Methods and forms of lesson organization. Master class "Active techniques, means and methods of teaching in history lessons"

Features of the construction of the lesson of the module “Fundamentals of Secular Ethics”.

I structure the lesson from the perspective of achieving subject and meta-subject results. The set goals are realized by observing certain requirements for the construction of the lesson.

Determining the stages of the lesson. At the beginning of the lesson motivation stage (knowledge updating). This builds students up emotionally and ensures that their experiences are connected to the new knowledge they are about to learn.

Formulating the lesson topic and defining objectives – this is also a separate stage, since independent discovery of the topic of the lesson and its goals allows not only to form regulatory learning activities, but at the same time support the motivation of students, helping them to identify the questions to which they need to find the right answers.

Studying new material, systematizing and consolidating the learned knowledge takes most lesson. For this it is used problematic stage situation (search for a solution to the problem). After securing acquired new knowledge, we move on to forming an attitude, determining the student’s position towards the acquired knowledge, transferring the lesson to a personal level, using reflection stage, analytical stage, working with information.

The use of various techniques and methods in teaching this course is the main task. It is very important not to turn the lesson into a moralizing conversation. In lessons, try to create conditions for students to understand norms, rules and accept them through search, research, and the collision of different points of view. Use different kinds activities such as independent work, pair work, group work.

It is important at each stage of the lesson to evaluate the effectiveness of the work, returning to the questions formulated at the beginning of the lesson.

Methods and techniques for working in the classroom.

Active methods training is based on a practical orientation, built on game action and the creative nature of learning, interactivity, various communications, dialogue and polylogue, the use of knowledge and experience of students, group form organization of educational activities, involvement of all senses in the process, activity approach to learning, movement and reflection. All active teaching methods used in ORKSE lessons can be divided into three groups:

· methods used at the beginning of a lesson to create a favorable microclimate for the lesson,

· during its implementation

· and reflection.

Active learning methods (AMT) should arouse in students the desire to independently understand complex issues and, based on an analysis of existing factors and events, develop optimal solution on the problem under study for its implementation in practice.

Active forms of classes are forms of organizing the educational process that contribute to a diverse (individual, group, collective) study of educational issues, active interaction between students and teachers, a lively exchange of opinions between them, aimed at developing correct understanding the content of the topic being studied and ways of its practical use.

For each stage of the lesson, its own methods are used to effectively solve specific tasks of the stage.

At the beginning of the lesson you can use gaming methods. In the first lesson “Russia is our Motherland” the possibilities of the game “How we are alike” can be used. All students sit in a circle. The host invites one of the participants into the circle based on any real or imagined similarity with himself. For example: “Sveta, please come out to me, because you and I have the same hair color (or we are the same height, etc.).” Sveta comes out into the circle and invites one of the participants to come out in the same way. The game continues until all participants are in a circle. The teacher leads the children to the idea: if we all find ourselves in one big circle, which means we are all somewhat similar to each other.

In the process of working on the topic of the lesson, I use the following methods:

Heuristic method – a method of cognition that is used to solve creative problems in the process of discovering new things. For example, discussion problematic situation: What to do if you are offended?

Method of moral discussions - used to create a problem situation that is understandable to students, which is related to real life and includes three to four questions . For example, based on analysis and evidence of the legitimacy of the “hero’s” behavior, choose different answer options. This method allows students to make independent choices in similar life situations.

Research method. They are used in the organization of training, in which students become researchers: they independently identify a hypothesis based on the data, draw conclusions and generalizations, and become familiar with the concepts on their own. For example, they prepare drawings, select examples, compose stories and fairy tales. For example, in a lesson on the topic: “ Golden Rule morality” select passages in the text with which they completely agree or those where they would like to argue. Formulate rules that must be followed by all people to life together in society.

Of particular interest was the form of work - interview. The guys write questions and interview their relatives about family traditions.

Problem-based learning. This method is used to increase interest in the subject. It manifests itself especially clearly when studying the topics “The Golden Rule of Morality” and “Justice”.

The main types of reading used are:

· introductory reading (extracting basic information or highlighting individual fragments);

· learning reading (extracting complete and accurate information with subsequent interpretation of the content of the text);

· exploratory reading (finding specific information or fact);

· reflective reading (comparing different points of view and different sources of information, comparing illustrative information with text information).

The use of printed aids (reproductions, illustrations, etc.) is aimed at creating a figurative perception of the material being studied, at establishing internal connections of the course not only at the theoretical, but also at the visual level.

Working with textbook texts helps to understand the essence of the phenomena and facts being studied. Taking into account the age characteristics and level of preparation of 4th grade students, the use of texts of a small volume of didactic and allegorical content (proverbs and sayings, parables, stories, fables, poems, etc.) can be considered optimal.
The use of various tasks for individual topics is aimed at developing general educational communication skills:

· tasks for composing questions to the text;

· tasks to search for information in a text (with a short answer in the form of a sentence, phrase or word);

· multiple-choice tasks (of a test nature);

· drafting a text plan;

· tasks of a logical nature (selection of synonyms, continue the chain of words);

· working with deformed text (insert a word; restore the sequence of sentences, etc.);

· tasks for transcoding text into another format (drawing a diagram, table, illustrating, etc.);

· assignments to the text (answering questions, headings, composing questions independently).

Use in lessons game exercises in the application of acceptable behavior patterns, mastery of skills effective communication help to establish good interpersonal relationships, increase communication skills, strengthen respect for others and self-esteem, and adjust one’s behavior.

Working in groups allows students to stimulate independent work, thinking, and the ability to work in a team, increases the efficiency of learning educational material, and forms in the minds of students a consistent logical structure of knowledge, methods, and concepts used in a given subject.

Application.

Exercise “Decipher the word.” Imagine that the word “communication” requires decoding, but an unusual one. It is necessary to use each letter included in the word in order to characterize the concept of “communication”. For example:

O - unification, openness;
B - proximity, safety;
Ш - generosity;
E - unity, like-mindedness;
N - necessity;
And - sincerity, truth.

Crosswords.

Enter the words in the table: prudence, kindness, love, courage, modesty, humility, patience, diligence, chastity, generosity, so that the name can be read in the selected vertical cells ancient Greek philosopher, the founder of the science he called “ethics”.

Vocabulary dictation.

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Traditional types of lessons:

• learning new material;
• formation and consolidation of new knowledge;
• generalization and systematization of knowledge;
• integrated application of knowledge;
• testing and assessment of knowledge;
• combined lesson.

Non-traditional types of lessons:

• lesson-competition (marathon, KVN, etc.);
• lesson-excursion;
• holiday lesson (Christmas, Maslenitsa, etc.);
• lesson-dialogue;
• lesson-game;
• lesson-quiz;
• film lesson;
• travel lesson;
• lesson-performance;
• lesson project;
• integrated lesson;
• lesson-debate, lesson-lecture, lesson-discussion, lesson-conference, etc.

