Teaching methods and techniques

Parameter name	Meaning
Article subject:	Teaching methods and techniques
Rubric (thematic category)	Education

Method education (from the Greek. methodos- ʼʼway, way to achieve the goalʼʼ) - a system of sequential interrelated actions of the teacher and students, ensuring the assimilation of educational material.

Method is a multidimensional and multidimensional concept. Each teaching method has many properties and features, as a result of which there are quite a few principles for their differentiation. For this reason, in pedagogical science there is no single approach to identifying teaching methods

Different authors distinguish the following teaching methods: storytelling, explanation, conversation, lecture, discussion, work with a book, demonstration, illustration, video method, exercise, laboratory method, practical method, test work; survey (varieties: oral and written, individual, frontal, compacted), programmed control method, test control, essay, didactic game and etc.
Hosted on ref.rf
This list is far from complete.

In the process of teaching, the teacher uses various methods: a story, work with a book, an exercise, a demonstration, a laboratory method, etc.
Hosted on ref.rf
At the same time, it is important to remember that no method is universal, that is, a single method will not give the necessary results in full. Good learning outcomes can only be achieved by using a range of complementary methods.

The effectiveness of teaching methods in any pedagogical situation depends on the specific goals and objectives of training. The most important component of pedagogical competence is the teacher's ability to choose and apply teaching methods correctly.

The choice of teaching methods is determined by a number of factors, including:

 goals of education, upbringing and development of students;

 features of the content of the studied material;

 features of teaching methods of a particular academic subject;

 the time allotted for the study of a particular material;

 the level of readiness of students, their age features;

 the level of pedagogical skills of the teacher;

 material and technical conditions of training.

Rice. 4.4. Choice of teaching methods

Teaching methods in the practice of work are implemented with the help of techniques and teaching aids, ᴛ.ᴇ. the method in its specific embodiment is a set of certain methods and means.

learning techniques(didactic techniques) are usually defined as elements of methods, single actions as part of a general teaching method. Reception - ϶ᴛᴏ is not yet a method, but its component, however, the practical implementation of the method is achieved precisely with the help of techniques. So, in the method of working with a book, the following techniques can be distinguished: 1) reading aloud; 2) drawing up a text plan; 3) filling in the table according to the material read; 4) drawing up a logical scheme of what was read; 5) note-taking; 6) selection of quotes, etc.

The learning process can be seen as a separate step in the practical application of the method. The sequence of these steps in the process of implementing the method leads to the learning goal.

Rice. 4.5. Reception and method ratio

The same method in different situations can be done using different methods. For example, working with a book in one case may include reading aloud and drawing up a plan of the text; in another case, drawing up a logical diagram and selecting quotes; in the third case, taking notes.

The same technique can be included in different methods. So, drawing up a logical diagram can be part of an explanatory and illustrative method (for example, a teacher, explaining new material, draws a diagram on the board), and can also be used as part of the research method (for example, students draw up a diagram that reflects the material they study on their own).

Teaching methods are developed in the experience of many teachers and improved over decades. Many of the modern methods originated many centuries ago. For example, the story and the exercise were already known in schools ancient world, and in Ancient Greece Socrates improved the method of conversation and began to apply it to the development of thinking and the activation of the cognitive interest of students. Unlike methods, techniques can be created in the experience of an individual teacher, determining the uniqueness of his individual pedagogical style.

There are relatively few methods, but there are countless techniques, in this regard, it is very difficult to classify the techniques and it is almost impossible to compile a complete, exhaustive list of all didactic techniques. On fig. 4.6. only some groups of teaching methods are presented.

Rice. 4.6. Types of teaching methods

Methods and techniques of teaching - the concept and types. Classification and features of the category "Teaching methods and techniques" 2017, 2018.

Practitioners often mix up the concepts of "form" and "method", so let's start by clarifying them.

Form of study- this is an organized interaction between the teacher (teacher) and the student (student). The main thing here is the nature of the interaction between the teacher and students (or between students) in the course of obtaining knowledge and the formation of skills and abilities. Forms of education: full-time, part-time, evening, independent work of students (under the supervision of a teacher and without), a lecture, a seminar, a practical lesson in an audience (workshop), an excursion, Internship, elective, consultation, test, exam, individual, frontal, individual-group. They can be aimed both at the theoretical training of students, for example, a lecture, a seminar, an excursion, a conference, a round table, a consultation, various types of independent work students (SIW), and for practical: practical classes, different types of design (term paper, diploma), all types of practice, as well as SIW.

Method(from Gr. methodos - “research”) is a way of studying natural phenomena, an approach to the phenomena being studied, a systematic path of scientific knowledge and establishing the truth; in general - a technique, method or manner of action (see dictionary foreign words); a way to achieve a goal, an ordered activity in a certain way (see philosophical dictionary); a set of techniques or operations of practical or theoretical mastering of reality, subordinate to the solution of a specific problem. The method can be a system of operations when working on certain equipment, techniques scientific research and presentation of the material, methods of artistic selection, generalization and evaluation of the material from the standpoint of one or another aesthetic ideal, etc. /52, p. 162/.

