Klimtseva Tatyana LiLR
Kozlova Ksenia 21 RYaiL
BrederOlga 21RYaiL
KlimtsevaTatyana 21 LiLR
The concept of forms of organization of the pedagogical process.
Organized training and education is carried out within the framework of one or another pedagogical system and has a certain organizational design. Form is a way of existence of the educational process, a shell for its internal essence, logic and content. The form is primarily related to the number of students, the time and place of training, the order of its implementation, etc. The history of world pedagogical thought and teaching practice knows a wide variety of forms of organizing training.
The oldest form of educational process is custom uniform training. The essence is that students completed tasks individually, the teacher’s help came either directly or indirectly through the study of a textbook, the author of which was the teacher himself.
The individual form of education gradually gave way to individual-group form organization of the educational process. The bottom line is that classes were conducted with a whole group of children of different ages, whose level of training was different, due to which the teacher conducted educational work with each student separately.
When in the Middle Ages, with an increase in the number of students, children of approximately the same age began to be selected into groups, the need arose for more advanced organizational design of the pedagogical process. It found its complete solution in class-lesson system, originally developed and described by J. A. Komensky in his book “The Great Didactics”. The essence is a regulated educational regime educational work: permanent place and duration of classes, a stable composition of students of the same level of preparedness, and later of the same age, a stable schedule. According to Ya.A. Komensky, the main form of organizing classes within the classroom-lesson system should be a lesson. The objective of the lesson should be proportionate to the hourly period of time and the development of the students. The lesson begins with a message from the teacher and ends with a test of mastery of the material. It has a constant structure: survey, teacher message, exercise, check. Most of the time was spent on exercise. The classroom-lesson system in its main features has remained unchanged for more than 300 years.
The first attempt to modernize the classroom-lesson education system belonged to the English priest A. Bell and teacher J. Lancarster (late XVIII - early XIX V.). This is how a modified class-lesson system of teaching organization arose called Bell-Lancaster system mutual learning. The point is that older students first studied the material themselves under the guidance of a teacher, and then, having received appropriate instructions, taught those who know less.
At the beginning of the 20th century. began to be created in Europe Mannheim system (Joseph Sickenger) differentiated instruction by ability. While maintaining the class-lesson system, students, depending on their abilities and level of preparation, were distributed into classes into weak, average and strong.
In the 20s XX century in the USSR appeared brigade-laboratory training system. Assignments for studying the course and topics were taken by a group of students (team). They worked independently in laboratories and with consultations from teachers, and reported collectively.
In the 50-60s. XX century Lloyd Trump was developed Trump's plan. The essence is the maximum stimulation of individual learning through the flexibility of its organizational forms. This type of training combines classes in large classrooms, small groups with individual lessons. Classes as such are cancelled, the composition of small groups is not permanent, it is constantly changing. This system requires coordinated work of teachers, clear organization, and material support.
General characteristics of the classroom-lesson teaching system.
Features: – constant composition of students of approximately the same age and level of preparedness (class);
– each class works in accordance with its annual plan (learning planning);
– the educational process is carried out in the form of separate interconnected, following one after another parts (lessons);
– each lesson is devoted to only one subject (monism);
– constant alternation of lessons (schedule);
– the leadership role of the teacher (pedagogical management);
– apply different kinds and forms of cognitive activity of students (variability of activity).
This form is not without shortcomings that reduce its effectiveness, the main one of which is the reliance (orientation) on the “average” student, the inability to carry out individual educational work with students.
The classroom-lesson system also has significant advantages over other systems for organizing the pedagogical process:
– with mass coverage of children school age training sessions this system ensures organizational clarity and continuity of student work and the stimulating influence of the class team on the educational activities of each student;
– assumes a close connection between compulsory academic and extracurricular work of schoolchildren;
– provides the opportunity to combine mass, group and individual forms of educational work;
– creates favorable conditions for a day of mutual learning, collective activity, competition, education and development of students;
– economical, since one teacher works simultaneously with a large group of students.
The classroom-lesson form of organizing training includes, along with the lesson, a whole complex of forms of organizing the educational process. These include: lectures, seminars, excursions, classes in educational workshops, workshops, forms of labor and industrial training, interviews, consultations, exams, tests, forms of extracurricular work (subject clubs, studios, scientific societies, olympiads, competitions), etc. Within the framework of these forms of training there may be Collective, group, individual, frontal work of students of both differentiated and undifferentiated nature is organized.
The most important feature of the above forms of educational organization is that in any of them the student learns to work: listen, discuss issues in group work, concentrate and organize his work, express his judgments, listen to others, argue his evidence, draw up notes, compile texts of reports, work with sources of knowledge, plan your actions, organize your workplace etc.
During group work, schoolchildren learn elements of the organizational activities of a leader, employee, subordinate, and form the experience of coming into contact with environment adults.
Methods for implementing a holistic pedagogical process.
Methods for implementing a holistic pedagogical process should be understood as methods of professional interaction between a teacher and students in order to solve educational problems. Reflecting the dual nature of the pedagogical process, methods are one of those mechanisms that ensure interaction between the teacher and students. This interaction is not built on a parity basis, but with the leading and guiding role of the teacher, who acts as the leader and organizer of the pedagogically appropriate life and activities of students.
The method of implementing the pedagogical process is divided into its constituent elements (parts, details), which are called methodological techniques. The method includes a number of techniques, but it itself is not a simple sum of them. Techniques, at the same time, determine the uniqueness of the teacher’s working methods and give individuality to the manner of his teaching activities.
The pedagogical process is characterized by versatility of content, exceptional richness and mobility of organizational forms. The variety of methods for implementing the pedagogical process is directly related to this. There are methods that reflect the content and specifics of training, as well as upbringing; There are methods directly focused on working with junior or senior schoolchildren; There are methods of working in some specific conditions. But there are also general methods for implementing a holistic pedagogical process. They are called general because their scope of application extends to the entire pedagogical process.
Classification of methods for implementing a holistic pedagogical process.
Classification helps to identify the general and the special, the essential and the accidental, the theoretical and the practical, and thereby contributes to their expedient and more effective use.
In modern didactics, all the variety of teaching methods is reduced into three main groups:
1. Methods of organizing educational and cognitive activities. These include verbal, visual and practical, reproductive and problem-search, inductive and deductive methods training.
2. Methods of stimulating and motivating educational and cognitive activities: educational games, educational discussions, etc.
3. Methods of control (oral, written, laboratory, etc.) and self-control in the learning process.
Methods of implementing the pedagogical process used in the learning process involve presenting demands, encouraging and reprimanding, creating public opinion, etc. At the same time, education cannot be done without teaching students the norms of social behavior, without clarifying requirements, forming views and beliefs. Each method implements educational, educational and developmental functions in unity, and its general purpose consists of organizing and stimulating pedagogically appropriate activities for children.
The system of general methods for implementing a holistic pedagogical process has the following form:
methods of forming consciousness in a holistic pedagogical process (story, explanation, conversation, lecture, educational discussions, debates, working with a book, example method);
methods of organizing activities and forming experience of social behavior (exercises, training, methods of creating educational situations, pedagogical requirement, instruction, observations, illustrations and demonstrations, laboratory work, reproductive and problem-search methods, inductive and deductive methods);
methods of stimulating and motivating activities and behavior (competition, educational game, discussion, emotional impact, encouragement, punishment, etc.);
methods for monitoring the effectiveness of the pedagogical process (special diagnostics, oral and written surveys, tests and laboratory work, machine control, self-testing, etc.).