Method translated from Greek means “path to something.” The method is a process of interaction between the teacher and students, as a result of which the transfer and assimilation of knowledge, skills and abilities provided for by the content of training occurs.

There are no universal teaching methods in pedagogy. It is impossible to use only one method in the process of teaching schoolchildren in the classroom. As a rule, in a lesson, depending on its type, purpose and objectives, the teacher combines several teaching methods. In our opinion, in a correctional school, teachers can partially use the classification of teaching methods, compiled according to the nature of educational and cognitive activity. This is due to the fact that the success of learning depends to a decisive extent on the orientation and internal activity of schoolchildren, on the nature of their activities. And this classification includes the degree of independence and creativity in the activities of students. Note that in humanities subjects, the nature of the activity, the degree of independence and creativity are of particular importance and serve as an important criterion when choosing teaching methods.

The explanatory and illustrative teaching method is a method in which students gain knowledge from the teacher’s story, educational literature, through manuals and technical teaching aids. The material is discussed and comprehended using reproductive (reproducing) thinking. This method is most often used when explaining new material.

Reproductive method of teaching - the application of the studied material is carried out on the basis of a sample or rule. Students' activities are algorithmic in nature. Tasks and exercises are carried out according to instructions, regulations, rules in situations similar to those shown in the example. As a rule, this method is used in the formation and consolidation of the studied material.

The method of problem presentation in teaching is a method in which, using a variety of sources and means, the 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. tasks. Schoolchildren become witnesses and participants in the educational search. The method is used when studying new material.

Partial search or heuristic method - consists of organizing an active search for solutions to cognitive problems put forward in training (or independently formulated) under the guidance of a teacher or based on methodological instructions on a card, in a textbook, etc. The thinking process becomes productive, but at the same time it is gradually directed and controlled by the teacher or the students themselves with teaching aids. This method is used both at the stage of familiarization with the material and at the stage of its consolidation and generalization.

The research method of teaching is a method in which, after analyzing the material, setting problems and tasks, and brief oral or written instructions, students perform the work as independently as possible. It is in research activities that initiative, independence and creative search are most fully manifested. This method is most often used at the stage of generalization and control.

Some methodological techniques used in literary reading lessons

The use of each teaching method is usually accompanied by techniques and tools. The teaching method acts as an element of the teaching method, as it component. The technique does not have an independent task, but is subordinate to the task that is performed using the method. The same techniques can be used in different teaching methods and vice versa. The actual activity of teaching consists of certain techniques. For example, the method of working with a reasoning algorithm can serve explanatory-illustrative, reproductive or research methods. The set of techniques in a lesson depends on the purpose and objectives, type of lesson, stage of the lesson, methods used, type and method of student activity. The level of students' preparation and the specific learning situation are also taken into account.

Teaching aids are all those materials with the help of which the teacher carries out the educational process: didactic materials; educational visual aids; technical training aids, etc.

"Problematic situation." This technique contributes to the formation of thinking and speech, develops creative abilities, teaches you to formulate and defend your point of view. A problematic situation may arise from difficulty, contradiction or surprise. The teacher creates a problematic situation and invites students to find a solution to this problem. The technique can be used both when summarizing the material studied and when introducing a new topic.

Is everything in the characters' dialogue okay? Does anything surprise you?

Why can't we complete this task (answer the question)? What are we missing?

Why did you choose this particular subject (answer)?

Why do you think this is what needs to be done?

Why do you think that I am talking specifically about this hero (work)?

What would you do if you were the hero?

Are all the items suitable for us for...? What is extra (what is missing)?

"Catch the mistake." This technique activates students' attention. Forms the ability to analyze information, apply knowledge in a non-standard situation, and critically evaluate the information received. The teacher offers students information containing an error. Students look for a mistake in a group, pair or individually, argue, confer. Having reached a certain opinion, the group voices its answer. The error may be in the title of the work, the actions of the hero, answers to questions, etc.

“Yes-no.” The technique develops the ability to systematize material, connect disparate facts into a single picture, and the ability to listen and hear each other. This technique is used during frontal work in order to quickly interview children and check homework, understanding the topic. A lighter version of this technique is used in correctional schools. The teacher asks the children questions united by a certain topic or from different areas. When answering questions, schoolchildren use only two words “yes” and “no” in their answers.

“Listen, let’s discuss.” With the help of this technique, schoolchildren are instructed to carefully listen to the material and discuss it further. This could be a teacher's story, a text reading, a student's report. After listening to the material, students are asked questions taking into account the individual characteristics of each student.

"Sinquain." The word "cinquain" comes from the French word for "five" and means "a poem consisting of five lines." This technique is aimed at enhancing the cognitive activity of students in the lesson and is used at the stage of consolidating and generalizing the material. The read work is proposed to be analyzed according to five points. Sinkwine is compiled in accordance with certain rules, this option is somewhat simplified for use in a correctional school:

Line 1 – the object, animal or person you liked in the work. It is written as one noun.

Line 2 – characteristics of the selected object, animal or person - two adjectives.

Line 3 – actions performed by the selected object, animal, person - three verbs.

Line 4 – a sentence, a phrase that carries a certain meaning, expressing an attitude towards the character.

Line 5 – summary, conclusion, attitude to the work, to the character or to the entire work - one word or phrase.

“Repeat mine and add yours.” The technique develops short-term RAM, helps to identify students’ knowledge on the topic being studied. The reception can be carried out in the form of a relay race. The teacher (or student) names an object and passes the baton to a neighbor, who comes up with a second word related to the same group of objects and names two words in order. The next student names two words and adds his own, etc.

"Good or bad". The technique is aimed at activating the mental activity of students in the lesson. Forms the ability to find positive and negative aspects in an object or situation; the ability to evaluate an object or situation from different positions, taking into account different roles. The teacher names an object or situation, and students take turns naming “pros” and “cons.” There may be another option when the teacher offers a subject (situation), and the student describes a situation for which it is useful. The next student looks for why this situation is harmful, etc. The third option can take the form of a game “Seller and buyer” or “Shall we buy or not?”. Students are divided into sellers and buyers. Some are trying to sell this item and describe its advantages, others are not sure about the need for this purchase and name its disadvantages. The role of the seller can be played by some famous character. He offers to buy a book in which he is the main character and talks about all the advantages of this book. And some negative character is dissuading everyone from buying this book.

"Short and to the point." The technique is aimed at developing the ability to briefly formulate one’s thoughts, both orally and in writing. This technique involves composing short texts - telegrams, announcements, notes, reviews, annotations, reviews. There are two possible options for using this technique: a more complex version of this technique is to independently compose the text; an easy option - when schoolchildren determine the type of text, to whom it is addressed, by whom it was written, etc. For example, students are invited to compose the text of the telegram themselves, either from themselves or from some character. Briefly write the most important thing, wish something for the hero of the work, ask for something, invite somewhere. The telegram can also be addressed to your desk neighbor, for example with a recommendation to read a fairy tale.

