Modern teaching methods. Teaching methods

Teaching method- a certain orderly activity that ensures the teacher’s effective guidance of students’ work in acquiring knowledge. Teaching methods are determined by its goals and content.

Methods and forms of training

But what are methods anyway? Method translated from Greek means path, way of activity. A good method is the key to success in any sphere of human activity, material, spiritual, pedagogical.

Moreover, each type of activity has its own most effective method. Method, noted the great German philosopher G. Hegel(1776-1831), is not something external in relation to the subject under study, is not something brought in from the outside; on the contrary, the method is something already contained in itself, the method is the soul of the object. Therefore, a physicist uses some research methods, a biologist uses others, and a sociologist uses others, although they all also use general scientific methods knowledge.

The teacher also applies his own set of methods in the learning process. But since, as noted, the content of training is extremely complex, it is natural that the methods of mastering this content are extremely diverse. Classification of didactic methods is one of the complex problems of learning theory. Attempts have been made to classify these methods on the basis of a wide variety of criteria. Thus, based on the criterion in the form of a source of knowledge, teaching methods were divided into verbal, visual, electronic information, subject-practical, etc. Based on the criterion of the nature of the cognitive activity of students, didactic methods were divided into reproductive and productive, etc. However, all these classifications turned out to be of little use for teaching practice.

Therefore in Lately when characterizing general didactic methods, those that are used in the study of all academic disciplines, regardless of their specificity, are highlighted and are characterized by a certain originality, some of their own characteristics. The most productive general pedagogical methods are the following.

As the most important general didactic teaching method It is used primarily in higher education, but with some adjustments it is also used in the senior classes of secondary-level educational institutions. A lecture differs from other types of training sessions in the abundance of information provided; it is devoted, as a rule, to the description of complex systems, connections, and cause-and-effect dependencies. Its duration is usually two academic hours. The conditions for the effectiveness of the lecture are:

• a message at the very beginning of the lecture not only of its topic, but also of its lethal plan;
• a consistent presentation of the content of all sections of the plan with conclusions for each of them;
• subordination of all sections of the plan to a single theme, the central idea of ​​the lecture;
• establishing connections between each part of the lecture, using logical “bridges” and transitions between its sections;
• emotionality of presentation, which is achieved with the help of vivid facts, living language, elements of humor;
• the optimal pace of the lecture, allowing students to write down its main provisions and definitions;
• use of visual aids: diagrams, illustrations, video and audio materials;
• establishing connections between the lecture material and the problems of upcoming seminars and practical classes.

However, even the most qualified lecture still affects a limited range of human receptors. By activating the organs of hearing and vision, it leaves the motor-motor apparatus and speech abilities of students passive.

These shortcomings of the lecture must therefore be compensated for by using other teaching methods and, above all, by organizing various kinds of exercises, seminars, practical classes, and laboratory work.

Exercises They are precisely aimed at activating a person’s motor abilities, at learning, in the words of the outstanding American philosopher and teacher D. Dewey (1859-1952), “through doing.”

Without properly organized exercises, it is impossible to supplement the acquired knowledge with the necessary practical skills, experience of creative activity, and thus realize the educational objectives of education. Systematic exercises are therefore a reliable, proven method of successful educational work. It is here that the skills to use theory in practice are formed and thereby consolidate and deepen the knowledge gained in lectures and other verbal types of classes: conversations, discussions, etc.

When organizing training sessions in the form of exercises, they usually highlight next steps.

• explanation from the teacher, including showing the main stages of the work to be done;
• trial stage - work performed by two or three trainees while the rest observe and, if necessary, make comments;
• frontal performance of work by all students, provision by the teacher of the necessary assistance to students who do not cope well with the task;
• control and evaluation of work results.

Let's look at the main types of practical forms of educational work.

Exercise - repeated performance of educational actions in order to develop skills and abilities.

It is carried out in a specialized laboratory (physics, chemistry, etc.) and consists of conducting experiments and calculations that reveal the essence of certain processes.

- performing tasks for processing materials, manufacturing objects, products, work in school areas, in workshops, undergraduate practice and so on. This type of exercise helps develop organizational and business skills.

When organizing these types of classes, it is important to maintain optimal proportions between the amount of time spent on theoretical and practical types of training sessions. As experience, in particular American experience, shows, excessive enthusiasm for the method of “learning by doing”, the emphasis on narrow practicality in teaching leads to a general decline in the level of education.

Educational discussion - Another teaching method that is gradually becoming part of the practice of our school, although it has been successfully used in the West for a long time. The essence of the discussion method is to organize an exchange of views on a specific issue within a study group. The advantages of discussion are in stimulating the cognitive interest of students.

The discussion must be prepared primarily in terms of content. Without knowledge of the topic, the discussion will be unproductive. A well-prepared discussion takes on the character of a scientific debate, a “brainstorming session.”

Of course, one cannot expect that students, be they schoolchildren, undergraduates, or even graduate students, will solve any eternal problem, for example, about the relationship between matter and consciousness, the origin of life on Earth, or evidence for the existence of God, but, undoubtedly, the dispute will cause increased interest in the problem , a desire to understand it more deeply.

During the discussion, students will strengthen their ability to clearly and accurately express their thoughts and provide specific evidence. The educational significance of discussions is that they help to identify the character traits of its participants, correct shortcomings in their behavior, such as disrespect for the interlocutor, lack of restraint, etc. Of course, the use of the discussion method is possible only in universities, as well as in high school high school.

Working with a book primarily with the textbook, has become the most important method of teaching since books appeared. Together with them, the student had the opportunity to receive information not only directly from the teacher, but also indirectly, from books at a convenient time and in a convenient place - at home or in the library. With the advent of electronic textbooks, their role in the learning process has increased even more.

As noted, the textbook, being one of the main carriers of educational content, is designed to perform all the main functions educational process: training, educational, control. Certainly, When working with any book, you should adhere to certain rules:

• You should start working with a book by finding out its output data: authors, time and place of publication; These data alone can say a lot about the advisability of using the book;
• Next, you should quickly review the contents of the book, using the table of contents, and on this basis once again make sure of the advisability of its use;
• the next stage is a detailed familiarization with the contents of the book, highlighting the most important parts and, if necessary, making extracts or photocopies of individual fragments of the book, primarily definitions, diagrams, tables, diagrams;
• At the end of working on the book, you should answer control questions, assignments, exercises, and tests.

Working with a book requires a lot of time. New methods of speed reading can be helpful here; mastering them can speed up the process of mastering the content of a book by two to three times.

Video method, which was formed in connection with the massive penetration into the practice of educational institutions of a variety of audiovisual technical means, including computers, as well as in connection with the possibility of accessing the Internet with its unlimited information capabilities. These tools can perform the entire range of didactic functions: knowledge communication, repetition, control. We are, in fact, talking about a new complex didactic technology.

The effectiveness of the video method is associated with the influence of visual images, the didactic role of which can only be realized if they are combined with exercises and tests, also presented in electronic form. Obviously, the effectiveness of the video method depends largely on the quality of the program material of video tutorials, the creation of which can only be the result of the joint efforts of teachers and computer technology specialists. Therefore, the use of vidsomstoda places increased demands on the teacher to master modern video and computer technology in order to collaborate with electronics specialists and be able to provide advisory assistance to students in the process of their independent work with the relevant equipment. At the same time, electronics specialists participating in the creation software educational process, must master knowledge of the basics of didactics.

Of course, both of them should not forget about the sanitary and hygienic requirements for organizing the educational process, in particular for the use of electronic equipment in it, guided by the well-known formula: do no harm!

The video method, with all its advantages, cannot be absolute. The experience of using it also revealed its disadvantages: the computer display poorly stimulates the development of skills in live speech, abstract thinking, creativity, independent research. Therefore, its use becomes effective when combined with other traditional teaching methods.

Educational game method is based on a person’s special love for various kinds of games. It is therefore sometimes defined as Homoludens- man playing. According to the French philosopher J.-P. Sartre (1905-1980), “man must choose: to be nothing or to play.” The number of games invented by man is endlessly varied. Not only children, but also old people play. Along with entertainment and sports, games are also used as a method mental development in the form of educational and business games.

The essence of the educational game is modeling, imitation of certain real situations. In a simplified form, the game reproduces and models reality, and the actions of the participants imitate real actions.