According to the source of knowledge, five methods are distinguished: practical - experience, exercise, educational and productive work; visual – illustration, demonstration, student observations; verbal - explanation, clarification, story, conversation, lecture, discussion, etc.; working with a book - reading, studying, summarizing, quoting, taking notes, etc.; video method – viewing, training, control, etc.
Pedagogical technologies.
Currently the concept educational technology often used by educators and teachers.
Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process (B.T. Likhachev).
The concept of “educational technology” can be represented by three aspects.
1) scientific: pedagogical technologies - part pedagogical science, studying and developing the goals, content and methods of teaching and designing pedagogical processes;
2) procedural-descriptive: description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;
3) procedurally effective: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
Thus, educational technology functions both as a science that studies the most rational ways of teaching, and as a system of methods and principles used in teaching, and as a real learning process.
Any pedagogical technology must satisfy some basic methodological requirements (manufacturability criteria):
Conceptuality.
Systematicity
Controllability.
Efficiency.
Reproducibility.
The concept of “pedagogical technology” in educational practice is used at three levels:
1) General pedagogical (general didactic) level: general pedagogical (general didactic, general educational) technology characterizes the holistic educational process in this region, educational institution, at a certain stage of education.
2) Particular methodological (subject) level: specific subject pedagogical technology is used in the meaning of “private methodology”, i.e. as a set of methods and means for the implementation of a certain content of training and education within the framework of one subject, class, viewer (methodology of teaching subjects, methodology of compensatory teaching, methodology of work of a teacher, educator).
3) Local (modular) level: local technology is the technology of individual parts of the educational process, the solution of particular didactic and educational problems.
Technology is closely related to the educational process - the activities of the teacher and student, its structure, means, methods and forms. Therefore, the structure of pedagogical technology includes:
conceptual framework;
learning objectives - general and specific;
procedural part - technological process:
organization of the educational process;
methods and forms educational activities schoolchildren;
methods and forms of teacher work;
the teacher’s activities in managing the process of mastering the material;
diagnostics of the educational process.
Signs of the existence of pedagogical technology are:
goals (for what purpose the teacher needs to use it);
availability of diagnostic tools;
patterns of structuring interaction between teacher and students, allowing to design (program) the pedagogical process;
a system of means and conditions that guarantee the achievement of pedagogical goals;
means of analyzing the process and results of the activities of teachers and students.
Description structure:
Basic Conceptual Statement
Main purpose of training
Key Content Features
Main features of procedural characteristics
Availability and a brief description of software(if possible, demonstrate textbooks, teaching materials, etc.).
(Slastenin V., Isaev I. et al. Pedagogy: Textbook).
Municipal educational institution Verkhnetoydenskaya secondary school
Message
“Methods for implementing a holistic pedagogical process”
Prepared by:
Biology/Chemistry teacher
Municipal educational institution of Verkhnetoydenskaya secondary school
S. Verkhnyaya Toida - 2011
Methods for implementing a holistic pedagogical process should be understood as methods of professional interaction between a teacher and students in order to solve educational problems. Methods are one of those mechanisms that ensure interaction between the teacher and students. This interaction is built with the leading role of the teacher, who acts as the leader and organizer of the pedagogically appropriate life and activities of students.
The method of implementing the pedagogical process is divided into component elements (parts, details), which are called methodological techniques. For example, drawing up a plan for the material being studied, used when communicating new knowledge, when working with a book, etc. In relation to the method, the techniques are of a private, subordinate nature. They do not have an independent pedagogical task, but are subordinate to the task pursued by this method. The same methodological techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques.
Conversation, for example, is one of the main methods of shaping consciousness, attitudes and beliefs. At the same time, it can become one of the main methodological techniques used at various stages of the implementation of the training method.
Often methodological techniques and the methods themselves are identified with teaching aids and education, which are closely related to them and are applied in unity. The means include, on the one hand, various types of activities (game, educational, labor, etc.), and on the other hand, a set of objects and works of material and spiritual culture involved in pedagogical work (visual aids, historical, fiction and popular science literature, works visual arts, technical devices, media, etc.).
In modern didactics all the diversity teaching methods are divided into 3 main groups:
Verbal methods also include educational discussions and disputes. A prerequisite for discussion is the presence of at least two opposing opinions on the issue under discussion. In an educational discussion, the teacher should have the last word, although this does not mean that his conclusions are the ultimate truth. The dispute is based on a long-discovered pattern, which consists in the fact that knowledge obtained in the course of a clash of opinions various points vision, are always distinguished by a high degree of generalization, stability and flexibility.
Working with a book- is carried out at all stages of learning, and not only when consolidating what has been learned, as was believed until recently.
Methods of forming the consciousness of schoolchildren include example method. Through imitation, schoolchildren develop social and moral goals personal behavior, socially established ways of activity.
v Methods of organizing activities and forming experience of social behavior
The central place in this group of methods is occupied by exercises, i.e. systematically organized activity that involves repeated repetition of any actions in order to form certain skills or improve them. The exercise initially relies on training. Accustoming is the organization of systematic and regular performance by children of certain actions in order to transform them into habitual forms of social behavior. Under certain conditions, a habit can become a stable quality or personality trait.
Educational situations- in search of a way out of the situation created by the teacher, the student revises, rethinks his behavior, bringing it into line with new requirements, changing conditions of activity and communication.
Laboratory experiments- This is a method of a unique combination of practical actions with organized observations of students. In school settings, frontal and individual laboratory work is usually carried out. But there can also be a group implementation in cases where there is little equipment, complex installation of installations and recording the results of the experiment. Carrying out laboratory experience ends with the preparation of brief reports containing sketches, diagrams, drawings, tables and theoretical conclusions.
A large place in the practice of educational work is occupied by such a method of setting a pedagogical task as briefing. It is used if students have to do independent work. Instruction fully reveals its capabilities through methodological techniques or types of instruction: presentation of a task, giving instructions, familiarization with a rule. The instructions contain a list of the usual actions required in certain situations. Depending on its place in the educational process, instruction can be orientational or parallel. The orientation precedes the students’ work as a whole, and the parallel one precedes individual actions, each individual task that makes up the entire work. In practice, parallel instruction accompanies installation instruction.
The form of instruction can be oral, written, visual and complex. Oral instruction should be extremely clear and concise, emphatically concise and business-like. Written instructions primarily include various kinds of instructions contained in textbooks: questions, assignments, approximate solutions to problems, formulations of rules. Visual instruction (display) can be carried out using slides and colorful tables. However, more effective is the practical demonstration of the execution of certain actions by the teacher or one of the students.
Observation widely used in the study of natural science disciplines. It is necessary to distinguish observations according to their place in the educational process: when presenting new material, when consolidating, when repeating. On another basis, they can be considered as qualitative and quantitative. Qualitative observations are aimed at obtaining specific knowledge and are usually carried out with the help of special devices(telescope, microscope, indicators, observations of changes in nature, the life of animals, plants, etc.). quantitative observations always involve the use of instruments - temperature meters, density of liquids, body weight, pressure, voltage, etc.
According to the form of organization, observations can be independent, for example homework, and carried out under the guidance of a teacher.
Essence of the method illustrations and demonstrations consists of a visual presentation (showing) to students of natural objects, phenomena, processes or their layouts, models and images, depending on specific educational tasks.
In the implementation of visual methods great help provide various types of technical means, providing a brighter, more vivid and imaginative perception (tape recorder, player, epidiascope, film and overhead projectors, television).