"Meeting with a Hero." The technique is aimed at developing the ability to independently formulate and ask questions. This technique involves creating a dialogue with a character in the work. The teacher creates a speech situation in which schoolchildren are asked to imagine that they are about to meet the hero of the work being studied. The teacher asks you to formulate and ask this hero one or two questions. You can ask students to guess what the answer to asked question hero.

"Box." The technique is aimed at developing mental operations, the ability to generalize and highlight the main thing, as well as at developing coherent oral speech when proving the correctness of the choice of subject. The teacher offers to fill the box (basket), putting in it, for example, the qualities of the character’s character, wishes for the hero, items that will be useful to him on a long journey, etc. The use of a box or basket is not necessary; cards with images of objects, names of objects, wishes can be attached to a magnetic board, laid out on a desk, etc. Students must explain their choice.

"Without words". The technique is aimed at developing non-verbal communication and creative activity. This technique involves the use of dramatization elements. With the help of facial expressions and gestures, students are invited to demonstrate their emotional attitude towards the hero, the situation, to show the habits and character of the hero, i.e. express an emotional state without words.

"Dictation of meanings." The technique is aimed at forming an active vocabulary of schoolchildren, at the ability to define a subject by its characteristics, actions and purpose. In this technique, the teacher dictates not the words, but their meaning. It could be a dictation, or it could be a crossword puzzle. For example, a case for arrows - a quiver.

“I want to ask” or “Ask a question.”

Questions can be asked not only about the text, but also about illustrations and a specific situation. The student can start with the words “I want to ask...” or immediately ask a question of interest. A certain amount of time is allotted for preparing questions; questions can be written down on a piece of paper. Supports can be used in the form of cards with the first question words (how, why, what, where, etc.). Lookup tables are also used for this technique.

“I agree - I disagree.” The reception helps to update students’ knowledge and enhance mental activity. Forms the ability to evaluate a situation or facts, the ability to express one’s opinion, and formulate statements grammatically correctly. Students are asked to express their attitude to a number of statements. The statement may or may not be true. The answer to the statement must begin with the words: “Yes, I agree with you that... or No, I disagree with you that...”.

"True False". The technique contributes to the formation of the ability to express and defend one’s point of view. In this technique, students are offered statements. Statements can be the most unexpected and illogical. The student’s task is to agree or disagree with these assumptions. The student must answer true or false and justify his point of view.

“What would happen if...” This technique is aimed at developing schoolchildren’s speech creativity, imagination, and the ability to predict and change the situation. Students are invited to fantasize and imagine how events in the work would develop if the situation or the character’s actions were slightly different.

"Public speaking". This technique is aimed at developing the ability to confidently and calmly give a short report in front of the class. Students are asked to prepare a speech on the topic at home. Depending on the level of the students, the search for material on the topic occurs independently; the student may be given a plan for the report, questions, or the teacher may give ready text report.

"Artists and Spectators". This technique is aimed at developing the creative abilities of students and involves the use of dramatization different forms. Staging group and individual skits and performances. Work takes place mainly outside school hours.

"Ask a Question". The technique is aimed at increasing interest in the educational material and developing the ability to meaningfully formulate questions. The teacher asks to compose as many questions as possible to the text (paragraph, passage, chapter) or indicates a specific number of questions.

Teaching methods are ways of joint activity between teacher and students aimed at solving learning problems.

A technique is an integral part or a separate side of a method. Individual techniques may be part of various methods. For example, the technique of students recording basic concepts is used when the teacher explains new material, when working independently with the original source. 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.

Classification of teaching methods

In modern didactics there are:

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

visual methods (the source of knowledge is observable objects, phenomena; visual aids); practical methods (students gain knowledge and develop skills and abilities by performing practical actions);

problem-based learning methods.

Verbal methods

Verbal methods occupy a leading place in the system of teaching methods. 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. 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.

Story - oral, figurative, consistent presentation of small-volume material. The duration of the story is 20 - 30 minutes. The method of presenting educational material differs from explanation in that it is narrative in nature and is used when students report facts, examples, describe events, phenomena, experience of enterprises, when characterizing literary heroes, historical figures, scientists, etc. The story can be combined with other methods: explanation, conversation, exercises. Often the story is accompanied by a demonstration of visual aids, experiments, filmstrips and film fragments, and photographic documents.

A number of pedagogical requirements are usually presented to the story, as a method of presenting new knowledge:

the story should provide the ideological and moral orientation of teaching;

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

have a clear logic of presentation;

be emotional;

be presented in simple and accessible language;

reflect elements of personal assessment and the teacher’s attitude to the facts and events presented.

Explanation. 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. An explanation is characterized by the fact that it is evidential in nature and is aimed at identifying the essential aspects of objects and phenomena, the nature and sequence of events, and revealing the essence of individual concepts, rules, and laws. Evidence is ensured, first of all, by the logic and consistency of presentation, persuasiveness and clarity of expression of thoughts. While explaining, the teacher answers the questions: “What is this?”, “Why?”.

When explaining, various means of visualization should be well used, which help to reveal the essential aspects, topics, positions, processes, phenomena and events being studied. During the explanation, it is advisable to periodically pose questions to students in order to maintain their attention and cognitive activity. Conclusions and generalizations, formulations and explanations of concepts and laws must be accurate, clear and concise. Explanation is most often resorted to when studying theoretical material 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:

consistent disclosure of cause-and-effect relationships, reasoning and evidence;

use of comparison, juxtaposition, analogy;

attracting vivid examples;

impeccable logic of presentation.

Conversation - 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 the assimilation of what has already been studied. Conversation is one of the most common methods of didactic work.

The teacher, relying on the knowledge and experience of students, by consistently asking questions, leads them to understand and assimilate new knowledge. Questions are posed to the whole group, and after a short pause (8-10 seconds) the student’s name is called. This has great psychological significance - the whole group is preparing for the answer. If a student finds it difficult to answer, you should not “pull” the answer out of him - it is better to call another.

Depending on the purpose of the lesson, different types of conversation are used: heuristic, reproducing, systematizing.

Heuristic conversation (from the Greek word “eureka” - found, discovered) is used when studying new material.

The reproducing conversation (control and testing) has the goal of consolidating previously studied material in the students’ memory and checking the degree of its assimilation.

A systematizing conversation is carried out with the aim of systematizing students’ knowledge after studying a topic or section in repeating and generalizing lessons.

One type of conversation is an interview. It can be carried out both with groups as a whole and with individual groups of students.

The success of conversations largely depends on the correctness of asking questions. Questions should be short, clear, meaningful, and formulated in such a way as to stimulate the student’s thoughts. You should not ask double, suggestive questions or encourage you to guess the answer. You should not formulate alternative questions that require clear answers like “yes” or “no”.

In general, the conversation method has the following advantages:

activates students;

develops their memory and speech;

makes students' knowledge open;

has great educational power;

is a good diagnostic tool.

Disadvantages of the conversation method:

takes a lot of time;

contains an element of risk (a student may give an incorrect answer, which is perceived by other students and recorded in their memory).