For example, students studying in the specialty “Management” are offered a description of a certain territory with settlements, natural conditions, mineral reserves, with economic and cultural facilities. And then the task is given to predict the location of new industrial and agricultural facilities in a given region.

The main purpose of the method is to stimulate the cognitive process by providing each of its participants with the role of an active transformer of reality in the game. Interest in the game method has intensified in recent decades, when computers capable of simulating difficult situations. Computer game programs effectively solve the problems of maintaining interest in learning, creating conditions for an exciting competition between man and machine, and controlling the quality of learning.

The choice of one or another of the considered teaching methods, of course, should not be random. However, in practice, the teacher often acts according to the patterns that are familiar to him, which have developed in his many years of practice.

The optimal choice of methods is one that is based on the requirements of the theory of learning about the correspondence of methods to the content of training, the characteristics of the student population, the amount of training time, etc. At the same time, guided by theory, we should not forget that teaching is a creative matter, in which much depends on the accumulated experience, personal abilities and inclinations of the teacher, as well as on the available teaching aids.

The success of training largely depends on both the correct definition of its goals and content, and on the ways to achieve these goals or teaching methods. Considering that teaching methods have been used for many centuries, since the very beginning of school, the development of a theory of teaching methods has brought many difficulties to educational scientists.

While observing the learning process at school, didactics and methodologists drew attention to the wide variety of activities of the teacher and his students in the classroom. These types of activities are called teaching methods: the teacher tells new material - he teaches using the story method; children study material from a book - a method of working with a book; the teacher, in the process of telling a story, shows an object - a method of demonstration, etc. The number of such methods among various authors turned out to be so large that even the names of the same methods were very different. There was an urgent need to organize this vast variety of teaching methods according to some principle. A necessary condition for this was the identification of essential features by which it would be possible to determine whether this type of activity of a teacher and student is worthy of being called a teaching method. But even when determining the essence of methods, the opinions of teachers differed. Some understood the method as a set of methods of educational work, others - as the road along which the teacher leads children from ignorance to knowledge, others - as a form of educational content, and fourth - as a way of activity between teacher and student to achieve common goals.

It is easy to notice that in all these methods there is a certain pattern: they characterize cognitive activity, which, on the one hand, is carried out by students, and on the other hand, is organized by the teacher. But it is the cognitive activity of students that is the main condition for their assimilation of the material being studied.

To summarize all of the above, we can say that from the point of view of didactics teaching method is a method of orderly interconnected activity of a student and a teacher aimed at solving educational problems. The teaching method organizes the methods of activity of the teacher and students, which ensure effective assimilation of the material being studied. The method determines how the learning process should proceed, what actions and in what sequence the teacher and his students should perform.

Reception of training It is customary to name the components of the method that lead to the achievement of particular objectives. In a simpler form, we can say that a set of techniques makes up a teaching method. Or, in turn, a teaching method can be divided into many specific teaching techniques. For example: with the problem-search method of teaching, students’ search for the necessary information from various literary sources is based on specific goals tasks, and also practice ways of completing them together with the teacher. The given examples allow us to solve problems of narrow didactics in the educational process.

One of the acute problems of modern didactics is the problem of classifying teaching methods. The question arises: what to take as the basis for classification? Currently there is no single point of view on this issue. Much controversy has also arisen around the issue of the dependence of teaching methods on the goals and content of training, on age characteristics students, on the subjective characteristics of the teacher.

In recent years, attempts have increasingly been made to approach teaching methods not only from the external forms and means of student activity, but also to identify their most important features related to the specifics of individual types of learning content and the patterns of mastering this content. Below we present the results of precisely this approach to the study of teaching methods, but at the same time, everything valuable that was achieved at the previous stages of development is preserved and used. In relation to any of the above traditional methods we can say that they played an important role in the development of the Russian school.

Due to the fact that different authors base the division of teaching methods into groups and subgroups on different criteria, there are a number of classifications. Most early classification is the division of teaching methods into teacher's working methods(story, explanation, conversation) and student work methods(exercises, independent work). According to the nature of the educational activities of students and the mastery of the material being studied, methods are distinguished (classification M. N. Skatkina, I. Ya. Lerner): explanatory-illustrative, reproductive, problem presentation, partially search, or heuristic, research. The basis classifications M. A. Danilova And B. P. Esipova set goals and objectives that are implemented at a specific stage of study. Depending on this, all methods are divided into: methods for acquiring new knowledge, methods for developing skills, applying skills in practice, methods for testing and assessing knowledge, skills and abilities.

Using a holistic approach when classifying methods, Yu. K. Babansky singled out three groups of teaching methods.

1. Organization and implementation of educational and cognitive activities.

2. Stimulation and motivation of educational and cognitive activities.

3. Monitoring and self-monitoring of the effectiveness of educational and cognitive activities.

A number of research scientists (E. Ya. Golant, D. O. Lorkipanidze, E. I. Perovskaya) noted that the sources from which students draw their knowledge have a significant impact on the learning process. In this regard, the most common is the classification of teaching methods according to the source of knowledge. In accordance with this approach, the following are distinguished:

1) verbal methods (the source of knowledge is the spoken or printed word);

2) visual methods (the source of knowledge is observed objects, phenomena, visual aids);

3) practical methods (students gain knowledge and develop skills by performing practical actions).

Let's look at this classification in more detail.

Verbal methods occupy first place in the system of teaching methods. There were periods in the history of pedagogy when they were almost the only way to transfer knowledge. Progressive teachers, among whom were Ya. A. Komensky, K. D. Ushinsky and others, opposed the absolutization of their meaning and argued that it was necessary to supplement them with visual and practical methods.

Currently, verbal methods are often called outdated, “inactive.” The evaluation of this group of methods must be approached objectively. Verbal methods They allow you to convey a large amount of information in the shortest possible time, pose problems to students and show ways to solve them. With the help of words, a teacher can evoke in children’s minds vivid and completely convincing pictures of the past, present and future of humanity. The word activates and stimulates the imagination, memory and feelings of students. Verbal methods are of the following types: story, explanation, conversation, discussion, lecture, work with a book.

Story. The story method involves an oral, sequential presentation of the content of educational material. This method is used at all stages of school education. Only the nature of the story, its volume, content, and duration changes.

A story, as well as any method of presenting new knowledge, is usually subject to a number of pedagogical requirements:

1) the story must presuppose the ideological and moral orientation of teaching;

3) include a sufficient number of vivid and convincing examples, instructive facts proving the correctness of the proposed provisions;

4) have an accurate and clear logic of presentation;

5) be moderately emotional;

6) presented in simple and accessible language;

Explanation. By explanation we mean the verbal interpretation of patterns, the most essential properties of the object being studied, individual concepts, and phenomena. An explanation is a monologue form of presentation. Explanation is resorted to when studying theoretical material, solving chemical, physical, mathematical problems, proving theorems, when revealing causes and consequences in natural phenomena and public life. Using the explanation method involves:

1) precise and clear formulation of the task, the essence of the problem, the issue;

2) consistent disclosure of cause-and-effect relationships, argumentation and evidence;

3) the use of comparison, juxtaposition, analogy;

4) attraction is mandatory bright examples;

5) unmistakable logic of presentation.

Conversation is a dialogical teaching method in which the teacher, by asking pre-thought-out questions, leads students to understand new material or checks their understanding of what they have already learned. Depending on the assigned tasks, the content of the educational material, the level of creative cognitive activity of students, and the place of conversation in the didactic process, they distinguish the following types conversations: heuristic conversation, informative conversation, reinforcing conversation, individual conversation, frontal conversation, etc.

Visual teaching methods– these are methods in which the assimilation of educational material is directly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods. Visual teaching methods are divided into two large groups: the illustration method and the demonstration method.

Illustration method consists of showing students illustrative aids: posters, tables, paintings, maps, drawings and drawings on the board, etc.

Demonstration method is usually in close connection with the demonstration of instruments, experiments, technical installations, films, filmstrips, slides, etc.

