of the movement of a body along an inclined plane. In a display class equipped with a PC, schoolchildren independently set up an individual machine experiment: with the help of a computer, this type of movement is simulated, its kinematic and dynamic characteristics are determined; set their own conditions. There are many process options. Analyzing the data of the experiment, the students identify the essential features of the movement (the conditions for the occurrence of slip, its relationship with the body mass and coefficient of friction, the angle of the plane to the horizon, and the effect of these parameters on the speed and acceleration of the body). Based on the results obtained, the guys deduce general patterns body movements along inclined plane.

The structure of the lesson is as follows: checking homework (by machine or in the traditional way) - 10 minutes; the teacher gives a task for a machine experiment when studying new material - 2-4 minutes; work of students on a computer with a movement model and recording the results in a notebook - 17-20 minutes; discussion of the experiment and formulation of conclusions - 10-15 minutes; homework- 1-3 min.

I. What definition most fully expresses the essence of programmed learning?

1. Software - learning with the help of learning machines.

2. PO is training that is carried out in accordance with the curriculum.

3. Software is learning with the help of algorithms.

4. Software is training in optimal programs.

5. Software is a special managed and controlled independent work of a student, carried out with the help of programmed teaching aids, or learning machines, or both.

Forms of study

Forms of organization of learning (organizational forms) are an external expression of the coordinated activities of the teacher and students, carried out in a certain order and mode. They have a social conditionality, arise and improve in connection with the development of didactic systems. Organizational forms of education are classified according to various criteria: the number of students; place of study; duration training sessions and others. According to the first criterion, mass, collective, group, microgroup and individual forms of education are distinguished. School and out-of-school forms differ by place of study. The former include schoolwork (lessons), work in workshops, on a school experimental site, in a laboratory, etc., and the latter include homework independent work, excursions, classes at enterprises, etc. According to the length of the training time, a classic lesson (45 minutes), a paired lesson (90 minutes), a paired shortened lesson (70 minutes), as well as “no bells” lessons of arbitrary duration are distinguished.

The history of the development of the school knows various systems of education in which preference was given to one or another form of organization: individual-group (in schools of the Middle Ages), mutual education (Bell-Lancaster system in England), differentiated education according to the abilities of students (Mannheim system), brigade education (which existed in the 1920s in the Soviet school), the American "Trump plan", according to which 40% of the time students spent in large groups (100-150 people), 20% in small groups (10-15 students) and 40% of the time assigned to independent work.

The most widespread both in our country and abroad was the class-lesson system of education, which arose in the 17th century. and has been developing for more than three centuries. Its contours were outlined by the German teacher I. Sturm, and developed theoretical basis and embodied in practical technology Ya.A. Comenius.

The class-lesson form of organization of education is distinguished by the following features:

Permanent composition of students of approximately the same age and level of preparedness (class);

Each class works according to its own annual plan(training planning);

The educational process is carried out in the form of separate interconnected parts (lessons) following one after another;

Each lesson is devoted to only one subject (monism);

Constant alternation of lessons (schedule);

The leading role of the teacher (pedagogical management);

Apply different kinds and forms of cognitive activity of students (variability of activity).

The class-lesson form of organization of educational work has a number of advantages over other forms, in particular individual forms: it has a more rigorous organizational structure; economical, since one teacher works simultaneously with a large group of students; creates favorable conditions for mutual learning, collective activity, competition, education and development of students. At the same time, this form is not without drawbacks that reduce its effectiveness, the main among which is the reliance (orientation) on the “average” student, the lack of the possibility of individual educational work with students.

The class-lesson form of organization of education is the main (main). In addition to it, other forms are used in the modern school, called differently - auxiliary, extracurricular, extracurricular, home, independent, etc. These include: consultations, extra classes, briefings, conferences, circle and extracurricular activities, club work, extracurricular reading, home independent work of students, etc. Sometimes extracurricular forms of organization of education include educational excursions, work at school experimental plots, work in workshops, native land, physical culture competitions at stadiums and sports grounds, etc. In this case, confusion and terminological substitution usually occur: the class as a permanent composition of students is identified with the classroom for classes, lessons “with bells” are opposed to lessons without them, etc. Based on Therefore, only home independent work of students and circle (club) classes of interest can be called auxiliary extracurricular forms of organization of education.

Key component class-lesson system of organization of learning is a lesson. A lesson is a semantic, temporal and organizational segment (stage, link, element) of the educational process that is completed. Despite the short duration, the lesson is a complex and responsible stage of the educational process - the overall quality of school preparation ultimately depends on the quality of individual lessons. Therefore, the main efforts of theorists and practitioners around the world are directed to the creation and implementation of such lesson technologies that allow solving the problems of teaching this group of students effectively and in a short time. Giving a good (quality) lesson is not an easy task even for an experienced teacher. Much depends on the understanding and fulfillment by the teacher of the requirements for the lesson, which are determined by the social order, the personal needs of students, the goals and objectives of education, the laws and principles of the educational process.

Among the general requirements that a quality modern lesson, the following stand out:

1. Using the latest achievements of science, advanced teaching practice, building a lesson based on the laws of the educational process.

2. Implementation in the classroom in the optimal ratio of all didactic principles and rules.

3. Providing appropriate conditions for productive cognitive activity of students, taking into account their interests, inclinations and needs.

4. Establishment of interdisciplinary connections realized by students.

5. Connection with previously studied knowledge and skills, reliance on the achieved level of development of students.

6. Motivation and activation of the development of all spheres of personality.

7. Logic and emotionality of all stages of educational activities.

8. Effective use pedagogical means.

9. Connection with life, production activities, personal experience of students.

10. Formation of practically necessary knowledge, skills, rational methods of thinking and activity.

11. Formation of the ability to learn, the need to constantly replenish the body of knowledge.

12. Thorough diagnostics, forecasting, design and planning of each lesson.

Each lesson is aimed at achieving a triune goal: to educate, educate, develop. With this in mind General requirements for the lesson are specified in didactic, educational and developmental requirements. Didactic (or educational) requirements include:

A clear definition of the educational objectives of each lesson;

Rationalization of the information content of the lesson, optimization of the content, taking into account social and personal needs;

Introduction of the latest technologies of cognitive activity;

Rational combination of various types, forms and methods;

Creative approach to the formation of the structure of the lesson;

The combination of various forms of collective activity with the independent activity of students;

Providing operational feedback, effective control and management;

Scientific calculation and mastery of the lesson. Educational requirements for the lesson include:

Determining the educational opportunities of educational material, activities in the classroom, the formation and setting of realistically achievable educational goals;

Setting only those educational tasks that organically follow from the goals and content of educational work;

Education of students on universal human values, the formation of vital qualities: perseverance, accuracy, responsibility, diligence, independence, efficiency, attentiveness, honesty, collectivism, etc.;

Attentive and sensitive attitude towards students, compliance with the requirements of pedagogical tact, cooperation with students and interest in their success.

The developing requirements constantly implemented in all lessons include:

Formation and development of students' positive motives for educational and cognitive activity, interests, creative initiative and activity;

Studying and taking into account the level of development and psychological characteristics of students, designing a "zone of proximal development";

Conducting training sessions at a "leading" level, stimulating the onset of new qualitative changes in development;

Forecasting "jumps" in the intellectual, emotional, social development students and the operational restructuring of training sessions, taking into account the upcoming changes.

In addition to the listed requirements for the lesson, others stand out: organizational, psychological, managerial, the requirements for optimal communication between the teacher and students, the requirements for cooperation, sanitary and hygienic, ethical, etc.