Conversation, in comparison with other information methods, provides relatively high cognitive and mental activity of students. It can be used in the study of any academic subject.

Discussion . Discussion as a teaching method is based on the exchange of views on a particular issue, and these views reflect own opinion participants or rely on the opinions of others. 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 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.

Working with a textbook and book is the most important teaching method. Work with the book is carried out mainly in lessons under the guidance of a teacher or independently. There are a number of techniques for working independently with printed sources. The main ones:

Note taking- summary, a brief record of the content of what was read without details or minor details. Note-taking is done in the first (oneself) or third person. Taking notes in the first person better develops independent thinking. In its structure and sequence, the outline must correspond to the plan. Therefore, it is important to first draw up a plan, and then write notes in the form of answers to the questions in the plan.

Abstracts can be textual, compiled by verbatim extracting from the text individual provisions that most accurately express the author’s thoughts, and free, in which the author’s thoughts are expressed in his own words. Most often, mixed notes are compiled, some wordings are copied from the text verbatim, while other thoughts are expressed in your own words. In all cases, you need to ensure that the author’s thoughts are accurately conveyed in the summary.

Drawing up a text plan: The plan may be simple or complex. To draw up a plan, after reading the text, you need to break it into parts and title each part.

Testing - a summary of the main ideas of what you read.

Citation- 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- a brief condensed summary of the content of what was read without losing the essential meaning.

Review- writing a short review expressing your attitude about what you read.

Drawing up a certificate: certificates can be statistical, biographical, terminological, geographical, etc.

Drawing up a formal logical model- verbal-schematic representation of what was read.

Lecture as a teaching method, it is a consistent presentation by the teacher of a topic or problem, in which theoretical principles, laws are revealed, facts, events are reported and analyzed, and the connections between them are revealed. Individual scientific positions are put forward and argued, various points of view on the problem under study are highlighted, and correct positions are substantiated. A lecture is the most economical way for students to obtain information, since in a lecture the teacher can convey scientific knowledge in a generalized form, gleaned from many sources and which is not yet in textbooks. The lecture, in addition to presenting scientific positions, facts and events, carries the power of conviction, critical assessment, and shows students the logical sequence of disclosure of a topic, question, scientific position.

For a lecture to be effective, it is necessary to comply with a number of requirements for its presentation.

The lecture begins with a statement of the topic, lecture plan, literature and a brief rationale for the relevance of the topic. A lecture usually contains 3-4 questions, a maximum of 5. The large number of questions included in the content of the lecture does not allow them to be presented in detail.

The presentation of the lecture material is carried out in accordance with the plan, in a strict logical sequence. The presentation of theoretical principles, laws, and the disclosure of cause-and-effect relationships is carried out in close connection with life, accompanied by examples and facts) using various visual aids and audiovisual means.

The teacher continuously monitors the audience, the students’ attention, and if it falls, takes measures to increase students’ interest in the material: changes the timbre and tempo of the speech, gives it more emotionality, poses 1-2 questions to the students or distracts them with a joke for a minute or two , an interesting, funny example (measures to maintain students’ interest in the topic of the lecture are planned by the teacher).

During the lesson, lecture material is combined with the creative works of students, making them active and interested participants in the lesson.

The task of each teacher is not only to give ready-made tasks, but also to teach students how to do them on their own.

The types of independent work are varied: this includes work with the head teaching aid, taking notes or tagging it, writing reports, abstracts, preparing messages on a particular issue, composing crosswords, comparative characteristics, reviewing student responses, teacher lectures, compiling reference diagrams and graphics, artistic drawings and their protection, etc.

Independent work - an important and necessary stage in organizing a lesson, and it must be thought through most carefully. You cannot, for example, “refer” students to a textbook chapter and simply ask them to take notes on it. Especially if you have freshmen in front of you, and even a weak group. It is best to first give a series of supporting questions. When choosing the type of independent work, it is necessary to differentiate students, taking into account their capabilities.

The form of organizing independent work that is most conducive to the generalization and deepening of previously acquired knowledge and, most importantly, the development of the ability to independently master new knowledge, the development of creative activity, initiative, inclinations and abilities is seminar classes.

Seminar - one of the effective methods of conducting classes. Seminar classes are usually preceded by lectures that define the topic, nature and content of the seminar.

Seminar classes provide:

solution, deepening, consolidation of knowledge acquired at lectures and as a result of independent work;

formation and development of skills in a creative approach to mastering knowledge and independently presenting it to an audience;

development of student activity in discussing issues and problems put up for discussion seminar class;

Seminars also have a knowledge control function.

Seminar classes in college settings are recommended to be conducted in study groups second and senior years. Each seminar lesson requires extensive and thorough preparation by both the teacher and the students. The teacher, having determined the topic of the seminar lesson, draws up a seminar plan in advance (10-15 days in advance), which indicates:

topic, date and teaching time of the seminar session;

questions to be discussed at the seminar (no more than 3-4 questions);

topics of the main reports (messages) of students, revealing the main problems of the seminar topic (2-3 reports);

a list of literature (basic and additional) recommended for students to prepare for the seminar.

The seminar plan is communicated to students in such a way that students have sufficient time to prepare for the seminar.

The lesson begins with an introductory speech by the teacher, in which the teacher informs the purpose and order of the seminar, indicates what provisions of the topic should be paid attention to in student speeches. If the seminar plan provides for a discussion of reports, then after the teacher’s introductory speech, reports are heard, and then there is a discussion of the reports and issues of the seminar plan.

During the seminar, the teacher poses additional questions, trying to encourage students to move on to a discussion form of discussing individual provisions and questions posed by the teacher.

At the end of the lesson, the teacher sums up the seminar, gives a reasoned assessment of the students’ performances, clarifies and supplements individual provisions of the seminar topic, and indicates which issues the students should work on additionally.

Excursion - one of the methods of acquiring knowledge is integral part educational process. Educational and educational excursions can be sightseeing, thematic, and they are usually conducted collectively under the guidance of a teacher or specialist guide.

Excursions are a fairly effective teaching method. They promote observation, accumulation of information, and formation of visual impressions.

Educational and educational excursions are organized on the basis of production facilities for the purpose of general familiarization with production, its organizational structure, individual technological processes, equipment, types and quality of products, organization and working conditions. Such excursions are very great importance for career guidance of young people, instilling a love for their chosen profession. Students receive a figurative and concrete idea of ​​the state of production, the level of technical equipment, and the requirements of modern production for the professional training of workers.

Excursions can be organized to a museum, company and office, to protected areas for nature study, to various kinds of exhibitions.

Each excursion must have a clear educational, educational and educational purpose. Students must clearly understand what the purpose of the excursion is, what they should find out and learn during the excursion, what material to collect, how and in what form, summarize it, and write a report on the results of the excursion.

These are brief characteristics main types of verbal teaching methods.

Visual teaching 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.

Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method.

