Presentation on the topic of teaching methods. Presentation - a visual teaching method presentation for a lesson on the topic
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Teaching methods
Method (literally the path to something) means a way to achieve a goal, a certain ordered activity.
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According to the source of knowledge.
a) verbal methods (the source of knowledge is the spoken or printed word);
b) visual methods (the source of knowledge is observed objects, phenomena, visual aids);
c) practical methods (students gain knowledge and develop skills by performing practical actions).
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Visual teaching methods
- Illustration method
- Demonstration Method
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Practical teaching methods
- Exercises.
- Creative works.
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Classification of teaching methods depending on the nature of students’ cognitive activity:
- Explanatory and illustrative.
- Reproductive.
- Problematic.
- Partial search method, or heuristic method.
- Research method.
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Types of lessons
- lesson on introducing new material;
- lesson to consolidate what has been learned;
- lesson in applying knowledge and skills;
- lesson of generalization and systematization of knowledge;
- lesson of testing and correction of knowledge and skills;
- combined lesson.
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1. Lesson on introducing new material
1. communication of the topic, purpose, objectives of the lesson and motivation for learning activities;
2. preparation for learning new material through repetition and updating of basic knowledge;
3. familiarization with new material;
4. primary understanding and consolidation of connections and relationships in the objects of study;
5. setting homework assignments;
6. summing up the lesson.
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2. Lesson to consolidate what has been learned
1. checking homework, clarifying directions for updating the material;
2. communication of the topic, purpose and objectives of the lesson, motivation for learning;
3. reproduction of what has been learned and its application under standard conditions;
4. transfer of acquired knowledge and its initial application in new or changed conditions in order to develop skills;
5. summing up the lesson;
6. setting homework.
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3. Lesson in applying knowledge and skills
1. checking homework;
2. motivation of educational activities through students’ awareness of the practical significance of the knowledge and skills used, communication of the topic, purpose and objectives of the lesson;
3. understanding the content and sequence of practical actions when performing upcoming tasks;
4. independent completion of tasks by students under the supervision of the teacher;
5. generalization and systematization of the results of completed tasks;
6. summing up the lesson and setting homework.
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4. Lesson on generalization and systematization of knowledge
1. setting the goal of the lesson and motivating students’ learning activities;
2. reproduction and correction of basic knowledge
3. repetition and analysis of basic facts, events, phenomena;
4. generalization and systematization of concepts, assimilation of a system of knowledge and their application to explain new facts and perform practical tasks;
5. assimilation of leading ideas and basic theories based on a broad systematization of knowledge;
6. summing up the lesson.
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5. Lesson on testing and correcting knowledge and skills
1. familiarization with the purpose and objectives of the lesson, instructing students on organizing work in the lesson;
2. testing students’ knowledge of factual material and their ability to reveal elementary external connections in objects and phenomena;
3. testing students’ knowledge of basic concepts, rules, laws and the ability to explain their essence, justify their judgments and give examples;
4. testing students’ abilities to independently apply knowledge under standard conditions;
5. testing students’ abilities to apply knowledge in modified, non-standard conditions;
6. summing up (in this and subsequent lessons). Slide 21
Lesson - role play
1. preparatory;
2. gaming;
3. final;
4. analysis of results.
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LECTURE Candidate of Pedagogical Sciences, Associate Professor O.V. Pravdina Faculty of Correctional Pedagogy Department of PedagogySlide 2
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In the modern understanding of learning, the learning process is considered as a process of interaction between the teacher and students (lesson) with the aim of introducing students to certain knowledge, skills, abilities and values. Teaching methods are a set of techniques and approaches that reflect the form of interaction between students and teachers in the learning process Method - (from Greek) a method of action, activity: the way to achieve a goal
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Method (literally the path to something) means a way to achieve a goal, a certain ordered activity. A teaching method is a way of orderly interconnected activities of a teacher and students, activities aimed at solving the problems of education, upbringing and development in the learning process. Teaching methods are one of the most important components of the educational process. Without appropriate methods of activity, it is impossible to realize the goals and objectives of training, to achieve the assimilation by students of a certain content of educational material.
