Teaching methods in modern school. Methods of teaching at school at the present stage

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Introduction

School education has a great prerogative in human development, which should provide adequate knowledge and appropriate upbringing in the process of developing the student’s personality as a full-fledged social member of society, since this age period determines the great potential prospects for the diversified development of the child.

Relevance. Today, the main goal of a secondary school is to promote the mental, moral, emotional and physical development of the individual using various teaching methods.

Teaching method is a very complex and ambiguous concept. Until now, scientists dealing with this problem have not come to a common understanding and interpretation of the essence of this pedagogical category. And the point is not that insufficient attention was paid to this problem. The problem is the versatility of this concept. Translated from Greek, methodos means “path of research, theory,” otherwise - a way to achieve a goal or solve a specific problem. I. F. Kharlamov understands teaching methods as “methods of the teacher’s teaching work and the organization of educational and cognitive activities of students to solve various didactic problems aimed at mastering the material being studied.” N.V. Savin believes that “teaching methods are ways of joint activity between teacher and students aimed at solving learning problems.”

Modern advances in computer technology convincingly prove to us that teaching methods can also be understood as “a way of organizing the cognitive activity of students” (T. A. Ilyina) without the participation of a teacher at all. Thus, at the present stage of development of pedagogy, the following definition seems most adequate: teaching methods are ways of organizing the student’s educational and cognitive activity with predetermined tasks, levels of cognitive activity, learning activities and expected results to achieve didactic goals. (8, 129)

In primitive society and in ancient times, teaching methods based on imitation prevailed. Observation and repetition of the actions of adults turned out to be dominant in the process of transferring experience. As the actions mastered by a person became more complex and the volume of accumulated knowledge expanded, simple imitation could no longer ensure a sufficient level and quality of the child’s assimilation of the necessary cultural experience. Therefore, a person was simply forced to switch to verbal methods of teaching. This was a kind of turning point in the history of education; It has now become possible to transfer a large amount of knowledge in a short time. The student’s responsibilities included carefully memorizing the information transmitted to him. In the era of great geographical discoveries and scientific inventions, the volume cultural heritage humanity has grown so much that dogmatic methods have difficulty coping with the task. Society needed people who not only memorized patterns, but also could apply them. Consequently, visual teaching methods have reached their maximum development, helping to apply the acquired knowledge in practice. The shift towards humanitarian principles and ideals leads to the disappearance of authoritarian teaching methods, and they are replaced by methods of increasing student motivation. Now it was not the rods that should motivate the child to study, but an interest in learning and results. Further search led to the widespread use of so-called problem-based teaching methods based on the student’s independent movement towards knowledge. Development humanities, primarily psychology, led society to the understanding that a child needs not only education, but also the development of his internal abilities and individuality, in a word, self-actualization. This served as the basis for the development and widespread use of developmental teaching methods. Thus, the following three conclusions can be drawn from the evolution of teaching methods:

1. No single method can provide necessary results in full.

2. Follows from the previous one; good results can only be achieved by using a range of methods.

3. The greatest effect can be achieved using not multidirectional, but complementary methods that make up the system.

The purpose of the work is to explore teaching methods in modern schools.

In accordance with the goal, the following tasks were formulated:

Consider the theoretical foundations of teaching methods;

To study the characteristic features of some teaching methods in a modern school.

Characterize the teaching aids in the educational process.

Chapter 1. Theoretical foundations of teaching methods

1.1 Concept of teaching method

The teaching method is one of the main components of the learning process. If you do not use various methods, then it will be impossible to realize the goals and objectives of training. That is why researchers pay so much attention to clarifying both their essence and functions.

Nowadays, the development of a child’s creative abilities, his cognitive needs and the characteristics of his worldview must be given great attention. A.V. wrote about the importance of teaching methods. Lunacharsky: “It depends on the teaching method whether it will arouse boredom in the child, whether the teaching will glide across the surface of the child’s brain without leaving almost any trace on it, or, on the contrary, this teaching will be perceived joyfully, as part of a child’s game, as part of child's life, will merge with the child's psyche, become his flesh and blood. It depends on the teaching method whether the class will look at classes as hard labor and oppose them with their childish liveliness in the form of pranks and tricks, or whether this class will be welded together by the unity of interesting work and imbued with noble friendship for their leader. Imperceptibly, teaching methods turn into educational methods. One and the other are closely connected. And education, even more than teaching, should be based on knowledge of the child’s psychology, on the living assimilation the latest methods" (17, 126)

Teaching methods are a complex phenomenon. What they will be like directly depends on the goals and objectives of the training. Methods are determined, first of all, by the effectiveness of teaching and learning techniques.

In general, a method is a method, or a system of techniques, with the help of which one or another goal is achieved when performing a certain operation. So, when determining the essence of a method, two characteristic features of it can be identified. Firstly, we should talk here about the sign of purposefulness of the action, and secondly, about the sign of its regulation. These are the so-called standard characteristics of the method in general. But there are also specific ones that relate only to the teaching method. These primarily include:

- some forms of movement of cognitive activity;

- any means of exchanging information between teachers and students;

- stimulation and motivation of educational and cognitive activities of students;

- control over the learning process;

- management of students’ cognitive activity;

- disclosure of the content of knowledge in an educational institution.

Moreover, the success of implementing the method in practice and the degree of its effectiveness directly depend on the efforts of not only the teacher, but also the student himself.

Based on the presence of numerous characteristics, we can give several definitions to the concept of teaching method. According to one point of view, the teaching method is a way of organizing and managing educational and cognitive activities. If we approach the definition from a logical point of view, then the teaching method can be called a logical method that helps to master certain skills, knowledge and abilities. But each of these definitions characterizes only one side of the teaching method. The concept was most fully defined at a scientific and practical conference in 1978. According to it, teaching methods are “ordered methods of interrelated activities of teachers and students, aimed at achieving the goals of education, upbringing and development of schoolchildren.”

A logical approach to defining a teaching method was proposed back in pre-revolutionary years. ML later defended this approach. Danilov. He firmly believed that a teaching method is “a logical method used by a teacher through which students consciously acquire knowledge and master skills.” However, many researchers do not agree with this point of view, rightly arguing that mental processes in children should also be taken into account of different ages. That is why in order to successfully achieve learning results it is so important to influence the development of mental activity. (19, 115)

Within the framework of this issue, the point of view of E.I. is also interesting. Petrovsky, who approached the definition of the content and essence of teaching methods from a general philosophical point of view. He proposed to distinguish two categories in teaching methods - form and content. Based on this, the researcher presented the teaching method as “a form of teaching content that corresponds to the immediate didactic goal that the teacher sets for himself and the students at the given moment of teaching.”

There are other concepts of learning content. According to one of them, teaching methods are considered “as ways of organizing the cognitive activity of students, ensuring the mastery of knowledge, methods of cognition and practical activities.” For special sciences and humanities, teaching methods will be different. For example, in biology, experiments, research and observations must be present. When teaching history, an indispensable condition should be working with reference books, newspapers, magazines, drawing up diagrams, i.e. extensive research activities aimed at studying historical monuments. Without this component it is impossible to study history. When studying literature, it is impossible to do without a deep analysis of the text, research into the biography of the writer himself, the historical era in which he lived.

It is customary to distinguish between teaching and learning methods. Teaching methods contain not only methods, but also a description of how to organize learning activities. Moreover, any method can be chosen for training, it all depends on what goals he wants to achieve. Although sometimes one specific method is necessary to achieve success in teaching activities, others are ineffective.

The teaching method depends on:

1) from the purpose of the lesson. For example, 5th grade students need to learn verb conjugation. In this case, neither conversation nor coherent repetition will help students consolidate them. In this case, the most effective method would be for students to work independently, for example, doing exercises;

2) from the lesson stage. So, at the initial stage - during the period of explanation of new material - the method of conversation or information given in new topic, are offered for home fixing. Consequently, during the lesson, students will already understand what is being discussed. To consolidate the material, it is proposed to perform a number of exercises at home and remember what you have covered previously. A conversation between a teacher and students also helps;

3) on the content of training. Each subject has its own specific characteristics, and accordingly, a certain method is required to master it. For example, when studying physics and chemistry, students are asked to do a number of laboratory works. Thanks to this, they can consolidate and apply the acquired theoretical knowledge; 4) from mental characteristics and student capabilities. For older and older students younger age they will be different. Small children get tired of doing the same thing very quickly. for a long time, so it is not advisable to use one method when working with them. In this case, it is better to alternate methods of exposure. You can use the game method, since younger schoolchildren have a high need for motor activity. But here the teacher should constantly ensure that the methods used meet the learning objectives; 5) depending on local conditions. Both the population of children and local conditions play a role here. For example, in botany lessons it is necessary to visually show several types of plants. This will not be difficult for a rural teacher to do, but it may cause some difficulties for a city teacher. If it is not possible to show the material being explained using a live example, you should use other means, for example, make diagrams or drawings and show them on the board;

6) from the availability of teaching aids. Visual aids play a huge role in choosing a teaching method. It happens that without it it is simply impossible to explain new material. So, for example, while studying geometric shapes, you can make flat and three-dimensional models, include watching a movie or photographs in the lesson;

7) from the personality of the teacher. For example, some teachers can explain a topic in a very long and interesting way, keeping the class's attention until the end of the lesson. For others, on the contrary, live, long-term communication is difficult. Therefore, it is quite natural that they will use another method that is more acceptable to them. But this does not mean that the teacher should use the same methods that he likes. It is necessary to apply the best ones, as a result of which the effectiveness of training will increase. The choice of method is individual for each teacher and for each case.

It should be noted that the teacher must constantly improve his professional skills, expand the range of methods used and apply them in practice. Otherwise, if teaching methods are used incorrectly, there may be negative results. It is very important to remember that the methods must be used in combination, because a single method will not be able to achieve the objectives and learning objectives. As evidence, we can cite the words of Yu.K. Babansky. Reflecting on the problem of teaching methods in his book “Choosing Teaching Methods in high school", he said: “The more aspects the teacher justified the choice of a system of teaching methods (perceptual, epistemological, logical, motivational, control and regulatory, etc.), the higher and more durable educational results he achieves in the learning process during the same time allotted for studying the relevant topic.” (3, 125)

1.2 Classifications of teaching methods

There is no consensus on this issue in didactics. Therefore, there are several types of classification of teaching methods. For example, at first they tried to classify methods from the point of view of educational activities. According to it, they are divided into two groups.

1. Method of ready knowledge. In this case, students perceive, memorize and understand the information conveyed by the teacher.

2. Research method. It is aimed at independent study of the material and acquisition of knowledge.

At that time, much attention was paid to the research method. It was considered universal and opposed to all other teaching methods. Ultimately, this classification was abandoned. An attempt to classify the methods was also made by the Georgian researcher D.O. Lorkipanidze. In his opinion, methods can be divided into verbal, verbal, working with a book, writing and educational and practical exercises. They corresponded to such sources as books, textbooks, the teacher’s word, students’ practical activities, observations, and research. (19, 135)

Some scientists, in accordance with the sources of knowledge, divide methods into three categories:

1) verbal;

2) visual;

3) practical,

The developers of this classification were E.I. Golant, S.G. Shapovalenko, N.M. Verzilin. Due to the fact that the classification was simple and accessible, it became quite widespread. But still it did not receive general recognition. One of those who did not agree with this classification was R. G. Lemberg. He motivated his disagreement by the fact that word and speech are not a source of knowledge. In his opinion, the primary component in cognitive activity is the image. In turn, practice is not only a source of knowledge, but also a criterion of truth. Lemberg's comments on the issue that in the proposed classification of the group of researchers (Golanta, Shapovalenko, Verzilina) there are no clear boundaries for assigning methods to another group are justified. (8, 136)

There is also a classification of teaching methods according to didactic objectives. The result is the following.

1, The educational task is the acquisition of knowledge by students;

a) preparing students to listen to the teacher’s explanation. Methods: preliminary observations, preliminary reading of the material;

b) presentation of knowledge by the teacher. Methods: explanation, story, conversation, lecture, showing teaching aids, visual objects, conducting experiments;

c) thinking about the topic presented by the teacher and consolidating it in practice. Method: studying book and educational material",

d) acquisition of knowledge by students without prior explanation by the teacher. Methods: work with books, textbooks, practical experiments.