Illustration method involves showing students illustrated aids: posters, tables, paintings, maps, sketches on the board, etc.

Demonstration method usually associated with demonstration of instruments, experiments, technical installations, movies, filmstrips, etc.

When using visual teaching methods, a number of conditions must be met:

the visualization used must be appropriate to the age of the students;

visualization should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson; observation should be organized in such a way that students can clearly see the object being demonstrated;

it is necessary to clearly highlight the main thing that is essential when showing illustrations;

think through in detail the explanations given during the demonstration of phenomena;

the demonstrated clarity must be precisely consistent with the content of the material;

involve students themselves in finding the desired information in a visual aid or demonstrated device.

Practical teaching methods

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

Exercises. Exercises are understood as repeated (multiple) performance of a mental or practical action in order to master or improve its quality. Exercises are used in the study of all subjects and at various stages of the educational process. The nature and methodology of the exercises depends on the characteristics of the academic subject, the specific material, the issue being studied and the age of the students.

Exercises by their nature are divided into oral, written, graphic and educational. When performing each of them, students perform mental and practical work.

According to the degree of independence of students when performing exercises, they are distinguished:

exercises to reproduce the known for the purpose of consolidation - reproducing exercises;

exercises to apply knowledge in new conditions - training exercises.

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

Let's consider the features of using exercises.

Oral exercises contribute to the development logical thinking, memory, speech and attention of students. They are dynamic and do not require time-consuming record keeping.

Writing exercises are used to consolidate knowledge and develop skills in its application. Their use contributes to the development of logical thinking, written language culture, and independence in work. Written exercises can be combined with oral and graphic exercises.

To graphic exercises include student work on drawing up diagrams, drawings, graphs, technological maps, making albums, posters, stands, making sketches during laboratory practical work, excursions, etc. Graphic exercises are usually performed simultaneously with written ones and solve common educational problems. Their use helps students better perceive educational material and promotes the development of spatial imagination. Graphic works, depending on the degree of independence of students in their implementation, can be of a reproductive, training or creative nature.

Creative works students. Carrying out creative work is an important means of developing students’ creative abilities, developing the skills of purposeful independent work, expanding and deepening knowledge, and the ability to use it when performing specific tasks. Students' creative work includes: writing abstracts, essays, reviews, developing coursework and diploma projects, performing drawings, sketches and various other creative tasks.

Laboratory works - this is the conduct by students, on the instructions of the teacher, of experiments using instruments, the use of tools and other technical devices, i.e. this is the study by students of any phenomena using special equipment.

Practical lesson - this is the main view training sessions, aimed at developing educational and professional practical skills.

Laboratory and practical classes play an important role in the learning process of students. Their significance lies in the fact that they contribute to the development in students of the ability to apply theoretical knowledge to solving practical problems, to conduct direct observations of ongoing processes and phenomena, and, based on the analysis of observation results, learn to independently draw conclusions and generalizations. Here students independently acquire knowledge and practical skills in handling instruments, materials, reagents, and equipment. Laboratory and practical classes are provided for in the curriculum and relevant training programs. The teacher’s task is to methodically correctly organize the students’ performance of laboratory and practical work, skillfully direct the students’ activities, provide the lesson with the necessary instructions, teaching aids, materials and equipment; clearly set the educational and cognitive goals of the lesson. It is also important, when conducting laboratory and practical work, to pose students questions of a creative nature that require independent formulation and solution of the problem. The teacher monitors the work of each student, provides assistance to those who need it, gives individual consultations, fully supports the active cognitive activity of all students.

Conducted laboratory works in an illustrated or exploratory manner.

Practical work is carried out after studying large sections, and the topics are general in nature.

Problem-based learning methods

Problem-based learning involves the creation of problem situations, i.e. such conditions or such an environment in which the need for processes of active thinking, cognitive independence of students, finding new yet unknown ways and techniques for completing a task, explaining yet unknown phenomena, events, processes.

Depending on the level of cognitive independence of students, the degree of complexity of problem situations and methods for solving them, the following methods of problem-based learning are distinguished.

Reporting presentation with problematic elements . This method involves the creation of single problem situations of minor complexity. The teacher creates problematic situations only at certain stages of the lesson in order to arouse students' interest in the issue being studied and concentrate their attention on their words and actions. Problems are solved as new material is presented by the teacher himself. When using this method in teaching, the role of students is rather passive, the level of their cognitive independence is low.

Cognitive problem presentation. The essence of this method is that the teacher, creating problematic situations, poses specific educational and cognitive problems and, in the process of presenting the material, carries out an indicative solution to the problems posed. Here, using a personal example, the teacher shows students what techniques and in what logical sequence they should solve problems that arise in a given situation. By mastering the logic of reasoning and the sequence of search techniques that the teacher uses in the process of solving a problem, students perform actions according to the model, mentally analyze problem situations, compare facts and phenomena and become familiar with the methods of constructing a proof.

In such a lesson, the teacher uses a wide range of methodological techniques - creating a problem situation in order to pose and solve an educational-cognitive problem: explanation, story, use of technical means and visual teaching aids.

Dialogical problem presentation. The teacher creates a problematic situation. The problem is solved through the joint efforts of the teacher and students. The most active role of students is manifested at those stages of problem solving where the application of knowledge already known to them is required. This method creates quite wide opportunities for active creative, independent cognitive activity of students, provides close feedback in learning, the student gets used to expressing his opinions out loud, proving and defending them, which, in the best possible way, fosters the activity of his life position.

Heuristic or partial search method is used when the teacher sets the goal of teaching students individual elements of independent problem solving, organizing and conducting a partial search for new knowledge by students. The search for a solution to a problem is carried out either in the form of certain practical actions, or through visually effective or abstract thinking - based on personal observations or information received from the teacher, from written sources, etc. As with other methods of problem-based learning, the teacher at the beginning classes poses a problem to students in verbal form, or by demonstrating experience, or in the form of a task, which consists in that, based on the information received about facts, events, the structure of various machines, units, mechanisms, students draw independent conclusions and come to a certain generalization, established cause-and-effect relationships and patterns, significant differences and fundamental similarities.

Research method. There are few differences in the teacher’s activities when using research and heuristic methods. Both methods are identical in terms of constructing their content. Both heuristic and research methods involve the formulation of educational problems and problematic tasks; the teacher controls the educational and cognitive activities of students, and students in both cases acquire new knowledge, mainly by solving educational problems.

If in the process of implementing the heuristic method, questions, instructions and particular problem tasks are proactive in nature, i.e. they are posed before or in the process of solving the problem, and they perform a guiding function, then with the research method questions are posed after students have basically completed with the solution of educational and cognitive problems and their formulation serves as a means for students to control and self-test the correctness of their conclusions and concepts, acquired knowledge.

The research method is thus more complex and is characterized by a higher level of independent creativity. search activity students. It can be used in classes with students who have a high level of development and fairly good skills creative work, independent solution of educational and cognitive problems, because this method of teaching in its nature is close to scientific research activities.