However, it should be clearly understood that such a division of visual aids into illustrative and demonstrative is purely conditional. It does not exclude the possibility that certain visual aids can be classified as both illustrative and demonstrative. For example: illustrations can also be shown through an epidiascope or overhead projector. The introduction of the latest technical means into the educational process (television, VCRs, computers) expands the possibilities of visual teaching methods. When using visual methods in teaching, it is necessary to take into account a number of the following conditions:

1) the visualization used by the teacher must exactly correspond to the age of the students;

2) visualization should be used in moderation and demonstrated gradually and only at a moment appropriate to the content of the lesson;

3) observation should be organized in such a way that all students can clearly see the demonstrated object from their workplaces;

4) it is necessary to clearly and clearly highlight the main or most significant when showing illustrations;

5) one should think through in advance in detail the explanations that accompany the demonstration of phenomena;

6) the clarity demonstrated by the teacher must exactly correspond to the content of the material;

7) involve the students themselves in finding the desired information when compiling a visual aid or in a demonstration device.

Practical methods.

Practical teaching methods are based on the practical activities of students. These methods form practical skills. Practical methods include exercises, laboratory and practical work. Exercises are understood as repeated performance of mental or practical actions in order to master knowledge or improve its quality. The use of exercises occurs in the study of all subjects and at various stages of the educational process.

Laboratory work consists of students conducting experiments on the instructions of the teacher using special devices, instruments and other technical devices, thus, this is the study by students of any phenomena using special equipment. Practical work is often carried out after studying large sections of the subject and is of a generalizing nature. They can be carried out both in the classroom and outside the educational institution.

2. Classification of teaching methods

Classification of methods according to the nature of students’ cognitive activity and the nature of the teacher’s activity (or the method of mastering types of content).

IN didactics method training is a method of orderly interconnected activities of the teacher and students, aimed at solving educational problems. The teaching method establishes the methods of activity of the teacher and students, ensuring the effective assimilation of the material being studied. One of the acute problems of modern didactics is the problem of classifying teaching methods.

Currently there is no single point of view on this issue. Due to the fact that different authors base the division of teaching methods into groups and subgroups on different criteria, there are a number of classifications. Let us dwell in detail on the classification of methods according to the nature of the cognitive activity of students and students. Let us list and describe them.

1. Verbal methods occupy a leading place in the system of teaching methods. There were periods when they were almost the only way to transfer knowledge. Despite the fact that many teachers oppose the use of this group of methods and consider them outdated, they cannot be completely discounted. Verbal methods make it possible to convey a large amount of information in the shortest possible time, pose problems to students and indicate ways to solve them. With the help of words, a teacher can evoke in the minds of children vivid pictures of the past, present and future of humanity. The word activates the imagination, memory, and feelings of students. Verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.

2. Visual methods. Visual teaching methods are understood as those methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods. As a separate type, the visual teaching method simply loses its meaning. The use of visual methods makes the material offered for study more accessible to understanding. Visualization is especially important and even necessary when teaching in the lower grades. Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method. And at the same time, the second method is more preferable, since it is more real and reliable.

3. Practical methods training is based on the practical activities of students. These methods form practical skills. The importance of practical methods cannot be overestimated. After all, it is on practical exercises students realize the importance of previously acquired knowledge, the possibility of their practical application in Everyday life, in further studies. Also, the use of practical methods increases the motivation of the learning process. After all, a schoolchild is always interested in trying his hand at performing some kind of task. educational tasks, show independence, ingenuity, initiative. Practical methods include exercises, laboratory and practical work.

Classification of teaching methods according to the nature of the type of activity that dominates over others.

Method is a sequence of actions taken by the teacher and student in the learning process. There are a huge variety of methods in pedagogy, some of which are similar, and some of which are radically different. Therefore, to facilitate the teacher’s work, it is necessary to systematize this set. In didactics, there are a number of ways to classify teaching methods. Let us consider in detail the classification according to the nature of the dominant cognitive activity. This type of division of teaching methods is adopted because doctrine- this is, first of all, cognitive activity that takes place along with practical, labor, and motor activity. All his actions pass through consciousness and determine cognitive activity. So, using this classification, we can distinguish two groups of methods that are radically different from each other.

1. Reproductive, in which the student assimilates ready-made knowledge and reproduces (reproduces) methods of activity already known to him (these include explanatory-illustrative, information-receptive, reproductive methods).

2. Productive, characterized by the fact that the student obtains subjectively new knowledge as a result of creative activity (partial search, heuristic, research methods). Problem presentation belongs to the intermediate group, because it equally involves both the assimilation of ready-made information and elements of creative activity. However, in the real learning process, all teaching methods are interconnected and are implemented in combination parallel to each other. And the very division of methods into reproductive and productive is very relative. After all, any act of creative activity is impossible without reproductive activity.

When solving any problem, a person updates and mentally reproduces knowledge already known to him. At the same time, the act of reproducing knowledge when its purpose changes contains an element of creativity in the field of constructing the logic of presentation. The identified and characterized methods allow us to evaluate the course of the lesson, the entire logic of the educational process from the point of view of their coverage of all types of activities. So, if a teacher conducted a survey on previously studied materials, told new ones, gave exercises, and then presented a creative task, then he sequentially applied methods: reproductive, explanatory-illustrative, reproductive, research. If he posed a problem and conducted a heuristic conversation on it, showed a film, and then gave creative work on it, then he used partially search, explanatory-illustrative and research methods.

Methods can change frequently during the lesson and alternate several times - it all depends on the content of the topic, the goals of its study, the level of development and preparation of students. Moreover, the monotony of methods and methods used in the lesson can make the learning process boring and uninteresting.

Classification of teaching methods by activity components.

Teaching method is a systematically functioning system, a structure of activity for teachers and students, consciously implemented with the aim of implementing programmed changes in the student’s personality.

Exist four groups of teaching methods, in each of these groups, the actions of the teacher and students are different, there is a peculiar preponderance of a certain type of activity over other types, from which it follows that this classification is not strict. They are:

1) methods of acquiring knowledge based mainly on cognitive activity of a reproductive nature;

2) methods of independent acquisition of knowledge, called problem-based, based on creative, cognitive activity in the process of solving problems;

3) methods, also called exhibiting, with an emphasis on emotional and artistic activity;

4) practical methods, characterized by the predominance of practical and technical activities that change the world around us, creating its new forms.

Methods of knowledge acquisition– this group of methods is widely used both in school and in mass media, or in public life in general.

In the course of teaching, all art comes down, first of all, to the selection of content and the method of its transmission, and the level of assimilation of knowledge by students and the strength of their memorization depend on the nature of the content and its “presentation”.

methods:

1) conversation;

2) discussion;

3) lecture;

4) working with a book;

5) programmed training in its linear, branched and mixed versions.

Methods of independent acquisition of knowledge, i.e. problem-based methods.

Essence problematic methods boils down to the fact that they do not allow students to be indifferent to a situation that they cannot explain or resolve, but, by arousing interest, force them to analyze it, identify known and unknown data in it, put forward proposals for solving the problem and checking the correctness of these assumptions .

This group includes the following methods:

1) method of chance (considering any number of cases);

2) situational method (similar to the random method, but here one complex situation is considered);

3) didactic games (the basis of the lesson is a game).

Exposure (evaluative) methods. A person not only cognizes reality, but also experiences it emotionally, and also evaluates it. These experiences of evaluation are related to intellectual cognition, but are not identical to it. Their significance is based on the fact that they ultimately determine life goals and loyalty to ideals. From this point of view, the sphere of emotional cognition, as well as assessments, value systems and life ideals that largely depend on it, have important educational significance.

This group includes the following methods:

1) impressive methods (impression, experience, feeling);

2) expressive methods (expressing oneself in something);

3) practical methods (a person himself forms his own perception and behavior;

4) educational methods (solving any creative problems).

Practical methods. In practice, students realize their creative goals. In this case, both the theory is repeated and it is confirmed in practice.

3. Rational application of various teaching methods

Under teaching methods implies a consistent alternation of methods of interaction between the teacher and students, aimed at achieving a specific goal through the study of educational material.

Each method should be selected and applied in conjunction with other teaching methods. When working through a certain section of educational material, the teacher is faced with more than one method. There is no universal method. According to different requirements and situations, a whole variety of methods is used in training, one method replaces another. There are various possibilities for combining methods that meet the goals and objectives of training, as well as the peculiarities of the content of educational material and specific learning conditions, which ensures an interesting, varied, active organization of this process.

