What are teaching methods? Methods and forms of training
There are various types of classifications of teaching methods, taking into account their practical functions and capabilities in organizing educational interaction between teachers and students. In addition, different authors base the division of teaching methods into groups and subgroups on different criteria, so there is no single point of view on this issue. However, the holistic learning process in a specific educational process is ensured unified classification methods that are optimally suited for use in a specific cognitive process.
Let's look at the most common classifications of teaching methods.
Classification according to the correspondence of teaching methods to the logic of knowledge(B.T. Likhachev). The methods are divided according to the main stages of comprehending the truth: “living contemplation”, abstract thinking (comprehension, generalization, analysis) and practice. In accordance with this, the following groups of methods are distinguished:
Organization of observation, accumulation of empirical material;
Generalizing theoretical processing of factual data;
Practical verification of the correctness of conclusions and generalizations, revealing the truth.
Classification of teaching methods based on a holistic approach to the learning process(Yu. K. Babansky).
According to this classification, teaching methods are divided into three groups:
1) methods of organizing and implementing educational and cognitive activities;
2) methods of stimulation and motivation of educational and cognitive activity;
3) methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.
The first group includes the following methods:
Perceptual (transmission and perception of educational information through the senses);
Verbal (lecture, story, conversation, etc.);
Visual (demonstration, illustration);
Practical (experiments, exercises, completing assignments);
Logical, i.e. organization and implementation of logical operations (inductive, deductive, analogies, etc.);
Gnostic (research, problem-search, reproductive);
Self-management of educational activities (independent work with a book, equipment, etc.).
The second group of methods includes:
Methods of developing interest in learning (cognitive games, educational discussions, creating problem situations, etc.);
Methods of forming duty and responsibility in teaching (encouragement, approval, censure, etc.).
The third group includes:
Methods of oral, written and machine testing of knowledge, skills and abilities;
Methods of self-monitoring of the effectiveness of one’s own educational and cognitive activities.
Classification of teaching methods according to didactic purpose(M.A. Danilov, B.P. Esipov, L.P. Krivshenko).
This classification identifies the following teaching methods:
Methods of acquiring new knowledge;
Methods of developing skills and abilities;
Methods of applying knowledge;
Methods of consolidating and testing knowledge, abilities, skills.
This classification is in good agreement with the main learning objectives and helps to better understand their functional purpose.
Classification of teaching methods by source of knowledge acquisition(N.M. Verzilin, L.P. Krivshenko, D.O. Lordkipanidze, E.I. Perovsky, P.I. Pidkasisty)
Noting three sources of knowledge: word, visualization, practice, they highlight:
Verbal methods (the source of knowledge is the spoken or printed word);
Visual methods (sources of knowledge are observable objects, phenomena, visual aids);
Practical methods (students gain knowledge and develop skills through practical actions.
Verbal methods occupy a central place in the system of teaching methods; they allow the shortest possible time convey a large amount of information, pose problems to students and indicate ways to solve them. Verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.
The second group according to this classification consists of visual teaching methods, in which the assimilation of educational material is significantly dependent on the visual aids, diagrams, tables, drawings, models, devices, and technical means used. Visual methods are conventionally divided into two groups: the method of demonstrations (experiments, instruments, films, etc.) and the method of illustrations (display of posters, paintings, tables).
Practical teaching methods are based on the practical activities of students. The purpose of this group of methods is the formation of practical skills. Practical methods include exercises, practical and laboratory work.
Classification of teaching methods according to the nature of students’ cognitive activity
Based on the level of mental activity of students, I. Ya. Lerner and M. N. Skatkin identify the following methods:
Explanatory-illustrative, or information-receptive;
Reproductive: reproduction of actions to apply knowledge in practice. The criterion for assimilation is the correct reproduction (reproduction) of knowledge;
Problematic presentation of the material being studied;
Partially search, or heuristic;
Research: students are given a cognitive task, which they solve independently, choosing for this necessary methods and using the help of a teacher.
The main advantage of the explanatory-illustrative and reproductive methods is cost-effectiveness. It is for this reason that they are actively used in the classroom system. The essence of the explanatory-illustrative method is that the teacher communicates ready-made information through various means, and the students perceive it, realize it and record it in memory. The communication of information is carried out using the spoken word (story, conversation, explanation, lecture), the printed word (textbook, additional manuals), visual aids (tables, diagrams, pictures, films and filmstrips), practical demonstration of methods of activity (showing experience, work on machine, method of solving a problem, etc.). But there is enough here low level mental activity.
IN modern conditions In life, it is necessary to develop the skill of correct thinking. The concept of correct thinking means ability to reflect, have the ability to think. Much of what the student learns is forgotten, but the habit of working on the material in a certain way remains. Psychologists say that at the same time he moves to another level of development. Consequently, it is not the knowledge itself that is valuable, but, first of all, the ways in which it is developed.
It is believed that in the field of religious education the method of suggestion is most actively used - knowledge is acquired at the subconscious level. Of course, such a method can be found not only in the religious educational system, but also in other pedagogical systems and requires careful study.
The use of current methods in training provides the opportunity to transfer a significant amount of knowledge and skills in the shortest possible time and with little effort. The durability of knowledge due to the possibility of its repeated repetition can be significant. But communicating all information without exception dogmatically, giving all ready-made conclusions, demanding that the student take it on faith, bow down, without reasoning, leads to mental retardation. Both explanatory and illustrative and reproductive methods are characterized by the fact that they enrich knowledge and skills, form special mental operations, but do not guarantee development creativity student. Nowadays, everyone has to figure out all the difficult living conditions themselves, to find causal connections in surrounding phenomena. When you go out into life, no one will give ready-made solutions for each particular case, therefore, one cannot deprive the student of the opportunity to formulate rules and conclusions himself. On this occasion, E.R. Kuliev writes: “Muslim universities traditionally use the reproductive method, which does not develop flexible thinking in students and contributes to the formalization of the process of acquiring knowledge. As a result, young cadres are unable to independently assess the atypical situations that they, as imams and mudarris, have to face. The culture of knowledge in Islam is determined not by the degree of awareness in a specific subject area, but by the internal potential of the individual, the application of acquired knowledge in personal experience and for assessment life situations" Therefore, other, more effective teaching methods should be used more often.
The goal of developing creative abilities and the ability to think independently is achieved, for example, by the method of problem presentation. This method is transitional from performing to creative activity. The essence of the problem presentation method is that the teacher poses a problem and solves it himself, thereby showing the train of thought in the process of cognition. At the same time, students follow the logic of presentation, mastering the stages of solving holistic problems. At the same time, they not only perceive, realize and remember ready-made knowledge and conclusions, but also follow the logic of evidence, the movement of thought of the teacher or a substitute medium (cinema, television, books, etc.). And although students with this method of teaching are not participants, but merely observers of the process of thinking, they are included in the process of resolving cognitive difficulties.
A higher level of cognitive activity is partly carried out by a search (heuristic) method.
The method was called partially search because students independently solve a complex educational problem not from beginning to end, but only partially: not all knowledge is offered in ready-made form; it must be obtained independently. The teacher involves students in performing individual search steps. Some of the knowledge is imparted by the teacher, and some of the knowledge is obtained by students on their own, answering questions or solving problematic tasks. Educational activity develops according to the scheme: teacher - student - teacher - student, etc. One of the varieties of this method is a heuristic conversation, which will be discussed further when analyzing the conversation method.
The research method of teaching involves the creative assimilation of knowledge by students: the teacher, together with the students, formulates the problem; students resolve it independently; The teacher provides assistance only when difficulties arise in solving the problem.
Thus, the research method is used not only to generalize knowledge, but mainly so that the student learns to acquire knowledge, investigate an object or phenomenon, draw conclusions and apply the acquired knowledge and skills in life. Its essence comes down to organizing the search and creative activities of students to solve problems that are new to them.
The main disadvantage of this teaching method is that it requires significant time and high level pedagogical qualifications of the teacher.
There are other classifications of teaching methods.
As we can see, at present there is no single view on the problem of classifying teaching methods, and any of the classifications considered has both advantages and disadvantages that must be taken into account at the selection stage and in the process of implementing specific teaching methods. The presence of different points of view on the problem of classifying teaching methods reflects the objective, real versatility of teaching methods.