There are more than 200 definitions of the term "method". Herbert Neuner and Yu. K. Babansky understand the teaching method as “successive alternation of methods of interaction between the teacher and students, aimed at achieving a certain goal through the study of educational material” and complement that the actions that make up the method include certain operations. These operations are denoted by the term "reception" /53, p. 303/.

“The teaching method presupposes, first of all, the goal of the teacher and his activity with the means available to him. As a result, the goal of the student and his activity with the means available to him arise” /28, p. 187/.

According to I. Ya. Lerner, “any method is a system of conscious sequential actions of a person, leading to the achievement of a result corresponding to the intended goal” / 54, p. 186/.

One could continue to quote on the definition of the concept of "method", but even from these few, the conclusion suggests itself that the method is a combination (unity) of methods and forms of teaching aimed at achieving a specific goal of learning, i.e., the method reflects as a way , and the nature of the organization of cognitive activity of students. The main thing that distinguishes the method from the form is the purpose and the fact that the method specifies the method of acquiring knowledge and the degree (nature) of the participation of the student himself.

However, it should be noted that there are two levels of teaching methods: general didactic and specifically didactic, or particular subject.

Particular subject methods usually include what, at the general didactic level, are called methods, methods and forms of teaching. Hence the confusion between the concepts of method and form.

General didactic methods are:

• explanatory and illustrative,
• reproductive (reproduction),
• problem statement,
• partial search (heuristic),
• research.

Explanatory-illustrative, or informational-receptive, the method consists in the fact that the teacher presents information about the object of study by various means, and students perceive it with all senses, realize and remember. This is one of the most economical ways of presenting the generalized and systematized experience of mankind to the younger generation. It does not form the skills and abilities to use this knowledge, but provides re productive activity 1st level - recognition and knowledge 1st level - knowledge-acquaintance.

reproductive the method involves the preparation by the teacher of tasks for students to reproduce their knowledge and methods of activity (problem solving, reproduction of experiments, conclusions, etc.). Type of activity - reproductive, level of mental activity - 2nd - reproduction, 2nd level of knowledge - knowledge-copies.

This method has a number of forms and ways of manifestation (in writing, orally, inductively, deductively).

Problem statement lies in the fact that the teacher poses a problem and reveals the contradictory path and logic of the solution himself, giving students control over this logic, prompting them to ask questions and showing them a higher level of thinking that is accessible to them. An example of a problematic presentation of the material is the public lecture by K. A. Timiryazev (1843-1920) “On Plant Life”. At the beginning of the lecture, a problem is posed: why do the root and stem grow in opposite directions? The lecturer does not give the listeners a ready-made explanation, but tells how science has come to this truth. Reports hypotheses, gives descriptions of those experiments that were done in due time by scientists to test hypotheses about the causes of this phenomenon; talks about how the influence of moisture, light, and gravitational forces was studied. And then he considers the tension factor of the root and stem tissues, which makes them grow in opposite directions. As can be seen from the example, problem-based learning in practice did not appear now, but only in the 80s did books and articles on the theory and practice of problem-based learning begin to appear.

The essence of the method is that the student, following the logic of presentation, learns the stages of solving the whole problem. The problematic presentation of the material activates the thinking of students, in contrast to the informational one, that is, the transfer of ready-made conclusions, which involves an explanatory and illustrative method. With a problematic presentation, students are attached to the methods of searching for knowledge, are included in the atmosphere of scientific research and become, as it were, accomplices in scientific discovery. Students are listeners, but not passive. Problem presentation provides productive activity and mental activity of the 3rd level - applications. (Students themselves draw conclusions, unlike the explanatory-illustrative method, where the teacher gives conclusions in finished form.) Knowledge of the 3rd level - knowledge-skills.

Partial search(heuristic) method. Its goal is the gradual involvement of students in the independent solution of the problem, the implementation of individual steps in solving the educational problem posed, individual types of research through independent active search. At the same time, students can be connected to the search at various stages of the lesson, depending on the methods used. Ways to implement this method:
a. Heuristic conversation, that is, a question-answer form of interaction between a teacher and students. In the revitalization of the cognitive activity of students, questions are, according to didacticists, almost of paramount importance. The essence of a heuristic conversation is that the teacher thinks through a system of questions in advance, each of which stimulates the student to make a small search. The system of pre-prepared questions must meet certain requirements:

1. stimulate as much as possible cognitive activity students;
2. at the same time, the student, using the existing knowledge base, should strive to search for new information when answering.