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The passive method (Scheme 1) is a form of interaction between students and teachers, in which the teacher is the main actor and manager of the lesson, and students act as passive listeners, subject to the teacher’s directives. Communication between the teacher and students in passive lessons is carried out through surveys, independent work, tests, tests, etc. DE Students Reproductive
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Cons The most ineffective method (from the point of view of modern pedagogical technologies) works successfully in the hands of an experienced teacher, especially if students have clear goals aimed at thoroughly studying the subject. Lecture is the most common type of passive lesson. This type of lesson is widespread in universities, where adults, fully formed people who have clear goals to deeply study the subject, study. Pros: 1) easy preparation for the lesson on the part of the teacher 2) the ability to present a relatively larger amount of educational material in the limited time frame of the lesson
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This is a form of interaction between students and the teacher, in which the teacher and students interact with each other during the lesson and students here are not passive listeners, but active participants in the lesson. The teacher and students have equal rights. Democratic style of communication. DE Students Productive
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The founders of the ideas of activation include J. A. Komensky, J.-J. Rousseau, I. G. Pestalozzi, G. Hegel, F. Froebel, A. Disterweg, J. Dewey, K. D. Ushinsky and others.
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develops an approach to enhancing the creative activity of students through the presentation of problematically formulated tasks. The theory also contains provisions on teaching students how to solve problematic problems, but reveals it on the basis of traditional methods. Problem-based learning Programmed learning has made a significant contribution to the development of approaches to the individualization of learning based on specially designed training courses for individual use, which received a new impetus for development in connection with the development of computer technology and the emergence of distance learning. Didactic prerequisites include pedagogical technologies that, to one degree or another, implement and develop individual principles of active learning
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is based on the position of the theory of activity, according to which the assimilation of social experience is carried out as a result of the active, “biased” activity of the subject. The following principles are embodied in it: personality activity; problematic; unity of training and education; consistent modeling in the forms of learning activities. Contextual learning Game learning has proven the high effectiveness of using game, competitive, and team teaching methods.
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Interactive (“Inter” is mutual, “act” is to act) - means to interact, to be in the mode of conversation, dialogue with someone. Focused on broader interaction between students and on the dominance of student activity in the learning process when learning new material. The teacher's place in interactive lessons comes down to directing the students' activities to achieve the lesson's goals. DE Students Creative
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Traditional methods Active methods Interactive methods Lecture Story Reading newspaper and magazine material Conversation Reflection on (a statement, fact, etc.) Meeting (with works of art, interesting people, specialists, etc.) Discussion (of specific events) Questioning and analysis results Watching a movie, etc. Debate Discussion Round table conversation Travel Competition Game, etc. Business game Role-playing game Project Brainstorming Brain-ring Teleconference Court, etc.
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(according to (according to Yuri Konstantinovich Babansky) 1) methods of organizing and implementing educational and cognitive activities; 2) methods of stimulation and motivation of educational activities; 3) methods of monitoring and self-monitoring of the effectiveness of educational and cognitive activities.