Let us dwell in more detail on some teaching methods that are included in various classifications and are applicable both in school education and at university.
Teaching methods included in various classifications
Working with a textbook and book. The essence of the method is that the acquisition of new knowledge is carried out independently through a thoughtful presentation of the material from the textbook and comprehension of the presented facts and conclusions. At the same time, the ability to work with educational literature, with texts, with sources. The main advantage of the method is the ability to repeatedly access educational information at an accessible pace and at a convenient time. Currently, electronic textbooks have appeared; in addition to educational textbooks, they also contain management information and effectively address issues of control, correction, and diagnostics of knowledge and skills.
To develop skills and abilities they use practical teaching methods. These include exercises, practical and laboratory methods.
Exercise– repeated performance of educational actions in order to master them or improve their quality. Students train (practice) in applying the learned material in practice and in this way deepen their knowledge, develop appropriate skills and abilities, while developing their thinking and creative abilities.
There are oral, written, graphic and educational exercises.
Oral exercises contribute to the development of logical thinking, memory, attention, and speech culture of students.
Written exercises are used to consolidate knowledge and develop skills in its application.
Graphic exercises help to better perceive, comprehend and remember educational material; contribute to the development of spatial imagination. Graphic exercises include work on drawing up graphs, drawings, diagrams, technological maps, sketches, etc.
A special group consists of educational and labor exercises, the purpose of which is to apply theoretical knowledge in work activities. They promote mastery of skills in handling tools, laboratory equipment (instruments, measuring equipment), and develop design and technical skills.
Any exercises, depending on the degree of independence of students, can be of a reproductive, training or creative nature.
For exercises to be effective, they must meet a number of requirements. These include students' conscious approach to performing exercises; knowledge of the rules for performing actions; compliance with the didactic sequence in performing the exercises; taking into account the results achieved; distribution of repetitions over time.
Laboratory method- this is students independently conducting experiments, experiments using instruments, instruments, i.e. using special equipment. The work is carried out according to the instructions of the teacher, and can be carried out individually or in groups. The laboratory method not only ensures that students acquire knowledge, but also maintains interest in learning, encourages further research, and contributes to the formation of practical skills. But the laboratory method requires a special, often expensive equipment, its use involves significant expenditures of energy and time.
Practical methods are general in nature, they are carried out after studying large sections, and are aimed at applying the acquired knowledge to the solution practical problems. Practical work performs the functions of deepening knowledge, skills, control and correction, and stimulates cognitive activity. A special type of practical teaching methods consists of classes with teaching machines and simulators.
Some authors (Lerner I.Ya., Skatkin M.N., Krivshenko L.P.) classify active and intensive methods training related to finding ways to activate students in the learning process. The cognitive activity of students is expressed in a stable interest in knowledge and in a variety of independent learning activities. Traditional teaching technology, aimed at ensuring that the student listens, remembers, and reproduces what the teacher says, poorly develops the student’s cognitive activity.
Active teaching methods are teaching methods in which the student’s activity is productive, creative, and exploratory in nature. Active learning methods include didactic games, analysis of specific situations, solving problem problems, training using an algorithm, brainstorming, drawing up a semantic map of concepts, creating a portfolio as part of independent work, etc..
Intensive training methods are also used to provide training in short periods of time in long, one-time sessions (“immersion method”). These methods are used in teaching business, marketing, foreign language, V practical psychology and pedagogy. As practice shows, they are also successfully used in the system of religious education.
Methods of teaching theological disciplines have evolved over centuries; they are based on the content of the subject and the logic of studying the subject. For example, describing the concentric method of teaching in a traditional Muslim school (actively used today), inspector of public schools in Tsarist Russia Ya.D. Koblov writes: “after studying the basic material, they go further, repeating the old. In relation to this method of teaching, all the information that a Mohammedan needs to know is presented; in subsequent ones, the said elementary information is branched out into different disciplines. ...But even in the construction of individual theological sciences, they usually adhere to the same concentric method of presentation. Usually, at the beginning of a book on a well-known science, the briefest, just a few pages, presentation of the science of some ancient author (matn) is given, then throughout the entire book a detailed, comprehensive interpretation of another author is presented on the foundations of science that are set out at the beginning (sharkh ). And finally, for special lovers of wisdom in the margins of the book, it is presented in even more detail. in detail the same subject (hashiyat). ... So they gradually move from an easier presentation to a more difficult and complex one.” Consequently, in the traditional Islamic educational process there already existed multi-level training and modular training, the specifics of which will be revealed in the next chapter.
Characteristics of step-by-step teaching methods
1. Stage of perception and assimilation. The methods of the perception-assimilation stage include: story, explanation, conversation, lecture, illustration, demonstration.
Story is an oral narrative presentation of the content of educational material by a teacher or students. It focuses on specific facts, their relationships and interdependence, which mobilizes the listener’s auditory perception, ideas and imagination. Most often, the story is used when presenting educational material that is descriptive in nature, for example, a short biography of a scientist, material about geographical location And natural conditions of a particular country, as well as factual material that requires imagery and consistency of presentation. Narration about people's lives, historical events, description natural phenomena, the life of people of different continents, the behavior of animals and insects - all this provides a deep and clear perception of the facts necessary for further educational work. The effectiveness of the story as a method of presenting material requires the concentration of students' attention. At the end of the story, the teacher reveals the listeners’ understanding of the essence of the facts, their interrelation and interdependence, diagnoses the effectiveness of the educational impact: the presence in the listener’s mind of new ideas, internal figurative and visual series as the basis of mental activity in a given direction. The developing meaning of the story is that it brings into a state of activity the mental processes of representation, memory, thinking, imagination, and emotional experiences. The story is used at all stages of learning, only the objectives of the presentation, style and volume of the story change. The greatest developmental effect comes from storytelling when teaching younger schoolchildren who are prone to imaginative thinking. By influencing a person’s feelings, the story helps to understand and assimilate the meaning of the moral assessments and norms of behavior contained in it.
L.P. Krivshenko, M.E. Weindorf-Sysoev are distinguished:
— an introductory story that involves preparing students to study new material;
- story-narration - used to present the intended content;
- conclusion story - sums up the material studied.
There are certain requirements for the story as a teaching method: the story must ensure the achievement of didactic goals; have a moral orientation to teaching; contain reliable facts; have clear logic; the presentation must be evidence-based, imaginative, emotional, taking into account the age characteristics of the students, presented in simple and accessible language, reflecting elements of the teacher’s personal assessment and attitude to the facts presented.
The story is used in combination with other teaching methods - explanation, illustration, discussion, conversation.
Explanation– this is the teacher’s reasoning, which ensures the identification of the essence of the event or phenomenon being studied, the analysis of facts, examples, and the comparison of various phenomena. In the process of explanation, students are taught formal logical and dialectical thinking, the ability to argue and prove defended positions. Therefore, explanation is most often resorted to when studying the theoretical material of various sciences. Using the method of explanation requires a logically accurate and clear formulation of the task, the essence of the problem, the question; consistent disclosure of cause-and-effect relationships, reasoning and evidence; using comparison, comparison, analogy with the use of vivid examples. The developing result of the explanation is expressed in the activation of thought processes, the formation of the ability to focus on identifying the main and essential. The educational significance of the method lies in the development of the desire to get to the bottom of the truth, to identify the main thing in the material being studied and to separate it from the unimportant and secondary. Explanation as a teaching method is widely used in working with students of all age groups. However, in the student audience, due to the complication of educational material and increasing intellectual capabilities, the need to use the explanation method increases.
There are certain requirements for explanation: precise and clear formulation of the problem, the essence of the problem; consistent disclosure of cause-and-effect relationships, reasoning and evidence; use of comparison, analogy, juxtaposition; attraction of vivid examples, impeccable logic of presentation.
In many cases, the explanation is combined with observations, with questions, and it can develop into a conversation.