Only in this case, the answer will cause intellectual difficulty for the student and a purposeful thought process. The system of questions should be connected by a logical chain. The teacher thinks over not only the system of questions, but also the expected answers of students and possible “hints”. (Remember the Socratic method!) Finally, the teacher himself sums up the main point. This method requires the teacher to have more pedagogical skills than when conducting classes using the explanatory and illustrative method.

b. Proposing hypotheses by students in solving educational problems. Understanding the huge role of hypotheses in scientific research, we often underestimate the role and place of student hypotheses in teaching any subject. A skillful combination of this technique with experimental research makes it possible to implement the path of scientific knowledge in teaching: “from a problem to a hypothesis, from a hypothesis to an experiment, from an experiment to a theoretical understanding of the conclusions”, then to a new problem, and some of these paths students go through actively, independently, carrying out partial search in the study of the problem. The teacher skillfully leads them to substantiate the hypothesis. The partial search (heuristic) method provides productive activity, mental activity of the 3rd and 4th levels (application, creativity) and the 3rd and 4th levels of knowledge, knowledge-skills, knowledge-transformation.

Research the method is based on the design of research assignments and problematic tasks independently solved by students with subsequent teacher supervision.

The system is based on the principles developed by Soviet pedagogical science, including Academician L.V. Zankov, among them: teaching at a high scientific level, in large blocks, advancing theoretical knowledge, repetition, "open prospects", i.e. the possibility improve assessment, conflict-free situations, etc. The research method ensures the productive activity of the student at the very high level, on the 4th, i.e. creativity, which gives knowledge-transformations, the 4th level of knowledge.

So, all these methods differ in the nature of the cognitive activity of the student and the activity of the teacher organizing this activity. During class, you can use a combination of methods, for example:

Each method has a certain structure - inductive, deductive or inductive-deductive (from particular to general, and vice versa). Each method provides a certain type of activity and a level of mental activity and knowledge.

Various methods are used to achieve learning objectives. private didactic methods, means, organizational systems and forms. Usually they are characterized by the types of activities of the teacher and student: lecture, story, conversation, work with a textbook, demonstration of natural objects, experiments, labor operations, visual aids, observations, exercises, etc. According to the source of knowledge, private didactic methods are divided into three groups: verbal (auditory, audiovisual, book, etc.), visual (filmstrip, film, video, illustrations), practical. According to didactic tasks, methods of education, training, development of abilities, i.e. methods of education, are distinguished. Methods are also classified according to logical forms of thinking: visual-objective, visual-figurative and verbal-logical. As you can see, this is why there are more than 200 definitions of the concept of “method”, indicating the existence of both general didactic methods and forms of teaching, which are essentially particular didactic methods.

So, both general didactic and particular didactic methods differ in the purpose and nature of the cognitive activity of the student and the activity of the teacher organizing this activity to achieve a specific goal.

The principle of unity of education, upbringing and development operates in the educational process.

The explanatory-illustrative method brings up: attentiveness, discipline, restraint, observation, patience, endurance, etc.; reproductive: logic of presentation, diligence, accuracy, observation, systematic work; problem presentation: attentiveness, observation, inversion of thinking, logic of thinking.

Partial search and research methods give students great opportunities to prepare for self-education, develop responsibility, activity, independence, initiative, inversion of thinking, etc.

The choice of method depends on the capabilities of the teacher himself as a specialist, scientist and teacher. There is no universal method that will always be optimal. The better the teacher knows his discipline, knows the pedagogical and psychological patterns of the learning process, the more likely he is to choose the most pedagogically effective teaching method.

The totality of methods of expedient conduct is the subject of methodology - a branch of pedagogical science. Methodology appeared earlier than didactics. It sets out the rules and methods of teaching a particular academic subject: methods of teaching language, mathematics, physics, etc.

The concept of teaching method. Education as an interaction between a teacher and students is conditioned both by its goal - to ensure the assimilation by the younger generation of the social experience accumulated by society, embodied in the content of education, and by the goals of developing individuality and socialization of the individual. The learning process is also conditioned by the real learning opportunities of the trainees at the time of learning.

First definition:

“The method of teaching as a way to achieve the goal of learning is a system of consistent and orderly actions of the teacher, who organizes, with the help of certain means, practical and cognitive activity students on the assimilation of social experience.

Second definition:

"Teaching method is a way of ordered interconnected activities of a teacher and students, aimed at solving a set of tasks of the educational process."

In the first definition, the method is associated with the achievement of the learning goal, in the second it is understood more broadly - as a set of tasks of the educational process.

Third definition:

“Method is the rules of action. The method directly captures not what is in the objective world, but how a person should act in the process of cognition and practical action.

Currently, there are two aspects to the methods - external and internal. The outer one reflects the way the teacher acts, the inner one reflects the rules he is guided by. Thus, the concept of method should reflect the unity of internal and external, the connection between theory and practice, the connection between the activities of the teacher and the student.

Fourth definition:

"Teaching method is a system of regulatory principles and rules for organizing pedagogically expedient interaction between a teacher and students, used for a certain range of tasks of teaching, development and education."

Thus, this definition emphasizes that the method contains both the rules of action and the modes of action themselves.

In each of these definitions, attention is focused on one or another side of it. Comparison of definitions shows that they do not contradict one another, but complement each other.