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methods of organizing and implementing educational and cognitive activities Organization of teaching. work in Sov. school, Leningrad, 1957 According to the source of transmission and perception of educational activities (E.Ya. Golant 1888-1971) According to the logic of transmission and perception of information According to the degree of independence of thinking According to the degree of management of educational work Verbal Inductive Reproductive Under the guidance of a teacher Visual Deductive Problematic -search Independent work of students Practical
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methods of stimulating and motivating learning activities Methods of stimulating interest in learning Methods of stimulating responsibility and duty Cognitive games Beliefs in the importance of learning Educational discussions Presentation of demands Creation of emotional and moral situations Organizational and activity games Rewards and punishments
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methods of control and self-control over the effectiveness of educational and cognitive activity Methods of oral control and self-control Methods of written control and self-control Methods of practical control and self-control Individual survey Written tests Machine control Frontal survey Written tests Control and laboratory control Oral tests Written exams Oral exams Written works
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Verbal teaching methods include story, lecture, conversation, etc. In the process of explaining them, the teacher uses words to present and explain the educational material, and the students actively perceive and assimilate it through listening, memorizing and comprehension. Verbal methods Auditory channel 5-10% of learning material “Tell me and I’ll forget”
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This method involves an oral narrative presentation of educational material, uninterrupted by questions to students, characterized by relative brevity, vividness, and emotionality of presentation, which makes it possible to arouse interest in a new topic and arouse the need for its active assimilation. During such a story, the tasks of the students’ activities are communicated in an accessible form. reveals the content of a new topic, presents it according to a certain logically developing plan, in a clear sequence, highlighting the main, essential, using illustrations and convincing examples... carried out 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.
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involves an oral presentation of educational material, which is distinguished by greater capacity than a story, greater complexity of logical constructions, images, evidence and generalizations. The conversation method involves a conversation between the teacher and students. The conversation is organized using a carefully thought-out system of questions, gradually leading students to master a system of facts, a new concept or pattern.
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Dispute is one of the active means of teaching and educational influence on the development of a high school student’s personality, developing an active position in him, and the ability to defend his views and beliefs in a reasoned and consistent manner. Dispute (from Latin disputare - to reason, to argue) is a public DISPUTE on a given topic. Stages of organizing a debate Stage 1 – Selecting a topic Stage 2 – Formulating questions for discussion Stage 3 – Formalizing a dispute, defining its rules Stage 4 – Preparing students and choosing the leader(s) of the debate
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INTERPERSONAL COMMUNICATION SKILLS REQUIRED BY THE FACTOR Listening Skills The teacher develops listening skills by paying attention to verbal and nonverbal signs of the student's reaction to factors such as associative thoughts, changes in topic in conversation, preliminary and concluding remarks, repeated statements, contradictions and omissions in a conversation, as well as the hidden subtext of the conversation. Reproduction of what was said This technique helps the student understand that what he said was heard by the teacher. If a statement is misunderstood, the student has the opportunity to correct the teacher. The ability to explain The teacher (discussion leader) can combine several student judgments to form a new approach to understanding the problem. You can say: “When discussing the topic (issue), you said the following... Can this be understood as...”. This gives students the opportunity to think about the assumption (either agreeing or disagreeing with it). The ability to ask questions Questions should be asked infrequently and carefully. Here are some tips on how to ask questions effectively: Ask questions that leave you free to choose your answer. Could you tell us more about this? What is your opinion? Is there anything else you would like to add? Etc. 2.Ask only one question at a time. Don't ask multiple questions one after another. This slows down the pace of the conversation and prevents students from understanding your question. 3.Give the student the opportunity to answer the question. Sometimes it happens that the teacher himself answers questions addressed to the student. 4.Evaluate the student's answer. Thank the responding student for their answer. 5. Don't push your child into a corner. After a few minutes of silence, say, “You seem to be thinking very carefully about my question. Do you need more time, or maybe I can help you with the answer?” 6.End on a positive note. Thank the guys for a good job. Selecting Examples Allow students to find an analogy or example that supports or refutes a point of view.