2. The educational task is to develop students' skills and abilities. Method: doing exercises.

3. The educational task is the application of knowledge by students in practice. Method: drawing up and solving problems, conducting laboratory and creative work.

4. The educational task is to consolidate the acquired knowledge and skills in practice. Methods: reading educational material, repeating some practical work and doing exercises, conducting conversations. Concluding discussions on previously studied material.

5. Educational task - testing knowledge and skills in practice. Methods: oral survey of the studied material, ongoing testing of knowledge through observation. Carrying out written and practical tests,

Despite its detail, this classification is also not ideal. The fact is that it cannot be clearly systematized, since some methods are used to solve different problems.

There is also another type of classification, according to which teaching methods are divided according to the degree of independence of students. Despite the fact that there is a grain of meaning in this division, the methods here are considered in accordance with the sources of knowledge gained, for example, when working with a book, textbook, during experiments, observations.

There is another classification proposed by researchers I.Ya. Lerner and L. Ya. Skatkin. In their opinion, teaching methods are ways of organizing the cognitive activity of students, with the help of which knowledge, skills and abilities are acquired during the learning process. So, they classify all methods into four categories. (8,137)

1. Explanatory and illustrative, or reproductive, method. This method is associated, first of all, with students’ assimilation of ready-made knowledge. The teacher imparts this knowledge to them in various forms, and they, accordingly, reproduce this knowledge.

2. Problematic method. In this case, students actively participate in discussing and solving various kinds of educational problems. These problems are put forward by the teacher himself for educational purposes.

3. Research method. Here the problem is solved by the students themselves. The teacher plays the role of organizer of students’ independent search activities.

4. Partial search method. This is a more accessible and simpler method compared to the research method. With its help, students acquire knowledge, skills and abilities at separate stages, called elements of the process of scientific knowledge. This is achieved by creating hypotheses, through observation or solving logical problems.

According to the authors of this classification, teaching methods in their traditional understanding are the external manifestation of the methods they named. In other words, the explanatory-illustrative method is similar to a demonstration, lecture, story, conversation, written exercises, working with textbooks, etc. As for the problematic method, it corresponds to the teacher’s evidence-based presentation, information learned from a textbook or popular science book, excursions and demonstrations. The research method is adequate to observations, experiments, drawing up plans, solving cognitive problems, designing, etc.

But this classification has also been criticized. Some researchers felt that it does not solve the didactic problem of classifying teaching methods. B.P. Esipov, the author of the textbook “Fundamentals of Didactics,” states the following on this matter: “The problem of teaching methods is replaced by the problem of the essence of the process of cognitive work of students during learning.” (8,139)

In this regard, some didactics suggest using the following division of teaching methods: verbal, visual, practical. But it should be noted that all these methods are used together or in various combinations. But in any case, practical methods are a mandatory addition, since the connection between theory and practice should not be broken. After all, everyone knows that theory without practice means little.

There is another classification of teaching methods proposed by M.I. Pakhmutov. It is a unique version of the classification developed by I.Ya. Lerner and M.N. Skatkin. Its author identifies four teaching methods, which he calls as follows: (8.139)

- information and performance;

- explanatory-reproductive;

- information retrieval;

- stimulating and exploratory.

Another classification is known, according to which teaching methods are divided into three large groups:

1) methods of organizing and carrying out educational and cognitive activities. They help ensure the process of mediation of educational information by the individual;

2) methods of stimulation and motivation of educational and cognitive activity. They provide the most important functions of regulating the educational process, as well as its cognitive, volitional and emotional activation;

3) methods of monitoring and self-monitoring of the effectiveness of the educational and cognitive process. They help the teacher control the educational work of students, and also carry out self-control of students. Each of these groups takes into account close interaction between students and teacher. It turns out that the teacher’s organizational skills play as important a role as the self-organization of the students themselves. The teacher must constantly stimulate students, due to which their internal stimulation occurs. Teacher control and student self-control are just as closely combined; in other words, they mutually determine each other.

This unique approach to teaching methods, according to some researchers, is associated with their diversity and the possible addition of new ways of learning. In this regard, it is not individual methods that are classified, but their groups. In addition, the number, like the methods, is not constant; it can vary if more detailed divisions are made within groups. Moreover, it should be noted that each of these methods performs several functions at once: educational, educational and developmental. In addition, each method has its own dominant function, according to which it can be classified into one group or another.

Within each group of methods, subgroups can be distinguished. In the first group (methods of organizing and implementing educational and cognitive activities), perceptual methods, or methods of organizing and implementing sensory perception of educational information, are considered. The second subgroup includes logical methods, or, as they are also called, methods of organizing and carrying out mental activity of an inductive, deductive and other nature. The third subgroup consists of gnostic methods, or methods of a reproductive and search nature. The last to be included in this group are management methods in teaching or, in other words, methods of managed and self-managed educational and practical activities.

Let's look at each subgroup in more detail. Perceptual methods include the following types;

1) verbal methods, which include conversation, story, lecture, etc.;

2) visual methods, including demonstrations, illustrations, etc.;

3) practical methods, which consist of exercises, laboratory experiments, work activities, etc.

The system of perceptual methods includes not only sources of information, but also the nature of sensory perception, which includes visual, auditory and proprioceptive-tactile. As for classification from the point of view of logic, it is usually customary to distinguish between inductive and deductive, analytical and synthetic teaching methods. With the inductive method, the process of cognition proceeds from the particular to the general, and with the deductive method, on the contrary, from the general to the particular.

Speaking about methods of stimulation and motivation, several subgroups should be distinguished. The main types of motives of students are, firstly, motives of cognitive interest, and secondly, motives of duty in learning. Thus, the following two subgroups are distinguished:

- methods of developing interest in learning;

- methods for developing duty and responsibility in learning.

In addition to all the teaching methods listed above that stimulate the work of students, there are also specific ones aimed at mastering knowledge and skills and performing the function of developing cognitive interest. These types of methods include the following methods:

- educational games;

- educational discussions;

- creating situations of emotional and moral experiences, as well as entertaining, relying on previously received life experience, cognitive novelty.

As for the development of motives of duty and responsibility, the following methods can be included:

- students’ beliefs about how socially and personally significant learning is;

- presenting demands. The success of the teaching depends on their compliance;

- exercises and training to comply with requirements;

- a positive example;

- creating favorable communication;

- encouragement or reprimand, etc.

Methods of control and self-control include:

- oral control;

- written control;

- laboratory and practical control;

- programmed and non-programmed control;

training school educational traditional computer

Chapter 2. Characteristics of teaching methods

2.1 Traditional teaching methods in school

Verbal methods in teaching

Verbal methods of presentation usually include story, conversation, explanation and school lecture. At first they were treated with great distrust, considering them a relic of the past. But since the 1930s. the situation began to change radically. At the present stage of development of didactics, verbal methods are given a significant place. But other methods are also used.

When using verbal methods, you should take into account the pace and tone of the presentation of the material. The pace should not be too fast, as this makes it difficult to perceive and understand what is heard. If the pace of speech is too slow, students gradually lose interest in the material being presented. Too loud or quiet, as well as monotonous presentation, have a negative impact on the assimilation of material. Sometimes, to defuse the situation, a joke or an apt comparison is appropriate. Further learning of the subject depends on how interesting the educational material is presented. If a teacher's presentation is boring, students may begin to hate the subject they teach. Now let's take a closer look at each separate form oral presentation of knowledge.

Presentation is a coherent presentation of material by a teacher when he reports facts about which students do not yet know anything. In this regard, the method is used when the student does not yet have any knowledge about the topic being studied. The second case when this method is used is to repeat material that has already been studied. Thus, the teacher summarizes or helps to consolidate the material already studied.

The presentation of educational material can be in the form of an explanation or description. This is the so-called strict scientific-objective message. It is used when the material being communicated to students is unfamiliar to them, and the facts during the study of this material cannot be observed directly. For example, this applies to explaining a topic related to the study of the economy or way of life of other countries, or, for example, when studying patterns in chemistry and biology. Very often, an explanation can be combined with observations, questions from students, and questions from the teacher to students. You can check how correctly and accurately the knowledge was acquired using this method with the help of exercises and practical work.

The presentation of the material can be in the form of a story or an artistic description. This is done when using expressive means. A story is a figurative, emotional and lively presentation of material, which is carried out in narrative or descriptive form. It is used mainly when presenting humanitarian subjects or biographical material, when characterizing images and phenomena. public life, as well as natural phenomena. The story has its advantages. If it is lively and exciting, it can greatly influence the imagination and feelings of students. In this case, schoolchildren are able to experience the same feelings as the teacher in order to jointly understand the content of the story. Moreover, such descriptions influence the aesthetic and moral feelings of students.

The duration of the story should be no more than 10-15 minutes for primary grades and 30-40 for seniors. A special role here is played by visual aids, introducing elements of conversation, as well as summarizing results and conclusions to what has been said.

The educational lecture is usually used in high school. It is distinguished by its economy in time, great scientific rigor in the presentation of educational material and enormous educational significance for students. As a rule, the topics for lectures are the fundamental sections of the curriculum. The lecture allows the use of films, demonstration of visual aids and experiments. Very often during lectures, the teacher can address the class with questions that arouse the interest of the children. This way, any problematic situations are created, then the teacher invites the class to resolve them. (27, 15)

The lecture begins with the teacher announcing its topic and highlighting the issues that will be discussed. In some cases, he may offer to draw up a lesson plan for the class itself while listening to the lecture material. At subsequent stages, it is necessary to teach students to make brief notes on the main theses and concepts behind the lecturer. You can use various tables, diagrams and drawings. At first, the teacher himself must tell the students what needs to be recorded on paper, but in the future they need to learn to capture such moments, focusing on the pace and intonation of the teacher’s presentation of the material.

To speed up the process of recording material in writing, the teacher must inform students about the possibility of using generally accepted abbreviations and notations. At the end of the lecture, students can ask questions. And the answers are asked to be given either by other students, or by the teacher himself.

When presenting the material, the teacher needs to remember some rules. Firstly, the speech must be clear, concise and understandable. Secondly, cumbersome sentences should be avoided, and terms that arise during the presentation must be immediately clarified. You can write them on the board. This also includes unpronounceable names and historical dates.

It is very important that students see their teacher while presenting the material. Therefore, it is better if he stands in one place rather than walking around the class. In addition, in order to establish the necessary contact with the class, the teacher himself must see all the students. This will make it easier for him to keep their attention. At the same time, he will be able to see whether they have time to assimilate the material presented or whether something is unclear to them.

The teacher’s facial expressions and gestures are no less important. To better understand the topic, it is necessary to divide it into semantic parts and after each one draw general conclusions and summarize. It is very useful for learning the material to repeat what the teacher said, but in your own words. If the class's attention is distracted by something, it doesn't hurt to pause. A great way to maintain attention is to raise and lower your voice. While presenting the material, the teacher can ask rhetorical questions to which it is advisable for students to answer. If this is a junior class, then the recordings should be made under the strict supervision of the teacher.

Preliminary preparation of the material plays a significant role. But this does not mean that the teacher should read his notes during class. You can look at the notes so as not to lose your train of thought and clarify the next stage of presentation. Still, it is necessary to strive to freely present educational material.

However, exposition as a teaching method has both advantages and disadvantages. As for the advantages, in the shortest possible time allotted for explaining the material, the teacher can convey to students all the necessary information. In addition, there are educational purposes in this.

But there are also disadvantages. Firstly, while the teacher is presenting the material, students cannot be active enough. The most they can do is listen carefully to his speech and ask questions. But in this case, the teacher cannot sufficiently check how much the students have mastered the knowledge. Therefore, in the first years of teaching (up to 3rd grade), the teacher should avoid this method or use it as little as possible. Moreover, if the presentation is nevertheless used, then it should not take more than 5 or 10 minutes.