Classification of teaching methods. Since teaching methods are numerous and have multiple characteristics, they can be classified on several grounds.

1. According to the sources of transmission and the nature of the perception of information- a system of traditional methods: verbal (story, conversation, lecture, etc.); visual (show, demonstration, etc.); practical methods (laboratory work, essays, etc.).
2. By the nature of the mutual activity of the teacher and students– system of teaching methods: explanatory and illustrative method, reproductive method, method of problem presentation, partial search, or heuristic method, research method.
3. According to the main components of the teacher's activity- a system that includes three large groups of teaching methods: a) methods of organizing and implementing learning activities(verbal, visual, practical, reproductive and problematic, inductive and deductive, independent work and work under the guidance of a teacher); b) methods of stimulating and motivating learning (methods of generating interest - cognitive games, analyzing life situations, creating situations of success; methods of forming duty and responsibility in learning - explaining the social and personal significance of learning, presenting pedagogical requirements); c) methods of control and self-control (oral and written control, laboratory and practical work, machine and machine-free programmed control, frontal and differentiated, current and final).
4. According to the combination of external and internal in the activities of the teacher and the student(a system of problem-developing teaching methods - monologic, demonstrative, dialogical, heuristic, research, algorithmic and programmed).

Different points of view on the problem of classifying methods reflect the natural process of differentiation and integration of knowledge about them. But a holistic approach to the characterization of their essence is increasingly clearly indicated. What classification of methods should the teacher follow? The one that is more understandable to him and convenient in his work.

Monological method- this is a system of rules for preparing and presenting educational material to students, determined by the principles of education, in order to explain to students the ready-made conclusions of science in the form of a story or a school lecture using audiovisual means and to form students' knowledge and skills at the level of their perception and understanding.

signs: the presence of a verbal presentation by the teacher of educational material, a descriptive explanation of the facts, sporadic occurrence problem situations. Dominated by the performing activities of students: observation, listening and memorization, performance of actions according to the model; control and evaluation of the quality of knowledge reproduction.

Functions:

• transfer to students of ready-made conclusions of science in the form of facts, laws, principles, rules and regulations;
• organization of repetition and consolidation of the material covered, deepening of knowledge;
• improvement of reproductive thinking.

Rules:

1. inform students of the educational material, give its description or explanation for memorization or use in exercises;

Application: the monologic method is used in the form of a story, a lecture using such techniques as describing facts, demonstrating phenomena, reminding, pointing, etc. This method involves the activities of students of a copying nature: observe, listen, memorize, perform actions according to the model, work with tables, devices, solve typical problems, etc. At first glance, it seems that using the monologic method is quite simple: told, showed, read, explained, repeated.

With the monologue method, it is necessary to pay special attention to techniques that enhance the capabilities of students. For example, methods of encouraging learning when analyzing mistakes made by students when completing a task.

exponential method- this is a system of regulatory rules for the preparation and explanation of educational material, determined by the principles of education, by posing a problem and showing how to solve it, or by showing students a sample of the logic of scientific research, forming their methods of search activity.

signs:

1. the logic of the solution is shown scientific problem scholarly or moral problems writer;
2. a sample of evidence, reasoning, the path of searching for truth is considered;
3. ways of solving a practical problem are given.

Functions: the formation in students of the concept of logic and methods for solving a scientific or practical problem, the formation of ideas about the methods of creative activity.

Rules:

1. create a problem situation and explain the essence of the basic concepts by showing the solution to the problem;
2. select and apply methods of inducing influence;
3. show examples of actions (show with examples how to perform this or that action);
4. control and assessment of knowledge and skills to carry out the quality of reproduction of the learned material.

Application: in the form of a story (lecture), showing the logic of discovery, solving a scientific or practical problem, showing the construction of a method of action, accompanied by a demonstration of experiments, dia- and video films. This method is applied in two versions. In the first case, the teacher selects facts from the history of science and shows the logic of solving a scientific problem by scientists. By citing historical facts in his story, exposing the inconsistency of scientific data, the teacher creates a problematic situation, formulates it himself and shows how it was solved by scientists, drawing students' attention to the logic of cognition and the movement of the scientist's thought towards the truth (including his mistakes, doubts, successes, description of experiments).

In another case, the teacher uses an exponential method to demonstrate a sample of research when deriving any equation, proof, pattern, while solving a practical problem.

Dialogic Method- this is a system of regulatory rules for preparing educational material and conducting a reporting conversation, determined by the principles of teaching, in order to explain the educational material by the teacher, assimilate it by students; encouraging students to participate in the formulation of problems and their solution; activation of their educational activities.

signs: the presentation of the educational material is in the form of a reporting conversation, which uses mainly reproductive questions on the material known to the students. The teacher can also create a problematic situation, pose a number of problematic questions, but in this case the essence of new concepts and methods of action is explained by the teacher.

Functions: disclosure of new concepts and methods of educational activities with the help of reproductive issues and deliberately created problem situations; activation of cognitive communication and encouragement of students to mental or practical activities; developing their skills speech communication and independent activity; teaching them ways of collective mental activity.