Conversation– dialogical form of presentation and mastery of educational material. The teacher, by asking a carefully thought-out system of questions, leads students to understand new material or checks their understanding of what has already been learned. Organizing a conversation presupposes that the audience has a certain stock of knowledge necessary and sufficient for competent participation in the discussion of the issue, for generalizations, conclusions, and movement towards the truth. When the level of readiness of the audience allows, the conversation can be active, involving in a heuristic, creative process. The pedagogical function of conversation is to use knowledge and personal experience students in order to intensify their cognitive activity, involve them in active mental search, in resolving contradictions, and independently forming conclusions and generalizations.
A conversation requires thoughtfulness and clarity in posing questions, flexibility in their clarification and development. Experienced teachers, in order to enhance the educational process, include elements of conversation in the story and explanation. Problem-based learning is also carried out with the help of dialogue: setting a problem, clarifying the understanding of its essence, discussing issues and leading students to independent conclusions. The cognitive result of the conversation is found in the students’ strong assimilation of knowledge and in the activation of their life experience. The developmental effect of conversation is manifested in the formation of the ability to think clearly and quickly, analyze and generalize, pose precise questions, speak briefly and clearly express your thoughts. The educational influence of conversation is that it awakens independence, helps to gain confidence in own strength, the development of communicative ability.
Conversation is one of the oldest methods. In the traditional old school, catechetical conversation was especially common, the essence of which was that the teacher asked questions to which the students (shakirds) answered with ready-made formulations.
Depending on the tasks that the teacher sets in the learning process, the content of the educational material, the level of creative cognitive activity of students, L.P. Krivshenko, M.E. Weindorf-Sysoeva distinguishes different types of conversations:
Introductory, or introductory, conversations. They are carried out before studying new material to update previously acquired knowledge and determine the degree of students’ readiness for knowledge and inclusion in upcoming educational and cognitive activities;
Conversations-messages of new knowledge. They can be catechetical (reproduction of answers in the wording given in the textbook or by the teacher); Socratic (involving reflection) and heuristic (involving students in the process of actively searching for new knowledge and formulating conclusions);
Synthesizing or consolidating conversations. Serve to generalize and systematize students’ existing knowledge and ways of applying it in non-standard situations;
Control and correction conversations. They are used for diagnostic purposes, as well as to clarify and supplement the audience’s existing knowledge with new information.
One type of conversation is an interview, which can be conducted with an individual or a group of people.
When conducting a conversation, it is important to formulate and ask questions correctly. They should be short, clear, meaningful; have a logical connection with each other; reveal in aggregate the essence of the issue being studied; promote the assimilation of knowledge in the system. Skillfully posed questions encourage students to reason and analyze the facts being studied in a certain logical sequence. In terms of content and form, questions must correspond to the level of development of students (questions that are too easy and very difficult do not stimulate active cognitive activity or a serious attitude towards knowledge). When conducting a conversation to comprehend new material, it is necessary to pose questions so that they require not monosyllabic affirmative or negative answers, but detailed reasoning, certain arguments and comparisons, as a result of which students acquire new knowledge.
Conversation as a teaching method has undoubted advantages: it activates the educational and cognitive activity of students; develops their speech, memory, thinking; has great educational power; is a good diagnostic tool and helps to monitor students’ knowledge.
However, the use of this method also has its limitations, since not all material can be presented through conversation. This method is used when the topic being studied is relatively simple and when students have a certain stock of ideas or life experiences on it that allow them to comprehend knowledge heuristically; if students do not have a certain stock of ideas and concepts, then the conversation turns out to be ineffective. The next significant drawback is that this way of transferring knowledge requires a lot of time, in addition, the conversation does not provide practical skills; contains an element of risk (the student may give an incorrect answer, which is perceived by others and recorded in their memory).
Lecture– monologue way of presenting voluminous material. The word lecture is of Latin origin and translated into Russian means reading. The tradition of presenting extensive material by reading a prepared text dates back to medieval universities. In the Islamic educational sphere, an educational institution of the highest type was called madrasah. The concept comes from the word “ ders", denoting a lesson, or lecture, so madrasah in Arabic means a place where lectures are given. The teacher giving lectures was called mudarris. “...Mudarris is the highest academic title among the Mohammedans. To get it, you need to take seven courses at the Mohammedan spiritual academy, or the so-called madrasah,” writes in late XIX century director of Tauride schools E.L. Markov.
The use of lectures as a teaching method in the modern educational system makes it possible to significantly intensify the cognitive activity of students, to involve them in independent searches for additional scientific information to solve problematic educational and cognitive tasks, and to conduct independent experiments. The lecture is used in high school for teaching social and humanitarian subjects and in student audiences. The advantages of the lecture are manifested in the ability to ensure the completeness and integrity of the perception and assimilation of voluminous educational material in its logical relationships.
The relevance of using lectures in modern conditions is increasing due to the use of block study of new material on topics or large sections. There are popular science and academic lectures. Popular science lectures are used to popularize knowledge. Academic lectures are also used in high school and higher education institutions. Training sessions in a higher educational institution they represent a system of classroom studies and extracurricular independent work of students. The main types of classroom classes include lectures, seminars, laboratory and practical classes (read more about this in the Appendix).
The stage of perception-assimilation includes visual methods that are intended to visually and sensually familiarize students with objects and phenomena in their natural form or in a symbolic representation using all kinds of drawings, reproductions, and diagrams. This group of methods is most often used as an auxiliary method that deepens and expands students’ knowledge in the process of storytelling, explanation, lecture, and conversation. Visual methods are conventionally divided into two large groups: the illustration method and the demonstration method.
Illustration used by the teacher in order to create in the minds of students, with the help of visual aids, an accurate, precise and clear image of the phenomenon being studied. A visual aid helps to bring into a state of activity all analyzers and the associated mental processes of sensation, perception, and representation, resulting in a rich empirical basis for the generalizing and analytical mental activity of students and teachers. Illustrations are used in the teaching process both at school and at university.
Demonstration is a way of educational interaction between a teacher and students based on showing in integrity and detail real life events, natural phenomena, scientific and production processes, the operation of instruments and apparatus for the purpose of their analytical consideration and discussion of related problems. Ensuring a thorough, deep primary perception of educational material is achieved by demonstrating educational and feature films, their fragments, television programs, videos, filmstrips of computer programs; display of scientific experiments, experiments, technical installations; real processes in nature and society, etc. Demonstration as a teaching method ensures the perception of complex phenomena of reality in their dynamics, in time and space. With its help, students' horizons are expanded, the process of assimilation of knowledge is psychologically facilitated, and a sensory-empirical basis for knowledge is created when studying all subjects of the curriculum. The demonstration can be used in any classroom. It includes in its structure a mandatory interview with students about what they perceive, which helps the teacher diagnose the process of knowledge acquisition.
When using these methods, certain requirements must be observed: clarity should be used in moderation; it is important to correctly select objects for demonstration, skillfully direct students’ attention to the essential aspects of the phenomena being demonstrated; it is necessary to clearly highlight the main, essential in the demonstrated object, to coordinate the visualization with the content of the theoretical material.
Independent work. The group of methods of perception and assimilation also includes methods of independently, under the guidance of a teacher, obtaining educational and scientific information. These include independent work with a textbook, book, document, computer. It is a way of preparing delayed learning interaction between teacher and student based on independent primary perception and assimilation of educational material.
Let's look at some techniques for working independently with texts:
note-taking – summary reading content. There are selective, complete, and brief notes. You can take notes on the material in the first (yourself) or third person. Taking notes in the first person develops independent thinking;
thesis– a summary of the main ideas in a certain sequence;
drafting a text plan– after reading the text, you need to break it into parts and title each of them. The text plan can be simple or complex;
citation– verbatim excerpt from the text. As L.P. writes Krivshenko, when quoting, the following conditions must be observed: a) the quotation should be correct, without distorting the meaning; b) an accurate record of the output data is required (author, title of work, place of publication, publisher, year of publication, page);
annotation– a brief, condensed summary of the content of what was read without loss of essential meaning;
review– writing a review, i.e. a short review expressing your attitude about what you read;
drawing up a certificate– information about something obtained after searching. Certificates can be biographical, statistical, geographical, terminological, etc.;
drawing up a matrix of ideas– compiling in the form of a table the comparative characteristics of similar objects and phenomena in the works of different authors;
drawing up a semantic map– ordered verbal-schematic image basic concepts by topic, section.