Selection of teaching methods

In pedagogical science, based on the study and generalization of the practical experience of teachers, certain approaches to the choice of teaching methods have developed depending on various combinations of specific circumstances and conditions of the educational process.

The choice of teaching method depends on:

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

on the characteristics of the subject being studied;

on the specific teaching methods academic discipline and the requirements for the selection of general didactic methods determined by its specificity;

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

on the time allocated for studying this or that material;

from age characteristics students;

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

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

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

By choosing and applying teaching methods and techniques, teaching worker strives to find the most effective methods training that would ensure high quality knowledge, development of mental and creative abilities, cognitive, and most importantly, independent activity of students.

First of all, let us name the method of artistic and pedagogical dramaturgy, which was developed by L.M. Predtechenskaya and has long been used in the practice of teaching the subject “World Artistic Culture” in high school1. This method, combining the laws of development of action in dynamic forms of art, primarily in drama, and the laws of constructing a school lesson, helps to compositionally build an art lesson as a single artistic and pedagogical whole. There are several stages that flow from one another and form a single line of the lesson: from the moment of its inception (exposition, beginning, creation of a problem situation), through development (development of the problem) to its peak (culmination) and, finally, to its decline (denouement) . But the action of the lesson does not end with the denouement: like a work of art, an art lesson, having sunk into the souls of the students, awakening their thoughts and feelings, will continue for them beyond the walls of the classroom in their thoughts and actions - this important stage of the lesson, which has no end , we call "aftereffect". Using the method of artistic and pedagogical dramaturgy makes it possible to merge the line of the lesson’s events with the line of students’ experiences, and therefore create the most favorable conditions for the emergence of communication between the three “partners” of the art lesson. In addition, this method makes it possible to achieve another very important result in teaching art - the integrity of the schoolchildren’s impression of the artistic phenomenon to which the lesson is dedicated: its image is created and permanently imprinted in the minds of the children. Not just knowledge, but an image, an artistic picture, i.e., what touched feelings and emotions, what was experienced and felt, has a personal meaning.

Artistic perception and empathy are the most complex mental activities in which all its spheres participate: both consciousness and the “unconscious psyche” with its intuition, emotions, and imagination. When organizing the empathy of students in the lesson, you need to include in the work all the named “mechanisms of mental activity”, and not only turn them on, but also tune them to the desired wavelength - on the same wavelength as the work of art that is being considered in the class. The lesson should not only contain information about the work of art - the history of its creation, information about the author, etc., but also be imbued with its pathos. The pathos of a work of art should reign in the lesson, determining its intonation, its tempo, its rhythm, and penetrate all its elements. And among the means of expressiveness of the MHC lesson, which determine its pathos and convey it to students, are literary and musical epigraphs, as well as other types of use in a lesson dedicated to any one type of art, works of other arts.

The most important means of expressiveness of an art lesson is its speech text. a teacher of artistic culture, undoubtedly, must be capable of an inspired story, a figurative statement, must be able to use figurative and expressive means of the art of words in his speech, must also possess some secrets of acting that will give his language intonation expressiveness, and his behavior - artistry .

The artistic and pedagogical means of expressiveness of a lesson in world artistic culture also include methods of organizing "statements" of art, which includes the selection of works of art (or fragments from them) that will be “spoken” in the lesson. It is important to select works that most clearly characterize the author and the era in which they were created, and at the same time interesting and close to our students. It is also necessary, taking into account the psychological aspects of perception, to determine the number of “utterances” and their duration. TO external conditions perceptions include the quality of audiovisual media and sound-reproducing equipment, and the creation in the classroom of an environment close to that of a concert hall or theater.

The organization of the process of students’ perception of “statements” of art in the lesson, i.e., the internal conditions of perception, is thought out in accordance with its stages, which are determined by the science of artistic perception: this is preparation for perception (or pre-setting), the direct process of perception (or the process of initial perception) and comprehension of perception.

First stage- preparation for perception consists in creating conditions for the internal readiness of students to communicate with art - an attitude towards perception. It is formed by the entire course of the lesson preceding perception with the help of artistic and pedagogical means, which were mentioned above. Our students should want to see, hear or read this or that work, and expect it to be “expressed” in class.

Second phase- direct, “face to face” meeting of students with art. The first impression that schoolchildren receive from a work of art can be very strong, will be remembered for a long time, and will determine the further course of perception. What should you focus on when organizing this important stage? Firstly, by setting the students the task of upcoming literary reading, listening to a piece of music or viewing a picture. Secondly, on creating conditions for the students’ physical actions to freeze. Thirdly, on providing a sufficient (no less, but no more) amount of time for initial perception, which should include a mandatory pause after listening or viewing a work of art. The transition to the next stage of perception - comprehension of what was seen or heard - should be carried out very gently, carefully, for fear of destroying the emotional state in which the students are still located. On third stage perception, the students must begin to clarify the first impression, correct it, penetrate into the depths of the work - that is, its awareness must begin. (Note that awareness as such may not occur in the lesson; for some it will happen after some time or may not happen at all.) Here, schoolchildren enter into dialogue with the author of the work, expressing their agreement or disagreement with him. The means of organizing students’ activities at this stage of perception will be artistic and pedagogical analysis. Let us highlight its principles.

• 1. Artistic and pedagogical analysis does not destroy the integrity of perception. The examination of individual parts, fragments, and details of a work, i.e., a “selective course of perception,” is carried out in close connection with the “holistic coverage of the work.”
• 2. Artistic and pedagogical analysis provides an approach to a work that is filled with meaning for the student. This means that he: involves the entire mental apparatus of the students in the work: emotions, imagination, thought; makes students’ perception of a work of art conscious; in the process of analyzing the work and in connection with it, it contributes to the emergence among schoolchildren of relationships between the work of art and the facts, ideas, feelings, perceptions, and lives of the students themselves already known to them.
• 3. Penetrating into the concept of a work and bringing students into dialogue with its author, artistic and pedagogical analysis is based on the form of the work, which is considered not as a set of technical means, but as a meaningful form expressing artistic content.
• 4. Synopsis of the lesson of the MHC “Romanticism in foreign music. Fryderyk Chopin (1810-1849).

Lesson plan.

Lesson stages.	Their logical meaning.	Questions for students.
I. literary and musical epigraphs (Second Concerto for Piano and Orchestra)	Exposition.
II.Chopin - national Polish composer	Setting up and staging Problems.	Why is the music of Chopin, of whom the Poles are the national pride, called close by people all over the world?
III. Concert in Chopin's park. "Revolutionary sketch". 1)listening-1 2) Conversation. Chopin and Poland's struggle for nationality. Independence. 3)listening-2 With simultaneous viewing of E. Delacroix’s painting “Freedom, leading the people." 4) Conversation. Chopin and Delacroix.	Development. The image of Poland fighting for national independence in Chopin's work. Freedom-loving ideas in Homesickness in Chopin's work.	What events took place at this time in Poland? What do these works have in common?
IV. Mazurka No. 2, Op. 24. 1)listening 2) a picture of folk rural life 3) the originality of Chopin’s works	Chopin-national Polish composer. Influence at Chopin's work Polish folk	What picture does this music evoke in your imagination? miniature? Can we say that Chopin's mazurka is only Imitation of folk dance?
V. Performing Chopin's mastery	Development
VI. Polonaise No. 6 - a reminder of the former greatness of Poland 1)listening 2) conversation 3)statements of great people about 4) the meaning of Chopin's music.	Climax. Specifically- historical meaning music of Chopin and her universal meaning	What is the music about? Polonaise addressed to the composer's contemporaries?
VII.Nocturne No. 2	Denouement. Originality Chopin's nocturnes.