Rules:

1. in the course of a reporting conversation, create (if possible) problem situations;
2. involve students in formulating a problem, making assumptions, substantiating a hypothesis and proving it;
3. control and evaluation should be carried out according to the level of activity of students' participation in the informing conversation and solving educational problems.

Application: work by the dialogic method is carried out in the form of a conversation in the lessons of the first and third types. In a conversation, the teacher involves students in answering questions that address their existing knowledge and skills. The share of their independence in educational activities is determined by the number of issues of a reproductive nature. When asking questions that need to be answered new information, new knowledge, new approaches, the teacher either answers them himself or organizes the study by students study guide, video, etc. This method is very dynamic, it can be used at almost any stage of the lesson.

heuristic method is a system of regulatory rules for preparing educational material and conducting a heuristic conversation with the solution of cognitive problems, determined by the principles of learning.

signs: organization by the teacher of the study of educational material in the form of a heuristic conversation; posing problem questions; solving cognitive problems; learning problems are posed and solved by students with the help of a teacher.

Functions: independent assimilation of knowledge and methods of action; development of creative thinking (transfer of knowledge and skills to a new situation; vision new problem in a traditional situation vision of new features of the object under study; transformation of known methods of activity and independent creation of new ones); development of the qualities of the mind, mental skills, the formation of cognitive skills; teaching students the techniques of active cognitive communication; development of learning motivation, affiliation motivation, achievement motivation.

Rules:

1. the formation of new knowledge takes place on the basis of a heuristic conversation and should be combined with the independent work of students (participation in a heuristic conversation - students asking counter, problematic questions, answering problematic questions, solving cognitive problems);
2. the teacher deliberately creates problem situations, students must analyze them and pose problems, put forward and prove hypotheses, draw conclusions;
3. the assessment is made mainly for the ability to apply previously acquired knowledge, as well as to put forward and substantiate hypotheses, to prove them, for mastering the methods of activity.

Application: when studying new material that is contradictory in nature, or when improving previously acquired knowledge in order to generalize the impressions received earlier, students independently search for new ways of activity that they have not been taught before. The application of this method depends on the level of learning and development of students, especially on the formation of their cognitive skills. The heuristic method is applied in the form of a heuristic conversation during a seminar, educational conference.

research method- this is a system of regulatory rules for the preparation of educational material and the organization by the teacher of independent work of students in solving problematic tasks in order to assimilate new concepts and methods of action and develop their intellectual and other spheres, determined by the principles of education.

signs: the teacher organizes independent work of students to study new knowledge, offering them tasks of a problematic nature and developing together with them the purpose of the work. Problem situations, as a rule, arise in the course of students performing tasks that are usually not only theoretical, but also practical (instrumental) in nature (search for additional facts, information, systematization and analysis of information, etc.).

Functions: the formation of creative thinking and other components of the intellectual sphere, the independent assimilation of new knowledge and methods of action by students, stimulating the emergence of new methods of action in students that they were not taught in advance, the formation of motivational, emotional, volitional spheres.

Rules:

1. the teacher, based on the possibility and expediency of problem-based learning, gives students independent work to solve the educational problem;
2. by creating a problem situation and setting a task to resolve it, the teacher encourages students to engage in learning activities of a search character;
3. control and evaluation are carried out according to a rational way of solving cognitive tasks, according to the ability to set and solve educational problems, present results and prove one's conclusions.

Application: in the form of organizing and conducting laboratory and practical work, workshops, when conducting public reviews of knowledge, when solving thematic interdisciplinary (integrative) educational problems for several lessons, when solving a holistic problem by creative groups of students, when organizing educational games. The research method (as more complex) is used less frequently than the heuristic method on the material available to students.

Algorithmic method learning is a system of regulatory rules determined by the principles of learning, organizing by the teacher the process of acquiring new knowledge and methods of action (including the assimilation of algorithms) by prescribing and showing algorithms for performing tasks.

signs: oral instruction of students; showing a sample of an action and an algorithm (a set of rules and regulations) for its implementation; the presence of activities according to the model and algorithm; there are situations when algorithms are developed by students themselves.

Functions: the formation of students' skills to work according to certain rules and regulations; organization of laboratory and practical work according to the instructions; the formation of the ability to independently compose new algorithms of activity.

Rules:

1. students are given detailed instructions on how to complete the task;
2. they are shown a sample practical implementation tasks;
3. when completing the task, students use the algorithm proposed by the teacher (or develop it themselves);
4. control and evaluation are carried out in the course and according to the results of activities.

Application: in the form of tasks performed according to an algorithm or the search for a new algorithm. The basis of the algorithmic method is the transmission of the algorithm of action in the form of briefing about the goals, tasks, methods of performing the upcoming task (why, what and how to do). Depending on the level of development of students, instruction can be brief, generalized or detailed, detailed, can be carried out in a question-answer form or using written instructions, cards, TCO.