A semantic map (or semantic network) reflects the semantics of a subject area in the form of concepts and relationships. Drawing up such a map is one of the ways to represent knowledge. For example, as an example for the task of drawing up a semantic map, using the proposed statements from the materials on the topic “Personal Education”, the following scheme can be proposed:
“Proficiency in a variety of techniques for working with texts,” writes L.P. Krivshenko, increases the productivity of cognitive work, allows you to save time on mastering the content of the material. The transition from one method of working with text to another changes the mode of operation of the brain, which prevents its rapid fatigue.”
In higher educational institutions, search tasks and projects are actively used. One of these types of tasks is independent search is a teaching method that allows the teacher, relying on the students’ existing knowledge, skills and abilities, on their individual abilities, to set a creative search task for them, advise their activities, evaluate and use them in educational process its results. The pedagogical function of search tasks and projects is to individualize learning, expand the scope of knowledge in the conditions of differentiation and specialized training in advanced programs. Such tasks are used in the process of studying any subject, especially in specialized disciplines. Students write reviews of popular science literature, essays, term papers and dissertations, etc.
The function of independent work is to learn the ability to extract and select facts, make your own generalizations, conclusions, give explanations and present acquired knowledge. It is independent work that teaches you to learn, prepares you for continuous education, acquiring new information throughout your life.
Above we looked at methods for working independently with text. In connection with the computerization of the educational process, methods and techniques of independent work with a computer are increasingly being used. One of the most common methods of independent work is creating a portfolio (briefcase, folder with documents).
Portfolio system. The system is focused not only on external assessment by experts, that is, teachers, but also on self-assessment. This is a way of recording, accumulating and assessing the individual achievements of a student during a certain period of his education. Such work has enormous organizational significance and contributes to the systematization of knowledge, skills, and abilities. The portfolio is intended to assess a wide variety of student educational outcomes. It is important that the portfolio is designed, first of all, to take into account what the student can and knows how to do. The purpose of the portfolio system is to maintain a high level of motivation for learning, interest in both the result and the process of acquiring knowledge. It is proposed to introduce three sections into the portfolio: a portfolio of official documents, a portfolio of works and a portfolio of reviews. What can be in a portfolio?
1) Setting and justifying the goals of future training.
2) Schematic representation of speeches at seminars, video and audio fragments.
3) Schemes of individual and group projects.
4) Description of experiments.
5) Certificates, grants, insignia.
6) Publications (articles, abstracts).
7) Self-observation diaries and various forms of self-report and self-assessment.
Methods of independent work with various sources of information can be used when studying any academic discipline both directly in the classroom, and at home or in leisure activities, in close connection with other methods. The educational result of independent work is expressed in the accumulation of factual material and the experience of its personal comprehension and evaluation. The developmental effect of this method is ensured by the extreme activity and tension of mental forces involved in the work by developing the skills of independent work. At the same time, such qualities as conscientiousness, perseverance, diligence, discipline, and responsibility are cultivated.
2. The stage of assimilation and reproduction of educational material. Methods of the assimilation-reproduction stage comprise three subgroups:
— actual playback, which includes: problem and game situations, educational discussion, educational laboratory search-experiment;
— fastenings: exercise, mutual training, supporting notes;
— diagnostics and receiving feedback: test work, test and examination control.
The specifics of the main methods of the assimilation-reproduction stage were discussed above, so educational discussion and test work are characterized here.
Educational discussion – a teaching method aimed at both stimulating the cognitive process and reproducing educational material. Involving students in an active discussion of a certain problem encourages them to comprehend different opinions and teaches them to defend own opinion, take into account the views of others. Through discussion, its participants acquire new knowledge, learn to think, argue, express their opinions, and at the same time they become stronger in their own opinion.
This method is advisable to use if the audience has the necessary knowledge on the topic of the upcoming discussion and has a significant degree of maturity and independent thinking. Therefore, it is necessary to prepare for the discussion in advance, both in content and in formally. Content preparation consists of accumulating necessary knowledge on the topic of the upcoming discussion, and formal - in the choice of the form of presentation of this knowledge. Without knowledge, a discussion becomes pointless, meaningless, contradictory, and without the ability to express thoughts, argue, prove and substantiate one’s point of view, and convince opponents, it becomes devoid of attractiveness.
Inspection work. Testing and assessing students' knowledge, skills and abilities is important structural component the learning process and in accordance with the principle of systematicity, consistency and strength of training should be carried out regularly. This determines various types of testing and assessment of knowledge. The main ones are the following:
a) ongoing testing and assessment of knowledge carried out during daily training sessions;
b) quarterly and annual assessment of student performance at school and intermediate certification at a university, i.e. assessment of the level of knowledge acquired during the semester;
c) final certification.
When checking and assessing the quality of academic performance, it is necessary to identify how the main learning objectives are solved, i.e. to what extent students master knowledge, skills, ideological and moral and ethical ideas, as well as methods of creative activity. All this necessitates the use of the entire set of methods discussed above.
When testing knowledge, skills and abilities great importance has their objective assessment, and there must be a unified approach to determining the quality of education.
3. The stage of reproducing acquired knowledge, skills and abilities through independent creative expression.
Critical analysis of the results of educational activities: The developing effect of the method is in the intensive development of critical and analytical thinking of students. Systematic participation in the analysis of the activities of oneself and one’s comrades fosters such moral qualities as directness, criticality, determination, and adherence to principles; the desire to defend one’s point of view, to be aggressive in a dispute - all that shapes a personality. Critical analysis is most effective in a student audience. The diagnostic value of the method, first of all, is that it gives the teacher abundant information not only about the intellectual abilities of the audience, but about their formation as individuals capable of living and actively acting in conditions of democracy and openness, criticism and self-criticism.
Educational review represents the organization by a teacher of students’ activities at a high complex level of independent critical analysis and evaluation of the works of comrades, popular science literature, and works of art. The pedagogical function of reviewing is to expand the sources of independent study of sciences, to develop skills and abilities for independent assessment of phenomena of social consciousness.
As researchers note (M.E. Weindorf-Sysoeva, L.P. Krivshenko, P.I. Pidkasisty), the choice of methods of educational activities and teaching aids depends on many objective and subjective reasons, namely:
Patterns and principles of learning arising from them;
General goals of training, education and human development;
Specific educational tasks;
Level of learning motivation;
Features of the teaching methodology of a specific academic discipline;
The time allocated for studying this or that material;
Quantity and complexity of educational material;
Level of preparedness of the audience;
Age and individual characteristics students;
Formation of educational skills;
Type and structure of the lesson;
Number and interest of students;
The relationship between the teacher and the audience that developed in the process of educational work (cooperation or authoritarianism);
Logistics, availability of equipment, visual aids, technical means;
Peculiarities of the teacher’s personality and qualifications.
Taking into account the complex of these circumstances and conditions, the teacher makes a decision on choosing a specific teaching method or their combination for conducting a lesson.
In conclusion of the analysis of teaching methods, it should be emphasized that
– methods of all three stages of teaching cognition (perception-assimilation, assimilation-reproduction, reproduction-expression) are interconnected and in the living learning process they enter into active, complementary interaction;
– general methods training must be adapted, filled with pedagogical content in specific teaching methods for a particular subject;
– a necessary element of any training is the active educational activity of the students themselves;
– the effectiveness of methods increases when technical teaching aids are used in methodological interaction;
– in order to increase the teaching and educational effectiveness of teaching methods, their adaptation to their own individuality and the characteristics of the team, each teacher creates his own, creative, deeply thought-out and felt methodological system.
Questions and tasks for self-control
- On what basis are teaching methods classified?
- Which classification of teaching methods, in your opinion, is the most successful?
- “Teaching how to learn” is a task in relation to the student or to the teacher? What do you think about this?
- Tell us about the possibilities of specific groups of teaching methods for developing learning motives.
- What, in your opinion, is the specificity of using teaching methods and techniques in teaching theological disciplines?
Literature for independent work
- Abramova, G. S. Methodological recommendations for teachers / G. S. Abramova. Brest, 1988.)
- Babansky Yu.K. Optimization of the educational process. – M., 1982.
- Gershunsky B.S. Computerization in education: problems and prospects. – M., 1987.