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A material and ideal object that is placed between the teacher and students and is used to assimilate knowledge. It has the properties of compensatory and adaptable classification. By the composition of objects: Ideal Material 2) By the properties of material objects: Natural objects Image 3) By subjects of activity: In finished form Constructed by the students themselves at the lesson
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Models Aquarium Wet preparations Terrarium Biology room Phantoms Skeletons Herbariums Natural objects Artificial objects Collections
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Laboratory workshop in biology Laboratory workshop in physics Laboratory workshop in chemistry
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Interactive desk Interactive whiteboard Laptop-electronic textbook Computer-Internet Interactive history map Interactive tablet Interactive control
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Form of training Form of organization of training External expression of the coordinated activity of teacher and student Design of a separate link in the learning process, a certain type of lesson external internal Lesson Lecture Seminar Elective Excursion Workshop Exam, etc. From the point of view of the dominant goal (V.I. Andreev): Introductory lesson Lesson to deepen knowledge Practical lesson Knowledge control Combined form, etc. Based on: features of communicative interaction between teacher and student... Individual Group Collective
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Forms of organization of training Tutoring Excursions Olympiads Conferences Lectures Seminars Lessons Collective-group classes Projects Elective courses Scientific weeks Creative weeks Immersions Individual-collective lesson systems Tutoring Mentoring Gubership Family learning Self-study Business games Subject weeks According to Andrey Viktorovich Khutorsky Individual lessons Modern didactics. Tutorial. 2nd edition, revised. - M.: Higher School, 2007. - 639 p.
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lesson A lesson is a dynamic and variable basic form of organizing the educational process, in which, within a precisely set time, the teacher deals with a certain group of students - with the class - according to a fixed schedule, using a variety of methods and teaching aids to solve the set tasks of education, development and upbringing Goethe Johann Folfgang “Those from whom we learn are correctly called our teachers, but not everyone who teaches us deserves this name” goal The child, his development, the formation of his qualities The teaching and educational process in the lesson as creating conditions for the development and self-development of the child. means RO Traditional system Lesson learning something new Lesson on applying knowledge, developing skills and abilities Problematic Lesson on generalizing, repeating and systematizing knowledge Lesson on consolidating and repeating knowledge Lesson on monitoring knowledge and skills Combined lesson Lesson on setting an educational problem Lesson on modeling and transforming a model Lesson on solving particular problems Lesson on control Assessment Lesson Slide 34
Stage 1 - Setting goals for students and thereby organizing their readiness for activities or direct involvement in activities Stage 2 - Survey of d.z. Organization of perception, awareness by students and consolidation of initial information in their memory, i.e. assimilation of background knowledge Stage 3 – Explanation of new material. Organization and implementation of assimilation of methods of activity based on acquired information by reproducing it in an exercise in its application Stage 4 - Consolidation. Organization and implementation of assimilation of creative activity experience by solving problems and problematic tasks, during which the acquired knowledge and skills are applied creatively and at the same time independently acquire new knowledge and skills Stage 5 – Application. Purposeful education and self-education of personality traits during the study of all educational material, on its basis and the implementation of all stages of learning through emotional impact on students, ensuring their emotions, interests, hobbies, the joy of self-affirmation and self-expression, etc. Stage 6 - Generalization of what has been learned and its introduction into the system of previously learned Stage 7 - Monitoring the results of activities (Assessment of knowledge). All these elements together ensure the implementation of the educational process as an integral phenomenon
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Didactic aspect A learning goal has been set and achieved; Didactic principles were observed (scientific, systematic, accessible, consistent, visual, durable); The cognitive activity of students has intensified. 2. Methodological aspect The methods and techniques of the teacher’s activities corresponded to the assigned tasks; Independent activity of students was stimulated: Reproductive and productive activities were combined. 3. Organizational aspect Time was used rationally; Various forms of work were used (frontal, group, individual); The teacher was distinguished by a high level of self-organization. 4. Educational aspect The educational capabilities of the didactic material were taken into account; Empathic relationships between students were modeled in the organization of activities. 5. Pedagogical aspect The age and individual characteristics of students were taken into account; A favorable psychological climate was created. Students experienced satisfaction from intellectual activity. A lesson in thought A lesson in collaboration. A lesson in rhythm A lesson in feelings A lesson in gentle pedagogy
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Yu. G. Fokin "Teaching and education in higher education. Methodology, goals and content, creativity"; D. I. Latyshina "History of Pedagogy"; A. A. Radugin "Pedagogy" D. Johnson, R. Johnson, E. Johnson-Holubek "Teaching methods. Learning in cooperation"; John Dewey "Democracy and Education".