You can increase the effectiveness of perception of the material presented by the teacher if you simultaneously refer to manuals. Students will be able not only to listen to the teacher, but also to look at the manual from time to time if something becomes unclear. This is especially important if it is necessary to clearly show the material (for example, a description appearance animals or a story about what the most ancient tools looked like). To better assimilate the material presented, you can use visual aids (paintings, photographs, kerosene lamps, watches, etc.). Well, to make the speech more vivid and visual, you can draw diagrams and tables on the board.

Another verbal method is conversation. A characteristic feature of a conversation is the participation of both teacher and student. The teacher can ask questions and the students answer them. In the process of studying through this method, students master the material and gain new knowledge using their logical thinking. This method is an excellent means for consolidating and testing the studied material, as well as for repeating it.

The teacher uses the conversation method when students already know something about a particular topic. Questions to which students already know the answers are alternated with questions that are unfamiliar to them. During the conversation, students connect them together and thus acquire new knowledge, expanding and deepening what they already know. There are several types of conversation: catechetical, heuristic, testing, hermenical.

Catechetical conversation

Translated from Greek language katecheo, or “catechetical,” means “I teach, I instruct.” This method first appeared in the medieval period, and even then it began to be widely used in practice, imparting new knowledge to students. In church literature there is a textbook called “Catechism”, which is built on the same principle. All religious dogmas in this textbook are divided into questions and answers. However, the modern method of catechetical conversation has one significant difference from the medieval similar method: if in the Middle Ages they memorized the material without comprehension, then in modern world Students are required to be independent in mental work.

This method is necessary, first of all, in order to monitor the learning process and find out how much the material has been learned. In addition, this method is widely used to consolidate what has already been learned. With the help of catechetical conversation, thinking is perfectly developed and memory is trained. It was found that when asking questions in a certain way, students remember and consolidate their knowledge well. Moreover, they are able not only to remember material already studied, but also to present it competently. At the same time, knowledge is perfectly systematized and placed “on the shelves.” In addition, the teacher has an excellent opportunity to monitor how correctly the material is understood.

Heuristic conversation

Translated from Greek, heurisko means “I find.” One of the generally accepted masters of such conversation was Socrates. Here's what they say about him on this matter: “Socrates never gave ready-made answers. With his questions and objections, he tried to guide his interlocutor to the right decisions... Socrates’ goal was not knowledge itself, but to awaken people’s love for knowledge.”

In this regard, the method received another version of the name - Socratic.

This method also has its own distinctive features. New knowledge when using it is acquired through the efforts, first of all, of students. They receive them in the process of independent thinking. Students acquire further knowledge and discoveries by using previously studied topics by independently “discovering” laws and rules. Then they summarize and draw conclusions.

Speaking about the advantages of this method, Disterweg wrote, “that it is much more important for students to learn the ways to the proof than the proof itself. In general, knowledge of the ways in which thinkers arrived at their conclusions contributes more to education than knowledge of those conclusions alone.” (3.79)

However, heuristic conversation can not be used by every teacher, but only by those who are well prepared didactically. In a word, he must be an experienced person who knows his business. And students should be able to think independently. However, this method will only be effective if the teacher can interest the students and attract them to active work in class.

This method cannot always be implemented in practice to a sufficient extent, since very often children with different mental abilities are collected in one class, so some participate in a heuristic conversation and others do not. So this method should be used when the mental abilities of each child are clarified. Only if the students meet the requirements can this teaching method be used.

Let's compare the two types of conversations and see what their similarities and differences are. Thus, catechetical conversation contributes to the development of memory and thinking of students. At the moment when students answer the teacher’s questions, they rely on previously acquired knowledge. Thus, they are processed and systematized. This method is used to test students' knowledge.

As for the heuristic conversation, it is aimed at students gaining new knowledge. During such a conversation, the logical abilities independent thinking. Through mental efforts, students discover new knowledge. And if in a catechetical conversation, when the teacher asks a question, only one student answers it, then in a heuristic conversation there are many student answers.

The basis for using these methods is the previously acquired knowledge and experience gained. The successful use of these methods requires active collaboration under the strict guidance of the teacher, as well as careful preparation of the teacher himself. As a rule, in lower grades the conversation should last no more than 10-15 minutes. As for high schools, here its time can be increased.

Test conversation

This form is considered special. Despite the fact that the form of its conduct coincides with the forms of previous types of conversations, there are some differences. First of all, they are connected with the fact that its individual parts are very important. So, during this conversation, several students answer questions, and previously studied material is reviewed. The test conversation serves to control the student’s level of knowledge.

As a rule, the teacher himself asks the question and decides which student will answer it. The student's knowledge must be expressed not only in his own manner, but also with his own examples. And the teacher can make sure that the student thinks independently and understands what he is talking about, and is not just memorizing topics. To do this, the teacher sometimes formulates his question differently, not as stated in the textbook, and therefore poorly learned material makes itself felt. Such a student will not be able to answer it because he taught his lessons in bad faith. Sometimes the teacher selects a student before asking a question. During such a conversation, after each student’s answer, he must not only give him a grade, but also logically justify it.

Sometimes a survey on a studied topic using a testing method is carried out in order to find out how it has been learned. theoretical material. Sometimes test conversations are carried out when it is necessary to find out how well students have mastered certain skills. Sometimes a test conversation is structured in such a way that the student needs to apply all his knowledge and skills in practice, and the teacher already evaluates them from the point of view of mastery and correctness. However, one of the disadvantages of this method is that the teacher will be able to identify knowledge and skills only selectively, without covering the entire class. But through periodic questioning, a full picture of the class's diligence does emerge. Typically, a test conversation with one student lasts no more than 5 or 10 minutes.

Germenic conversation

Translated from Greek, “hermenic” means “to interpret, to explain.”

There is a science called hermeneutics, the purpose of which is to interpret and explain texts, paintings and pieces of music. A hermenic conversation can also be carried out when students have texts at hand. The main goal of this method is to teach the child to independently use books, models, and paintings. In addition, with the help of such a conversation, the teacher teaches and guides his students to correct understanding and interpretation of texts. As with other types, a question-and-answer form is used in hermenic conversation.

This type of conversation also includes explanatory reading. Very often this method is used when studying foreign languages and when presenting well-known concepts, for example, information on geography, history and natural science. This method is used along with others. It is very important for teaching in the lower grades.

To correctly apply the conversation method, you must adhere to certain rules. First, ask a question or pose a problem in such a way that it interests the student. They should be based on personal experience and previously acquired knowledge. None of the questions asked by the teacher should be too easy; it is important that the student can still think about it.

Questions should be asked of the whole class. It is very important to keep the attention of those guys who are not involved in the conversation. It is also necessary to take into account the student's desire to answer questions. We must remember that they should not be equally easy or difficult: both should be present, so that both weak and strong students can take equal part in the conversation. We should not forget about those who are reserved and quiet. After all, the fact that they don’t raise their hands and don’t answer in unison, along with everyone else, doesn’t mean at all that they don’t know anything. Moreover, care should be taken to ensure that the same students do not answer the same questions during lessons.

It is equally important for a successful conversation to know how to pose a question. Questions should be simple and specific. Moreover, their task is to awaken students' thoughts.

The conversation method has a number of advantages and disadvantages. First, if the teacher is sufficiently qualified, then conversation will enliven the learning process; There is also the opportunity to monitor the level of knowledge. This method promotes the development of correct, literate speech in students. Moreover, they have the opportunity to think independently and acquire new knowledge.

Sometimes conversation can have a negative impact on learning. This happens if the teacher, listening to the students’ answers, is distracted from the purpose of the lesson and begins to talk about completely different topics. Not only will he lose a lot of time that he could spend on studying or consolidating the material, he will not be able to survey the entire class.

Visual teaching methods

Visual teaching methods contribute to the assimilation of educational material. As a rule, visual methods are not used separately from verbal and practical ones. They are intended for visual and sensory acquaintance with various kinds of phenomena, objects, processes, etc. Familiarization takes place with the help of various drawings, reproductions, diagrams, etc. Lately In schools, screen-based technologies are increasingly being used.

Visual methods are usually divided into two groups:

- illustration methods;

- demonstration methods.

The illustration method is characterized by the display of various kinds of illustrative aids, tables, diagrams, sketches, models, posters, paintings, maps, etc.

Demonstration method - inclusion of instruments, experiments, films, technical installations, filmstrips, etc. in the educational process.

Despite the division of visual methods into illustrative and demonstrative, this classification is very conditional. The fact is that some visual aids can refer to both illustrations and demonstrative aids. Recently, computers and information technologies have become widely used as visual aids, which make it possible to perform a lot of actions, including modeling the processes and phenomena being studied. In this regard, computer classes have already been created in many schools. Students can get acquainted with working on a computer and see in action many processes that they previously learned about from textbooks. Moreover, computers allow you to create models of certain situations and processes, view answer options and subsequently select the optimal ones.

Using visual methods, it is necessary to take into account some features:

- First of all, we must take into account the age of the students;

- There must be moderation in everything, including when using visual aids, i.e. they should be demonstrated gradually, in accordance with the moment of the lesson;

- visual aids must be displayed so that they can be seen by every student;

- when showing visual aids, the main points (main thoughts) should be clearly highlighted;

- before giving explanations, they are carefully thought out in advance;

- When using visual aids, remember that they must exactly correspond to the material being presented;

- Visual aids are designed to encourage schoolchildren to look for the necessary information in them themselves.

Practical teaching methods

Practical teaching methods are necessary to develop practical skills in students. The basis of practical methods is practice. There are several types of practical methods:

- exercises;

- laboratory works;

- practical work.

Let's look at each of these methods in more detail.

Exercises are repeated performances of actions, both verbal and practical, aimed at improving their quality and mastering them. Exercises are necessary for absolutely every subject, as they develop skills and consolidate acquired knowledge. And this is typical for all stages of the educational process. However, the methodology and the very nature of the exercise for different academic subjects will be different, since they are influenced by the specific material, the issue being studied and the age of the students.

There are several types of exercises. By nature they are divided into: 1) oral; 2) written; 3) graphic; 4) training and labor.

According to the degree of independence of students, these are: reproducing exercises, i.e. facilitating the consolidation of educational material; training exercises, i.e. used to apply new knowledge.

There are also commentary exercises, when the student speaks out loud and comments on his actions. Such exercises help the teacher in his work, as they allow him to identify and correct typical mistakes in student answers.

Each type of exercise has its own characteristics. Thus, oral exercises make it possible to develop the student’s logical abilities, memory, speech and attention. The main characteristics of oral exercises are dynamism and time saving.

Written exercises serve a slightly different function. Their main purpose is to consolidate the studied material and develop skills and abilities. In addition, they, like oral exercises, contribute to the development logical thinking, culture of written speech and independence of schoolchildren. Written exercises can be used either alone or in combination with oral and graphic exercises.

Graphic exercises are the work of schoolchildren related to the preparation of diagrams, graphs, drawings, drawings, albums, technological maps, stands, posters, sketches, etc. This also includes conducting laboratory and practical work and excursions. As a rule, graphic exercises are used by the teacher in conjunction with written ones, since both are needed to solve common educational problems. With the help of graphic exercises, children learn to better perceive and assimilate the material. Moreover, they perfectly develop spatial imagination in children. Graphic exercises can be training, reproduction, or creative.

Educational and labor exercises are practical work of students aimed at developing production and labor activities. Thanks to such exercises, the student learns to apply theoretical knowledge in practice, in work. They also perform an educational role.

However, exercise cannot become effective on its own unless certain conditions are taken into account. First, students must do them consciously. Secondly, when performing them, it is necessary to take into account the didactic sequence; So, first, schoolchildren work on exercises to memorize educational material, then on exercises that help memorize it. After this, there are exercises to reproduce what was previously learned in a non-standard situation. In this case, the student’s creative abilities play a significant role. Equally important for mastering the school curriculum are exercises called “problem-searching.” They provide an opportunity to develop intuition in children.

Another type of practical methods is laboratory work, i.e. Conducting experiments by schoolchildren according to instructions and under the guidance of the teacher. In this case, various devices, instruments and technical means are used, with the help of which the children study some phenomenon.

Sometimes laboratory work is a research process to study a single phenomenon. For example, observations can be made of plant growth, weather, animal development, etc.

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Modern teaching methods in primary school

Prepared by: primary school teacher

Mitsulya Elena Andreevna.