Explanatory and illustrative method- the teacher communicates information using various methods, and students perceive, understand and record this information in memory. The teacher communicates information using the spoken word (story, lecture, explanation), the printed word (textbook, additional aids), visual aids (pictures, diagrams, films and filmstrips), practical demonstration of methods of activity (showing experience, a way to solve a problem) .
Reproductive method- involves reproducing and repeating the method of activity according to the teacher’s assignments. The use of the reproductive method, as a rule, precedes the explanatory and illustrative one.
Method of problem presentation- the point is that the teacher poses a problem and solves it himself, thereby showing students the path to solution in its genuine, but accessible to students, contradictions, revealing the train of thought when moving along the path of knowledge. At the same time, students mentally 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.).
Partial search method (heuristic)- requires the teacher to involve students in performing individual search steps. The teacher constructs the task, breaks it down into auxiliary ones, outlines the steps to help, and the students carry out the steps themselves. Using this method, the teacher uses various means (spoken word, tables, experience, etc.), as with other methods. According to methods typical for this method, the student perceives the task, comprehends its condition, solves part of the problem, updating existing knowledge, exercises self-control in the process of performing the solution 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.
Research method- ensures mastery of methods of scientific knowledge, forms traits creative activity, is a condition for the formation of interest, the need for this type of activity, provides complete, well-informed, quickly and flexibly used knowledge. It is used as the most advanced means of generalizing 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.
v Methods of stimulating and motivating the activities and behavior of schoolchildren
The competition can be collective and individual, long-term and episodic. In the process of organizing and conducting it, it is necessary to observe traditional principles: transparency, specificity of indicators, comparability of results, opportunity practical use best practices.
Situations of experiencing success- associated with positive emotional experiences. Students who experience certain difficulties in learning especially need to experience situations of success. In this regard, it is necessary to select tasks that students in this category could cope with without much difficulty and only then move on to more difficult exercises. In this case, verbal encouragement should also be natural, encouraging the student, instilling confidence in one’s abilities and the desire to meet the teacher’s assessment.
Methods of stimulating activity include educational games and educational discussions. Age-appropriate educational games are widely used in primary school. They are adjacent to situations of experiencing success, since they are also aimed at creating situations, but playful ones, causing, like the previous ones, vivid emotional experiences.
Promotion- way of expressing social positive assessment behavior and activities of an individual student or group. Experiencing a feeling of satisfaction, the student experiences an increase in vivacity and energy, confidence in own strength and further movement forward. It is bad if a student expects a reward for the slightest success. Encouragement is especially necessary for timid and insecure children.
The attitude towards punishment in pedagogy is very contradictory and ambiguous. Punishment- this is such an impact on the student’s personality that expresses condemnation of actions and deeds that contradict the norms of social behavior and forces students to strictly follow them. Punishment corrects the child’s behavior, makes it clear to him where and what he made a mistake, and causes a feeling of dissatisfaction, discomfort, and shame. called this state “pushing out from the general ranks.” This condition creates in the student a need to change his behavior.
The means of punishment are comments from the teacher, an offer to get up from the desk, a summons for indoctrination to the pedagogical council, a reprimand in a school order, transfer to a parallel class or to another school. Any punishment must be accompanied by an analysis of the reasons and conditions that gave rise to this or that act. Punishment is successful when it is consistent with the public opinion of the team.
The use of reprimand and punishment in any form for the purpose of stimulating and motivating learning is an exception and can only be justified in exceptional situations.
v Methods for monitoring the effectiveness of the pedagogical process
The most accessible method of control is systematic, purposeful and systematic monitoring carried out by the teacher. observation for student activities. Generalized and specific characteristics of the pedagogical process and its main participants (teachers and students) can be identified using methods special diagnostics.
Preliminary control- aimed at identifying the knowledge, skills and abilities of students in the subject or section that will be studied. To plan his work, the teacher must know who can and knows what. This will help him determine what he should focus on more, what questions require more time, and what he should just stop at, will help him determine individual approach to every student.
Current control- carried out in everyday work in order to check the assimilation of previous material and identify gaps in students’ knowledge. It is carried out primarily through the teacher’s systematic observation of the work of the class as a whole and of each student individually at all stages of learning.
Thematic control- carried out periodically as a new topic or section is covered and is aimed at systematizing students’ knowledge. This type of control takes place during revision and generalization lessons and prepares for control events: oral and written tests.
Final control- carried out at the end of a quarter, half a year, total school year, as well as upon completion of studies in primary, junior high and complete secondary schools.
According to the forms, control is divided into individual, group and frontal.
Target oral individual control- identification by the teacher of knowledge, skills and abilities of individual students. The student is asked to answer general question, which is subsequently broken down into a number of more specific, clarifying ones. Usually, students are called to the board to answer. Additional questions during individual control are asked if the answer is incomplete, if it is necessary to clarify details, check the depth of knowledge, or if the teacher has hesitations when assigning a grade.
Oral frontal control (survey) requires a series of logically interconnected questions on a small amount of material. During a frontal survey, the teacher expects short, concise answers from students on the spot. It is usually used for the purpose of repeating and consolidating educational material in a short period of time. In relation to an individual survey, a frontal survey has its advantages and disadvantages. The advantages are that it activates the work of the whole class, allows you to ask many students, and saves time. During a frontal survey, all students are given the opportunity to participate in addition, clarification, confirmation, correction, but after the answer of their friend. The disadvantages of a frontal survey are obvious: it does not test the depth of knowledge; random successful answers from students are possible.
Written control It is rarely individual when individual students are given test tasks based on cards. Usually these are front-end tests in mathematics, physics, chemistry, Russian language, and biology. Written work may also be offered in the form of reports, graphics, cards, etc.
Practical control used in drawing, labor, mathematics, physics, chemistry, and biology lessons. In high schools, laboratory work is carried out for this purpose.
Machine control- when students are asked to choose the correct one from several possible answers.
Self-control- students need to be taught to independently find errors, analyze the reasons for the incorrect solution of a cognitive task and eliminate the detected problems.
Combination various methods control is called combined or compacted control. This is usually a combination of oral and written interviews. Its essence lies in the fact that several students are called to the board at once to answer, one of whom answers orally, two or more prepare to answer at the blackboard, some students complete written assignments using cards, and the rest participate in a survey. The advantages of this method are that it makes it possible to thoroughly test several students in a short period of time; It is used when all the material has been mastered and there is a need to test the knowledge of several students at once.
There is an organic relationship and interpenetration between different methods. Guided by the principle of optimality when choosing methods, it is necessary to proceed from the fact that each method is focused on solving a certain range of pedagogical problems, but at the same time indirectly contributes to the solution of others, but not to the extent that these other problems can be solved using other methods . This implies the need to assess the capabilities of each method, knowledge of its strengths and weaknesses and selection on this basis of their optimal combinations.
The term " method" derived from Greek word methodos, which means "study", "way", "way".
In the pedagogical literature there are different approaches to defining the concept “ teaching method":
way of organizing students' cognitive activity (T.A. Ilyina);
orderly way, related activities teacher and students, aimed at solving teaching problems (Yu.K. Babansky);
a method of achieving a learning goal, which is a system of sequential, ordered actions of a teacher who, using certain means, organizes the practical and cognitive activities of students to assimilate social experience (I.Ya. Lerner).
Thus, under the teaching method one should understand the ways of professional interaction between a teacher and students in order to solve educational problems.