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m o e a r b z d l ly u ch k
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Teaching methods
Method (literally the path to something) means a way to achieve a goal, a certain ordered activity.
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According to the source of knowledge.
a) verbal methods (the source of knowledge is the spoken or printed word); b) visual methods (the source of knowledge is observed objects, phenomena, visual aids); c) practical methods (students gain knowledge and develop skills by performing practical actions).
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Visual teaching methods
Illustration method Demonstration method
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Practical teaching methods
Exercises. Creative works
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Classification of teaching methods depending on the nature of students’ cognitive activity
Explanatory and illustrative Reproductive Problematic Partial search method, or heuristic method. Research method.
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Types of lessons.
lesson on introducing new material; lesson to consolidate what has been learned; lesson in applying knowledge and skills; lesson of generalization and systematization of knowledge; lesson of testing and correction of knowledge and skills; combined lesson.
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1. Lesson on introducing new material
1. communication of the topic, purpose, objectives of the lesson and motivation for learning activities; 2. preparation for learning new material through repetition and updating of basic knowledge; 3. familiarization with new material; 4. primary understanding and consolidation of connections and relationships in the objects of study; 5. setting homework assignments; 6. summing up the lesson.
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2. Lesson to consolidate what has been learned
1. checking homework, clarifying directions for updating the material; 2. communication of the topic, purpose and objectives of the lesson, motivation for learning; 3. reproduction of what has been learned and its application under standard conditions; 4. transfer of acquired knowledge and its initial application in new or changed conditions in order to develop skills; 5. summing up the lesson; 6. setting homework.
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3. Lesson in applying knowledge and skills
1. checking homework; 2. motivation of educational activities through students’ awareness of the practical significance of the knowledge and skills used, communication of the topic, purpose and objectives of the lesson; 3. understanding the content and sequence of practical actions when performing upcoming tasks; 4. independent completion of tasks by students under the supervision of the teacher; 5. generalization and systematization of the results of completed tasks; 6. summing up the lesson and setting homework.
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4. Lesson on generalization and systematization of knowledge
1. setting the goal of the lesson and motivating students’ learning activities; 2. reproduction and correction of basic knowledge 3. repetition and analysis of basic facts, events, phenomena; 4. generalization and systematization of concepts, assimilation of a system of knowledge and their application to explain new facts and perform practical tasks; 5. assimilation of leading ideas and basic theories based on a broad systematization of knowledge; 6. summing up the lesson.
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5. Lesson on testing and correcting knowledge and skills
1. familiarization with the purpose and objectives of the lesson, instructing students on organizing work in the lesson; 2. testing students’ knowledge of factual material and their ability to reveal elementary external connections in objects and phenomena; 3. testing students’ knowledge of basic concepts, rules, laws and the ability to explain their essence, justify their judgments and give examples; 4. testing students’ abilities to independently apply knowledge under standard conditions; 5. testing students’ abilities to apply knowledge in modified, non-standard conditions; 6. summing up (in this and subsequent lessons).
What is a visual teaching method?
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 (ICT) used in the learning process.
- Observations
- Illustrations
- Demonstrations
Observation
This is independent work of students on assignment and under the guidance of a teacher.
Observation is distinguished by the complexity of its psychological structure, is associated with all cognitive processes, and prepares students for abstract thinking.
Observation techniques
- demonstration-observation
- demonstration-observation
- notes and sketches
- photographing and description
Illustration method
involves showing students illustrative aids, diagrams, posters, tables, paintings, maps, drawings, layouts, sketches on the board, and flat models.
Demonstration Method
usually associated with the demonstration of instruments, equipment, experiments, overhead projectors, films, filmstrips, tape recorders, computer programs, presentations.