For example, when performing laboratory and practical work, you can offer the following activity plan:

1. What is the purpose of the forthcoming work? What needs to be done, what new knowledge to learn, what way to master, what skill to develop?
2. What needs to be done for this? What needs to be determined at work? etc.

The teacher gives instructions, teaches them to independently compose algorithms of actions. On the basis of this method, individual abilities for assimilating new knowledge and mastering skills are formed.

Continuing the theme of the last lesson, we would like to introduce you to those teaching methods that have appeared relatively recently and whose active introduction into the pedagogical process is just beginning to be carried out. Speaking of traditional educational system, then in the institutions corresponding to it, modern teaching methods can be found extremely rarely, but as for private schools, training centers and other similar organizations, new methods appear more and more often in their activities. On why these methods are credited with greater efficiency than traditional methods, you will learn in this tutorial. But in addition to the advantages, we will also mention the main disadvantages of innovative methods, which should be paid no less attention to.

To begin with, we note that modern teaching methods, unlike traditional ones, are characterized by slightly different features, namely:

• Modern teaching methods already in the process of development are adapted to a special pedagogical plan. The development is based on a specific methodological and philosophical view author
• The technological sequence of actions, operations and interactions is based on target settings, which are a clear expected result
• The implementation of the methods involves the associated activities of teachers and students, which have a contractual basis and which take into account the principles of differentiation and individualization, as well as the optimal use of human and technical potential. Mandatory components should be communication and dialogues
• Pedagogical methods planned in stages, but implemented sequentially. In addition, they should be feasible for any teacher, but guarantee each student
• An indispensable component of the methods are diagnostic procedures, which contain the tools, indicators and criteria necessary for measuring student performance.

Modern teaching methods in many cases may not have a psychological and pedagogical justification, which is why it is quite difficult to classify them in some unified way. But this does not prevent not only their application in educational activities, but also does not have any significant impact on the success of this application.

Modern teaching methods

Among the most popular modern teaching methods today are:

Lecture

The lecture is oral form transmission of information, in the process of which visual aids are used.

The advantages of the lecture are that students are guided in large amounts of information, there are usually a large number of students in the classroom, and the teacher can easily control the content and sequence of his presentation.

The disadvantages of the lecture include the fact that there is no feedback from students, there is no way to take into account their initial level of knowledge and skills, and classes are strictly dependent on schedules and schedules.

Seminar

The seminar is a joint discussion between the teacher and students of the issues being studied and the search for ways to solve certain problems.

The advantages of the seminar are the ability to take into account and control the level of knowledge and skills of students by the teacher, to establish a connection between the topic of the seminar and the experience of students.

The disadvantages of the seminar are the small number of students in the class and the requirement for the presence of a teacher.

training

Training is a method of teaching, the basis of which is the practical side. pedagogical process, a theoretical aspect is only of secondary importance.

The advantages of the training are the ability to study the problem from different points of view and catch its subtleties and nuances, prepare students for action in life situations as well as enhance them and create a positive emotional climate.

The main and main disadvantage of the training is that at the end of the training, students must be accompanied and supported, otherwise the acquired skills and abilities will be lost.

Modular learning

Modular learning is a breakdown educational information a few relatively independent parts called modules. Each of the modules has its own goals and methods of presenting information.

The positive characteristics of the modular learning method are its selectivity, flexibility and the possibility of rearranging its components - modules.

The negative aspects are that the educational material can be learned in a piecemeal manner and become incomplete. Also, the logical connection of information modules may be lost, as a result of which knowledge will be fragmented.

Distance learning

Distance learning refers to the use of telecommunications in the pedagogical process, allowing the teacher to teach students, being at a great distance from them.

The positive characteristics of the method are the possibility of involving a large number students, the possibility of learning at home, the ability of students to choose the most suitable for classes and the ability to transfer the results of the learning process to various electronic media.

The disadvantages here are the high requirements for the technical equipment of the pedagogical process, the lack of visual contact between the teacher and the student, and, as a result, reduced motivation on the part of the latter.

Value Orientation

The value orientation method serves to instill values ​​in students and familiarize them with social and cultural traditions and rules. Usually, in the process of work, tools are also used that reflect these rules and traditions.

The positive characteristics of value orientation are its assistance in the adaptation of students to the conditions real life and the requirements of the society or activity.

The weak point of the method is expressed in the fact that the student, if the teacher has embellished any points, may be disappointed in the information received when he encounters the actual state of things.

case study

Analysis of "blockages"

The method of analysis of "blockages" is to simulate situations that often occur in real life and are characterized by a large amount of work, as well as to develop the most effective ways solving problems arising from such situations.

FROM positive side The presented method is distinguished by the high motivation of students, their active participation in the process of solving problems and the impact that develops analytical skills and systematic thinking.

The disadvantage is that students must have at least basic skills and abilities to solve the tasks.