- Zagvyazinsky V.I. Learning theory: A modern interpretation. – M., 2000.
- Kan-Kalik V.A., Nikandrov N.D. Pedagogical creativity. – M., 1990.
- Koblov Ya.D. Confessional schools of Kazan Tatars. – Kazan: Central Printing House, 1916. – 119 p.
- Likhachev B.T. Main categories of pedagogy / Pedagogy. – 1999. – No. 1.
- Pedagogy vocational education: Textbook. aid for students higher textbook establishments / E.P. Belozertsev, A.D. Goneev, A.G. Pashkov and others; Ed. V.A. Slastyonin. – M.: Publishing house. Center Academy, 2006.
- Pedagogy: textbook. – Ed. Krivshenko L.P. – M.: TK Welby, Prospekt Publishing House, 2005.
- Pedagogical dictionary in 2 volumes. T.2. – M.: Publishing house. APN, 1960.
- Rubinshtein M. M. The problem of the teacher / Ed. V. A. Slastenina. – M., 2004.
- Seyd Muhammad Naqib al-Attas. The concept of education in Islam is the basis for constructing the philosophy of education in Islam. Per. from English S.H. Kamileva. – M., 2000.
Kuliev E.R. On the issue of improving professional Islamic education // Bulletin of the Moscow Islamic University, No. 1, 2009. P. 42.
Koblov Ya.D. Confessional schools of Kazan Tatars. – Kazan, 1916. P. 41-42.
Markov E.L. Materials on the issue of the education of the Crimean Tatars, extracted from the files of the Tauride Directorate of Schools and other local sources, by the director of the Tauride Schools Markov // Sat. documents and articles on the issue of education of foreigners. – SP: Printing house of the “Public Benefit” partnership, 1869. P. 104.
Pedagogy: textbook. – Ed. Krivshenko L.P. – M.: TK Welby, Prospekt Publishing House, 2005. P. 285.
Forms, methods, techniques and means of teaching: characteristics of concepts. Various approaches to the classification of teaching methods in didactics: by source of knowledge, by purpose, by type of cognitive activity. Criteria for selecting teaching methods. The essence and content of basic teaching methods.
1. In the literature on pedagogy, the concepts of method and form of teaching are often confused. Let us give the following definitions:
Form- this is a historically established, stable and logically completed organization of the pedagogical process, which is characterized by systematicity and integrity, self-development, personal and activity-based nature, constancy of the composition of participants, and the presence of a certain mode of implementation. Form - the nature of the orientation of activity. The form is based on leading method.
Method- this is the means by which the teacher solves the tasks facing him in teaching students.
There are different forms of training specific (lesson, homework, extracurricular activities, coursework, consultations, additional classes, forms of control, etc.) and general .
Let's look at some of the forms in more detail.
Since at school students spend 85-95% of their school time in class, it is considered the main form of organizing the educational process. The class-lesson system has stood the test of life for several centuries and, despite constant sharp criticism, remains to this day almost throughout the world. She has undoubted positive traits, such as simple organizational structure, cost-effectiveness, ease of management. But at the same time, it has many negative aspects: insufficient consideration of individual differences, a strict organizational structure, which often creates a formal approach to the lesson.
Lesson - a collective form of education, which is characterized by a constant composition of students, a certain framework of classes, and strict regulation of educational work on the same educational material for everyone.
Types of lessons:
1. lessons-lectures (in practice, this is a teacher’s monologue on a given topic, although with a certain skill of the teacher, such lessons take on the character of a conversation);
2. laboratory (practical) classes (this kind of lessons is usually devoted to developing skills and abilities);
3. lessons for testing and assessing knowledge (test papers and so on.);
4. combined lessons . Such lessons are conducted according to the following scheme:
Repetition of what has been covered - students’ reproduction of previously covered material, checking homework, oral and written survey, etc.
Mastering new material. At this stage, new material is presented by the teacher, or “obtained” in the process of students’ independent work with literature.
Development of skills and abilities to apply knowledge in practice (most often - solving problems on new material);
Handing out homework.
Extracurricular activities as a form of education were introduced in the late 60s - early 70s. in the process of yet another unsuccessful attempt to reform school education. These classes are designed to provide a more in-depth study of the subject to everyone, although in practice they are very often used to work with lagging students.
Excursions - a form of educational organization in which educational work is carried out within the framework of direct familiarization with the objects of study.
Homework - a form of educational organization in which educational work is characterized by the absence of direct guidance from the teacher.
Extracurricular activities:
Olympiads, clubs, etc. should contribute best development individual abilities of students.
Teaching methods. The word “method” comes from the Greek methodos, which literally translated into Russian means “a path of research, theory” and a way to achieve a goal or solve a specific problem.
When defining a method, didactic scientists focus on different aspects of this concept.
Yu. K. Babansky gave following definition: “The teaching method is the method of orderly interconnected activity of the teacher and students, aimed at solving educational problems”
Yes, according to N.V. Savina, “Teaching methods are ways of joint activity between teacher and students aimed at solving learning problems.”
T.A. Ilyina considers the teaching method as “a way of organizing the cognitive activity of students”
So, Teaching method- this is the ordered activity of the teacher and students, aimed at achieving a given learning goal. Teaching methods (didactic methods) are often understood as a set of paths, methods of achieving goals, and solving educational problems.
Teaching methods:
1. Story
2. Conversation
3. Lecture
4. Educational discussion
5. Working with a book
6. Demonstration
7. Illustration
8. Video method
9. Exercises
10. Laboratory method
11. Practical method
12. Educational games
13. Educational control
14. Situational method
In the structure of teaching methods, techniques are distinguished.
Reception- This component or a separate side of the method. For example, in the method of organizing students’ work with a textbook and a book, the following techniques are distinguished: note-taking, drawing up an outline of the text, preparing abstracts, quoting, writing an annotation, reviewing, writing a dictionary of the topic covered, drawing up a schematic model of the text.
Individual techniques may be part of various methods.(Thus, the technique of drawing up a schematic model can be an element of both a method of working with a textbook or book, when students make a model of the text they read, and an element of another method - the teacher’s explanation of new material, when students make a schematic model (reference outline) of new lesson material).
The same method in some cases can act as an independent method, and in others - as a teaching method. For example, explanation is an independent teaching method. However, if it is only occasionally used by the teacher during practical work to explain the reasons for students’ mistakes or to reveal the logic of solving a problem, then in this case the explanation acts only as a teaching technique included in the method of practical work.
The method and technique may be reversed. For example, a teacher presents new material using an explanation method, during which, for greater clarity and better memorization, he draws students’ attention to the text or graphic material in the textbook. This kind of work with a textbook acts as a technique. If during the lesson the method of working with a textbook is used, then the teacher’s additional explanation of a certain term no longer acts as a method, but only as a small additional technique.
activities: gaming, educational, labor;
pedagogical technology: speech, facial expressions, movement; facilities mass media, visual aids, works of art.
In the traditional educational process, the teaching tools are:
printed publications: textbooks, teaching aids, reference books; floppy disks with educational information; notes on the board, posters; cinema, video films; teacher's word.
Technical teaching aids: educational electronic publications; computer training systems; audio, video educational materials and many others.
By source of knowledge(traditional classification). The source of knowledge is taken as a common feature of the methods highlighted in it. Three such sources have long been known: practice, visibility . In the course of cultural progress, they were joined by another - book, and in recent decades - video in combination with computer systems. There are five methods in this classification: practical (exercises, laboratory experiments, work activities); visual (illustration, demonstration); verbal (story, conversation, lecture); working with a book; video method.
Classification of methods by type (nature) of cognitive activity. (I.Ya. Lerner, M.N. Skatkin).
explanatory and illustrative(information-receptive) – ready-made knowledge, the teacher provides the perception of this knowledge, students record the information in memory.
reproductive – knowledge in finished form, the teacher communicates and explains knowledge, students reproduce knowledge, repeated repetition.
problematic presentation– knowledge is acquired independently, the teacher poses a problem – children look for ways to solve it, based on students’ reasoning, solid knowledge about the subject appears;
partially - search (heuristic)– a problem is formulated, the teacher divides the problem into parts, and students carry out individual steps to solve it; the teacher controls the process, the knowledge gained is strong;
research– search activity of students to solve a problem, creative assimilation of knowledge, labor- and time-consuming.