Method demonstrations
consists in showing the operation of real instruments or their models, various mechanisms, technical installations, in setting up experiments and conducting experiments, in demonstrating processes (of various origins), design features, properties of materials, collections (minerals, artistic products, paintings, samples of materials, etc.) .d.).
Demonstration Method
In modern conditions, special attention is paid to the use of a personal computer (PC), which significantly expands the capabilities of visual methods in the educational process.
ICT is an important link in the visual teaching method.
Modern ICTs include:
- educational electronic manuals;
- obtaining additional information via the Internet;
- educational presentations;
- multimedia aids and others.
Conditions for the effective use of visualization:
- a) the visualization used must be appropriate for the age of the students;
- b) visualization should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson;
- c) observation should be organized in such a way that all students can clearly see the object being demonstrated;
- d) it is necessary to clearly highlight the main, essential things when showing illustrations;
- e) think through in detail the explanations given during the demonstration of phenomena;
- f) the clarity demonstrated must be precisely consistent with the content of the material;
- g) involve the students themselves in finding the desired information in a visual aid or demonstration device.
This is a brief description of visual teaching methods, classified according to sources of knowledge. It has been repeatedly criticized in the pedagogical literature. Its main disadvantage is that this classification does not reflect the nature of students’ cognitive activity in learning, nor does it reflect the degree of their independence in educational work. Nevertheless, it is this classification that is most popular among practicing teachers.
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Now we are at a new stage in the development of society's needs. The information boom, the formation of market relations in the world of work, difficult economic conditions require the preparation of a person to actively independently resolve many life issues, to choose the most appropriate training content for future employment, the ability to independently navigate the world of information, and quickly fill gaps in knowledge. The focus should be on the individual, and the focus of pedagogical science should be on the creation of personality-oriented learning technologies. 2
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The development of teaching technologies by a teacher is an active creative process consisting of analyzing goals, opportunities, and choosing forms, methods and means of teaching that ensure the realization of goals and opportunities. This is also a choice of personal preferences of the teacher. In practice, this is a constant mental search and creative activity. But since this process is associated with the choice of forms, methods and means of teaching, let us briefly dwell on them. 3
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Teaching methods are methods of interrelated activities of the teacher and students, aimed at mastering knowledge, skills and abilities, education and development in the learning process. A variety of methods and techniques creates students' interest in the educational and cognitive activity itself, which is extremely important for developing a motivated attitude towards educational activities. 4
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In pedagogy, several classifications of teaching methods have been adopted, with different bases: a) by source of educational information (visual, verbal, game, practical); b) according to the method of interaction between students and teachers (explanatory-illustrative, partially search, problem-based, research). 5
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In the proposed classification, methods are divided primarily into two groups: methods aimed at the primary acquisition of knowledge; methods that help consolidate and improve knowledge and mastery of skills. 6
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Depending on the degree of activity of students in the learning process, the methods of the first group are divided into: information-developmental, problem-searching, reproductive, creative-reproducing. 7
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In the traditionally established practice of a teacher, a large place is occupied by information and development methods (lectures, explanations, stories, conversations), in which the teacher plays a more active role than students. To consolidate knowledge and improve skills, reproductive methods are especially often used (retelling - students reproducing educational material, performing exercises based on a model, laboratory work according to instructions). 8
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They are more focused on memorizing and reproducing educational material, less focused on developing creative thinking and activating independent cognitive activity. 9
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The so-called active teaching methods have become widespread, encouraging students to independently acquire knowledge, activating their cognitive activity, developing thinking, and forming lasting practical skills. Problem-search and creative-reproducing methods are aimed at solving these problems. 10
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Active learning methods are methods that encourage students to actively think and practice in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed primarily not at the teacher’s presentation of ready-made knowledge, its memorization and reproduction by the student, but at the student’s independent mastery of knowledge and skills in the process of active cognitive and practical activity. eleven