Introduction………………………………………………………….…..……

Classification of teaching methods……………………..………………….…..…..……………...

The concept of the teaching method and their classification….…….….…..

Classification of teaching aids…………………………….

1.3. Classification of teaching methods by nature

cognitive activity……...…….……………………...

Practical use teaching methods by the nature of cognitive activity in the classroom primary school ……………..……………………..…………………………...

Conclusion………………………...……………………….…….….

Introduction

“The teaching method must be elevated to an art.

It must be placed on such solid foundations that

so that training is sure was moving forward

and would not be deceived in its results..."

Ya.A. Comenius

The transition to new textbooks in schools especially highlighted one of the contradictions modern education- the contradiction between the factual, “knowledgeable” nature of the educational material, its enormous volume and the reluctance and inability of students to assimilate this material. “Teaching for the sake of teaching” is no longer relevant. Time presents other demands to the school. Educational subjects must solve modern educational problems. It is impossible to teach everything; teaching children the most important achievements of various sciences is beyond the power of teachers. It is much more important to give children “not a fish, but a fishing rod”, to teach them how to obtain this knowledge, to develop their intellectual, communicative, and creative skills through teaching, and to form a scientific worldview.

As methods change, the nature of teaching disciplines also changes. The most important question becomes “How to teach?”, and only then – “What to teach?”. That is why modern educational technology, which are aimed at organizing the activities of students, at developing their skills, qualities, and competence through this activity.

Currently, the main learning of schoolchildren takes place in the classroom. TO distinctive features Lessons include work with a permanent group of students (class) according to a fixed schedule, in a strictly limited time, with the obligatory work of students under the guidance of a teacher.

In a modern school lesson, all the main elements of the teaching and educational process interact: its goals, content, means, methods and forms of organizing learning. A creative approach to a lesson presupposes a good knowledge of its normative principles.

Any technology, be it industrial or pedagogical. Characterized by a set (combination, connection) of any components; logic, sequence of components; methods, techniques, actions.

The search for new methods and forms of organizing teaching gave rise to a new term in teaching methods - “modern lesson”, which is contrasted with the traditional lesson.

The requirements of pedagogical science for the lesson, for the effectiveness of the pedagogical process, are constantly increasing and changing. Along with non-traditional lessons, non-traditional teaching technologies are used in school practice in interaction with modern teaching methods.

The relevance of the work lies in the fact that currently there is a transition to new teaching technologies due to changes in the conditions of existence and development of society, which require new approaches and methods to the education of primary schoolchildren.

Object of study - child and educational process.

Subject of study - modern teaching methods in primary school.

Target work - to explore teaching methods in a modern school in primary school.

Tasks:

consider the theoretical foundations of teaching methods;

study the characteristic features of some teaching methods in a modern school;

consider their application in the classroom;

1. CLASSIFICATION OF TEACHING METHODS.

1.1 The concept of teaching methods and their classification

Teaching methods(Greek “path to something”) - ways of joint activities of the teacher and students aimed at solving educational problems, which is one of the main components of the learning process. If you do not use various methods, then it will be impossible to realize the goals and objectives of training.

Teaching methods contain not only methods, but also a description of how to organize learning activities. Moreover, any method can be chosen for training, it all depends on what goals he wants to achieve. Although sometimes one specific method is necessary to achieve success in teaching activities, others are ineffective.

The teaching method depends on:

from the purpose of the lesson;

from the lesson stage;

from the availability of teaching aids;

from the personality of the teacher;

Functions of methods, techniques and teaching aids:

Educational;

Motivational;

Developmental;

Educational;

Organizational

Classification of teaching methods:

	SIGN	TEACHING METHODS
N.M. Verzilin, E.Ya. Golant, E.I.Petrovsky, D.O.Lordkipanidze	source of knowledge	verbal; visual; practical.
M.A. Danilov, B.P.Esipov	didactic	methods of communicating new knowledge; methods of developing skills and abilities to apply knowledge in practice; methods for checking and assessing knowledge of knowledge.
I.Ya.Lerner, M.N. Skatkin	the nature of cognitive activity	explanatory and illustrative; reproductive; problematic presentation; partially search; research.
Yu.K.Babansky	based on a holistic approach to the learning process	methods of organizing and implementing educational and cognitive activities; methods of stimulation and motivation of learning; methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.
M.I.Makhmutov	combination of teacher and student activity methods	teaching methods; teaching methods (executive, reproductive, search, partial search).

Classification by source of knowledge.

Verbal teaching methods: are used during preparation for mastering new material in the process of its explanation, assimilation, generalization and application.

«+»

They are widely used in the process of developing theoretical knowledge among students.

Provide information exchange between teacher and students.

«–»

Facts and ideas are given in ready-made form.

Few possibilities for setting and solving problematic issues and tasks, performing creative work.

Development of logical thinking, cognitive independent activity.

STORY - verbal description of events, processes, phenomena in nature, society, in the life of an individual, in a group of people.

Leading function – educational.

Related Features : developing, educational, incentive, control and correction.

Pedagogical requirements:

Should ensure the achievement of the didactic goals of the lesson:

In order to present new material.

For the purpose of generalization.

In order to secure the material.

In order to prepare for the perception of the material.

Be more emotional.

Have a clear logic of presentation.

Present in simple and accessible language.

Include a variety of vivid and convincing examples, facts that prove the correctness of the proposals put forward.

Take 10-15 minutes.

The structure must be taken into account:

Development of events.
The climax.
The final part.
Extensive use of visuals.

CONVERSATION – a dialogical method in which the teacher, by asking questions, encourages students to reason and leads students to understand new material and checks their mastery of what they have learned.

Leading function – motivating .

Pedagogical requirements:

Because conversation is a question-and-answer form, then the main thing is a strictly thought-out system of questions and expected answers from students.

Different types of questions should be used in the conversation: main, secondary, additional.

Questions should not contain an answer.

Questions should be appropriate to the level of the students - there should be no difficult-to-understand terms.

For junior classes It is advisable to repeat the question only once - attentiveness.

Do not ask long or double questions.

There should be no “prompting” questions.

If no one can answer, then the question needs to be split into parts and asked a leading question.

«+»:

Activates the student's activity in the lesson.

Develops memory and speech.

Helps monitor students' knowledge.

It can be a conductor of the teacher’s personal influence on the student.

EXPLANATION – harmonious and logically consistent presentation by the teacher of educational material, combined with student observation.

Leading function – motivating .

Pedagogical requirements:

Because Since a teacher’s explanation always contains a lot of judgments, conclusions and evidence, the main thing in the explanation method is:

Clear, distinct presentation of a new question to students.

Consistent presentation of the material.

Mandatory briefing (type of explanation and presentation of the task):

Elements of conversation.

Demonstration of working methods and procedures.

Checking the quality of material assimilation.

LECTURE – systematic sequential monologue presentation by the teacher of educational material, usually of a theoretical nature.

DISCUSSION – a teaching method that increases the intensity and effectiveness of the educational process through the active inclusion of students in the collective search for truth.

WORKING WITH THE BOOK– a teaching method that includes a number of techniques for independent work with printed sources:

Note-taking.

Drawing up a text plan.

Testing.

Citation.

Annotation.

Drawing up a formal logical model (diagram depicting what has been read).

Drawing up basic concepts on a topic or section.

Essence of the method : mastering new knowledge + ability to work with a book independently.

Pedagogical requirements:

Select work that is feasible for students.

Begin any work with educational literature with a circumstantial introductory explanation from the teacher.

It is necessary to observe the actions of students and record those who do not complete tasks.

Working with a textbook should not take 10-15 minutes in elementary school.

Factors determining effectiveness:

The ability to highlight the main thing in the material being studied.

Ability to keep records, compare structural and support diagrams.

«–»:

Low cost, high time consumption.

Does not take into account the individual characteristics of students.

Poorly written books do not provide sufficient material for self-control and management of the learning process.

DISPUTE – a teaching method based on the clash of opinions of different points of view.

Visual teaching methods :

methods of assimilation of educational material, which is significantly dependent on the visual aids and technical means used in the learning process.

Target:

Enriching and expanding children's direct sensory experience.

Development of observation skills.

Study of specific properties of objects.

Creating conditions for the transition to abstract thinking and systematization of what has been learned.

Used in primary school visibility :

Natural (herbarium, mineral stones).

Drawing.

Volumetric.

Sound (audio recordings).

Graphic

OBSERVATION:

Observation of natural objects in real conditions.

Classroom observation.

Tasks:

Develop an interest in the life around you.

Teach to analyze natural and social phenomena.

Pedagogical requirements:

Preparing the student for observation (what we are observing, for what purpose).

Connecting to the perception of different senses at the same time.

Registration of observation results (orally or in writing).

DEMONSTRATION – demonstration of experiments, technical installations, TV shows, videos, computer programs, etc.

Pedagogical requirements:

Use clarity in moderation.

Coordinate the demonstrated clarity with the content of the material.

Must be age appropriate.

They could perceive, if possible, with all the senses, and not just with the eyes.

It is necessary to clearly highlight the main, essential in the demonstrated object.

Show at the moment of explanation, then remove; avoid preliminary examination.

When demonstrating natural objects, they start with the appearance and move on to the internal structure; individual properties are specifically identified.

Demonstration is used when the process and phenomena must be achieved by students as a whole. When it is necessary to understand the essence of a phenomenon, the relationships between components, they resort to illustration.

ILLUSTRATION – display and perception of objects, processes and phenomena in their symbolic representation using posters, maps, portraits, photos, drawings, diagrams, reproductions, etc.

Pedagogical requirements: same as in the demo.

VIDEOMETOD

Practical teaching methods .

Purpose: formation of skills and abilities.

EXERCISES - repeated performance by students of certain actions in order to develop and improve skills in academic work.

Oral: contribute to the development of the culture of speech, memory, attention, and cognitive abilities of students.

Written: consolidation of knowledge, its application.

Graphic: help to better perceive, comprehend, and remember material; develops spatial thinking.

Educational and labor: handling tools, laboratory equipment.

Depending on the students:

Reproducing.

Training.

Creative.

Pedagogical requirements:

Conscious approach of students to performing exercises.

Knowledge of the rules for performing actions.

Systematic implementation of the exercise.

Accounting for achieved results.

Compliance with didactic sequence when performing.

LABORATORY WORK - the basis for students conducting experiments on the instructions of the teacher using instruments, tools and other technical concepts.

Can be carried out:

In illustrative terms: Students in their experiments do what was previously demonstrated by the teacher.

b) In research terms: students themselves, based on the method, come to new methods

COGNITIVE (DIDACTICAL) GAME – specially created situations that simulate reality, from which students are asked to find a way out.

In elementary school, games follow the rules.

Functions:

Activates cognitive processes.

Develops children's interest and attention.

Develops abilities.

Teaches children to act according to the rules.

Strengthens knowledge and skills.

Develops curiosity and introduces children to real-life situations.

Elements of a didactic game:

Game situation.

Exercise.

Components of the didactic game:

Motivational: interests, needs that determine children’s desire to take part in the game.

Indicative: selection of means and methods of gaming activities.

Executive: actions, operations that allow you to realize the set game goal.

Control and evaluation:

stimulation or correction of active gaming activity .

Concept "means of education":

In a broad sense: everything that contributes to achieving the goals of education (methods, forms, content).

In a narrow sense: educational and visual aids, technical teaching aids, etc.