As a multidimensional concept, teaching methods can be grouped into systems. In this regard, there are many classifications.
Classification of teaching methods.
By sources of knowledge:
– practical (experiments, exercises, educational and productive work);
visual (illustration, demonstration, student observations, display);
verbal (explanation, clarification, story, conversation, lecture, debate, discussion);
video methods (viewing, training, exercise under computer control).
By the nature of cognitive activity(I.Ya. Lerner, M.N. Skatkin):
explanatory and illustrative methods (story, conversation, explanation, report, demonstration, instruction) - a combination of verbal and visual methods;
reproductive methods (lecture, example, demonstration, algorithmic prescription, exercise) – transfer of knowledge to finished form using verbal and visual methods;
problematic methods (conversation, problem situation, game, generalization), prerequisite which is the presence of a problematic situation;
partially search methods (discussion, observation, independent work, laboratory work) – independent acquisition of knowledge;
research methods (research modeling, collection of new facts, assignment, design).
For didactic purposes(Yu.K. Babansky and V.I. Andreev).
Methods of organizing educational and cognitive activities - verbal, visual, practical (sources):
inductive and deductive (logic);
reproductive and problem-search (thinking);
independent work and work under the guidance of a teacher (management).
2. Methods of stimulation and motivation of educational and cognitive activity:
stimulating and motivating interest in learning;
stimulation and motivation of duty, responsibility.
3. Methods of monitoring and self-control of the effectiveness of educational and cognitive activities:
writing;
laboratory.
By stages of training:
preparation for learning new material;
learning new material;
specification, deepening, acquisition of skills and abilities;
control and evaluation.
There are also monological (information-communicating) teaching methods, for example: story, lecture, explanation, and dialogic methods of presenting educational material (conversation, problem presentation, debate).
Issues of choosing teaching methods represent the most important aspect of a teacher’s activity. Depending on their decision, the educational process itself, the activities of the teacher and students, and, consequently, the result of learning as a whole depend.
Yu.K. To successfully select teaching methods, Babansky recommends a comparative analysis of various methods, guided by such criteria as:
compliance with training and development goals;
real learning opportunities for students;
available training conditions;
opportunities for teachers.
Pedagogical means– these are material or ideal objects intended for the organization and implementation of the pedagogical process.
Materials for training– educational visual aids, didactic equipment, educational equipment, technical teaching aids, etc.
Ideal learning tools– speech, writing, diagrams, drawings, works of art, etc.
When using any learning tools, it is unacceptable to either abuse them or ignore their capabilities.
The development of didactic technology and computers created the preconditions for the emergence of a new direction in pedagogy - pedagogicaltechnologies, which considers didactic technology, teaching methods and participants in the pedagogical process as a holistic unity.
Form of training organization– the external side of the learning process, a stable, complete organization of the pedagogical process in the unity of all its components: content, goals, principles, methods, forms, means.
In didactics, the forms of organizing the learning process are revealed through the ways in which the teacher interacts with students when solving educational problems through managing activities, learning, and relationships.
There are three main systems organization of the pedagogical process:
individual training and education;
class-lesson system;
lecture-seminar system.
Curriculum-planned forms of education (lesson, lecture, seminar, homework, exam) have educational and educational significance, contribute to the formation of a worldview, and ensure the mastery of specific academic disciplines. A system of unscheduled forms of education (consultations, conferences, excursions, clubs, classes in advanced and auxiliary programs) helps improve students' knowledge.
The functions of training forms include:
training and educational, allowing to create best conditions for the transfer of knowledge, abilities, skills, the formation of a worldview and the development of practical abilities of students;
educational, promoting the active manifestation of all the spiritual powers of students;
organizational, requiring clear organizational and methodological work of the teacher.
In relation to each other, forms of education are capable of performing complementary and coordinating functions.
In the history of pedagogy, various didactic systems, in which certain forms of training had an advantage:
student interaction (Bell-Lancaster system, 18th century in England);
individual and group classes (Batavian education system, 19th century);
differentiation of training (Mannheim system);
workshop system (Dalton Plan);
brigade-laboratory training (20s of the twentieth century in Russia);
a combination of large group classes with individual student work (Trump’s American plan);
project system (project method; based on the practical activities of students).
The leading forms of organizing the learning process are the lesson and lecture (at school and university, respectively). The scientific basis for the lesson was given by Ya.A. about 400 years ago. Comenius.
Lesson Features:
permanent, staffed group of students;
managing the activities of students, taking into account the characteristics of each;
mastering knowledge directly in the classroom;
variability of students' activities.
It is in the lesson that the advantages of the classroom-lesson system are reflected:
strict organization of training;
economy (one teacher);
a prerequisite for collective activity, mutual learning, competition and student development.
The same form of educational organization can change the structure and modification of a lesson depending on the objectives and methods of educational work (for example, there is a game lesson, a conference lesson, a dialogue, a workshop).
Main Lesson– combined – includes the main types of student activities. At school, along with lessons, there are other organizational forms training (electives, clubs, laboratory workshops, independent work).
At the university, the main forms of education are lectures and seminars.
Lecture– monologue presentation of the material by the teacher. A university lecture is the main link in the didactic learning cycle. Its goal is to form a oriented basis for students’ subsequent learning of educational material.
Seminar– a form of collective independent work of students. Seminars help consolidate knowledge, develop skills in communication and analysis, and develop student activity.
At the university, in addition to lectures and seminars, other organizational forms of training are used: laboratory work, research work, independent educational work of students, practical training, internship.
Exams and tests, tests or independent work, a rating system, assessment, testing, interviews, abstracts, coursework, and dissertations are used as forms of control and evaluation of learning outcomes.
Control, or verification of learning outcomes, is a mandatory component of the learning process and is interpreted as pedagogical diagnostics. Its functions, in addition to monitoring the results of knowledge, include teaching, developmental, educational, organizational, preventive and corrective functions.
Grade– this is a determination of the degree to which students have acquired knowledge, skills, and abilities in accordance with the requirements of training programs.
Assessment requirements:
must be objective and fair, clear and understandable for the learner;
play a stimulating role;
be reasonable and have an individual character.
When assessing knowledge you need to consider:
the amount of knowledge on the academic subject (issue);
understanding of the material studied, independent judgment, conviction in what is being presented;
the effectiveness of knowledge, the ability to apply it in solving practical problems.
When assessing skills and abilities, the following are taken into account:
the opportunity to apply knowledge and skills in practice;
the presence of errors, their number, nature and their impact on work.
The assessment should be a detailed judgment:
– about the positive and negative sides of the answer;
– presence or absence of promotion;
– mark as output.
Without control and evaluation, the teacher, like the student himself, does not receive feedback and has no idea about the level of progress of the student.
“The absence of evaluation is the worst type of evaluation” (B.G. Ananyev).
Questions for self-control
What classifications of teaching methods exist?
What conditions determine the choice of teaching methods?
Expand starting positions classification of teaching methods.
Give a classification of forms of training.
Describe the types of control.
Familiarize yourself with various approaches to the classification of patterns and principles in pedagogy (Yu.I. Babansky, M.N. Skatkin, B.T. Likhachev, etc.)
The concept " means of the pedagogical process» used in pedagogy in the broad and narrow sense of the word. In a broad sense, this is everything that contributes to achieving the goals of training and education. This includes: all types of children’s activities that are organized in the process of education and upbringing, the microenvironment (family, groups of students, etc.); content, methods, forms of the pedagogical process; objects and devices for carrying out the activities of teachers and students, etc.