Scenario of the lesson-concert.

“My heart is where my homeland is.”

The inscription on the memorial plaque in Warsaw where Chopin's heart is kept.

“...What beauty there is in creativity,

What perfection...

What greatness!

A. Rubinstein.

The lesson begins with the sound of the second movement of Fryderyk Chopin's piano concerto No. 2, written in 1829. in Warsaw. What follows is the teacher's story. In the central park of Warsaw there is a monument to Fryderyk Chopin. He creates a sublime romantic image of the national Polish composer, inspired by his homeland. People all over the world love Chopin's music, but his memory is especially revered in Poland, the country where the composer's heart is located. Chopin's body rests in the Pere Lachaise cemetery in France, where the composer had to live the last twenty years of his life, and his heart, at the request of Chopin himself, was brought to his homeland and since then has been carefully preserved in the Church of the Holy Cross in Warsaw.

The music of this composer is considered near and dear to people of various nationalities. His music is heard in the best concert halls all over the planet. How can this be explained? Let's think about this question while listening to Chopin's music in today's lesson.

Let's imagine that we are in the composer's homeland, in Warsaw's Chopin Park. Concerts are held here every summer Sunday: the best pianists different countries perform works by Chopin. And so the concert begins. Everyone listens to music... Etude No. 12 sounds. After the end of the music, the students, trying not to disturb the sublime atmosphere, answer the questions: What feelings come over us when we listen to this work? What image does it create? The entire sketch is permeated with the hot breath of struggle, and the image of revolutionary Poland emerges. The sketch was painted in 1831. Students answer the question: what events took place at that time in Poland? Just then, in 1830-1831. An uprising for national independence occurred in Poland.

Fryderyk Chopin was brought up in the spirit of love of freedom and patriotism; even in his youth, Fryderyk heard speeches filled with ardent love for his homeland and hatred of the oppressors. After graduating from the Lyceum in 1826, Chopin entered a higher music school. Her students often visited the university, which was one of the centers of the national liberation movement. In November 1830, Chopin left Poland to improve his skills. In November of the same year, an uprising broke out in Warsaw. Grief and despair overwhelmed Chopin, and it was then that he created the “Revolutionary Etude.” A painting by E. Delacroix “Liberty Leading the People” is projected onto the screen. What do these works have in common? Chopin's music and Delacroix's painting are surprisingly in tune with each other. Both the sketch and the painting are romantic works, clearly revealing the feelings of people of that time, creating an image of inspired struggle, both are imbued with a thirst for freedom.

Somewhat later French artist Eugene Delacroix and Polish composer Fryderyk Chopin became close friends. On the screen - “Portrait of Chopin” by E Delacroix.

Different music gives rise to different ideas and images. Mazurka No. 2 begins to sound. Op. 24. What picture does this miniature evoke in our imagination? We hear a dance - cheerful and lively, and at the same time somewhat restrained. His music is very graphic - thanks to the fact that Chopin, when creating it, used the means of expressiveness of the mazurka dance, widespread among the Polish people. Chopin introduces imitation of folk Polish into his mazurka musical instrument. Chopin knew and loved Polish folk music very well; it nurtured his talent. During his life, Chopin wrote about 60 mazurkas . Having called the mazurka a genre “picture,” can one say that it is only a simple imitation of folk dance? No, this is not an imitation of dance, but rather a story about it, where the main thing is the personality of the composer, the image of his soul. Chopin - the romantic poetizes folk life, admires him. Therefore, under the hand of the artist-musician, the village mazurka turned into an elegant, polished musical miniature.

Let’s imagine that Chopin himself plays for his compatriots in his homeland. And for his performance he chose one of his famous polonaises. Polonaise No. 6 sounds What does the music of the Polonaise tell about, addressed to contemporary composers? A grandiose solemn procession unfolds before the audience. The commanding chords and measured movement of the ancient dance carry you along, reminiscent of the pages of Poland’s past. Did the Poles need such music? A reminder of the former greatness of Poland was necessary for the Poles, seized by the idea of ​​national independence. And then, in the time of Chopin, his polonaises had enormous universal significance, which determined their eternal life - in them, according to F. Liszt, “one can hear, as it were, the firm, heavy tread of people speaking with valiant courage against all the most arrogant and unfair in fate person."

• - It's hard to find anything as perfect. He resembles Mozart more than anyone else.
• “Yes, Chopin is the most outstanding composer, Chopin in music is the same as Pushkin in poetry,” L.N. expressed his opinion about his favorite composer. Tolstoy.

Now the lyrical melody of Nocturne No. 2 sounds under the Warsaw sky. Chopin was not the founder of the nocturne, but he “raised the nocturne to unprecedented artistic heights, making it one of the brightest exponents of the romantic style.”

What methods of work were used in the lesson? General assessment of their application.

And how was the clarity expressed in the lesson: what demonstration tools were used, what illustrations were carried out? How were students' emotional experiences used? Evaluation of the use of these funds.

Did students work independently during the lesson and what forms did it take? Evaluation of the methodology for this work.

How was the reinforcement of new material in the lesson and repetition of what was learned organized?

Was there any variation in repetition?

How did the teacher pose the questions, their editing, sequence?

How did he express himself? individual approach to students and assessment of this type of work?

Was homework prepared and when was it given to the class?

How was the understanding of completed homework, lesson material, and past material taken into account during the lesson?

Teacher's behavior in class

Teacher's speech: correctness, clarity, accuracy, expressiveness, moderation.

Knowledge of the material.

Teacher literacy.

Mastery of technology (writing on a chalkboard, illustrations, demonstrations, laboratory work).

Knowledge of subject methodology.

The general nature of the teacher’s behavior in the classroom.

Lesson evaluation

What new did the lesson teach the students? Was it distinguished by its integrity and completeness? Is the dosage of material in the lesson correct?

The connection between the topic of the lesson and the previous material and how was it expressed?

Did the teacher maintain consistency in the lesson - didactic and logical?

Did the lesson raise questions for further work?

How was the correctional and educational work expressed in the lesson: sensorimotor education, structural simplicity of the lesson? Development of a range of ideas, comprehension of educational material, whether comparisons were made, whether generalizations and conclusions were made, illustrative material in the lesson.