TECHNICAL TRAINING TOOLS
Didactic support:
- Discs with recordings.
  Cassettes with recordings.
Didactic support:
- Transparencies.
  Recordings on disks.
Didactic support:
Devices:
Devices:
- Computer.
  Music Center.
  Radio.
Devices:
Audio

(sound)

Audiovisual

Visual (visual)
1.3 Classification of teaching methods by type, nature of cognitive activity.
EXPLANATORY-ILLUSTRATIVE METHOD
The first method, the main purpose of which is to organize the assimilation of information by students, is called explanatory and illustrative. It can also be called information-receptive, which reflects teacher activity And student with this method. It consists in the fact that the teacher communicates ready-made information through various means, and students perceive, realize and record this information in memory.
The teacher conveys information using the spoken word (story, lecture, explanation), the printed word (textbook, additional aids), visual aids (pictures, diagrams, films and strip films, natural objects in the classroom and during an excursion), practical demonstration of methods activities (showing experience, working on a machine, samples of declination, method of solving a problem, proof of a theorem, methods of drawing up a plan, annotations, etc., etc.). Students perform the activities that are necessary for the first level of knowledge acquisition - listen, look, feel, read, observe, correlate new information with previously learned and remembered.
The explanatory and illustrative method is one of the most economical ways of transmitting the generalized and systematized experience of humanity to younger generations. The effectiveness of this method has been tested by many years of practice, and it has won a strong place in schools in all countries, at all levels of education.
REPRODUCTIVE METHOD
The knowledge obtained as a result of the explanatory and illustrative method does not form the skills and abilities to use this knowledge. In order for students to acquire skills and abilities and at the same time to achieve the second level of knowledge assimilation, the teacher, through a system of tasks, organizes the activities of schoolchildren to repeatedly reproduce the knowledge communicated to them and the methods of activity shown. The teacher gives tasks and the students complete them- solve similar problems, incline and conjugate according to a model, make plans, work according to instructions. To increase the effectiveness of the reproductive method, didactics and methodologists, together with psychologists, are developing systems of exercises, as well as programmed materials that provide self-control (feedback). Much attention is paid to improving the way students are instructed. As the volume of students' knowledge increases, the frequency of using the explanatory and illustrative method in combination with the reproductive method increases. Consequently, with any combination of these two methods, the first fundamentally precedes the second.
A significant role in the implementation of this method is played by algorithmization, the idea of which was developed by L.N. Landa. Students are presented with an algorithm, i.e., rules and procedures, as a result of which the student learns to recognize an object (phenomenon), determines its presence, and at the same time carries out a certain procedure.
Strictly speaking, application of the algorithm involves the use of both methods - information-receptive and reproductive: it is communicated, and then the student reproduces its instructions.
Algorithm as a means of implementing both or one of the methods, in some cases it is very effective. But the essence of cognitive activity when applied in this manner does not go beyond the scope of the activity organized by these methods. Both described methods differ in that they enrich the knowledge, skills and abilities of students, form basic mental operations (analysis, synthesis, abstraction, etc.), but they do not guarantee the development of students’ creative abilities and do not allow them to be formed systematically and purposefully. This goal is achieved by other methods. And the first of these is the problematic presentation
PROBLEM-BASED LEARNING METHOD
The basis of modern problem-based learning is the idea of the famous Russian psychologist Sergei Leonidovich Rubinstein (1889–1960).
Problem-based learning(PbO), is considered as the development of cognitive activity, independence and creative thinking. Due to this Problem-based learning as a creative process is presented in the form of solving non-standard scientific and educational problems using non-standard methods.
The key concept of PSP is educational problem situation– means mental condition mental interaction of students, a group of students with a problem under the guidance of a teacher. Problem- this is a complex theoretical or practical question that contains a hidden contradiction and causes different (often opposing) positions in its solution.
An educational problem situation is characterized by:
a) the type of contradiction identified by the teacher together with the students;
b) availability known methods solutions to such problems;
c) lack of new data or theoretical knowledge;
d) the capabilities of students in completing the assigned task.
Problem situations are divided on a number of grounds, such as region scientific knowledge or discipline (mathematics, history, psychology, etc.); focus to search for something new (new knowledge, methods of action, transfer of known knowledge and methods of action to new conditions); level problematic (depending on the severity of the contradictions).
Separate two tactics constructing a problem situation:
a) “from knowledge to problem.” Moving towards a problem from the subject content of knowledge (“consumption” of ready-made scientific achievements) does not sufficiently contribute to the development of students’ skills in independent scientific research;
b) “from problem to knowledge.” The movement from the subjective experience of the audience, included in the logic of solving a scientific problem, encouraging them to look for ways and means of solving it, purposefully forms an active subject of cognitive activity.
PARTIALLY SEARCH OR HEURISTIC METHOD.
The method in which the teacher organizes the participation of schoolchildren in performing individual search steps is called partially search. Some didactics and methodologists suggest calling it heuristic. The teacher constructs the task, breaks it down into auxiliary ones, outlines the search steps, and the student carries out the steps themselves. Using this method, the teacher uses various means, as with other methods - spoken word, tables, experience, pictures, natural objects, etc., but in a way characteristic of this method.
The student perceives the task, comprehends its conditions, solves part of the problem, updating existing knowledge, exercises self-control in the process of performing the decision step, and motivates his actions. But at the same time, his activities do not imply planning the stages of research (solutions) or correlating the stages with each other. The teacher does all this.
In order to gradually bring students closer to solving problems independently, they must first be taught how to perform individual solution steps, individual stages of research, forming their skills gradually. In one case, they are taught to see problems by asking them to pose questions to a picture, document, or stated content; in another case, they are required to construct an independently found proof; in the third - to draw conclusions from the presented facts; in the fourth - make an assumption; in the fifth - build a plan for checking it, etc.
Another variation of this method is dismemberment difficult task into a series of accessible subproblems, each of which makes it easier to approach the solution of the main problem.
The third option is to construct a heuristic conversation, consisting of a series of interrelated questions, each of which is a step towards solving the problem and most of which require students not only to reproduce their knowledge, but also to carry out a small search.
The essence of a heuristic conversation is that the teacher plans the steps of the search, divides the problematic task into subproblems, and students often carry out these steps separately, with the efforts of different students. Each of the steps or most of them require the manifestation of some traits creative activity, but there is no comprehensive solution to the problem yet.
RESEARCH METHOD
The research method performs very important functions. He is called Firstly, ensure mastery of methods of scientific knowledge in the process of searching for these methods and applying them. Secondly, it forms the previously described features of creative activity. And thirdly, is a condition for the formation of interest and need for this kind of activity, because outside of activity, the motives manifested in interest and need do not arise.
Activity alone is not enough for this, but without it this goal is unattainable . Fourthly, The research method provides complete, well-informed, quickly and flexibly used knowledge.
Taking into account these functions, the essence of the research method should be defined as a way of organizing the search, creative activity of students to solve problems that are new to them. Students solve problems that have already been solved by society, science, and that are new only to schoolchildren. This is the great teaching power of such problems. The teacher presents this or that problem for independent research, knows its result, the course of solution and those features of creative activity that need to be demonstrated during the solution. Thus, the construction of a system of such problems allows us to provide for the activities of students, gradually leading to the formation of the necessary features of creative activity
Research assignments in all subjects play this role.
The forms of tasks in the research method can be different. These can be tasks that can be quickly solved in class and at home, tasks that require a whole lesson, homework for a certain but limited period (week, month).
Most research assignments should be small search tasks, but require completion of all or most stages of the research process. Their complete solution will ensure that the research method fulfills its functions.
These stages are:

Observation and study of facts and phenomena;

Clarification of unclear phenomena to be investigated (problem formulation);

Proposing hypotheses;

Construction of a research plan;

Implementation of a plan consisting of clarifying the connections of what is being studied with other phenomena;

Formulation of solutions, explanations;

Checking the solution;

Practical conclusions about the possible and necessary application of the acquired knowledge:

Speaking about the research method, we must, of course, always remember that these are educational studies, that is, designed to assimilate experience already known to society, problems that have already been solved. All tasks of this kind must be accessible to students and fit into the context of the programs. The research method also uses the spoken and printed word, visual aids, practical work, written and graphic work, natural objects and their real and symbolic images, laboratory work, experience, etc.

Students must be taught in such a way that they gradually master individual stages of scientific knowledge, problem solving, and acquire individual features of creative activity. This purpose is served by the other two methods already described, which precede and accompany the research method itself. They precede it when students do not yet have experience in holistically solving problems; they accompany it when it is necessary to begin to assimilate the experience of solving a new and complex type of problem or when it is necessary to illuminate a problem whose independent solution is not available to students.