Classification of methods according to Yu.K. Babansky. He divided the variety of teaching methods into three main groups:
b) methods of stimulating and motivating educational and cognitive activity: presenting educational requirements (cognitive games, textbook, discussions);
c) methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.
3. Criteria for choosing teaching methods.
The following pattern has been established in didactics. Than in more aspects the choice of teaching methods was justified by the teacher (in perceptual, gnostic, logical, motivational, control-evaluative, etc.), the higher and more lasting educational results will be achieved in the learning process, and in less time.
The main criterion for choosing a teaching method is its pedagogical effectiveness, i.e. the quantity and quality of acquired knowledge, which must be assessed taking into account the effort, money and time spent by the teacher and students.
The choice of teaching method also depends on the characteristics of the teacher himself as a specialist, scientist and teacher. Since universal optimal method, which could be used always and everywhere, does not exist; each teacher independently chooses a teaching method and determines the specific area of its application. The better the teacher knows his discipline, masters the pedagogical and psychological laws of the learning process, the greater the likelihood that he will choose the most effective teaching method from a pedagogical point of view.
When choosing and combining teaching methods, you must be guided by the following criteria:
× Compliance of methods with teaching principles.
× Compliance with learning goals and objectives.
× Compliance with the content of this topic.
× Compliance with the learning capabilities of the students: age, psychological; level of preparedness (education, upbringing and development).
× Compliance with the available conditions and the allocated training time.
× Compliance with the capabilities of learning aids.
× Compliance with the capabilities of the teachers themselves.
These opportunities are determined by their previous experience, level of perseverance, specific features of power dominance, teaching abilities, as well as the personal qualities of teachers.
The essence and content of basic teaching methods.
1. Verbal methods. Verbal methods occupy a leading place in the system of teaching methods. There were periods when they were almost the only way to transfer knowledge. Progressive teachers (Ya.A. Komensky, K.D. Ushinsky and others) opposed the absolutization of their meaning and argued for the need to supplement them with visual and practical methods. Nowadays they are often called obsolete, “inactive”. The evaluation of this group of methods must be approached objectively. Verbal methods make it possible to convey a large amount of information in the shortest possible time, pose problems to students and indicate ways to solve them. With the help of words, a teacher can evoke in the minds of children vivid pictures of the past, present and future of humanity. The word activates the imagination, memory, and feelings of students.
Verbal methods are divided into the following kinds: story, explanation, conversation, discussion, lecture, work with a book.
1.1. Story. The story method involves an oral narrative presentation of the content of educational material. This method is used at all stages of school education. Only the nature of the story, its volume, and duration change.
According to the goals, there are several types of stories: introductory story, exposition story, conclusion story. The purpose of the first is to prepare students to perceive new educational material, which can be carried out by other methods, for example, conversation. This type of story is characterized by relative brevity, vividness, and emotional presentation, which allows one to arouse interest in a new topic and arouse the need for its active assimilation.
During such a story, the objectives of the activity are communicated in an accessible form.
students.
During the story-presentation, the teacher reveals the content new topic, carries out the presentation according to a certain logically developing plan, in a clear sequence, highlighting the main, essential, using illustrations and convincing examples. A conclusion story is usually given at the end of the lesson. The teacher summarizes the main ideas, draws conclusions and generalizations, and gives assignments for further independent work on this topic.
When applying the story method, such methodological techniques are used as: presentation of information, activation of attention, techniques for accelerating memorization (mnemonic, associative), logical techniques of comparison, juxtaposition, highlighting the main thing, summarizing.
A number of pedagogical requirements are usually presented to the story, as a method of presenting new knowledge:
The story should provide the ideological and moral orientation of teaching;
Include a sufficient number of vivid and convincing examples and facts that prove the correctness of the proposed provisions;
Have a clear logic of presentation;
Be emotional;
Be presented in simple and accessible language;
Reflect elements of personal assessment and the teacher’s attitude to the presented facts and events.
1.2. Explanation. Explanation should be understood as a verbal interpretation of patterns, essential properties of the object being studied, individual concepts, and phenomena.
Using the explanation method requires:
Precise and clear formulation of the task, the essence of the problem, the question;
Consistent disclosure of cause-and-effect relationships, argumentation and evidence;
Use of comparison, juxtaposition, analogy;
Attracting striking examples;
Impeccable logic of presentation.
Explanation as a teaching method is widely used in working with children of different age groups. However, in middle and high school age, due to the complexity of educational material and the increasing intellectual capabilities of students, the use of this method becomes more necessary than when working with younger students.
1.3. Conversation.
Conversation (a dialogical teaching method in which the teacher, by asking a carefully thought-out system of questions, leads students to understand new material or checks their understanding of what has already been learned.
Conversation is one of the oldest methods of didactic work. It was masterfully used by Socrates, from whose name the concept of “Socratic conversation” originated.
Depending on the specific tasks, the content of educational material, the level of creative cognitive activity of students, the place of conversation in the didactic process, distinguish different types of conversations.
Heuristic conversation (from the word “eureka” (I find, discover) is widespread. During the heuristic conversation, the teacher, relying on the students’ existing knowledge and practical experience, leads them to understand and assimilate new knowledge, formulate rules and conclusions. To communicate new knowledge, informative conversations are used. If the conversation precedes the study of new material, it is called introductory or introductory. The purpose of such a conversation is to induce in students a state of readiness to learn new things. Reinforcing conversations are used after learning new material. During the conversation, questions can be addressed. one student (individual conversation) or students of the whole class (frontal conversation). One of the types of conversation is an interview. It can be carried out both with the class as a whole and with separate groups of students. It is especially useful to organize an interview in high school, when students show more. independence in judgment, can raise problematic questions, express their opinions on certain topics put forward by the teacher for discussion. The success of conversations largely depends on the correctness of asking questions. Questions are asked by the teacher to the whole class so that all students are prepared to answer. Questions should be short, clear, meaningful, and formulated in such a way as to awaken the student’s thoughts. You should not ask double, suggestive questions or encourage guessing the answer. Should not be formulated alternative questions, requiring unambiguous answers like “yes” or “no”. In general, the conversation method has the following advantages:
Activates students;
Develops their memory and speech;
Makes students' knowledge open;
Has great educational power;
It is a good diagnostic tool.
Disadvantages of the conversation method:
Requires a lot of time;
Contains an element of risk (a student may give an incorrect answer, which is perceived by other students and recorded in their memory);
A stock of knowledge is required.
Discussion.
Discussion as a teaching method is based on the exchange of views on a particular issue, and these views reflect the participants’ own opinions or are based on the opinions of others. This method is advisable to use when students have a significant degree of maturity and independence of thinking, and are able to argue, prove and substantiate their point of view. A well-conducted discussion has great educational and educational value: it teaches a deeper understanding of the problem, the ability to defend one’s position, and take into account the opinions of others.
Lecture.
Lecture (monologue way of presenting voluminous material.)
It is used, as a rule, in high school and takes up the entire or almost the entire lesson. The advantage of a lecture is the ability to ensure the completeness and integrity of students’ perception of educational material in its logical mediation and relationships on the topic as a whole. The relevance of using lectures in modern conditions is increasing due to the use of block study of new educational material on topics or large sections.
A school lecture can also be used to review the material covered. Such lectures are called review lectures. They are conducted on one or several topics to summarize and systematize the material studied. The use of lectures as a teaching method in a modern school allows one to significantly intensify the cognitive activity of students, involve them in independent searches for additional scientific information to solve problematic educational and cognitive tasks, complete thematic assignments, conduct independent experiments and experiments bordering on research activities. This explains the fact that in high school specific gravity lectures in Lately began to increase.
Working with a textbook and book - the most important teaching method. In primary school, work with books is carried out mainly in lessons under the guidance of a teacher. In the future, schoolchildren increasingly learn to work with the book independently. There are a number of techniques for working independently with printed sources. The main ones:
- Note taking- a summary, a brief record of the content of what was read. Note-taking is done in the first (oneself) or third person. Taking notes in the first person better develops independent thinking.
- Drawing up a text plan. The plan can be simple or complex. For
When drawing up a plan, after reading the text, you need to break it into parts and
title each part.