Let's consider this concept in a narrow sense. Means of the pedagogical process – a set of material objects and objects of spiritual culture intended for the organization and implementation of the pedagogical process.
There are different approaches to the classification of teaching and educational means. The traditional classification is one that identifies visual (non-technical) aids(subject clarity, verbal-figurative clarity, volumetric and planar visual clarity, symbolic visual clarity) and technical means.
Let us present the classification of visual aids and technical means of the pedagogical process in the form of tables (according to G.M. Kodzhaspirova).
Table 8. Visual (non-technical) means of the pedagogical process
|
Subject visual aids |
Visual aids |
|||
|
Real or natural objects: minerals, plant herbariums, stuffed animals, etc. |
Figurative |
Symbolic Blueprints; Tables; Diagrams; Charts; Maps, etc. |
||
|
Verbal - “verbal drawing”, literary images, etc.; Didactic materials: cards, reminders, outline diagrams; reference signals, etc. |
Volumetric Static: models, dummies, etc.; Dynamic: models, mechanisms, etc. |
Planar Paintings; Illustrations; Reproductions; Drawings; Postcards Maps, etc.; |
||
Table 9. Technical means of the pedagogical process
A number of teachers (V.I. Smirnov and others) conditionally divide the means of the pedagogical process into three groups: “word” (“live” word, audio recording, printed word); “image” (illustrations, layouts, video products, natural objects); tools and devices (buildings, furniture, equipment, computers, audio and video equipment, laboratory technical equipment, materials, tools).
When using visual aids in the pedagogical process, the following requirements must be met:
the most accurate correspondence to a real object or phenomenon;
the teacher’s awareness of the purpose, time, place of use of visual aids;
adequacy of the object or its image to the educational tasks at hand;
measure in application in one lesson (session);
when using several visual aids in one lesson, they should be presented as needed and be closed for perception until the right moment;
a visual object should not contain anything superfluous, so as not to create side associations for students;
aesthetic design of a visual aid;
taking into account the level of development, training and education of students.
Especially important role in obtaining modern education, technical teaching aids are used. Technical training aids (TSO) is a set of technical devices with didactic support used in the educational process with the aim of optimizing it for the presentation and processing of information (G.M. Kodzhaspirova).
The didactic capabilities of technical teaching aids are ensured by their following characteristics:
They are a source of information;
Streamline forms of presentation educational information;
Organize and direct perception;
Increase the degree of clarity, specify concepts, phenomena, events;
Enrich the range of ideas of students, satisfy their curiosity;
Create an emotional attitude towards educational information;
Increase interest in learning through the use of original, new designs, technologies, machines, instruments, etc.;
They make available material that is inaccessible without TCO;
Activate cognitive activity, promote conscious assimilation of material, development of thinking, spatial imagination, observation;
They are a means of repetition, generalization, systematization and control of knowledge;
Illustrate the connection between theory and practice;
Create conditions for the use of the most effective forms and methods of training, implementation of the basic principles and rules of training;
They save teaching time, energy of the teacher and students by condensing educational information and accelerating the pace, as well as by transferring individual functions of the teacher to technology;
They most fully meet the scientific and cultural interests and needs of students.
Technical means and visual aids can be used for any didactic purposes and at any stage of the knowledge acquisition process. In addition, they allow you to control the attention of schoolchildren during a lesson or extracurricular activity, and also have the ability to develop creative abilities, logical and imaginative thinking. Visual aids demonstrated with the help of technical devices can help organize independent work of students, teach them to work with various sources of information, as well as carry out self-monitoring and self-correction of educational activities.
A modern universal teaching tool is computer. It can be used to study all educational subjects all groups of students. At the same time, the computer acts as both a tool that increases the effectiveness of learning in general, and a means of students’ educational activities, including the object of their study.
There are two areas of computer application. The first one is computer support for traditional learning. In this case, the use of a computer is associated with solving various learning problems: 1) presenting information in different forms (verbal, visual, experimental); 2) the formation of general educational and special skills in schoolchildren in certain subjects; 3) control, evaluation and correction of learning results; 4) organization of individual and group training; 5) management of the learning process.
The second area is actual computer training, that is, training implemented using computer programs for various purposes.
When creating a topic study project, the teacher can use the computer as:
Source of information related to the latest scientific discoveries and technical advances; in this case, it is advisable to connect the computer to the Internet;
Devices with which you can view and select for training sessions computer demonstrations of experiments and phenomena, training programs for modeling processes; this is possible with CD-ROM and software;
Tools for selecting and compiling training programs for practicing students’ academic skills and preparing tests for diagnostic entrance, exit, intermediate and thematic control (self-control) of schoolchildren’s educational achievements.
The possibilities of using a computer in the classroom itself are very wide. Thus, during a computer lecture, a meaningful and logically related sequence of objects is demonstrated on a monitor and/or on a screen using a projector. Illustrative material may also be used: images, video clips, sound clips. In addition, during a computer lecture there are possibilities: a) displaying information from the Internet on the screen, b) demonstrating phenomena (with the possibility of an interactive mode, which involves changing system parameters and observing the nature of changes in physical processes).
During practical classes, using a computer, students perform training exercises and solve calculation problems. In laboratory classes, students use a computer to simulate physical processes and process the results of a virtual experiment. Testing is also carried out with the help of a computer: organizing control and self-control, which allow the correction of knowledge and skills of schoolchildren. During extracurricular hours, students use the computer to obtain information via the Internet when preparing reports and educational projects. In addition, they can participate in international conferences.
It is obvious that for computer support of the educational process, appropriate technical devices (a multimedia computer with a connection to Internet resources, an electronic video projector) and software (training programs of an informational, interactive and controlling nature) are required. Multimedia computers - these are computers with a set of software and hardware that allows you to reproduce text, audio, and video information (G.M. Kodzhaspirova).
Computer training systems (a set of hardware and software), operating in a remote mode, are the main means distance learning. At the same time, telecommunication networks and intelligent training systems make it possible to create local and global systems distance education (INTERNET).
Forms of extracurricular work using computers, multimedia and other technical equipment can be a school publishing house, an electronic library, a cultural and information center, clubs, clubs in computer science and information technology, photo and film clubs, etc. Multimedia equipment can be widely used in any educational activities. events at school (lecture halls, theatrical performances, festivals, discos, teleconferences, television projects, presentations, etc.).
In general, the introduction of a computer into the pedagogical process makes it possible to solve the same methodological problems as traditional visual aids or technical means. At the same time, only a computer allows for adaptability of educational material (taking into account the individual characteristics of students); multi-terminal (simultaneous operation of a group of users); interactivity (interaction between a technical device and a student, simulating to some extent natural communication); control over individual work of students outside of class hours. It is important that students’ interest in computer technology leads to high motivation for learning activities using a computer.
Summary
Methods of teaching and upbringing are important structural components of the holistic pedagogical process. With their help, students master the content of the pedagogical process, manage the cognitive, value-oriented and practical activities of students, and form their personal qualities. The method of teaching and upbringing is a way to achieve the goals of the pedagogical process, a connecting link between the designed goal and the final result.
The variety of methods in the pedagogical process and the need for their complex application have led to the need for their systematization and classification. Currently, there are different classifications of methods of the pedagogical process. The most famous of them are classifications according to the source of transmission and the nature of perception of information; on leading didactic tasks; by the nature of educational and cognitive activity of students; based on the methodology of a holistic approach to activity. A classification of methods for the holistic pedagogical process is also proposed.