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To enhance the cognitive activity of students, traditional teaching methods are used using such techniques as asking questions when presenting the material, including individual practical exercises, situational tasks, turning to visual and technical teaching aids, encouraging them to take notes, and creating supporting notes. 12
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The emergence and development of active methods is due to the new tasks that arise before the learning process, which consist in not only giving students knowledge, but also ensuring the formation of cognitive interests and abilities, skills of independent mental work. If previously the knowledge acquired at school, technical school, or university could serve a person for a long time, sometimes throughout his entire working life, then in the age of rapid growth of information it is necessary to update it, which can only be achieved through self-education. This means that a person is required to be cognitively active and independent. 13
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Cognitive activity is an intellectual and emotional response to the process of cognition, the desire to learn, that is, the ability to think independently, the ability to navigate a new situation, find an approach to solving a problem, be able to obtain information, and independence of one’s own judgments. 14
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Active learning methods can be used at different stages of the educational process. Depending on the focus - on the formation of a knowledge system or the mastery of skills and abilities - active teaching methods are divided into: non-imitation, imitation. 15
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Imitation involves, as a rule, training in professional skills and abilities and is associated with the modeling of professional activity, i.e. both the situation and the professional activity itself are simulated: non-game: analysis of specific situations; solving situational problems; exercises - actions according to instructions (laboratory and practical work according to instructions); performing individual tasks (practice); gaming: imitation of activity on a simulator; role-playing (role-playing, business games). 16
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Non-imitation methods: problem lecture; heuristic conversation; educational discussion; exploratory laboratory work; research method; independent work with the training program (programmed training); independent work with the book. 17
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Of course, it is impossible to transfer the entire educational process to active learning methods. Traditional ones are also used: a regular lecture, an explanation, a story. When choosing a teaching method, you should, first of all, analyze the content of the educational material and use active methods where students’ creative thinking, their cognitive abilities, and life experience can most effectively manifest themselves. 18
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In teaching, the term “teaching technique” is often used. A technique is a part of a method that enhances and increases its effectiveness. Thus, in teaching practice, visual teaching techniques are widely used to accompany a lecture, explanation, story, conversation: showing images on tables, posters, educational maps, demonstrating models, natural objects, devices. 19
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An explanation of the material can be accompanied by a demonstration of experiments, slides, display of films and films and their fragments, videos, television films, etc. The use of visual examples not only helps to understand and better remember the educational material, but also creates an emotional attitude towards what is being studied, increases interest in him. 20
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In teaching practice, game teaching techniques are often used - various kinds of puzzles, didactic games, role-playing. This includes solving puzzles, crosswords, riddles and jokes related to the content of the educational material. 21
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It is clear that this requires equipping the educational process not only with the appropriate equipment, technology, but also, no less important, with the appropriate didactic materials (tasks, assignments, exercises) and software for computer technology used in the process of studying general technical and special disciplines. 22
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Information and development methods include such methods by which students receive educational information in a ready-made form: either in the presentation of a teacher (lecture, story, explanation, conversation), or a speaker (educational film), or by independently reading a textbook, study guide, through training program (programmed training). 23
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Lecture is a teaching method in the form of a monologue presentation by the teacher of educational information. The advantage of the lecture is that it has a clear composition, is compact, and involves a harmonious and demonstrative monologue presentation. During a lecture, a large volume of educational material can be given in a relatively short time, and thanks to the systematic presentation of it, students can create a holistic understanding of the phenomenon or object being studied. 24
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The lecture requires the teacher to have mastery of oratory, strict logic and clarity of judgment. It is these features of the lecture method that ensure the activity of listeners, maintain interest in the content, evoke an emotional response, and contribute to the formation of beliefs. 25