The use of a certain method makes certain demands on the teacher’s activities, having a specific impact on the activities of students. The value of methods is determined by the quality of the learning process, especially the quality of its results. High efficiency of application of methods is achieved provided that they are an integral part of a certain system, are correctly selected, are most appropriately combined and skillfully used in the teacher’s work. This increases the level of educational work, ensuring activity and effectiveness of learning. In the process of teaching, the individual “methodological style” of the teacher is formed.

Methods of presenting knowledge are used in cases where students need to be introduced to educational material, present it, explain it, and ensure its understanding. These methods are especially important when communicating new material.

Methods of oral presentation must be used when consolidating, exercising, systematizing and repeating, when deepening educational material. The most common method of oral presentation is story (lecture) teachers. This method is the most rational way of communicating new knowledge. With the help of words, you can express vivid ideas, using selected facts and skillfully combining them, and also emphasize the most important things. In high school, the teacher’s presentation takes on the character of a lecture, in which extensive material is presented, and students take notes, which serves as the basis for their further work on the educational material.

The material studied must be repeated and consolidated. Students can be involved in the presentation of the material, and here the student’s educational report especially justifies itself. A report is an excellent tool for promoting the development of well-performing students; it also helps a less prepared student test himself.

If the teacher is going to check the degree of preparation of students for a lesson, then the method of test and examination conversation is used, that is, in the form of a survey, the teacher asks questions to the students, which they must answer. But there are also negative aspects: with such a survey, the teacher is not able to survey the entire class; to solve this problem, another method is used - independent work. Independent work methods provide ample opportunities for individual development schoolchildren.

The teaching method establishes the methods of activity of the teacher and students, ensuring the effective assimilation of the material being studied. It determines how the learning process should proceed, what actions and in what sequence the teacher and students should perform. Even activities that are interesting for students will not force them to work actively long time the entire class, if there is no correct change of actions, a logically correct change of methods and techniques is not provided. Teachers are constantly trying to find a universal, most effective method.

When choosing teaching methods and methods of their implementation, one should take into account such issues as requirements for teaching methods, criteria for choosing methods and methods for their implementation in the planned lesson. The teacher is free to choose the means and methods of teaching - the main thing is that the requirements for teaching methods must be met.

Currently, all teaching methods require two mandatory requirements: they should promote student activity in the learning process and ensure a deep understanding of the material being studied. Both requirements are closely related: students cannot be active in the classroom if they do not understand the material being studied, but they will not be able to accept it without active participation in the learning process. These requirements play an important role not only in teaching, but also in the education and development of students’ cognitive abilities. The choice of methods and methods of implementation is largely determined by the goals of the lesson. When choosing, it is advisable to take into account through which sense organs students will perceive the material being studied. That is, it is necessary to know the physical features of the development of sense organs in children depending on age and use methods that affect precisely those senses that are most developed. For example, it is known that younger schoolchildren perceive information more if it is as visual as possible.

Teaching methods and methods of their implementation should contribute to the inclusion in the educational process in the classroom of not only thinking, but also the imagination of schoolchildren, which relates to the active inner life of students.

Imagination is the force that makes learning interesting and exciting. In order for students’ imagination to be included in the learning process, ordinary activities in the lesson should be combined with unusual, special ones. Choosing methods and methods of their implementation that will be used in the lesson is a difficult and responsible task that requires an in-depth analysis of many facts.

In addition to those already listed, it is necessary to take into account the abilities of students, their knowledge, abilities, skills on the issue being studied, attitude towards the subject, as well as strengths and weak sides the teacher himself.

Teaching methods

Teaching method(from ancient Greek μέθοδος - path) - the process of interaction between teachers and students, as a result of which the transfer and assimilation of knowledge, skills and abilities provided for by the content of training occurs. Teaching technique (teaching technique)- short-term interaction between the teacher and students, aimed at the transfer and assimilation of specific knowledge, skills, abilities.

According to the established tradition in domestic pedagogy, METHODS of teaching are divided into three groups:

- Methods of organization and implementation of educational and cognitive activities: 1. Verbal, visual, practical (According to the source of presentation of educational material). 2. Reproductive explanatory and illustrative, search, research, problem, etc. (according to the nature of educational and cognitive activity). 3. Inductive and deductive (according to the logic of presentation and perception of educational material);

- Control methods for the effectiveness of educational and cognitive activities: Oral, written tests and self-tests of the effectiveness of mastering knowledge, skills and abilities;

- Stimulation methods educational and cognitive activity: Certain incentives in the formation of motivation, a sense of responsibility, obligation, interests in mastering knowledge, skills and abilities.

In teaching practice, there are other approaches to determining teaching methods that are based on the degree of awareness of the perception of educational material: passive, active, interactive, heuristic and others. These definitions require further clarification, because the learning process cannot be passive and is not always a discovery (eureka) for students.

Scheme 1

Scheme 2

Scheme 3

From these diagrams it is clear that teaching methods can be divided into three general groups:
1. Passive method;
2. Active method;
3. Interactive method.
Each of them has its own characteristics. Let's take a closer look at them.

Passive method

Passive method(diagram 1) is a form of interaction between students and teachers, in which the teacher is the main actor and controlling the course of the lesson, and students act as passive listeners, subject to the teacher’s directives. Communication between the teacher and students in passive lessons is carried out through surveys, independent work, tests, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is considered the most ineffective, but despite this, it also has some pros. This is a relatively easy preparation for the lesson on the part of the teacher and an opportunity to present a relatively larger amount of educational material in the limited time frame of the lesson. Given these advantages, many teachers prefer the passive method to other methods. It must be said that in some cases this approach works successfully in the hands of an experienced teacher, especially if students have clear goals aimed at thoroughly studying the subject. Lecture is the most common type of passive lesson. This type of lesson is widespread in universities, where adults, fully formed people, who have clear goals to deeply study the subject, study.

Active method

Active method(Diagram 2) is a form of interaction between students and teachers, in which the teacher and students interact with each other during the lesson and students here are not passive listeners, but active participants in the lesson. If in a passive lesson the main character and manager of the lesson was the teacher, then here the teacher and students are on equal terms. If passive methods involved authoritarian style interactions, then active ones suggest more democratic style. Many equate active and interactive methods; however, despite their commonality, they have differences. Interactive methods can be considered as the most modern form of active methods.

Interactive method

Interactive method(Scheme 3). Interactive (“Inter” is mutual, “act” is to act) - means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process. The teacher's place in interactive lessons comes down to directing the students' activities to achieve the lesson's goals. The teacher also develops a lesson plan (usually, these are interactive exercises and assignments during which the student learns the material).
Therefore, the main components interactive lessons are interactive exercises and tasks that are completed by students. An important difference between interactive exercises and assignments and ordinary ones is that by completing them, students not only and not so much consolidate the material they have already learned, but rather learn new ones.

Literature

1. Aleksyuk A.N. General teaching methods at school. - K.: Radyanskaya school, 1983. - 244 p.
2. Davydov V.V. Theory of developmental training. - M.: INTOR, 1996. - 544 p.
3. Zagvyazinsky V.I. Theory of learning: Modern interpretation: Textbook for universities. 3rd ed., rev. - M.: Academy, 2006. - 192 p.
4. Kraevsky V.V., Khutorskoy A.V. Fundamentals of teaching: Didactics and methodology. Textbook aid for students higher textbook establishments. - M.: Publishing Center "Academy", 2007. - 352 p.
5. Lyaudis V. Ya. Methods of teaching psychology: Textbook. 3rd ed., rev. and additional - M.: Publishing house URAO, 2000. - 128 p.
6. Mikhailichenko O.V. Methods of teaching social disciplines in higher education: a textbook. – Sumy: SumDPU, 2009. – 122 p.
7. Pedagogy: Textbook. manual for pedagogical students. Institute / Ed. Yu.K. Babansky. - 2nd ed., add. and processed - M.: Education, 1988. - P.385-409.

Links

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Teaching methods.

The history of the development of teaching methods is very peculiar. Scientists and educators, observing the learning process at school, drew attention to the huge variety of activities of teachers and students in the classroom. They began to call these types of activities teaching methods. The term “method” comes from the Greek word “methodos”, which means the path, the way of moving towards truth.