Practical application of various teaching methods in primary school lessons.
Math lesson in 1st grade.
SUBJECT: TABLE ADDING AND SUBTRACTING (fastening)
TARGET: contribute to the updating and consolidation of knowledge acquired in previous lessons;
Tasks:
Develop mental counting skills, speech, memory, mobility and creative independence of students, combining gaming and educational forms of activity
Bring up interest in mathematics, culture of communication, sense of mutual assistance;
Create emotional and psychological climate in the classroom, for the perception of educational material.
METHODS: partially search, deductive, visual, verbal, encouragement
DURING THE CLASSES:
1.Organization of the class.
A) Psychological mood to the sounds of the soundtrack of the song "Little Country"
Guys, today is an unusual day. Guests came to our lesson. Let's greet them and give them our smiles. And now I want to invite you and my guests on a journey through the country of “Multipotamia.” You all really love cartoons. Well, do you agree?
But the door to this country is closed with an unusual lock, the code of which we need to guess.
Let's try to open it.
2. ORAL ACCOUNT
A) opening a lock (solving examples)
1+1= 3+4= 8-2= 5+4= 3+7= 9-9=
(lock code 2,7,6,9,10,0.)
B) CHARACTERISTICS OF THE LOCK CODE
Example: 2 - denotes two objects, is in second place in the number series, less than 3, but more than 1, etc.
3. NUMBER CONVERSION
Let's substitute 0 for each of the numbers and see what comes out of it
(20,70,60,90,100)
Well done, THE DOOR IS OPEN TO THE COUNTRY OF MULTIPOTAMIA!
(MUSIC SOUNDS)
III. CONSOLIDATING THE KNOWLEDGE OF TABLE CASES OF ADDITION AND SUBTRACTION
In our amazing country, we are first greeted by a girl with blue hair and a Wooden boy. What are their names?
Absolutely right. This Malvina and Buratino.
Malvina decided to teach Pinocchio to solve examples and wrote them for him on a piece of paper. Pinocchio was a very curious boy and decided to see what Malvina was writing with. He stuck his nose right into the inkwell, and a blot splashed out of it and flooded all the examples. Let's help Pinocchio solve the examples while Malvina went to her house.
We will work on options
1st option increases each of the given numbers by 3
2nd option decreases each number by 3
While you are working, I will quietly see if everyone is writing cleanly and neatly, and if the curious boy Pinocchio has also appeared in our class.
Well done guys, they did a good job! I hope you and I managed to reconcile Malvina and Buratino. Now he will never upset his girlfriend.
IV. PROBLEM SOLVING
Oh, we ended up with you in the underwater world to visit Octopuses.
The father octopus decided to give his baby octopuses a bath and set up a bath.
All Papa Octopus had 8 children, 6 he has already redeemed. How many children does Daddy Octopus have left to bathe?
(the guys solve the problem in their notebooks) Solution: 8-6=2
Answer: There are 2 octopuses left to bathe.
“There also lived a family of octopuses nearby, but they had 10 octopus children. How many more octopus children are there in the second family than in the first?”
Solution: 10-8="
Answer: 2 octopuses more than in the first family.
Well done! We coped well with the tasks from the Octopuses.
But can these problems be called inverse? Why? Prove it.
5. WORK IN PAIRS (COMPARISON OF LENGTHS OF SEGMENTS
(cries of me-me-me are heard...!)
-It seems like someone is screaming! Someone must have gotten into trouble. This is true! Yes, this is a kid, but something unusual. Very sad and his eyes are not at all happy. Maybe some of you know how he ended up in our Multipotamia? That’s right, he came to us from the fairy tale “Alyonushka and Brother Ivanushka.” Why did Ivanushka turn into a kid? That's right, he didn't listen to his sister Alyonushka. Do you always listen to your elders?
Well done! Apparently the journey of Alyonushka and Ivanushka was long since he could not bear it and drank water from a goat’s hoof.
What units of length do you know? (mm, cm, m, km)
Name the smallest unit of measurement, the largest.
Here are cards on which a segment is drawn, measure it, write how many centimeters it is, compare your segment with your neighbor’s segment, Find the sum and difference of your segments.
(work protection)
VI. ADDING AND SUBTRACTING ROUND TENS.
Who harms and interferes with us all the time?
That's right, it's Baba Yaga, she's a prankster!
What did she do!? I swept out the numbers in our examples with my magic broom:
….+20 = 30 70 + …. = 90 10 + …. = 30 …. +20 =90
30 - ….= 20 30 - …. =10 90 - …. = 70 90 - …. = 20
(They decide in the form of a game “Who is faster?” 1st row - first column, 2nd row - second column)
Baba Yaga took offense at us and flew off to her forest to prepare her dirty tricks. You can continue to poison yourself.
VII. MATHEMATICAL PUZZLES
Ah, here comes the sly one Puss in Boots. He deceived many and also prepared a cunning task for you. You need to find numbers in words:
Magpie, family, table, swift, Friday (40, 7, 100,3, 5,)
Well done boys! Failed to confuse you Puss in Boots!
8. Game "Find the mistakes"
Whose amazing car is this? Of course, the Dwarf from the cartoon Snow White and the Seven Dwarfs"
OLD GNOME, AS A GIFT FOR SON
MADE A COUNTING MACHINE.
UNFORTUNATELY, SHE
NOT ACCURATE ENOUGH.
RESULTS IN FRONT OF YOU
WE WILL FIX EVERYTHING QUICKLY OURSELVES!
0 + 8 + 2 = 10 6 + 4 + 1 = 12 15 - 2 - 3 = 8 7 - 3 - 2 = 4
The gnome is very glad that you helped him correct the errors of the calculating machine and gives you an emerald from his casket.
Look carefully, what shape do your emeralds have?
(Repeat geometric shapes)
Turn the emeralds back over. What do you see? (Muzzles)
And now our lesson comes to an end.
Draw mouths, if you liked our trip, then a smiling mouth, if you didn’t like the trip, then a straight mouth.
Lesson: Russian language
Class: Z
Subject: Personal pronouns.
Goals: consolidate students' knowledge about pronouns.
Tasks:
To develop the ability to distinguish personal pronouns in the text,
Develop the ability to observe, compare,
Foster a sense of teamwork and a conscientious attitude to work.
Teaching methods: verbal, partially search, problem-dialogic.
During the classes
The lesson begins when you enter the classroom. “Admission ticket” - state the personal pronoun.
1. Introduction to the lesson.
Guys, let's start the Russian language lesson.
What do you expect from him?
I am sure that your expectations will be met if you are attentive, organized, and friendly. We also need a supply for work. Have a good mood. Let's smile at each other. I am sure that your smiles will bring you the joy of communicating with each other. I wish you success and creative success.
Was everyone able to attend the lesson? So, you managed to get an entrance ticket. Well done!
Let's check how ready you are for the lesson.
We must have pens, books and notebooks in order. What is our motto?
Everything you need is at hand.
2. Checking homework.
Self-control.
1. Compare your work with the sample.
2. Find errors and correct them.
3. Give a qualitative assessment of your work.
Students receive cards.
I - 1st person, singular.
It is 3rd person, unit. number.
You - 2nd person, unit. number.
What was difficult about doing your homework?
3. A minute of penmanship.
Determine the letters that we will work with during the penmanship minute. There are two of them. They are in the words of the riddle.
Lives in the forest
Brown color suits him. (bear)
The first letter is in a noun group. The second letter is in the pronoun and denotes a consonant unpaired in voiced-voicelessness.
- (D) We will write the letters E and M. The letter E is in the group of nouns - in the forest, color. The letter M is in the pronoun; it denotes a consonant voiced unpaired sound.
(Her Mm Eat Me bear)
Remember how to spell the word bear. (Knows honey.)
Where is the brown bear found?
4. Updating knowledge.
Read the sentences. (The bear is found in the forest. The bear has crooked paws, but runs quickly.)
How to avoid repeating words?
Which part of speech words can be used to replace repeated words?
What part of speech are those words that can be replaced by personal pronouns?
5. Repetition of what has been learned about pronouns.
Today we will try to remember what we studied about the pronoun.
What is a pronoun?
Name personal pronouns.
You and I know the topic of today's lesson. What goal will we set for ourselves?
(Writing on the board: repeat (personal pronouns)
learn (find personal pronouns in the text)
define (words referred to by pronouns)
Let's turn to the textbook. Let's look at the table of personal pronouns.
Singular Plural
1st person I we
2nd person you you
3rd person he, she, it they
Read the questions.
Now, using this table, we will remember the rules for writing letters.
What pronouns do you use when writing letters?
- (D) When I wrote a letter to the “Rovesnik” club, I used the pronouns “you” and “you”. I addressed Tamara Nikolaevna as “You” because she is an adult, and I addressed Masha, Misha and Kostya as “You” because they are my peers.
What does the pronoun “it” indicate?
- (D) The pronoun “it” indicates the neuter object in question. The sun appeared in the sky. It shines brightly.
Who did you make the proposal about?
In what cases do we use the pronoun "they"?
- (D) We use the pronoun “they” when we talk about several objects. There were apples hanging on the tree. They are already ripe.
6. Physical exercise.
I'm walking and you're walking - one, two, three. (We walk in place.)
I sing and you sing - one, two, three. (Clap our hands.)
We walk and we sing - one, two, three. (Jumping in place.)
We live very friendly - one, two, three. (We walk in place).
7. Training exercises.
Name the pronouns that you heard during physical exercises.
Who does the pronoun "I" refer to? ("you", "we")
Let's work with the text. Read an excerpt from the text.
“Nika was not a little boy at all. He even went to school. But he couldn’t dress himself. His dad and mom dressed him. But for some reason Nika could undress. Dad and mom used to tell him: “You undressed yourself.” Now try to get dressed yourself." And he waves his hands: “I can’t, I don’t know how.” Mom and Dad convince him: “We can’t dress you all your life!” And he knocks his feet, doesn’t want to agree: “You’re mine.” parents!" So they didn’t persuade Nika to dress himself. And in vain: This is what happened:"
Are there many personal pronouns in the text? Do you understand who each of them points to? Read only those sentences where the pronouns indicate Nika's parents.
How many people are participating in the conversation? Name them. Find those pronouns that indicate that there are several people.
What pronoun does Nika use when talking about himself?
What pronoun do parents use when talking about themselves?
What pronoun do parents use when addressing Nika?
Which one does Nika use when she addresses her parents?
8. Independent work.
Try to write the text correctly. Find personal pronouns in the text and write them down with the words they refer to.
1) Burdock reproduces interestingly. Its fruits hold tightly to a person's clothing. They are attached to it with the help of spines.
2) Burdock - medicinal plant. It helps relieve pain easily. it contains a lot of vitamins.
Nature hasn't woken up yet,
But through the thinning sleep
She heard spring
And she involuntarily smiled.
(In cards for weak students, underline the words indicated by pronouns.)
9. Lesson summary.
Fill in the blanks with the correct pronoun. (Write on the board.)
I took a pencil and paper,
I drew the road
I drew a bull on __
And next to ___ is a cow.
Made the bull pink
Orange - the road.
Then over ___ clouds
I drew a little.
What words did you insert? What part of speech are they? Name the words that the pronouns indicate. What part of speech are they?
10. Homework.
1st level. Notebook for independent work No. 1. No. 32, p. 37.
2nd level. Find “Literary Reading” in the textbook and write down 5 sentences with pronouns. Indicate person and number. Underline the words that the pronouns indicate.
3rd level. Creative task. Write a fragment of a letter using pronouns.
11. Reflection.
If you felt comfortable in the lesson and completed all the tasks, put your ticket in the green envelope. If you needed help while completing some tasks, turn to yellow. If so far many tasks have been difficult for you, go red.
CONCLUSION
The choice of one or another teaching method is determined by the purpose of the training. But in general, what the teaching method should be is decided by the teacher himself, based on such rules as the degree of clarity, accessibility and scientific character. Still, in order to make the right choice, it is necessary to take into account certain factors.
Several types of classification of teaching methods can be distinguished: classified in terms of educational activities, in accordance with the sources of knowledge, according to didactic tasks, also according to the degree of independence of students, according to the method of organizing the cognitive activity of students. There are also unique approaches to teaching methods due to their diversity and the possible addition of new ways of learning.
Depending on the degree of pedagogical management of students’ activities, it is customary to distinguish between methods academic work under the control of the teacher himself and independent studies of students. Despite the independence of students, there is still indirect control of their educational activities. This is due, first of all, to the fact that during independent work the student relies on information received earlier, on the teacher’s instructions, etc.
Therefore, it can be noted that the problem of classifying teaching methods is quite complex and has not yet been completely resolved.
But there is a point of view according to which each individual method should be considered as a holistic and independent structure.
Currently, in modern secondary schools, along with verbal, visual, and practical methods, they also use such teaching methods as didactic games, problem-based methods, software and computer training, distance learning.
But while using modern methods, we must not forget that it is simply a tool that helps us achieve strategic educational goals. All the “tricks” that can be shown in the use of modern methods, teachers must not forget that they are, first of all, teaching children and they should not deviate from the content and application. On the contrary, to make the content of topics through methods more interesting and curious in the student’s learning.
BIBLIOGRAPHY

Angelovski K. Teachers and innovations: A book for teachers: Trans. from Macedon. - M., 1991.

Babansky Yu.K. Problems of increasing the effectiveness of pedagogical research: Didactic aspect. - M., 1982.

Babansky Yu.K. Choosing teaching methods in secondary school. - M., 1989.

Babkina N.V. The use of educational games and exercises in the educational process // Primary School- 1998 - No. 4, p. 28

Basov M.Ya. Selected psychological works. M., 1975.

Bordovskaya N.V., Rean A.A. Pedagogy: Textbook for universities - St. Petersburg: Peter, 2000

Buhler K. Spiritual development of the child. M., 1975.

Volokhova E.A., Yukina I.V. Didactics. Lecture notes.-Rostovn/D: “Phoenix”, 2004. – 288 p.

Glushko A.I. Computer class at school. // Computer Science and Education – 1994, No. 4.

Savin N.V. Pedagogy. M., Education, 1978.

Posted at http://www.a

Ministry of Education and Science of the Republic of Kazakhstan

Karaganda State University them. E.A. Buketova

Faculty of Education

Department of TMD&PPP

Teaching methods in a modern school

Course work in pedagogy

Completed by: st-ka gr. PiP-12

Checked by: teacher

______________________

Karaganda 2009

Introduction

Chapter 1. Theoretical foundations of teaching methods in modern schools

1.1 Concept of teaching method

1.2 Classifications of teaching methods

Chapter 2. Characteristics of teaching methods in a modern school

Conclusion

2.1 Traditional teaching methods in school

Verbal methods in teaching

When using verbal methods, you should take into account the pace and tone of the presentation of the material. The pace should not be too fast, as this makes it difficult to perceive and understand what is heard. If the pace of speech is too slow, students gradually lose interest in the material being presented. Too loud or quiet, as well as monotonous presentation, have a negative impact on the assimilation of material. Sometimes, to defuse the situation, a joke or an apt comparison is appropriate. Further learning of the subject depends on how interesting the educational material is presented. If a teacher's presentation is boring, students may begin to hate the subject they teach. Now let’s take a closer look at each individual type of oral presentation of knowledge.

The presentation of the material can be in the form of a story or an artistic description. This is done by using expressive means. A story is a figurative, emotional and lively presentation of material, which is carried out in narrative or descriptive form. It is used mainly when presenting humanitarian subjects or biographical material, when characterizing images, phenomena of social life, as well as natural phenomena. The story has its advantages. If it is lively and exciting, it can greatly influence the imagination and feelings of students. In this case, schoolchildren are able to experience the same feelings as the teacher in order to jointly understand the content of the story. Moreover, such descriptions influence the aesthetic and moral feelings of students.

The duration of the story should be no more than 10-15 minutes for primary grades and 30-40 for seniors. A special role here is played by visual aids, introducing elements of conversation, as well as summarizing results and conclusions to what has been said.

To speed up the process of recording material in writing, the teacher must inform students about the possibility of using generally accepted abbreviations and notations. At the end of the lecture, students can ask questions. And the answers are asked to be given either by other students, or by the teacher himself.

When presenting the material, the teacher needs to remember some rules. Firstly, the speech must be clear, concise and understandable. Secondly, cumbersome sentences should be avoided, and terms that arise during the presentation must be immediately clarified. You can write them on the board. This also includes unpronounceable names and historical dates.