Work in pairs

Based on the requirements of the pair work method, one student is paired with another, thereby guaranteeing feedback and evaluation from the outside in the process of mastering a new activity. As a rule, both parties have equal rights.

Working in pairs is good because it allows the student to get an objective assessment of their activities and come to an understanding of their shortcomings. In addition, communication skills are developed.

The disadvantage lies in the possibility of difficulties due to the personal incompatibility of partners.

reflection method

The reflection method involves the creation of the necessary conditions for students to independently comprehend the material and develop their ability to enter into an active research position in relation to the material being studied. The pedagogical process is carried out by students performing tasks with a systematic check of the results of their activities, during which errors, difficulties and the most successful solutions are noted.

The advantages of the reflective method are that students develop the skill of independent decision-making and independent work, they hone and increase the sense of responsibility for their actions.

But there are also disadvantages: the field of activity of students, which is the problematic of the topic or discipline they are studying, is limited, and the acquisition and honing occurs exclusively by experience, i.e. through .

Rotation method

The rotation method consists in assigning different roles to students in the course of a lesson or lesson, so that they can get a variety of experiences.

The advantages of the method are that it favorably affects the motivation of students, helps to overcome the negative effects of routine activities and expand their horizons and social circle.

Of the minuses, one can name the increased tension of students in cases where new and unfamiliar requirements are presented to them.

Leader-Follower Method

According to this method, one student (or group) joins a more experienced student (or group) in order to master unfamiliar skills and abilities.

The advantages of the method are its simplicity, faster adaptation of students to new activities and honing their communication skills.

The difficulty lies in the fact that the student is not always able to realize the deep psychological reasons decision-making by his more experienced partner.

Fly method

Such a simple word is a method in which current issues regarding a topic or problem being studied are solved through the exchange of information and opinions, as a result of which it becomes possible to improve students' skills.

The advantages of the method under consideration lie in its linkage to real situations in the learning process, as well as in providing students with the opportunity to use an emotional-volitional and content-problem approach when making decisions.

The disadvantages are that the teacher or discussion leader needs to be able to focus on important details and make competent generalizations that he will offer students. In addition, there is a high probability of abstract discussions, including those that have a negative emotional connotation.

mythologemes

The method of mythologems implies a search unusual ways solving problems that arise in real conditions. Such a search is carried out on the basis of metaphors, in other words, a non-existent scenario is developed that is similar to the existing one.

The positive characteristics of the method are the formation in students of a setting for a creative search for solutions to problems, and a decrease in the level of anxiety of students when they encounter new tasks and problems.

The negative aspects include reduced attention to rational and calculated actions in real conditions.

Experience exchange

The experience exchange method involves a short-term transfer of a student to another place of study (including other countries) and a subsequent return.

The presented experience contributes to the cohesion of the team, improving the quality of communication and broadening one's horizons.

The disadvantage of the method lies in the probability of occurrence stressful situations due to personal and technical difficulties in a new place.

Brainstorm

Involves collaborative work in small groups, main goal which is the search for a solution to a given problem or task. Ideas proposed at the beginning of the assault are collected together, initially without any criticism, and at subsequent stages are discussed, and one of the most productive is selected from them.

Brainstorming is effective in that it allows even students with a minimum level of knowledge and a set of competencies to participate, does not require thorough preparation, and develops in students the ability to operational thinking and inclusion in group work, has a minimal impact on stress, cultivates a culture of communication and develops the skill of participating in discussions.

But this method is not very effective for solving complex problems, does not allow to determine clear indicators of the effectiveness of solutions, complicates the process of determining the author of the best idea, and is also characterized by spontaneity that can lead students away from the topic.

Thematic discussions

The method of thematic discussions is to solve certain problems and tasks in a particular area of ​​any discipline. This method is similar to brainstorming, but differs from it in that the discussion process is limited to a specific framework, and any decisions and ideas that initially seem unpromising are immediately discarded.

The advantages of the method can be called the fact that the information base of students regarding the subject under discussion is expanding and the skill of solving specific problems is formed.

The disadvantage is the difficulty of finding a solution to the problem due to the fact that this goal can only be achieved if the teacher or discussion leader has the skill of accurately and comprehensively conveying information to less informed participants.

Consulting

Consulting or, as the method is also called, counseling boils down to the fact that the student seeks information or practical help from a more experienced person on issues related to a particular topic or area of ​​research.

A positive feature of this method is that the student receives targeted support and increases his experience, both in the field of study and in interpersonal interaction.

The negative side is that the method is not always applicable, which depends on the specifics pedagogical activity, and in some cases requires material costs for the implementation.

Participation in official events

Participation in official events involves attending exhibitions, conferences, etc. by students. The bottom line is to evaluate the event and draw up a brief report, followed by its presentation to the teacher. It also implies the preliminary preparation and research of thematic issues and problems related to the theme of the event.

The positive aspects of the method are the mobilization of the student to search for information relevant to the subject of the event, the development of business communication skills, and the improvement of analytical skills.

The disadvantages include the fact that the emotions and impressions received after attending the event can distort the real objective assessment.