In pedagogical practice, the method acts as an orderly way of activity to achieve educational goals. At the same time, the methods of teaching activity of the teacher (teaching) and the methods of educational activity of students (teaching) are closely related to each other and are in interaction. The concept of a teaching method also reflects the didactic goals and objectives of educational activity, in solving which the appropriate methods of the teacher’s educational work and the cognitive activity of students are used in the learning process. Thus, teaching methods are ways joint activities teachers and students aimed at solving learning problems.

An integral part or a separate aspect of the teaching method is the teaching method. Individual techniques may be part of various methods. For example, student registration basic concepts used when the teacher explains new material, when independent work with the original source, when performing practical work, etc.

In the learning process, methods and techniques are used in various combinations. The same method of student activity in some cases acts as an independent method, and in others as a teaching method. For example, explanation and conversation are independent teaching methods. If they are occasionally used by the teacher during practical work to attract the attention of students and correct mistakes, then explanation and conversation act as teaching techniques included in the exercise method.

The method and technique may be reversed. For example, if a teacher communicates new knowledge using the method of explanation, during which he sometimes demonstrates visual aids, then the demonstration acts as a technique. If a visual aid is the object of study, students gain basic knowledge by examining it, then verbal explanations act as a technique, and demonstration as a teaching method.

One of the problems of modern didactics is the problem of classifying teaching methods. Different authors use different characteristics as the basis for dividing teaching methods into groups and subgroups. There are a number of classifications. The earliest classification is the division of teaching methods into teacher methods (story, explanation, conversation) and student work methods (exercises, independent work). A common classification of teaching methods according to the source of knowledge acquisition is:

a) verbal methods (the source of knowledge is the spoken or printed word);

b) visual methods (the source of knowledge is observed objects, phenomena, visual aids);

c) practical methods (students gain knowledge and develop skills by performing practical actions).

Let us dwell on this classification in more detail.

Verbal methods occupy a leading place in the system of teaching methods. There were periods when they were almost the only way to transfer knowledge. Nowadays they are often called obsolete, “inactive”. The evaluation of this group of methods must be approached objectively. Verbal methods make it possible to convey a large amount of information in the shortest possible time, pose problems to students and indicate ways to solve them. With the help of words, a teacher can evoke in the minds of children vivid pictures of the past, present and future of humanity. The word activates the imagination, memory, and feelings of students. Verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.

The story as a teaching method involves an oral narrative presentation of the content of educational material, uninterrupted by questions to students. It is used at all stages of school education. Only the nature of the story, its volume, and duration change.

Explanation should be understood as a verbal interpretation of patterns, essential properties of the object being studied, individual concepts, and phenomena. An explanation is a monologue form of presentation. Explanation is most often resorted to when studying theoretical material of various sciences, solving chemical, physical, mathematical problems, theorems; when revealing the root causes and consequences in natural phenomena and social life.

Using the explanation method requires:

Precise and clear formulation of the task or question;

Consistent disclosure of cause-and-effect relationships, argumentation and evidence;

Use of comparison, juxtaposition, analogy;

Attracting striking examples;

Impeccable logic of presentation.

Explanation as a teaching method is widely used in working with children of different age groups. However, in middle and high school age, due to the complexity of educational material and the increasing intellectual capabilities of students, the use of this method becomes more necessary than when working with younger students.

Conversation is a dialogic teaching method in which the teacher, by posing a carefully thought-out system of questions, leads students to understand new material or checks their understanding of what has already been learned. Conversation is one of the oldest methods of didactic work.

Depending on the specific tasks, the content of the educational material, the level of creative cognitive activity of students, and the place in the didactic process, different types of conversations are distinguished.

Widespread heuristic conversation(from the word “eureka” - I find, I open). During a heuristic conversation, the teacher, relying on the students’ existing knowledge and practical experience, leads them to understand and assimilate new knowledge, formulate rules and conclusions.

Used to communicate new knowledge informative conversations. If a conversation precedes the study of new material, it is called introductory or introductory. The purpose of such a conversation is to induce in students a state of readiness to learn new things. Reinforcing Conversations used after learning new material.

During the conversation, questions can be addressed to one student ( individual conversation) or 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. It is especially useful to organize an interview in high school, when students show more independence in judgment, can pose questions that require reasoning in the search for a solution, and express their opinion on certain topics put forward by the teacher for discussion.

The success of conversations largely depends on the correctness of asking questions. Questions are asked by the teacher in advance so that all students are prepared to answer. Questions should be short, clear, meaningful, and formulated in such a way as to make the student think.

Discussion as a teaching method is based on the exchange of views on a particular issue, and these views reflect the participants’ own opinions or are based on the opinions of others. This method is advisable to use when students have a significant degree of maturity and independence of thinking, and are able to argue, prove and substantiate their point of view. A well-conducted discussion has great educational and educational value: it teaches a deeper understanding of the problem, the ability to defend one’s position, and take into account the opinions of others.

A lecture is a systematic, monologue presentation of voluminous material by a teacher. It is used, as a rule, in high school and takes up the entire or almost the entire lesson. The advantage of a lecture is the ability to ensure the completeness and integrity of students’ perception of educational material in its logical mediation and relationships on the topic as a whole. A school lecture can also be used to review the material covered. Such lectures are called review lectures. They are conducted on one or several topics to summarize and systematize the material studied.

Working with a textbook and book - the most important teaching method. IN primary school it is carried out mainly in lessons under the guidance of a teacher. In the future, schoolchildren increasingly learn to work with the book independently. There are a number of techniques for working independently with printed sources, the main ones being:

Note-taking is a summary, a brief recording of the content of what was read; conducted from the first or third person. Taking notes in the first person better develops independent thinking;

Drawing up a text plan, which can be simple and complex; to draw up a plan, after reading the text, you need to break it into parts and title each part;

Writing a thesis is a brief summary of the main ideas of what you read;

Quotation – verbatim excerpt from the text; The output data must be indicated (author, title of the work, place of publication, publisher, year of publication, page);

Annotation is a brief condensed summary of the content of what has been read without loss of essential meaning;

Reviewing - writing short review with an expression of your attitude to what you read;

Drawing up a certificate - information about something obtained after searching for information; certificates can be statistical, biographical, terminological, geographical, etc.;

Drawing up a formal logical model - a verbal and schematic representation of what has been read;

Drawing up a thematic thesaurus - an ordered set of basic concepts for a section or topic;

Drawing up a matrix of ideas – comparative characteristics homogeneous objects, phenomena in the works of different authors.

The second group in this classification consists of visual teaching methods. Visual teaching methods are understood as methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods. Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method.

Illustration method involves showing students illustrative aids: posters, tables, paintings, maps, sketches on the board, etc. The demonstration method is usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc. This division of visual aids into illustrative and demonstration is conditional. It does not exclude the possibility of classifying certain visual aids as both illustrative and demonstrative. IN modern conditions Particular attention is paid to the use of such a visual aid as a personal computer. Computers make it possible to simulate certain processes and situations, to select from a number of possible solutions the optimal ones according to certain criteria, i.e. significantly expand the possibilities of visual methods in the educational process.

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

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 method of exercise depends on the characteristics academic subject, specific material, the issue being studied and the age of the students.

Exercises by their nature are divided into:

- oral, promoting the development of logical thinking, memory, speech and attention of students; they are dynamic and do not require time spent on record keeping;

- written, used to consolidate knowledge and develop skills in their application and contribute to the development of logical thinking and culture writing, independence at work; can be combined with oral and graphic;

- graphic– students’ work on drawing up diagrams, drawings, graphs, technological maps, making albums, posters, stands, making sketches during laboratory and practical work, excursions, etc. Graphic exercises are usually performed simultaneously with written ones and solve common educational problems; their use helps students better perceive, comprehend and remember educational material, promotes the development of spatial imagination;

- training and labor, which include practical work of students with a production and labor orientation, the purpose of which is to apply theoretical knowledge students in labor activity.

When performing each type of exercise, students perform mental and practical work. According to the degree of independence of students when performing exercises, they are distinguished:

a) exercises to reproduce what is known for the purpose of consolidation – reproducing exercises;

b) exercises on applying knowledge in new conditions – training exercises.