- Testing- a brief summary of the main ideas of what was read.
- Citation- verbatim excerpt from the text. The output data must be indicated (author, title of the work, place of publication, publisher, year of publication, page).
- Annotation- a brief condensed summary of the content read
without losing any essential meaning.
- Review- writing a short review expressing your attitude about what you read.
- Drawing up a certificate- information about something received after
searches. Certificates can be static, biographical, terminological, geographical, etc.
- Drawing up a formal logical model(verbal-schematic representation of what was read).
- Compiling a thematic thesaurus(an ordered set of basic concepts by section, topic).
- Drawing up a matrix of ideas(comparative characteristics of homogeneous objects, phenomena in the works of different authors.
These are brief characteristics main types of verbal teaching methods. The second group in this classification consists of visual teaching methods.
2. Visual methods. Visual teaching methods are understood as those methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods. Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method.
Illustration method involves showing students illustrative aids: posters, tables, paintings, maps, sketches on the board, etc. Demonstration method usually associated with the demonstration of instruments, experiments, technical installations, films, filmstrips, etc. This division of visual aids into illustrative and demonstration is conditional. It does not exclude the possibility of classifying certain visual aids as both illustrative and demonstrative. (For example, showing illustrations through an epidiascope or overhead projector). The introduction of new technical means into the educational process (television, VCRs, computers) expands the possibilities of visual teaching methods.
When using visual teaching methods, it is necessary to observe a number of conditions :
a) the visualization used must be appropriate for the age of the students;
b) visibility should be used in moderation and should be shown
gradually and only at the appropriate moment in the lesson;
c) observation must be organized in such a way that everyone
students could clearly see the object being demonstrated;
d) it is necessary to clearly highlight the main, essential when showing
illustrations;
e) think through in detail the explanations given during the demonstration
e) the clarity demonstrated must be strictly consistent with
g) involve the students themselves in finding the desired information in
visual aid or demonstration device.
3. Practical methods. Practical teaching methods are based on the practical activities of students. These methods form practical skills and skills. Practical methods include exercises, laboratory and practical work
.
Exercises . Exercises are understood as repeated (multiple) performance of a mental or practical action in order to master it or improve its quality. Exercises are used in the study of all subjects and at various stages of the educational process. The nature and methodology of the exercises depends on the characteristics of the subject, the specific material, the issue being studied and the age of the students. Exercises by their nature are divided into oral, written, graphic and educational. When performing each of them, students perform mental and practical work.
By degree of independence When performing exercises, students are distinguished:
a) exercises to reproduce what is known for the purpose of consolidation (reproducing exercises);
b) exercises on applying knowledge in new conditions (training exercises);
If, while performing actions, a student speaks to himself or out loud and comments on upcoming operations, such exercises are called
LECTURE No. 35. Teaching methods
Teaching method– this is a way of organizing students’ cognitive activity; a way of activity of a teacher and students, aimed at students mastering knowledge, skills and abilities, at the development of students and their education. The teaching method is characterized by three characteristics; it determines:
1) the purpose of training;
2) method of assimilation;
3) the nature of interaction between learning subjects.
Teaching methods– specific historical forms of acquiring knowledge, they change with changes in the goals and content of education. American educator K. Kerr identifies four “revolutions” in teaching methods depending on the prevailing medium of instruction (1972):
1) the first was that parent teachers, who served as models, gave way to professional teachers;
2) the second is associated with the replacement of the spoken word with the written word;
3) the third introduced the printed word into teaching;
4) the fourth, currently occurring, involves partial automation and computerization of training.
The assimilation of knowledge and methods of activity occurs at three levels:
1) conscious perception and memorization;
2) application of knowledge and methods of activity according to the model or in a similar situation;
3) creative application.
Teaching methods are designed to ensure all levels of learning. The teaching methods in the practice of many teachers ensure the assimilation of knowledge and methods of activity mainly at the first two levels. The reason for the insufficient implementation of teaching methods that ensure the creative application of knowledge is the poor development of the theoretical concept of teaching methods.
Two more concepts are associated with the concept of “method”: “means” and “technique”.
Teaching aids are all the devices and sources that help the teacher teach and the student learn, that is, what helps him organize the cognitive activity of students. This is the word of the teacher, textbooks, manuals, books, reference books, educational laboratories, technical teaching aids, etc. Reception is a detail of the method. For example, storytelling is a teaching method; communicating a plan is a technique for activating attention, promoting systematic perception.
Classifications of teaching methods are different.
Depending on how the student acts in learning, we can distinguish:
1) active methods– the student works independently (laboratory method, work with a book);
2) passive methods– students listen and watch (story, lecture, explanation, excursion).
The division of methods associated with the living word of the teacher according to the source of transmission and acquisition of knowledge includes:
1) verbal methods– work with the book, experiments, exercises;
2) practical methods– practical work, written answers.
According to the degree of development of independence in the cognitive activity of students, the following are distinguished:
1) explanatory and illustrative method - the student assimilates ready-made knowledge communicated to him in a variety of forms;
2) heuristic method - a method of partially independent discoveries made with the guiding role of the teacher;
3) research method - experimental work.
Classification by Yu. K. Babansky:
1) organization and implementation of cognitive activities;
2) methods of stimulation and motivation of cognitive activity;
3) methods of control and self-control.
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Classification of teaching methods
Teaching methods are ordered ways of presenting knowledge, skills and abilities from the teacher to the student. Without this process, it is impossible: the implementation of goals and objectives, knowledge and assimilation of material. Types of teaching methods:
- Practical- refer to active methods, the main objective which students consolidate theoretical skills in practice. They form high motivation for further activities and learning.
- Visual methods– carried out through interactive means. Presentation of material becomes more successful and makes maximum use of the human visual sensory system.
- Verbal methods teaching - traditional methods that were considered the only possible several centuries ago. With the help of words, during a lesson you can convey a large layer of information. The auditory channel of perception is involved.
Active learning methods
Active or practical teaching methods occur in a democratic manner and are aimed at activating thinking, awakening activity in students, which ensures:
- forced and sustainable involvement in the learning process;
- stimulation of educational activities;
- interaction between students and teacher;
- independent decision-making by the student, which has a beneficial effect on motivation and the development of positive emotions during successfully completed activities;
- strong assimilation of the material as a result of joint reflection on the results of activities.
Active learning methods include:
- laboratory works;
- workshops;
- conferences;
- round tables;
- seminars;
- discussions;
- role playing;
- collective discussion of problems.
Interactive teaching methods
Visual teaching methods, or in modern terms interactive, are one of the important areas for mastering educational material to perfection. As an innovation, the interactive approach arose in the early 90s of the 20th century. and is actively used now. Interactive methods are aimed at solving the following problems:
- Creation comfortable conditions for students;
- training in communication and interaction, teamwork;
- formation professional competence and opinions;
- overcoming conflicts and disagreements during the learning process.
Examples of interactive methods include:
- Brainstorming as a teaching method was invented in the late 30s. A. Osborne. Brainstorming involves stimulating creative solutions that are thrown into large quantities and are not analyzed at the initial stage.
- The synectics method is a heuristic method of advanced brainstorming. Develops creative imagination through the combination of heterogeneous, incongruous elements and participants look for analogies, or points of contact between incompatible objects.
Passive learning methods
Traditional or passive teaching methods are considered classics in education and are successfully used in modern times. The positive aspects of this type of training is the ability to orally present a large amount of material in a certain period of time. The disadvantages of verbal methods include the one-sidedness of the process (lack of effective communication between teacher and student).
Passive methods include the following forms of training:
- Lecture (lesson)– a consistent presentation by the lecturer of a specific topic in verbal form. Material supply even boring topic may interest the student if the speaker has charisma and interest in his specialty.
- Video course - modern method training. It is highly effective if used in conjunction with a discussion of the viewed material in the classroom with the teacher and other students.
- Seminar- carried out after a course of lectures on a specific topic in order to consolidate the material covered. Two-way communication and discussion takes place.
Modern teaching methods
The field of education is rapidly developing, the need for innovation is dictated by the times itself. Innovative teaching methods began to be introduced into educational processes by the 60s of the 20th century. It is customary to divide modern innovative methods into 2 types: imitation (imitation - aimed at creating an artificially simulated environment) and non-imitation.