The most important problem for a teacher is the choice of the optimal combination of methods and techniques in a specific pedagogical situation based on the criteria for choosing methods of the pedagogical process developed in pedagogy. Most often, verbal, visual and practical methods are used in the educational process. At the same time, the modern pedagogical process turns out to be ineffective without the use of methods of stimulating and motivating the activities and behavior of students, as well as active (interactive) methods of teaching and education.
A teacher needs special pedagogical skills when using methods of control and self-control in the pedagogical process. As practice shows, the activity of assessing the results of schoolchildren’s educational activities is one of the most difficult types of pedagogical activity. Therefore, mastering control methods and a ten-point rating system requires long-term, purposeful work from the future teacher.
The effectiveness of the pedagogical process also depends on visual aids and technical means that teachers and students use in the process of learning and education. There are different approaches to the classification of means of the pedagogical process. The traditional classification is one that identifies visual (non-technical) aids(subject clarity, verbal-figurative clarity, volumetric and planar visual clarity, symbolic visual clarity) and technical means.
The computer is a modern universal means of teaching and education. There are two areas of computer application: computer support for traditional teaching and computer training itself (training using computer programs for various purposes).
Questions and tasks for self-control
1. Expand the content of the concepts “method of the pedagogical process”, “technique of the pedagogical process”.
2. Give general characteristics methods of the pedagogical process. Reveal the relationship between the methods of the pedagogical process and other components of the pedagogical process.
3. What is meant by the classification of methods of the pedagogical process? What is the reason for the presence of many classifications? Why are classifications of pedagogical process methods conditional?
4. On what grounds (bases) can we classify teaching and upbringing methods? Give examples.
5. Name and characterize the groups of methods according to the classification of Yu.K. Babansky.
6. Justify the criteria for the teacher’s choice of methods of the pedagogical process. Why can't this choice be arbitrary?
7. What are the distinctive features of verbal methods of the pedagogical process? Describe two or three of them in more detail (optional).
8. Expand the functions of visual and practical methods in the pedagogical process? What are the conditions for their effective use? Describe those that are most often used by teachers and students in lessons that correspond to your specialty.
9. What pedagogical methods are used to form the experience of social behavior? Give a brief description of those that, in your opinion, are most effective.
10. Name the methods of the pedagogical process specifically aimed at stimulating and motivating the activities and behavior of students. Which of them does not have an unambiguous relationship to in pedagogy? What is your position in relation to these methods?
11 . Reveal the main features of gaming pedagogical technologies? At what age are they applicable? Justify your answer.
12. Prove that pedagogical control is an integral element of the traditional educational process. Name the types, forms and methods of pedagogical control that are traditionally used in secondary schools.
13. What is meant by the process of assessing the activities of students and teachers? Define the concepts of “assessment” and “mark”.
14 . What are the basic requirements for assessing students' knowledge, skills and abilities? Describe the functions of the assessment process.
15. For what purpose was a ten-point system for assessing the results of students' educational activities introduced? What problems of pedagogical control were solved in this case?
16. Name and describe the ones you know active methods pedagogical process. What are the possibilities of using them in a modern school or university?
17. Define the concept of “means of the pedagogical process” in a broad and narrow sense. What approaches to the classification of teaching and educational means exist in pedagogy? Imagine one of them as a diagram.
18. Describe the computer as a universal means of the pedagogical process. What are the areas of its application in the process of training and education?
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3. Malenkova, L.I. Theory and methods of education. Textbook / L.I. Malenkova. – M.: Pedagogical Society of Russia, 2002. – P. 310-346.
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14. Kharlamov, I.F. Pedagogy / I.F. Kharlamov. - Mn.: Universitetskaya, 2000. – P.197-237;
15. Shchurkova, N.E. Applied pedagogy of education: tutorial/ NOT. Shchurkova. - St. Petersburg: Peter, 2005. - P. 254-268.
Into your pedagogical dictionary
Method of pedagogical process - a method of joint activity between a teacher and students, aimed at solving the problems of the pedagogical process (training, education, development).
Classification of pedagogical process methods - dividing them into certain groups or subgroups according to some characteristic (basis).
Explanatory and illustrative, or information and receptive methods - methods whose main purpose is to organize students’ assimilation of knowledge in a “ready” form.
Reproductive methods – methods, the main feature of which is the reproduction and repetition of a method of activity on the instructions of the teacher.
Methods of problem presentation – methods in which the teacher poses a problem and shows ways of its scientific or practical (experimental) solution.
Partial search or heuristic methods - methods using which
The teacher organizes the participation of schoolchildren in performing individual stages of solving cognitive and practical problem problems.
Research Methods – methods of organizing students’ independent search and creative activities to solve problems that are new to them, find new solutions or evidence.
Verbal methods - methods of the pedagogical process, characterized by the fact that the teacher communicates information using words, and students perceive it through hearing.
Visual methods - methods in which the main source of information is not the word, but various kinds of objects, phenomena, visual or technical means.
Practical methods - ways of organizing practical activities of students in the process of training and education.
Game methods – ways of organizing activities aimed at recreating and assimilating social experience in conditional situations and in a form accessible to a certain age.
Pedagogical control - procedure for obtaining information about the activities of teachers and students, their results; establishing the degree of achievement of the goals of training and education; checking the level of knowledge, skills, development of thinking, formation of certain personal qualities.
Methods of monitoring the pedagogical process – these are ways to identify the results of educational, cognitive and other types of activities of students, as well as the professional and pedagogical activities of the teacher.
Evaluation process student activities - teacher interaction or technical system with students, resulting in partial or/and quantification(mark).
Partial evaluation - verbal or non-verbal reactions of the teacher, reflecting the teacher’s emotional and evaluative attitude towards the student’s work.
Mark – this is the result of the assessment process, a quantitative indicator of assessing the results of students’ educational activities, which is recorded in documents.
Active methods of teaching and education - methods that stimulate the cognitive activity of students, involving them in mental and behavioral activity.
Interactive methods of the pedagogical process - ways of purposeful activities of the teacher and students to organize the interaction of all participants in the pedagogical process to create optimal conditions their training and education.
Means of the pedagogical process – a set of material objects and objects of spiritual culture intended for the organization and implementation of the pedagogical process.
Technical training aids (TSO) – a set of technical devices with didactic support used in the educational process for presenting and processing information
Material for “insertions in the margins or in the text”
You will almost always achieve more with affection than with brute force (Aesop).
“Persuasion is often more effective than force” (Aesop).
Reproach is a gift from friends (Arabic proverb).
Examples are more useful than instructions (Ancient aphorism).
Bad examples undoubtedly have a stronger effect good rules(D. Locke).
“There was not, is not and will not be a person worthy of only one condemnation or one only of praise” (Ancient Indian aphorism).
Punish children with shame, not with a whip (Russian proverb).
It is the act that is worthy of praise, not the person himself (M. Montaigne).
If there are circumstances in which strictness towards children becomes a necessity, it is when their morality is threatened or when there are bad habits that need to be eradicated (J. J. Rousseau).
Punishment should never be imposed on children as a punishment, it should always be the natural consequence of their bad action” (J. J. Rousseau).
“The action that the student reveals to himself, choosing good and rejecting evil, is this, and nothing else, is the formation of character” (I.F. Herbart).
“When a teacher talks about some discovery, keeping silent about how people got to this discovery, he only cultivates the ability of passive perception and a gullible attitude towards someone else’s word” (V.P. Vakhterov).