If, while performing actions, a student speaks to himself or out loud and comments on upcoming operations, such exercises are called commented. Commenting on actions helps the teacher detect common mistakes and make adjustments to students’ actions.

Exercises are effective only if a number of requirements are met: students’ conscious approach to their implementation; compliance with the didactic sequence in performing exercises - first, exercises on memorizing and memorizing educational material, then - on reproduction - on application of previously learned - on independent transfer of what has been learned to non-standard situations - on creative application, which ensures the inclusion of new material in the system of already acquired knowledge , skills and abilities. Problem-search exercises that develop students’ ability to guess and intuition are also extremely necessary.

Laboratory work is the carrying out by students, on the instructions of the teacher, of experiments and calculations using instruments, using tools and other technical devices, i.e. students studying any phenomena using special equipment. Laboratory work is carried out in an illustrative or research manner.

A type of research laboratory work can be long-term observations by students of individual phenomena: plant growth and animal development, weather, etc. In any case, the teacher draws up instructions, and students record the results of their work in the form of reports, numerical indicators, graphs, diagrams, tables. Laboratory work can be part of a lesson, take up the entire lesson or more.

Practical work is carried out after studying large sections, and the topics are general in nature. They can be carried out not only in the classroom, but also outside the school (measurements on the ground, work on the school site).

A special type of practical teaching methods consists of classes with teaching machines, simulator machines and tutors.

A common classification of teaching methods is the classification developed by M.N. Skatkin and I.Ya. Lerner. They propose dividing teaching methods depending on the nature of students’ cognitive activity in mastering the material being studied into explanatory and illustrative, reproductive, problem-based presentation, partially search and research.

The essence explanatory and illustrative teaching method consists in the fact that the teacher communicates ready-made information through various means, and students perceive it, realize it and record it in memory. The explanatory and illustrative method is one of the most economical ways to convey information. However, when using this teaching method, the skills and abilities to use the acquired knowledge are not formed.

To acquire skills and abilities by students, it is used reproductive method of teaching, the essence of which is the repeated repetition of a method of activity on the instructions of the teacher. The teacher’s activity is to develop and communicate a model, and the student’s activity is to carry out actions according to the model.

The essence problematic method of presentation: The teacher poses a problem to the students - a complex theoretical or practical question, requiring research and resolution, and itself shows the way to solve it, revealing the contradictions that arise. The purpose of this method is to show samples scientific knowledge, scientific problem solving. At the same time, students follow the logic of solving a problem, receiving a standard of scientific thinking and knowledge, an example of a culture of deploying cognitive actions.

In order to gradually bring students closer to independently solving cognitive problems, it is used partially search engine or heuristic teaching method. Its essence is that the teacher breaks down a problematic problem into subproblems, and students carry out individual steps to find its solution. Each step involves creative activity, but there is no holistic solution to the problem yet.

Serves this purpose research method of teaching, designed to provide creative application of knowledge. Students master the methods of scientific knowledge and develop experience in research activities.

Thus, according to this classification, teaching methods differ from each other in the nature of the cognitive activity carried out by students when mastering various types the content of the material, and the nature of the activity of the teacher who organizes this diverse activity of students.

A special group consists of active learning methods - methods in which the student’s activity is productive, creative, and exploratory in nature. They allow not only to reproduce acquired knowledge, but to use it in practice-oriented activities.

Active learning methods provide students with the opportunity to learn by doing and gain a variety of subjective experiences. The teacher’s competent use of active methods presupposes: deeply thought-out educational goals, high level involvement of participants, analysis and discussion of the experience gained by the trainees or information received.

Didactic goals of active learning methods: expansion of horizons, cognitive activity; gaining experience in applying knowledge and skills in activities; development of creative activity traits and reflection skills.

Educational goals: development of independence, activity and will; formation of certain approaches, positions, moral and ideological attitudes; developing the ability to work in a team and communication skills.

Developmental goals: development of attention, memory, speech, thinking, skills to compare, juxtapose, connect together; creative abilities, the ability to find the optimal or most simple solutions, predict the expected result, etc.

Socializing goals: familiarization with the norms and values ​​of society; adaptation to environmental conditions; stress control, self-regulation; communication training.

Communication goals: the ability to express one’s thoughts orally and in writing, the ability to establish and maintain psychological contact; the ability to listen to the interlocutor, understand his motives, current psychological state, skill in mastering a wide range of behavior; ability to prove, convince, express agreement (disagreement).

It should be taken into account that active learning methods involve the use of a certain sequence of tasks in the educational process: starting with individual analysis and assessment of specific situations, then you can move on to a collective assessment of the situation, didactic games: role-playing, operational, simulation, and then use business games. Thus, active methods should be used as they become more complex.

The group of active learning methods includes didactic games - specially designed games that simulate reality and are adapted for learning purposes. The main difference between a game and other activities is that its subject is the human activity. In a didactic game, the main type of activity is educational, which is woven into the game and acquires the features of a joint game educational activity. A didactic game is a collective, purposeful educational activity when each participant and the team as a whole are united in solving the main problem and focus their behavior on winning. Its main structural elements are:

Simulated object of educational activity;

Joint activities of game participants;

Rules of the game;

Decision making in changing conditions;

- effectiveness of the applied solution.

Game-based educational activity has an important property: in it, the cognitive activity of students is self-movement, since information does not come from the outside, but is an internal product, the result of the activity itself. Information obtained in this way gives rise to new information, which, in turn, entails the next link until the final learning result is achieved.

The cycle of a didactic game is a continuous sequence of educational actions in the process of solving problems. This process is divided into the following stages:

Preparation for independent studies;

Statement of the main task;

Selecting a simulation model of the object;

Solving the problem based on it;

Checking, correction;

Implementation of the decision made;

Evaluation of its results;

Analysis of the results obtained and synthesis with existing experience.

There are two main ways to organize the collective cognitive activity of students when using didactic games - this is discussion and debate, characterized by the remoteness of the participants’ positions. During the discussion, the participants complement each other’s speeches, and in the discussion they present opposing points of view.

The following can be distinguished forms of discussion:

- “round table” - a conversation in which members of a small group of schoolchildren (usually about five people) participate as equals, during which an exchange of opinions occurs both between them and with the “audience” (the rest of the class);

- “expert group meeting” (usually four to six students with a pre-appointed chairman), at which first all group members discuss the intended problem, and then they present their positions to the “audience”; in this case, each member of the expert group makes a brief presentation;

- “forum” - a discussion similar to an “expert group meeting”, during which the group exchanges opinions with the “audience” (study group);

- “symposium” - a more formalized discussion than the previous one, during which participants make presentations representing their points of view, after which they answer questions from the “audience”;

- “consilium” - analysis of the problem under consideration from various role positions of the participants in the discussion. At the consultation, various aspects of the problem are considered, complementary to each other as a result of a pedagogically appropriate distribution of roles;

- “brainstorming” and its educational version - synectics - involve searching for a solution to a problem by putting forward ideas by the participants in the discussion. Every student has the opportunity to offer original solution which will be discussed. In this case, the discussion should be structured so that each student can participate in it as part of a working group. To do this, the class is divided into several small subgroups (5 - 7 people). At the end of the discussion, representatives of each subgroup present their message.

Discussion can precede discussion.

Discussion represents a purposeful, orderly exchange of ideas, judgments, opinions in a group for the sake of searching for truth and solving a problem.

The use of discussion allows students to gain new information, increase competence, test their own ideas and evaluate their reliability. It allows you to develop communication skills and the ability to use your intellect, test your feelings and their interpretation by others. Discussion forms the habit of taking responsibility for your words and decisions, and teaches you to avoid mistakes made by others.

In the pedagogical literature there are the following forms of discussion:

- “debate” - an obviously formalized discussion, built on the basis of pre-fixed speeches of participants - representatives of two opposing, rival teams;

- “court hearing” - a discussion simulating a trial (hearing a case);

- “aquarium technique” - discussion of material, the content of which is associated with contradictory approaches, conflicts, disagreements. The emphasis in it is on the very process of presenting a point of view and its argumentation. The group is divided into subgroups, each of which selects a representative who introduces the group’s position to the rest of the audience. After discussing the problem in groups, representatives gather at the board, express and try to defend the position of their group. No one except the representatives has the right to speak, but group members are allowed to convey instructions to their representatives in notes. Both representatives and groups may request a “time out” for consultation. The “aquarium” discussion of the problem between group representatives ends either after a predetermined time has elapsed or after a solution has been reached. It is then critiqued by the entire audience. This form of discussion is interesting because the students have only five or six speakers in their field of attention, which allows them to focus on the main positions.