Imitation teaching methods:
- role-playing games;
- didactic games (physical, psychological, intellectual);
- research projects;
- business games (game entry into a profession using paraphernalia).
Non-imitation teaching methods:
- method of multidimensional matrices (morphological analysis of problems, search for missing elements);
- key question method;
- coaching;
- consulting;
- thematic discussions.
Methods of control and self-control in training
Learning is a process that needs to be monitored in order to determine whether students have mastered the material and how deeply. If knowledge absorption is low, teachers analyze and revise teaching methods and techniques. There are several forms of control of the learning process:
- Preliminary control is carried out at the beginning of the school year to assess the general situation of students’ preparedness, consolidating previous years of study.
- Current control– checking the material covered, identifying gaps in knowledge.
- Thematic control– the completed topic or section needs to be checked, for this purpose tests and tests are carried out.
- Self-control– the method involves working with similar samples of solutions, answers to problems are proposed – the student’s goal is to find a solution that will lead to the correct answer.
Selection of teaching methods
Teachers use various methods vocational training for a successful pedagogical process. The choice of teaching methods depends on many factors:
- general goals and objectives of education;
- level of students' preparation;
- personal characteristics of the teacher;
- material equipment of the educational institution ( modern equipment, technical means).
Conditions for the effectiveness of teaching methods
Effective teaching methods require a high result at the training output, which is monitored using monitoring tools. Teaching methods can be considered effective if the student demonstrates:
- deep knowledge, able to make interdisciplinary connections;
- willingness to apply acquired knowledge in real life situations;
- systematic and structured knowledge, able to substantiate and prove.
Teaching methods - books
Basic teaching methods are used in the education system and preschool institutions and universities. It is difficult for people who have chosen the path of teaching to navigate the various classifications of methods. Professional literature comes to the rescue:
- “Fundamentals of learning: didactics and methodology”. Textbook manual for universities Kraevsky V.V., Khutorskoy A.V. - The book describes modern teaching methods for teachers.
- "Active learning methods: a new approach". Genike E.A. New interactive teaching methods are described in an interesting and professional manner.
- “Pedagogy” (edited by Pidkasisty). Tutorial for students of pedagogical colleges.
- “Methodology of teaching social disciplines in higher education”. Lyaudis V.Ya. – for students and teachers.
Teaching method– joint activity of the teacher and students aimed at achieving a specific learning goal. Didactic methods can be divided into three components: pedagogical and student, teaching methods. Pedagogical methods refer to the actions of the teacher (teacher), student methods reflect the ways of learning from the point of view of students. Teaching methods that involve determining the joint work of the teacher and students deserve special attention. Teaching methods have an objective and subjective side. Objective side reflects the overall basic entity method, and subjective - the manifestation of the skill and creativity of the teacher within the framework of the method and in accordance with its basic principles.
In modern didactics there are a huge number of very diverse teaching methods. In this regard, the need arose to classify them.
The most common of them is the classification of teaching methods according to the source of knowledge. This classification highlights five methods.
1. Practical method based on acquiring knowledge through laboratory experimental activities. The teacher’s tasks include setting the task and providing assistance in students’ practical activities. An important stage Such training is the systematization and analysis of information obtained during classes.
2. Visual method. The main role in applying this method is given to the teacher. His tasks include explaining the material using illustrations, diagrams, tables, experiments, conducting experiments and various visual aids. In this method, students are assigned a passive role of perceiving and recording the information received.
3. Verbal method also involves active teaching activities. The functions of the teacher include oral presentation of the material, according to a pre-thought-out scheme, which must include: posing a question, research and analysis of the content of this question, summing up and conclusions.
Students must not only perceive and assimilate information, they can ask questions, express their point of view, put forward hypotheses, debate, discuss certain opinions regarding the issue being studied;
1) working with a book reflects the method of independent work of students, including reading, viewing, note-taking, analysis, systematization and other types of educational activities possible when working with educational literature.
2) video method - an innovative teaching method using video material and an electronic teacher, used mainly as an additional method to strengthen knowledge or expand it. This method requires the student to have a high level of ability and motivation for self-learning.
Another type of classification proposed by M. N. Skatkin and I. Ya. Lerner is based on the division of teaching methods depending on the nature of the student’s cognitive activity in mastering the material being studied.
This classification identifies the following methods.
1. Explanatory and illustrative. One of the ways to transfer a system of “ready-made” knowledge to students through any type of didactic material. Students, in turn, must record the information received in memory and on paper with immediate or subsequent comprehension, memorization and consolidation of the latter;
2. Reproductive method In addition to the perception of information, it involves its practical use. The teacher offers various tasks and exercises, and also artificially creates situations that require the practical application of the acquired knowledge.
3. Method of problem presentation consists of active activity on the part of the teacher. The teacher artificially creates a problem and clearly and in detail explains to the students the ways and means of solving it. The solution occurs in stages: awareness of the problem, putting forward a hypothesis for its solution, practical experiment, analysis of the results. Students are assigned the role of observers who must trace the logic and interconnectedness of all the teacher’s actions, assimilate the basic principles and stages of problem solving.
4. Partial search (heuristic) method learning is based on the independent activity of students aimed at processing information in order to identify contradictions and problems arising in accordance with them, as well as finding ways to solve these problems and analyzing the results in order to identify the degree of their truth. Teacher in in this case performs the role of an assistant and mentor, he is obliged to teach students how to competently go through all the stages on the path to identifying and solving problems, as well as provide assistance when students encounter difficulties of various kinds.
5. The research method is the most effective in terms of knowledge acquisition, but its implementation requires highly qualified teachers. The teacher, together with the students, forms the problem and manages the independent research activities of the students. Students choose their own research methods; they gain knowledge in the process of research and solving problems related to research activities. Knowledge obtained in this way is deeply and firmly lodged in a person’s memory. The creative activity inherent in this method helps to increase interest and motivation in the learning process.
Another classification of teaching methods, which has become widespread recently, was developed by Yu. K. Babansky. He identified three main groups:
Methods of organizing and implementing educational and cognitive activities, methods of stimulating and motivating educational and cognitive activities, methods of monitoring and self-monitoring the effectiveness of educational and cognitive activities.
The methods included in the group of organizing and implementing educational and cognitive activities are numerous and quite diverse. They use all types of information sources: textbooks, lectures, visual aids, practical activities. Preference is given to a reasonable combination of theory and practice; knowledge is acquired both through the perception and comprehension of the proposed material, and in the process of research activity and analysis of its results. Have an important role independent work supervised by the teacher.
Methods of stimulating and motivating educational and cognitive activity are aimed mainly at awakening students' interest in the learning process. Activities developed using these methods are usually varied and emotional. Students are offered tasks in the form of situational forms, close to real life, the solution of which requires a certain theoretical basis, thereby creating an idea of the applicability of the acquired knowledge in everyday or professional life. Students are convinced of the benefits of acquiring such knowledge and skills, which awakens interest and creates incentives for learning. A good effect is achieved by tasks of a competitive nature, where, trying to prove oneself, a person strives to master the knowledge and skills necessary for this as best and thoroughly as possible.
Methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities are aimed at developing the student’s consciousness and are based on assessing the final result of learning. The learning process includes various types of control and self-control, according to which a conclusion is made about the effectiveness of the lessons conducted for each individual student and for the entire educational group as a whole. Assessment plays a significant role in these methods as a stimulus for acquiring knowledge. Often, students are asked to evaluate the work they have done themselves, and then compare this assessment with the teacher’s assessment; in this case, students are instilled with the ability to most objectively assess their level of knowledge and skills.
Existing classifications of teaching methods are not without shortcomings. In any educational process, a combination of elements of several methods is actually used, and when speaking about the use of a particular method in a particular case, we mean its dominant position in relation to the others. Currently, in modern pedagogical science there are several relatively independent methods teaching: story, conversation, lecture, discussion, work with a book, demonstration, illustration, video method, exercises, laboratory and practical methods, educational game, programmed teaching methods, educational control, situational method.
In this case, independence means the presence of significant differences between the method and steel ones, features and properties inherent only to this method.