The main thing in teaching children is not only what is communicated to them, but also how what is learned is communicated to them (N.I. Pirogov).
There are no difficult sciences, there are only difficult expositions, that is, indigestible (A.I. Herzen).
Let it be an eternal law: to teach and learn everything through examples, instructions and application in practice (Ya.A. Komensky).
Everything is through independent observation; it is necessary to teach in such a way that the student understands the benefits of what is being studied; teach everything by studying causal relationships; everything that is to be studied, let it first be offered in general view, then in parts (Ya.A. Komensky).
Language is not always able to express what the eye sees (F. Cooper).
Children always willingly do something... This is very useful, and therefore not only should not interfere with this, but measures must be taken to ensure that they always have something to do (Ya. A. Komensky).
“Immediate interest is the great engine, the only one that leads truly and far” (J. J. Rousseau).
The method of education is “a tool for touching the individual” (A.S. Makarenko).
“A teacher, according to the established vulgar tradition, is a person who must be imitated. I don't agree with this. A teacher... is a person who helped you become yourself” (M.A. Svetlov).
“The goal determines the content and methods, the methods and content determine the degree of achievement of the goal” (I.Ya. Lerner).
The art of teaching is the art of awakening curiosity in young souls and then satisfying it... (A. France).
Play is a true indicator of children's strength, children's energy, and children's health (P.F. Kapterev).
During the game, knowledge becomes our space. We are immersed in it with all our emotions. And we notice what is inaccessible to a cold observer from the outside (A.A. Gin).
In order for your lecture to be interesting for listeners, it must first of all be interesting for you (D.S. Likhachev).
In everything where the word serves as a mediator between people, and especially in teaching, it is inconvenient to both say and not say (V.O. Klyuchevsky).
“The wider the range of cultural achievements that a teacher owns, the higher the teacher’s ability to use a wide range of educational means” (N.E. Shchurkova).
“Do not give grades to a student in case of failure until the question is raised about what he thought and what he wanted when he completed the task” (N.E. Shchurkova).
Let's think together
What determines the historical nature of the development of teaching and upbringing methods and their use in pedagogical practice?
What pedagogical conclusions can be drawn from the following statement by A.S. Makarenko: “No pedagogical means, even a generally accepted one, such as suggestion, explanation, conversation, and social influence, can always be considered absolutely useful. The best remedy in some cases will necessarily be the worst.”
III. Psychologist A.G. Kovalev believes that persuasion cannot be identified with moralizing, in which the proposed information is declared without evidence (“And it’s not a shame...”, “Everyone should...”, “In such cases it is necessary...”, etc.).
Is moralizing effective as a method of education? Justify your answer.
How to achieve persuasion without moralizing?
IV. Describe the system of teaching and upbringing methods that is typical for a teacher who implements:
1) subject-oriented (knowledge-based) model of education;
2) a student-oriented model of education.
V. In each pedagogical situation, some methods of the pedagogical process occupy a dominant position, while others occupy a subordinate position. How can this be explained?
VI. Is it possible to “build” a lesson using only one dominant teaching method? What about the entire learning process throughout the school year? Give examples.
VII. Is it right to contrast traditional and active (interactive) methods of the pedagogical process? Is it always possible to use active teaching and education methods? Give reasons for your answer.
VIII. Practicing teachers deal with both positive and negative aspects of solving the problem of computerization of the pedagogical process.
What do you think are the positive and positive sides using a computer in the process of teaching and education? Name them. Justify your point of view.
IX. Analyze the original (alternative) pedagogical systems (schools) you have studied from the point of view of the methods and means of the pedagogical process used in these systems.
X. Continued and Start developing a project for your own school: describe the methods and means of teaching and education that will be used by the teachers of your own school.
This is interesting
1. The methods of the pedagogical process, like the pedagogical process as a whole, are historical in nature. They changed as humanity and its culture developed. Changes in the goals, content, means of teaching and upbringing also caused “revolutions” in the development of methods.
The American scientist-teacher K. Kerr identifies four such revolutions. The first was that parents, who served as models for children, gave way to professional teachers. The essence of the second was to replace the spoken word with the written one. The third revolution led to the introduction of the printed word into learning, and the fourth, which we are witnessing, is aimed at partial automation and computerization of learning.
Let's give examples. In primitive society, the training and upbringing of children took place in the process of their joint practical activities with adults. The transfer of social experience to younger generations was carried out through practice, visualization, and the word. Imitation and showing a model, as well as correction of children’s actions by adults formed the basis of the most ancient method of teaching and upbringing - reproductive. All other methods were subsequently developed from it.
With the advent of writing and then printing, working with a book as a teaching method. In the medieval school it was traditional dogmatic(catechism) method of teaching: students mechanically memorized texts, mainly of religious content. Along with it, a more advanced method of asking questions and presenting ready-made answers was used.
During the Renaissance, the process of teaching and upbringing includes methods such as observation, exercise, independent work, experiment, which contribute to the development of consciousness, activity, initiative, and independence of the child. At the beginning of the 19th century, ideas were developed to enhance learning using visual methods. At the turn of the 19th and 20th centuries, heuristic methods and “natural” (practical) methods were opposed to the methods of “book” teaching. The main place in the learning process was given to manual labor, practical exercises, and work with literature. In the 20th century, “active” methods of teaching and upbringing, promoting the development of cognitive activity and independence of students, remain the most relevant. Currently, the development of new methods of the pedagogical process is mainly associated with its automation and computerization.
2. Every teacher, especially beginners, faces a problem: “How to increase students’ interest in the educational material being studied? Effective methods and techniques for solving this problem are offered by the famous teacher A. A. Gin. Here are some of them.
Attractive goal : a simple, understandable and attractive goal is set before the student, in fulfilling which he, willy-nilly, carries out the educational action that the teacher plans.
"Surprise!" : the teacher finds a point of view in which even the mundane becomes surprising.
Delayed answer: a) at the beginning of the lesson the teacher gives a riddle ( amazing fact), the answer to which will be revealed in class when working on new material; b) give a riddle at the end of the lesson in order to start the next lesson with it.
"Fantastic Supplement": The teacher complements the real situation with fiction.
“Catch the mistake! ": a) when explaining the material, the teacher deliberately makes mistakes, proves a deliberately incorrect idea or hypothesis; b) the student receives a text (analysis of the solution to the problem) with intentionally made mistakes - let him “work as a teacher.”
Practicality of the theory: The teacher introduces the theory through practical problem, the usefulness of which is obvious to students.
Press conference: The teacher deliberately does not fully disclose the topic, inviting students to ask questions that further reveal it.
Question to the text: Before studying an educational text, students are given the task of making a list of questions for it.
Methods for implementing an integral pedagogical process should be understood as ways of using certain means for professional interaction between a teacher and students in order to solve educational problems. Reflecting the dual nature of the pedagogical process, methods are one of those mechanisms that ensure interaction between the teacher and students. This interaction is not built on a parity basis, but with the leading and guiding role of the teacher, who acts as the leader and organizer of the pedagogically appropriate life and activities of students.
The system of general methods for implementing a holistic pedagogical process has the following form:
- - methods of forming consciousness (story, explanation, conversation, lecture, educational discussions, disputes, work with a book, example method);
- - methods of organizing activities and forming experience of social behavior (exercises, training, method of creating educational situations, pedagogical requirements, instruction, observations, illustrations and demonstrations, laboratory work, reproductive and problem-search methods, inductive and deductive methods);
- - methods of stimulation and motivation of activity and behavior (competition, cognitive game, discussion, emotional impact, encouragement, punishment, etc.);
- - methods for monitoring the effectiveness of the pedagogical process (special diagnostics, oral and written surveys, tests and laboratory work, machine control, self-testing, etc.).