Didactic games as a teaching method contain great potential for activating the learning process. At the same time, school practice and the results of experiments have shown that didactic games can play a positive role in learning only when they are used as a generalization of a wide arsenal of traditional methods, and not as a substitute for them.

There are other classifications of teaching methods. The large number of approaches to this issue is explained by the complexity of the object of research and the seriousness of the tasks posed by society to the modern school. In light of new requirements for school, scientists and teachers are looking for teaching methods and techniques that would the best way contributed to their solution.

a system of regulatory principles and rules for organizing educational material and pedagogically appropriate interaction between the teacher and students, used to solve a certain range of didactic and educational tasks.

Excellent definition

Incomplete definition ↓

Teaching method

a system of joint actions of the teacher and cadets (listeners), which cause specific changes in the psyche, in the activity of the subject of the teaching, ensuring the formation of a certain type of activity in the subjects of the teaching. The definition of the concept of “teaching method” in the theory of pedagogy reflects, on the one hand, aspects of actually implemented teaching practice, and on the other, the objective laws of teaching activity as a specific area of ​​social work. Usually, when revealing this concept, representatives of various schools and directions record the characteristics characteristic of this pedagogical system: learning goals, priority method of learning, the nature of interaction between the teacher and students. Thus, didactic methods reflect the target, psychological and epistemological aspects of teaching. The history of the development and establishment of teaching methods is very long. In ancient times, teaching methods based on imitation prevailed. The students watched the teacher and repeated certain actions. Showing an image and repeated reproductive reproduction of the shown actions can be considered one of the most ancient teaching methods. Since the organization of schools, verbal teaching methods have been widely introduced into practice. The main method of teaching was oral, and somewhat later the printed word, which students had to remember and, if necessary, mechanically reproduce. Thus, in the Middle Ages, the dogmatic method of teaching arose and became widespread. Somewhat later, the humanists of the Renaissance (F. Bacon, H. Vives, F. Rabelais, M. Montaigne, etc.) advocated the development of the human personality on the basis of initiative and activity, the conscious acquisition of knowledge. Based on the philosophical ideas of F. Bacon, J.A. Comenius developed a theory of teaching methods, in which the great teacher generalized a number of objective principles: training should be carried out in accordance with the strength and age of the students, go from the particular to the general, from simple to complex, combine words and visuals. In the 19th century various teaching methods were also tested in the pedagogical systems of I.G. Pestalozzi, I.F. Herbart, F.A. Disterweg. In Russia, K.D. was one of the first to propose the most effective scheme for teacher-learner interaction. Ushinsky. He achieved the highest results due to the fact that he gave students the opportunity to work independently, but at the same time discreetly and skillfully supervised their educational work. At the turn of the XIX-XX centuries. Heuristic methods have become widely popular in teaching. One of the options for their use during classes was proposed by the American pragmatic teacher J. Dewey, who, in order to overcome the passive role of students, shifted the center of gravity to their independent work. However, in the pedagogical system he proposed, the role of the teacher was clearly underestimated, and his functions were reduced to conducting random consultations and conversations. It must be recognized that there are pedagogical schools that remove from didactics that part of it that explores the methods and organizational forms of teaching. For example, representatives of the Göttingen pedagogical school(V. Dilthey, H. Nohl, E. Spranger, etc.), developing the ideas of “humanitarian” pedagogy, separate didactics (the study of the content of education) and methodology (the study of the methods and means of transmitting this content). In the military school, the development of teaching methods also occurred progressively. For example, during the time of Peter the Great, military training educational institutions was carried out as follows: having memorized the primer, the student began the book of hours, then began the psalter, ending the “verbal science”; “written science” was limited to copying letters and numbers. Thus, students were required not to provide evidence and reasoning, but to memorize definitions, formulations, and answers to pre-posed questions. Organization and order in the classrooms were maintained by guys who were supposed to have “a whip in their hands, and if any of the students... behaved outrageously, they would beat them with the whip, regardless of the origin of the student.” A completely different approach to the learning process can be observed in the cadet corps under Catherine II. Teachers and educators were charged with the duty of “treating the cadets with all quietness and courtesy”, noting what everyone is capable of, what inclinations and inclinations they have, in order to accurately determine in the future where they can be used with greater benefit. young man- in military or civilian service. An analysis of the organization of the training process in various historical eras shows that the choice of methods and forms of training future officers largely depended on what goals were set for the military education system: utilitarian - to prepare a good, but narrow specialist, or broad - to give students not only professional, but also extensive general educational knowledge to prepare, first of all, a citizen. An analysis of pedagogical literature shows that in the twentieth century. Discussions on how to most effectively organizationally and methodologically structure the learning process in higher education have not ended. Thus, in textbooks for pedagogical universities of the 70s, the basis is most often taken on the principle that any pedagogical phenomenon includes four components: subject, object, goals of activity, subject of joint activity (things, properties, relationships existing in objective reality, as well as knowledge about them, which is a product cultural development). With this approach, the concept of “method” as a pedagogical category is characterized through changes in time of all four components: - method as an aspect of the subject’s activity; - method as a side of the activity of the object of pedagogical influence; - method depending on the intended general and specific goals of the activity; - method as a characteristic of the structure and form of the subject of their joint activity. Based on the last aspect, a rather complex definition is formulated: “The teaching method is a way of managing (on the part of the subject) the process of formation of an individual or group (since pedagogically conscious influence is one of the most general factors of such formation) through giving a certain form and structure to the subject of their joint activity in in accordance with the goals pursued. Consequently, a method is a method of control through the subject’s choice of pedagogically appropriate forms of fixing content and ways of deploying this content.” IN textbook on pedagogy for military universities (1976) teaching methods are understood as methods of management cognitive activity students to solve certain didactic tasks. In a modern higher military school, unilateral control of the learning process of cadets and students by the teacher becomes ineffective. The priority is to develop their ability to independently acquire knowledge and creatively navigate the flow of scientific information. The shift in emphasis towards the formation of subject-subject relationships in teaching is also reflected in the definitions of the teaching method as a pedagogical category. In the Russian Pedagogical Encyclopedia, published in 1993, the teaching method is considered as a system of sequential interconnected actions of the teacher and students, ensuring the assimilation of the content of education. In textbooks on pedagogy in recent years, the authors somewhat expand the proposed definition. I.P. Podlasy believes that the teaching method is, first of all, “the orderly activity of the teacher and students, aimed at achieving a given goal. At the same time, the methods of teaching activity of the teacher (teaching) and the methods of educational activity of students (teaching) are closely related to each other”; I.F. Kharlamov proposes to understand teaching methods as “methods of the teacher’s teaching work and organizing the management of students’ cognitive activity in solving various didactic tasks aimed at mastering the material being studied.” Structurally, the method acts as an ordered set of techniques, and the technique is considered as an element, link, elementary act of the pedagogical process. Individual techniques may be part of various methods. For example, recording basic concepts is used both when the teacher explains new material and when students work independently. In pedagogical practice, methodological techniques are used to activate the attention of cadets and listeners when they perceive new material or repeat what they have learned, and stimulate cognitive activity. The method and technique may be reversed. For example, if a teacher conveys new knowledge by means of explanation, during which he demonstrates visual aids, then this demonstration acts as a technique. If the visual aid is the object of study and basic knowledge cadets and listeners receive on the basis of its consideration, then verbal explanations act as a technique, and demonstration as a teaching method. IN educational process Military university teaching methods perform the following functions: - teaching (implement training goals in practice); - developmental (they set the pace and level of development of cadets and students); - educating (affect the results of education); - stimulating (act as a means of inducing learning); - control and correction (diagnostics and management of the learning process for cadets and students). One of the most debated problems of modern higher education didactics is the representation existing methods training from a systemic perspective. Currently there is no consensus on this issue. Due to the fact that different authors use different characteristics when distributing teaching methods into groups and subgroups, there are a number of classifications. 1. Explanatory and illustrative method. Cadets and students receive knowledge in a “ready” form. Perceiving and comprehending facts, assessments, conclusions, they remain within the framework of reproductive (reproducing) thinking. In military universities, this method is widely used for transmitting a large amount of information. 