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The lecture material is presented in such a way that it can be easily written down. To do this, the main provisions are highlighted intonationally, which are formulated briefly, convenient for notes. On the board, the lecturer makes short notes (images) of the structure of the educational material, which can serve as “reference signals” (reference notes) for students. The lecture may be accompanied by the display of illustrative materials: posters, slides, film clips. 26
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A lecture as a problem-search method of teaching differs from a lecture of informational and educational value in that before it begins, a question (problem) is posed, to which they independently search for an answer, create new knowledge for them, “make discoveries,” and formulate theoretical conclusions. 27
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Problem-search methods require active mental activity of students, creative search, analysis of their own experience and accumulated knowledge, and the ability to generalize particular conclusions and solutions. Undoubtedly, the cognitive activity of students does not proceed independently, but under the guidance of a teacher who, through a chain of questions and tasks, leads students to conclusions. 28
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The use of problem-search methods requires the teacher to have good knowledge of the educational material, broad erudition, the ability to establish and maintain contact with students in educational work, and create an atmosphere of cooperation. 29
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A problem lecture begins with a question, with the formulation of a problem, which, during the presentation of educational material, the lecturer consistently and logically solves or reveals ways to solve it. Among the formulated problems there may be scientific, social, professional, related to the specific content of the educational material. Problematic questions can also be posed during a lecture before presenting a new independent thought. thirty
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Heuristic conversation is the main method of problem-based learning. The degree of problematic nature in it manifests itself in different ways: it can be a chain of questions addressed to the experience, knowledge, and reflections of students; formulation of a problem that students solve under the guidance of a teacher, putting forward a hypothesis, formulating possible ways to solve it, jointly discussing the progress and results of the solution, experimenting, confirming or refuting the hypothesis; this can only be the “name” of the topic, where students themselves formulate and solve problems. 31
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Educational discussion is one of the methods of problem-based learning. Its essence is that the teacher presents two different points of view regarding the same problem, and invites students to choose and justify their position. The teacher supports the discussion, revealing and clarifying the arguments of the dispute, introducing additional questions, since the task of the participants in the discussion is not only to defend their point of view, but also to refute the opposite one. 32
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Identifying the positions of students, their correct and erroneous judgments makes it possible to more substantively and convincingly establish in their minds the main theoretical principles and conclusions. 33
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For discussion, questions are chosen in which the presence of two points of view, for example, everyday and scientific, can be natural. You should not create artificial situations where someone defends a deliberately false point of view, being convinced that it is false. The source material for discussion can be articles and letters published in the press, expressing different and often opposing opinions on the issue under discussion. 34
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Before explaining the educational material, the teacher organizes an educational discussion. After students express their opinions, reasons and arguments, the teacher explains the new educational material, explaining along the way those mistakes and inaccuracies that were made by the speakers during the discussion. A discussion can be the final moment in discussing a topic. 35
Slide 36
Educational discussion is an organizationally complex form of work. It requires a certain preparedness of students: the ability to conduct a discussion (argument points, quickly find proposed proposals, thoughts), sufficient horizons, stock of knowledge and ideas. Students are prepared for educational discussions through the consistent implementation of a system of problem-based learning, the development of their cognitive activity and independence. 36
Slide 37
The choice of methods depends on a number of conditions: the specifics of the content of the material being studied, the general tasks of training specialists, the time available to the teacher, the characteristics of the student body, and the availability of teaching aids. The general objectives of specialist training also determine teaching methods. When developing his own style, the teacher must realize that the main thing is to achieve the final result of learning, which involves not only the formation of knowledge, skills and abilities, but also the education and development of students. 37
Slide 38
When choosing ways to carry out the educational process, you should remember that there are no universal techniques and methods, there is no super-effective way that can replace all the others. Methods and techniques cannot be an end in themselves 38
Slide 39
There is no need to strive for pedagogical fashion, but to deeply analyze and take into account each of the methods, the effectiveness of its use, built on the basis of didactic principles. The goal is outlined, there is a desire to implement it in the educational process. 39
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