IN real conditions of the pedagogical process, the methods of its implementation appear in a complex and contradictory unity. The decisive importance here is not the logic of individual, “solitary” means, but their harmoniously organized system. Of course, at a certain stage of the pedagogical process, one or another method can be used in more or less isolated form. But without appropriate reinforcement by other methods, without interaction with them, it loses its purpose and slows down the movement of the educational process towards the intended goal.
Methods of forming consciousness in a holistic pedagogical process
The use of methods for the formation of consciousness in a holistic pedagogical process is carried out, as a rule, with the help of the spoken and printed word. This is explained by the fact that the word is not only a source of knowledge, but also a means of organizing and managing educational and cognitive activities. Let us turn to the characteristics of the main methods of this group.
Story - sequential presentation of predominantly factual material, carried out in descriptive or narrative form. It is widely used in teaching humanitarian subjects, as well as in presenting bibliographic material, characterizing images, describing objects, natural phenomena, events of public life. A number of requirements are imposed on the story as a method of pedagogical activity: logic, consistency and evidence of presentation; clarity, imagery, emotionality; taking into account age characteristics, including with regard to duration (10-15 minutes in primary grades and 30-40 minutes in senior classes).
If with the help of a story it is not possible to ensure a clear and precise understanding by students of certain provisions (laws, principles, rules, norms of behavior, etc.), then the method is used explanations. The explanation is characterized by an evidential form of presentation, based on the use of logically related inferences that establish the basis for the truth of a given judgment. In many cases, the explanation is combined with students' observations, with questions from the teacher to the students and questions from the students to the teacher, and can develop into a conversation.
Conversation as a method of organizing cognitive and value-oriented activities has been used since ancient times. In the Middle Ages, the so-called catechetical conversation was widely used as the reproduction of questions and answers from a textbook or teacher’s formulations. In modern schools, conversation is not used in this form. This is a question-answering method of active interaction between a teacher and students, used at all stages of the educational process: to communicate new knowledge, to consolidate, repeat, test and evaluate knowledge.
The main thing in the conversation is a carefully thought-out system of questions that gradually leads students to gain new knowledge. When preparing for a conversation, the teacher, as a rule, should outline basic, additional, leading, and clarifying questions. An inductive conversation usually develops into a so-called heuristic conversation, since students, from private observations, come to general conclusions under the guidance of the teacher. When constructing a conversation deductively, a rule, a general conclusion, is first given, and then its reinforcement and argumentation are organized.
Conversations are most widely used in educational practice. With all the richness and diversity of ideological and thematic content, the conversations have as their main purpose to attract students themselves to evaluate events, actions, and phenomena of social life and, on this basis, to form in them an adequate attitude to the surrounding reality, to their civic, political and moral responsibilities. At the same time, the persuasive meaning of the problems discussed during the conversation will be much higher if they find support in personal experience child, in his deeds, actions, actions.
The conversation should be based on facts that reveal the social, moral or aesthetic content of certain aspects of social life.
The conversation usually begins with a rationale for the topic, which should prepare students for the upcoming discussion as a vital and not a far-fetched matter. At the main stage of the conversation, the teacher gives a starting point, material for discussion, and then poses questions so that students freely express their judgments and come to independent conclusions and generalizations. In the final speech, the teacher summarizes all the statements, formulates on their basis the most rational, from his point of view, solution to the problem under discussion, and outlines a specific program of action to consolidate the norm adopted as a result of the conversation in the practice of behavior and activities of students.
A particular difficulty for a young teacher is individual conversations. Unfortunately, such conversations are most often held in connection with emerging local conflicts and violations of discipline. The teacher reacts to such facts either immediately or through a delayed conversation. But it is better if individual conversations are conducted according to a predetermined plan, in a certain system. Then they take on a proactive nature and make individual adjustments to the overall program of pedagogical influences.
A story, an explanation, a conversation prepare the transition to more complex method organization of cognitive activity - to the lecture.
Lecture how the method differs from the lecture as an organizational design of interaction between the teacher and students in the educational process. The lecture is distinguished by greater information and cognitive capacity, greater complexity of logical constructions, images, evidence and generalizations, and longer duration. This is why lectures are used mainly in high schools. high school, in evening (shift) schools, in technical schools and universities.
Verbal methods also include educational discussions And disputes, although with no less justification they can be considered as methods of stimulating the cognitive and generally social activity of pupils.
A prerequisite for discussion is the presence of at least two opposing opinions on the issue under discussion. Naturally, in an educational discussion, the teacher should have the last word, although this does not mean that his conclusions are the truth! authorities.
Unlike a discussion, where a well-established decision must still be made and accepted by scientific authorities, a dispute as a method of forming judgments, assessments and beliefs in the process of cognitive and value-oriented activity does not require definite and final decisions. The dispute, like the discussion, is based on a long-discovered pattern, which consists in the fact that knowledge obtained in the course of a clash of opinions and different points of view is always distinguished by a high degree of generality, durability and flexibility. The debate perfectly corresponds to the age characteristics of a high school student, whose emerging personality is characterized by a passionate search for the meaning of life, the desire not to take anything for granted, and the desire to compare facts in order to understand the truth.
Verbal methods of organizing activities include working with a book. Work with the textbook is carried out at all stages of learning, and not only when consolidating what has been learned, as was believed until recently. This work is usually combined with the use of other methods, primarily methods of oral presentation of knowledge.
At the beginning of working with the textbook, the teacher should introduce students to its structure and features. He gives directions on how to use the textbook to review and learn some new information. The student should receive similar instructions regarding work with additional, including reference, literature: how to write out, how to make notes, how to work with dictionaries, encyclopedias, etc.
Invaluable in childhood has communication with the book. Analysis and discussion of books read and materials from children's periodicals broaden the horizons of students, arouse in them socially valuable feelings, thanks to which children actively respond to the phenomena of social life. Special out-of-class reading lessons in elementary school promote the introduction to systematic reading at home.
In the structure of the holistic pedagogical process, methods of forming the consciousness of students include example method. The developing consciousness of the student is constantly looking for support in real-life, living, concrete examples that personify the ideas and ideals they are assimilating. This search is actively promoted by the phenomenon of imitation, which serves as the psychological basis of example as a method of pedagogical influence. By imitation young man social and moral goals of personal behavior and socially established methods of activity are formed.
In the mechanism of imitation, at least three stages can be distinguished. At the first stage, as a result of perceiving a specific action of another person, a person develops a subjective image of this action, a desire to do the same. However, there may not be a connection between role modeling and subsequent actions. This connection is formed in the second stage. At the third stage, a synthesis of imitative and independent actions occurs, which is actively influenced by life and specially created educational situations.
Thus, imitation and the example based on it can and should find worthy use in the pedagogical process. K. D. Ushinsky drew attention to this. He emphasized that educational power flows only from the living source of the human personality, that the education of the individual can only be influenced by the personality. In the eyes of students, only that action deserves imitation that is performed by an authoritative and respected person. This fully applies to the teacher. The teacher, with all his behavior and in all his actions and actions, must serve as an example for students, be an example of high morality, conviction, culture, integrity and broad erudition.