2. Reproductive method. This includes the application of what has been learned based on a sample or rule. The activities of students are algorithmic in nature, i.e. carried out according to instructions, regulations, rules. 3. Method of problem presentation. Using a variety of sources and means, a military teacher, before presenting the material, poses a problem, formulates a cognitive task, and then, revealing a system of evidence, comparing points of view, different approaches, shows a way to solve the problem. 4. Partial search or heuristic method. It consists of organizing an active search for solutions to cognitive tasks put forward in training (or independently formulated) either under the guidance of a teacher or on the basis of heuristic programs and instructions. 5. Research method. After analyzing the material, setting problems and tasks, and brief oral or written instructions, cadets and students independently study literature, sources, conduct observations and measurements, and perform search activities. None of the classifications considered is free from shortcomings. It should be assumed that there are no “pure” teaching methods. They mutually penetrate each other, characterizing the versatile interaction between the teacher and students. “And if we can say at a certain stage that one method is being used, it only means that it is currently dominant.” In the real educational process, the most important thing is not the attribution of methods to one classification or another, but the teacher’s deep knowledge of their didactic essence, the conditions for effective use, and the ability to use them to manage the cognitive activity of cadets and students. Let us briefly consider the essence and pedagogical conditions for the effectiveness of using the most traditional teaching methods in a military university. A story is a narrative and informational method of presenting educational material, the purpose of which is to communicate facts and conclusions, describe events and phenomena. There are several types of stories: descriptive, popular science, fiction, etc. Any story must have a plot and be colorful, concrete, and exciting. Its duration depends on the nature of the material being studied, the location of the lesson, the number of students and is usually 20-30 minutes. In this case, the story can be combined with an explanation and demonstration of various kinds of visual aids. Pedagogical conditions for the effective use of the story are reliability, scientific character, the presence of vivid, emotional examples, logic of presentation, simplicity, accessibility of language, elements of the teacher’s personal assessment of the events described. The pace of presentation should be close to normal conversational speech. It is not recommended to speak too loudly or actively gesticulate with your hands, as this tires the listeners. However, in order to attract students’ attention to a particular position, it is advisable to move from quiet speech to loud one, from a normal pace to a slow one, or vice versa (to create contrast in presentation). In order for the story to become more meaningful and logical, it is advisable for the military teacher to draw up an outline and, if necessary, use it during the lesson. Explanation is a verbal interpretation of patterns, essential properties of the object being studied, individual concepts and phenomena. This is a monologue form of presentation, the use of which is most effective when studying complex educational material using methods of evidence and reasoning. An explanation can be used either in its pure form or as part of a story, conversation or lecture. Pedagogical conditions for increasing the effectiveness of explanation of material are logical reasoning, a well-thought-out system of evidence, clarity of formulation, drawing the attention of cadets and listeners to the main, main points of presentation. Conversation is a dialogical method of teaching, during which students either themselves come to learn new material, or consolidate and expand what they have previously learned. Conversation is one of the oldest methods of didactic work. Based on the number of cadets and students present at classes, they distinguish between individual and frontal conversations; depending on the specific goals and content of the educational material - heuristic, informative, introductory (introductory) and consolidating. There are two ways to structure a conversation: consideration of a particular issue followed by a transition to generalizations; discussion general issue, and based on it - private ones. The choice of one method or another depends on the content of the topic, the preparedness of cadets and students, and the pedagogical skill of the military teacher. At the same time, it is important to remember that an instructive and useful conversation will only turn out if active participation both students and teacher. Pedagogical conditions for effective conversation are brevity, clarity and unambiguity of the questions asked, reliance on the knowledge and personal experience of cadets and students. During the conversation, it is necessary to avoid edification and teaching, and to listen to any, sometimes erroneous, opinions. The conversation is especially interesting and lively when disputes flare up, a discussion arises, which is an exchange of opinions, and students defend their subjective points of view on the issue being studied. An educational discussion needs a clear methodological development, as well as a time limit for the presentations of its participants. It is most productive if the participants have a certain amount of knowledge and independent thinking, and are able to argue, prove and substantiate their point of view. If, during a discussion, students have questions for the teacher that he cannot answer immediately, then it is necessary to subsequently find answers to them and bring them to the attention of the students and students. Methods of oral presentation, consolidation and discussion of educational material, as a rule, are combined with the use of visual aids, which increases the efficiency of the learning process. In didactics, there are methods of display (display of posters, diagrams, maps, actions, techniques, etc.) and methods of demonstration (demonstration of films, experiments, samples of military equipment, etc.). The essence of the method is that with the help of various means (personal demonstration, demonstration with the help of specially trained cadets and listeners, demonstration exercises on communication technology, etc.), students create an image of the subject being studied or form an idea of ​​a certain object or phenomenon. The main requirements when displaying visual aids are planning, thoughtfulness and appropriateness of use; moderate dosage of the presented material; the ability of a military teacher to work with technical teaching aids; focusing the attention of cadets and listeners on the most important points demonstrations; ensuring unity of explanation and clarity. It is important to choose the right pace of presentation. So, learning some actions ( physical exercise, setting up equipment, etc.) at first it is better to carry out it at a slow pace so that students can see its elements and understand the sequence of execution. You should also not clutter the show with unnecessary details that obscure the main thing and prevent cadets and listeners from focusing their attention on it. With the expansion of the scope of application of new information technologies, the traditional demonstration model is complemented by videos and multimedia training, which help cadets and students immerse themselves in the subject by showing how to solve proposed problems using video texts. Multimedia is a technology that combines text, sound, graphics in color and dynamic design in one software product and involves interactive communication along the “human-computer” line. The practical skills and abilities necessary for cadets and students can be formed, consolidated and brought to perfection using the exercise method. Exercise is the repeated performance of mental or practical actions in order to master them or improve the quality of their performance. Exercises can be reproductive, aimed at reproducing and repeating what was previously learned, and creative, related to the application of acquired knowledge in new conditions. Depending on the nature and degree of influence on the formation of the skill, exercises are divided into preparatory (initial development), basic (subsequent development of the action as a whole), training (improving the level of execution). The general conditions for the successful application of the exercise method include the active and conscious participation of all cadets and listeners in solving practical problems; systematicity, consistency, rhythm in carrying out exercises; their diversity and gradual complication through the introduction of new elements; careful control over the correct execution of all details of the exercise; giving them a developmental character; developing students’ self-control and self-assessment skills in performing actions; bringing the exercise conditions as close as possible to the real situation; entry into educational activities elements of a competitive nature. To maintain interest in training among cadets and students, you can complicate the conditions and reduce the time to complete them. In the structure of teaching methods, there is an objective part (constant, unshakable provisions present in the method) and a subjective part (determined by the personality of the teacher, specific conditions, the contingent of students, associated with pedagogical skills). In domestic higher education didactics, certain approaches to the choice of teaching methods have developed depending on the specific circumstances and conditions of the educational process. The choice of teaching methods can be determined by: - ​​the general goals of education, upbringing, development and psychological preparation of cadets and listeners; - features of the teaching methodology of a particular academic discipline and the specifics of its requirements for the selection of didactic methods; - goals, objectives and content of the material of a particular lesson; - time allocated for studying this or that material; - level of preparedness of cadets and students; - level of material equipment, availability of equipment, visual aids, technical means; - the level of preparedness and personal qualities of the military teacher himself. Yu.K. Babansky proposed a slightly different approach to the choice of teaching methods, including six sequential steps of the teacher: - decide whether the material will be studied independently or under the guidance of a teacher; - determine the ratio of reproductive and productive methods. If conditions exist, preference should be given to productive methods; determine the relationship between inductive and deductive logics, analytical and synthetic ways of cognition, the measure and methods of combining verbal, visual, and practical methods; - determine ways and means of stimulating the activities of students; - determine “points”, intervals and methods of control and self-control; - think over backup options in case the actual learning process deviates from the planned one. Taking into account the complex of these circumstances and conditions, the teacher makes a decision on choosing a specific method or their combination for conducting a training session.