Preliminary preparation of the material plays a significant role. But this does not mean that the teacher should read his notes during class. You can look at the notes so as not to lose your train of thought and clarify the next stage of presentation. Still, it is necessary to strive to freely present educational material.

However, exposition as a teaching method has both advantages and disadvantages. As for the advantages, in the shortest possible time allotted for explaining the material, the teacher can convey to students all the necessary information. In addition, there are educational purposes in this.

You can increase the effectiveness of perception of the material presented by the teacher if you simultaneously refer to manuals. Students will be able not only to listen to the teacher, but also to look at the manual from time to time if something becomes unclear. This is especially important if it is necessary to clearly show the material (for example, a description of the appearance of animals or a story about what the most ancient tools looked like). To better assimilate the material presented, you can use visual aids (paintings, photographs, kerosene lamps, watches, etc.). Well, to make the speech more vivid and visual, you can draw diagrams and tables on the board.

Catechetical conversation

Translated from the Greek, katecheo, or “catechetical,” means “I teach, I instruct.” This method first appeared in the medieval period, and even then it began to be widely used in practice, imparting new knowledge to students. In church literature there is a textbook called “Catechism”, which is built on the same principle. All religious dogmas in this textbook are divided into questions and answers. However, the modern method of catechetical conversation has one significant difference from the medieval similar method: if in the Middle Ages they memorized the material without comprehension, then in the modern world students are required to be independent in mental work.

Heuristic conversation

Speaking about the advantages of this method, Disterweg wrote, “that it is much more important for students to learn the ways to the proof than the proof itself. In general, knowledge of the ways in which thinkers arrived at their conclusions contributes more to education than knowledge of those conclusions alone.” (3.79)

As for the heuristic conversation, it is aimed at students gaining new knowledge. During such a conversation, the logical abilities of independent thinking also develop. Through mental efforts, students discover new knowledge. And if in a catechetical conversation, when the teacher asks a question, only one student answers it, then in a heuristic conversation there are many student answers.

Test conversation

Sometimes a survey on a studied topic is carried out using a testing method in order to find out how the theoretical material has been learned. Sometimes test conversations are carried out when it is necessary to find out how well students have mastered certain skills. Sometimes a test conversation is structured in such a way that the student needs to apply all his knowledge and skills in practice, and the teacher already evaluates them from the point of view of mastery and correctness. However, one of the disadvantages of this method is that the teacher will be able to identify knowledge and skills only selectively, without covering the entire class. But through periodic questioning, a full picture of the class's diligence does emerge. Typically, a test conversation with one student lasts no more than 5 or 10 minutes.

Germenic conversation

Translated from Greek, “hermenic” means “to interpret, to explain.” There is a science called hermeneutics, the purpose of which is to interpret and explain texts, paintings and pieces of music. A hermenic conversation can also be carried out when students have texts at hand. The main goal of this method is to teach the child to independently use books, models, and paintings. In addition, with the help of such a conversation, the teacher teaches and guides his students to correctly understand and interpret texts. As with other types, a question-and-answer form is used in hermenic conversation.

This type of conversation also includes explanatory reading. Very often this method is used when studying foreign languages and when presenting well-known concepts, for example, information on geography, history and natural science. This method is used along with others. It is very important for teaching in the lower grades.

It is equally important for a successful conversation to know how to pose a question. Questions should be simple and specific. Moreover, their task is to awaken students' thoughts.

Sometimes conversation can have a negative impact on learning. This happens if the teacher, listening to the students’ answers, is distracted from the purpose of the lesson and begins to talk about completely different topics. Not only will he lose a lot of time that he could spend on studying or consolidating the material, he will not be able to survey the entire class.

Visual teaching methods

Visual teaching methods contribute to the assimilation of educational material. As a rule, visual methods are not used separately from verbal and practical ones. They are intended for visual and sensory acquaintance with various kinds of phenomena, objects, processes, etc. Familiarization takes place with the help of various drawings, reproductions, diagrams, etc. Recently, screen-based technical means have increasingly begun to be used in schools.

Visual methods are usually divided into two groups:

Illustration techniques;

Demonstration methods.

The illustration method is characterized by the display of various kinds of illustrative aids, tables, diagrams, sketches, models, posters, paintings, maps, etc.

Demonstration method - inclusion of instruments, experiments, films, technical installations, filmstrips, etc. in the educational process.

Using visual methods, it is necessary to take into account some features:

First of all, we must take into account the age of the students;

There must be moderation in everything, including when using visual aids, i.e. they should be demonstrated gradually, in accordance with the moment of the lesson;

Visual aids must be displayed so that they can be seen by every student;

When showing visual aids, the main points (main ideas) should be clearly highlighted;

Before giving explanations, they are carefully thought out in advance;

When using visual aids, remember that they must exactly correspond to the material being presented;

Visual aids are designed to encourage schoolchildren to look for the necessary information in them themselves.

Practical teaching methods

Practical teaching methods are necessary to develop practical skills in students. The basis of practical methods is practice. There are several types of practical methods:

Exercises;

Laboratory works;

Practical work.

Let's look at each of these methods in more detail.

Exercises are repeated performances of actions, both verbal and practical, aimed at improving their quality and mastery of them. Exercises are necessary for absolutely every subject, as they develop skills and consolidate acquired knowledge. And this is typical for all stages of the educational process. However, the methodology and the very nature of the exercise for different academic subjects will be different, since they are influenced by the specific material, the issue being studied and the age of the students.

There are several types of exercises. By nature they are divided into: 1) oral; 2) written; 3) graphic; 4) training and labor.

According to the degree of independence of students, these are: reproducing exercises, i.e. facilitating the consolidation of educational material; training exercises, i.e. used to apply new knowledge.

There are also commentary exercises, when the student speaks out loud and comments on his actions. Such exercises help the teacher in his work, as they allow him to identify and correct typical mistakes in student answers.

Each type of exercise has its own characteristics. Thus, oral exercises make it possible to develop the student’s logical abilities, memory, speech and attention. The main characteristics of oral exercises are dynamism and time saving.

Written exercises serve a slightly different function. Their main purpose is to consolidate the studied material and develop skills and abilities. In addition, they, like oral exercises, contribute to the development of logical thinking, written language culture and independence of schoolchildren. Written exercises can be used either alone or in combination with oral and graphic exercises.

Graphic exercises are the work of schoolchildren related to the preparation of diagrams, graphs, drawings, drawings, albums, technological maps, stands, posters, sketches, etc. This also includes conducting laboratory practical work and excursions. As a rule, graphic exercises are used by the teacher in conjunction with written ones, since both are needed to solve common educational problems. With the help of graphic exercises, children learn to better perceive and assimilate the material. Moreover, they perfectly develop spatial imagination in children. Graphic exercises can be training, reproduction, or creative.

Educational and labor exercises are practical work of students aimed at developing production and labor activities. Thanks to such exercises, the student learns to apply theoretical knowledge in practice, in work. They also perform an educational role.

Another type of practical methods is laboratory work, i.e. Conducting experiments by schoolchildren according to instructions and under the guidance of the teacher. In this case, various devices, instruments and technical means are used, with the help of which the children study some phenomenon.

Sometimes laboratory work is a research process to study a single phenomenon. For example, observations can be made of plant growth, weather, animal development, etc.

Sometimes schools pay great attention to the study of the region, in connection with this, students visit local history museums, etc. Laboratory work can take place within the lesson or go beyond it.

Carrying out practical work is associated with completing the study of large sections. They, while summarizing the knowledge acquired by schoolchildren during the learning process, simultaneously check the level of mastery of the material covered. (11, 56)

2.2 Game and developmental teaching methods in a modern school

Didactic games as a teaching method at school

In the 60s XX century Didactic games became widespread at school. It has not yet been fully determined where they should be classified: among teaching methods or considered separately. Scientists who take them beyond the scope of teaching methods cite as evidence their peculiarities and going beyond all other grouped methods.

A didactic game is considered to be a type of educational activity that models any object, phenomenon, or process being studied. A didactic game stimulates a student’s cognitive interest and activity. Its main difference is that its subject is human activity.

The features of the educational game are:

An object created by a learning activity;

Joint activity of all participants in the game;

Rules of the game, etc.

Recently, many teachers have accumulated a huge stock of various methodological developments didactic games in academic subjects. And now, more and more often, various computer games, which are educational and developmental in nature. The advantages of didactic games were noted by K.D. Ushinsky, saying that a game for a child is life, a reality created by the child himself. In this regard, the game is more accessible for a child than the world, from the point of view of its understanding. Often, for children, the process of the game itself is important, not the result. The game is useful in all respects, since it not only helps the development of the child’s abilities, but also relieves psychological stress and facilitates the entry of children into the complex world of human relationships. So a teacher, knowing these features, can successfully use this method of teaching not only in high school, but especially in junior school. (25,113)

Problem-based method in modern teaching

This is another teaching method that became widespread in the 60s. XX century This is due to the publication of V. Okon’s work entitled “Fundamentals of Problem-Based Learning.” But in general, the discovery of this method belongs to Socrates. It is not for nothing that it is called the Socratic method. Translated from Greek, the word “problem” means “task”. (21, 58)

Speaking about what problem-based learning is, we should first note that it has a slightly different meaning than we are used to understanding. At the heart of the problem there is always a contradiction. As for contradiction, here it is perceived as a category of dialectics. A problematic method should be discussed only when contradictions are created in the lesson that need to be resolved.

The problem method is used to create and resolve problematic (contradictory) situations in the classroom. Consequently, by resolving contradictions, the student learns the phenomena and objects that are the subject of research. However, speaking about the problematic method, it should be remembered that the contradiction is created for the students, and not for the teacher, for whom it is not a problem. During the lesson, you can create problematic situations that are based on contradictions that are directly related to the peculiarities of students’ perception of educational information.

A problematic situation does not always become problematic for a student. We can talk about this phenomenon only if schoolchildren have shown interest in this problem. It depends on the skill of the teacher whether schoolchildren will be interested in the educational material presented in the form of a problem or not. It is he who must present the material properly, so that the mental work of the entire class is activated. The teacher's goal is to encourage the student to find the right solution to the problem.

In short, problem-based learning can be called one of the most effective. Its advantage is that the problem-based method is suitable for any age of students: whether junior schoolboy or high school student. However, it is very important to consider one point. Before using a problematic method, the teacher must know the educational material well and be able to navigate it freely. Some researchers believe that one of the disadvantages of this method is the large investment of teaching time. But in fact, the effect that this method creates is well worth the time spent, since it makes it possible to organize search activities, effectively developing the dialectical thinking of schoolchildren.

2.3 Computer and distance learning at school

Programmed and computer education in a modern school

Programmed learning is one of the recent innovations in didactics. It began to be used only in the early 60s. XX century This is due to the development of cybernetics.

Programmed learning is necessary to create a learning technology that can constantly monitor the process of knowledge acquisition. It is carried out according to a program drawn up in advance. The program can be found either in a teaching aid or in a textbook. The learning process can be represented as a diagram: (22.145)

The educational material is not mastered in its entirety, but in separate portions, which represent successive steps;

After studying each stage of the educational material, control over its assimilation is carried out;

It must be remembered that if the student answered the questions correctly, he needs a new portion of material;

If the student answers the questions with errors, the teacher helps him.

Currently, training programs can be created using two types of schemes: either linear or branched. So there is an opportunity to bring the training program closer to the level of knowledge of schoolchildren. In the modern world, instead of programmed training, computer training is used.

Currently, computers are used in testing, training various subjects, development of cognitive interests and abilities, etc. Like programmed learning, computer learning is focused on training programs, which are a learning algorithm that looks like a sequence of mental actions and operations.

The better the algorithm, the better the training program. However, to create such a program it is necessary to expend a lot of effort and attract highly qualified teachers, methodologists and programmers.