What skills did the lesson teach the students and what skills did it develop in them?

Did the students understand the lesson material?

How did they develop certain skills?

Have the skills been practiced?

General assessment of educational work in the classroom.

How does the teacher evaluate his lesson?

General assessment of the selection of educational material, methods of work in the classroom, educational work, and teacher behavior.

What changes could be made to the lesson flow and working methods?

Assessing the pace of the lesson.

Overall assessment of the lesson.

MODERN ADDITIONS AND COMMENTS

“Methods and forms of educational work”

1. Teaching methods in a special school

Teaching methods are both a historical and a social category. Educational institutions are being reformed, the content of education is changing, following this, the ways of teaching and learning are changing, the school is faced with new tasks, the content of education is changing, and therefore teaching methods are changing. For this purpose, new means are used or traditional ones are improved.

From a philosophical point of view, the teaching method is called a form of movement of content in educational process. Consequently, any educational content cannot be introduced into the educational process outside of the method. One of the main tasks of a teacher is the optimal choice of teaching methods to provide education, upbringing, correction and development of students.

In the pedagogical literature there are various definitions of teaching methods. For example, in the theory of the formation of mental actions P.Ya. Galperin and N.V. Talyzina designs different methods of educational activity than in the theory of N.A. Menchinskaya and in the concept of problem-based learning by M.I. Makhmutova. Many didactics in their interpretation of the teaching method proceed from the understanding of learning as a joint activity of the teacher and students.

Teaching methods- these are the methods (types) of interconnected work of the teacher and students, with the help of which mastery of knowledge, skills and abilities is achieved, the worldview of students is formed, and their abilities are developed.

Any method must perform educational, educational, corrective and developmental functions if it is applied correctly, corresponds to the content of the lesson, is chosen adequately for the psychophysiological characteristics of students, if it is used not in isolation, but in combination with other teaching methods. Yu.K. Babansky noted that it is impossible “to find a universal method, a universal means or form of education suitable for all conditions”; it is necessary “in each specific case to evaluate the existing conditions and choose the best option for the learning process specifically for that situation” 1.

When choosing a method, the teacher must proceed from the fact that in given specific conditions this particular method will have the greatest educational, corrective, developmental and nurturing effect.

Teaching methods in the educational process of Type VIII schools closely interact with each other. Therefore, it is more correct to talk about their effective, optimal combination. This is determined by the goals, content of the lesson, the psychophysical characteristics of the students, the composition and preparedness of the class, etc., as well as the skill and personal capabilities of the teachers themselves.

Teaching methods are implemented through techniques, in certain forms and using certain means.

Methodical techniques- specific methods, elements of the method, reflecting the individual actions of the teacher and students in the learning process.

The variety of methodological techniques and their combinations, the introduction of new ones demonstrates the creativity and skill of the teacher, increasing the effectiveness of the teaching process.

Teaching methods are varied and numerous, so there is a need to systematize and classify them. By now

1 Babansky Yu.K.

time there is no uniform classification of methods. Different authors, when offering their classifications, base them on different characteristics. It should be noted that any classification of methods is relative, since in practice, as already noted, the methods are used in a complex and mutually integrate.

M.N. Skatkin and I.Ya. Lerner 1, based on the nature of students’ cognitive activity, subdivide methods explanatory and illustrative, reproductive, problematic, partially exploratory And research.

Yu.K. Babansky 2 identified the special functions of individual groups of teaching methods and proposed the following classification:

methods of organizing and implementing educational and cognitive activities of students, the dominant function of which is to organize the cognitive activity of students in sensory perception, logical comprehension of educational information, independence in the search for new knowledge;

methods of stimulation and motivation of cognitive activitytelnosti, the dominant function of which is stimulating-motivational, regulatory, communicative;

methods of control and self-control of educational and cognitiveactivities, whose dominant function is control and evaluation activities.

We will consider in more detail the traditional, historically established classification in practical activities, based on sources of knowledge: verbal, visual And practical methods of teaching mentally retarded children.

This classification, like all others, is criticized, in particular, by certain representatives of psychological science, who note that the word is not a source of knowledge, but the most important component of the cognitive process, that the word creates an image of a phenomenon, and this is a stage in the process of formation knowledge, and therefore the word cannot be considered as a source. However, the word can act both as a means of generating knowledge and as its source. This has been proven by the historical practice of teaching and the experience of life itself.

Each group of methods (verbal, visual, practical) includes related types. So, types of verbal methods, used in the VIII type school are teacher's storyclarification, conversation, work with a book. They are traditional, but in modern conditions they should be considered not only in terms of communicating ready-made educational information, but to a greater extent as a means of developing students’ thinking and their creative capabilities. So, in the process of a conversation or story, you can not only

1Lerner I.Ya. Didactic foundations of teaching methods. M: Pedagogy, 1981.

2 Babansky Yu.K. Teaching methods in a modern secondary school. M.: Education, 1985.

present educational material, but also answer students’ questions, and with a well-thought-out system of questions from the teacher, provoke mental activity in students.

TO visual methods teaching mentally retarded schoolchildren are of various types observations children, illu methodstrations And demonstration method.

The main feature of this group of methods is that the main source of knowledge when using them is the image (observable objects, phenomena, various visual aids). These methods are usually used in Type VIII schools in combination with verbal teaching methods, but can also be used with elements of problem-based learning and be creative in nature.

The use of visual methods in teaching is closely related to the implementation of the principle of visibility. However, these concepts cannot be mixed, they are different. Visualization is an important principle of learning, proclaimed by Ya.A. Komensky. This principle is implemented in almost all lessons in Type VIII schools; it is combined with any other methods. Thus, the use of visualization in the process of applying verbal methods was discussed above, but in those cases it was the word that was the source of information for students. When visibility becomes the main source of knowledge, it acquires the function of a method. The teacher conveys knowledge by showing, and the students’ activities are aimed at visual perception of objects and phenomena. Observing the demonstrated manuals (on their own, and more often with the help of the teacher’s carefully thought-out questions that organize the child’s perception), students reason, make simple generalizations and conclusions.

TO practical methods training used in a special school of the VIII type includes exercises, laboratory and practical work, experiments, educational and productive work.

At the core practical methods learning lies in the practical activities of students, which must be carried out under the guidance of a teacher and using elements of visualization. The question of the cognitive significance of practical actions for mentally retarded students was considered by V.G. Petrova. The use of practical methods is associated with the active activity of students’ receptors and analyzers, with the development of their general labor activity. At the same time, of course, the role of verbal thinking and speech in the implementation of practical actions is not denied.

So, the main source of knowledge when using practical teaching methods is action, that is, the activity performed by students.

The choice of teaching methods is determined by a number of factors: the objectives of the school at the current stage of development, the academic subject, the content of the material being studied, the age and level of development of students, as well as their level of readiness to master the educational material. The choice of teaching methods is influenced by the correctional orientation of training in special school, preparing students to master a certain profession, as well as solving problems of social adaptation.