Distance learning

This is another form of training that has appeared not so long ago. It is connected with the development of information technology and telecommunications. This learning technology allows anyone, anywhere globe, learn using modern information technologies. Such technologies include broadcasts of educational programs on television and radio stations, cable television, video conferencing, etc. (23, 85)

Very important means for distance learning are computer telecommunications such as e-mail and the Internet. Thanks to them, students have the opportunity to receive and transmit educational information. Such training is convenient because it allows you to engage in your own type of activity and at the same time study, focusing on a flexible choice of training programs and academic disciplines.

Conclusion

The choice of one or another teaching method is determined by the purpose of the training. Take medieval learning, for example. Its main content consisted of reading, memorizing and translating the texts of the Bible and various dogmas. Because of this, students developed passivity in thoughts and actions. Modern didactics has completely abandoned this method. Now the student is required not to mindlessly memorize huge chunks of text, but to creatively and consciously study the material, as well as the ability to analyze it.

But in general, what the teaching method should be is decided by the teacher himself, based on such rules as the degree of clarity, accessibility and scientific character. Still, in order to make the right choice, it is necessary to take into account certain factors.

Several types of classification of teaching methods can be distinguished: classified from the point of view of educational activity, in accordance with sources of knowledge, in accordance with didactic tasks, also according to the degree of independence of students, according to the method of organizing the cognitive activity of students. There are also unique approaches to teaching methods due to their diversity and the possible addition of new ways of learning.

Depending on the degree of pedagogical control of students’ activities, it is customary to distinguish between methods of educational work under the control of the teacher himself and independent study by students. Despite the independence of students, there is still indirect control of their educational activities. This is due, first of all, to the fact that during independent work the student relies on information received earlier, on the teacher’s instructions, etc.

Therefore, it can be noted that the problem of classifying teaching methods is quite complex and has not yet been completely resolved.

But there is a point of view according to which each individual method should be considered as a holistic and independent structure.

Currently, in secondary schools, along with verbal, visual, and practical ones, they also use such teaching methods as didactic games, problem-based methods, software and computer training, and distance learning.

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Teaching aids include a variety of materials and tools used during the educational process. Thanks to their successful selection, you can achieve your educational goals with great success in a short period of time. Teachers and students use learning tools during the process of assimilation of acquired knowledge.

What are teaching aids

Teaching aids include various objects and ongoing processes, which are a source of educational information and a tool for the perception, assimilation and memorization of the material proposed as study. The teaching aids are entrusted with the main didactic task: they are designed to speed up the assimilation of the required amount of material and at the same time contribute to the development and upbringing of children.

All existing teaching aids can be classified as material or ideal. Tutorials, textbooks, tests, didactic equipment for laboratories, technical means - all this constitutes teaching aids called material. The ideal ones include oral and painting, music, diagrams, tables, diagrams, as well as the organizing and directing activities of the teacher, his qualification level, and methods of organizing teaching.

Teaching will give positive results if the teaching aids, ideal and material, are used in combination, complementing each other.

Features of modern teaching aids

Achieving results in learning, both personal and subject-specific, is possible only with the use of all existing means of presenting and mastering educational material. In this regard, both traditional methods and modern teaching aids operating on the basis of digital technologies should be used in the educational process.

Today, the main task of the educational system is to teach the individual to learn, engage search activity, learn, collaborate with others during New approach to learning consists precisely in creating opportunities for free access to various information resources, for organizing educational networks and communities.

Therefore, modern teaching tools should include traditional and Traditional means of using printed and non-printed media, equipment, instruments and instruments for conducting experiments, experiments and practical exercises. Innovative means are all equipment that operates on the basis of digital technologies.

Advantages multimedia training

Today many educational establishments To achieve high quality education, multimedia teaching tools are used. Conducting lessons using modern technologies has many advantages. Firstly, children perceive and assimilate the material better, their interest and desire to learn and experience increases. Secondly, there is an opportunity individual approach to the education of each child, prospects are opened for the realization of his creative abilities. Thirdly, multimedia teaching aids can reduce the number of various types work that tires children, to interest students by presenting new material, when the teacher’s story, students’ answers alternate with the use of audiovisual means - music, animation, graphics. Fourthly, the presentation of the material occurs dynamically, conditions appear for organizing the work of students in groups, as well as the independent activity of the student. And last but not least, the self-esteem of the growing individual increases.

During the modern learning process, multimedia tools such as electronic textbooks, CDs, websites and quests are used.

Active use of modern teaching aids is an integral part of the educational process in technical educational institutions, where teachers who are passionate about their profession work. After all, the competent and systematic use of multimedia helps improve the quality and effectiveness of education.

Teacher creativity and high professional skill means, first of all, scientifically based and skillful development of a system of teaching methods. The method of teaching determines how well the student has learned to acquire knowledge, obtain it, investigate an object or phenomenon, draw conclusions, and apply the acquired skills and abilities in life. What is a teaching method?

Methodos - in Greek “way”, “way of behavior”. The teaching method should be understood as the methods of joint activity of the teacher and students in the learning process, with the help of which the tasks are achieved.

The teaching method establishes the types of activities of the teacher and students, determines how the learning process should proceed, what actions should the student and teacher perform?

Any method is a system of conscious sequential human actions leading to the achievement of a result corresponding to the intended goal. Having realized his goal, a person carries out activities, i.e. a system of actions by certain means at his disposal. These means can be intellectual, practical and materialized (problematic). This is the word of the teacher, textbooks, literature; educational equipment and visual aids; special software tools.

The teaching method presupposes, first of all, the teacher’s goal and his activities with the means available to him. As a result, the student’s goal and his activity with the means available to him arise. Under the influence of this activity, the process of assimilation by the student of the studied content arises and is carried out, the intended goal, or learning result, is achieved. This result serves as a criterion for the suitability of the method for the purpose. The teaching method presupposes the indispensable interaction between teacher and student, during which the teacher organizes the student’s activity on the object of study, and as a result of this activity, the learning process is realized, the student masters the content of education.

Thus, we see the interconnection of relationships: “teacher - student - subject”. In these relations, each element performs its own function, determined by the content of the material studied in the lesson, the organization of activities for its assimilation and methods of assimilation of this material.

In his activities to realize the learning goal, the teacher includes individual details of the method, its components called methodological techniques. “Technique” is an element of one or another method, the particular in relation to the general. This:

drawing up a plan for the material being studied;

setting questions, assignments, tasks that lead students to the need to learn new things;

analysis of certain life situations and phenomena that students encounter in their practice, etc.

There is a relationship and transitions between methods and methodological techniques.

The need for a teacher to use a wide arsenal of teaching methods is caused by the nature of the content of education in a modern school, the specifics of the academic subject, taking into account psychological characteristics students, their level of development, and the individual characteristics of the teacher. A teacher’s wrong choice of one method or another can lead to negative results.

The successful activity of the teacher and student is achieved by the optimal use of a combination of methods, techniques and teaching aids.

The variety of teaching methods is reflected in classifications that choose one or another feature as a basis. IN last years The classification, authored by Yu.K. Babansky, became widespread. So his classification contains 3 blocks of groups:

I. Methods of organizing and implementing educational and cognitive activities.

II. Methods of stimulation and motivation of learning.

III. Methods of control and self-control in learning.

Each of these groups includes subgroups of methods based on a specific characteristic. Thus, in the subgroup according to the source of transmission and perception of educational information, the methods are divided into verbal, visual and practical.

Verbal teaching methods are the most common and are used in different types of schools. This is explained by the fact that the word is one of the sources of knowledge, it can have a guiding effect in cognitive and practical activities, it can have an educational influence and contribute to the development of interest in the subject. The most common verbal methods are story, conversation, lecture, etc. Verbal teaching methods are subject to certain pedagogical requirements - they are scientific, logical consistency and evidence; clarity, precision, intelligibility, emotionality and culture of speech; taking into account the age and individual characteristics of schoolchildren; the pace and tone of the teacher’s presentation of the material.

Visual teaching methods are conventionally divided into two large groups: methods of illustration (showing students illustrative aids) and demonstration (demonstration of instruments, experiments, etc.). The rational use of visual aids in combination with words contributes to a great educational and educational effect and creates favorable opportunities for the development of abstract thinking in students.

The learning process requires not only knowledge, but also includes the formation of skills and abilities. This is largely facilitated by practical methods that cover a very wide range of different types of student activities. Practical methods include: exercises, working with a textbook and book, experimental work, and other methods.

Classifications that are based on such a feature as the nature of students’ cognitive activity (according to the degree of independence of schoolchildren’s thinking when mastering knowledge) include methods: explanatory-illustrative, reproductive, problematic presentation of knowledge, partially search (heuristic), research. This classification presupposes such management of the educational process that would create space for the optimal development of natural inclinations for creative activity.

Explanatory and illustrative method. The main purpose of this method is to organize the assimilation of information by students, while the teacher communicates ready-made information through various means, and students realize and record this information in memory. The explanatory and illustrative method is one of the most economical ways to transfer knowledge to students. When using this method, student activity consists mainly of perception, comprehension and memorization of the material. But the knowledge obtained as a result of the explanatory and illustrative method does not form the skills to use it. To acquire skills and abilities, it is necessary to organize the activities of schoolchildren to repeatedly reproduce the knowledge imparted to them and the methods of activity shown.

Reproduction and repetition of the method of activity according to the teacher’s assignments are a sign of the method called reproductive. As the volume of students' knowledge increases, the frequency of using the explanatory and illustrative method in combination with the reproductive method increases. With any combination of these two methods, the first always precedes the second. Both methods enrich students’ knowledge, skills, and abilities, form basic mental operations, but do not guarantee the development of students’ creative abilities.

This goal is achieved by other methods. And the first of them is a problematic presentation. The essence of this method is that the teacher poses a problem, solves it himself, but at the same time shows the path to solution. The purpose of this method is that the teacher shows examples of scientific knowledge, scientific solutions to the problem, and students mentally follow his logic, assimilating stages of solving holistic problems. In order to gradually bring students closer to solving problems independently, they must be taught how to perform individual stages of solving them.

The method in which the teacher organizes the participation of schoolchildren in performing individual search steps is called partial search. At the same time, the teacher teaches schoolchildren to construct the proof they found on their own; secondly, draw conclusions from the presented facts; thirdly, make an assumption; fourthly, build a plan for checking it, etc.

A variation of this method is to construct a heuristic conversation consisting of a series of interrelated questions. The student, covered by these teaching methods, updates existing knowledge, exercises self-control, motivates his actions in the course of solving one or another stage of the problem.

To fully assimilate the experience of creative activity, a research method is necessary. The essence of the research method should be defined as a way of organizing the search for creative activity of students to solve problems that are new to them. At the present stage of school development, the research method performs important functions. It is intended, firstly, to ensure mastery of the methods of scientific knowledge in the process of searching for these methods and applying them. Secondly, it forms certain features of creative activity. Thirdly, it is a condition for the formation of interest, the need for this type of activity. Fourthly, the research method provides complete, well-informed, quickly and flexibly used knowledge.

In the process of using problem-based teaching methods, there are four main parts:

awareness of the general problem situation;

analyzing it and forming a specific problem;

solving a problem by putting forward a hypothesis;

checking the correctness of the problem solution.

Problem-based teaching methods involve creating problem situations and managing activities to independently solve them. Thus, problem-based teaching methods ensure a solid mastery of the fundamentals of science, the development of cognitive independence and creative abilities of students.

There are other classifications of teaching methods, there are many of them, as well as the methods themselves; the content and nature can change depending on the setting of the goals of upbringing, training and education at school.

Choice of teaching methods. When choosing teaching methods, the teacher must know the level of development of his students, their ability to make generalizations, conclusions, analyze and evaluate facts and phenomena; must be able to imagine the response emotional activity of schoolchildren.

There is not and cannot be any universal method. Teaching should be as flexible as possible: for each moment of the teaching process, the method that is most suitable should be used.

Didacts consider the learning process not only from the operational side, but also from the point of view of the relationship between the operational and motivational aspects of learning. The formation of positive motives for learning is the special task of the teacher. These are motives: social, cognitive, communicative, moral, self-education. In the system of learning motives, the leading role should belong to cognitive interest. It is possible to form positive sustainable motivation in educational activities through: the content of educational material; organization of the educational process; the use of special teaching methods and techniques. Great importance have an assessment of the student’s work and the teacher’s personal example.