Use of information and computer technologies

The essence of the presented method is clear from the name - modern high-tech means of information transfer, such as computers, laptops, digital projectors, etc. are used in the pedagogical process. The information mastered by students is presented in combination with visual-figurative data (video materials, graphs, etc.), and the studied object, phenomenon or process itself can be shown in dynamics.

The advantage of the method is that the demonstration of educational material can be dynamic, individual elements of the material or all of it can be repeated at any time, the teacher can provide students with copies of the materials, which means that for subsequent study there is no need for special conditions, for example, in the classroom or class.

The disadvantages are that in most cases there is no interactive connection, in the process of using the method, the individual characteristics of students are not taken into account, and the teacher does not have the opportunity to have a stimulating effect on his students.

And separately, as an independent method, it should be said about special educational simulators.

Educational simulators

In the process of creating simulators, certain pedagogical tasks or discipline-related situations. This is carried out by means of special equipment, which is located in the premises intended for this.

Students master complex skills, problem-solving algorithms, psychomotor actions and mental operations for making decisions regarding the most serious situations and issues within any discipline.

There are a number of requirements for effective simulators:

• Simulators should be designed taking into account psychological features specific discipline, because learning tasks should correspond to the tasks that will be encountered in real life, in terms of their functional and subject content
• Training tasks performed on the simulator should be aimed at providing students with an operational feedback, on the basis of which it will be possible to judge the quality of the actions performed by students
• The simulator should be designed for repeated repetition of tasks by students, because it is necessary to achieve automatic correctness of actions. The correctness of actions, in turn, can be indicated by the comments of teachers, as well as the feelings of students received by them through the senses and experiences.
• Training tasks that are performed using the simulator must be selected so that the complexity of the implementation increases. This allows the student not only to properly master the practice, but also not to lose

Any teaching method that is planned to be used in the pedagogical process can give the maximum result if it is found that it is really suitable for use. This can be established only by analyzing the characteristics and characteristics of students and the area in which they receive knowledge, skills and abilities.

It is also possible to evaluate the effectiveness of a particular teaching method by analyzing the content of the learning tasks and methods that are offered to students, based on whether they correspond to topical issues and situations.

The productivity of the pedagogical process during the development by students of new knowledge and the acquisition of new skills requires teachers to develop an orientation system in each discipline being studied. Creating optimal content educational programs allows students to develop systemic thinking, which will be the guarantor of their successful learning and development, the presence of cognitive interest, motivation for further learning and mastering any kind of knowledge, skills, subjects and disciplines.

But in pedagogical activity there is not and, perhaps, there cannot be any universal method or system of methods. It is important to be able to apply an integrated approach, which means that teachers should give preference in their work not only to modern or traditional teaching methods, but to apply each of them both individually and together, setting themselves the task of developing the most optimal and effective educational program.

In this lesson, we talked about modern methods training and indicated their main advantages and disadvantages. Of course, we did not disclose absolutely all of their features (we did not actually set ourselves such a goal), however, the information already available should be enough to help you decide which method appeals to you to a greater extent, what you wanted to understand in more detail and what to apply later in their pedagogical activities.

As for the next lesson, in it we will touch on an equally serious topic regarding the direct interaction between the teacher and students - we will talk about the methods of pedagogical influence on the personality of students.

Test your knowledge

If you want to test your knowledge on the topic of this lesson, you can take small test consisting of several questions. Only 1 option can be correct for each question. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on passing. Please note that the questions are different each time, and the options are shuffled.

Teaching methods in pedagogy are designed to transfer knowledge from teacher to student. To achieve the best results in the process of education and training, a necessary condition is the combination of basic methods with non-traditional ones.

Teaching methods are a process of interaction between a teacher and students, resulting in the transfer and assimilation of knowledge, skills and abilities that were provided for by the content of the training.

The means of teaching in pedagogy are the objects used by the teacher in the process of mastering knowledge by students. In other words, these are any materials that the teacher uses in the process of education and upbringing.

Objects that perform the function of learning are divided into material (textbooks, tables, illustrations) and ideal (knowledge and skills of the teacher and students).

Teaching methods in pedagogy

Modern pedagogy involves the classification of teaching methods, based on the source of knowledge.

The main ones are:

• verbal;
• practical;
• visual.

Non-traditional methods of learning have also become very popular, involving the introduction of a significant share of creativity into the process.

Verbal

Its basis is the word, and the task of the teacher is to present information to students through words. Verbal reception is the leading one in the learning system, since it allows you to transfer a large amount of information in a minimum period of time.

The verbal teaching method includes: a story, a lecture, an explanation, a conversation, a discussion, as well as independent work with a textbook.

Unlike storytelling and lectures (monologic methods), conversation and discussion (active methods) involve the inclusion of students in the discussion of the material, which develops their interest in the cognitive process.

In addition, the discussion teaches you to listen to other people's opinions and objectively evaluate the value various points vision.

Working with printed materials is aimed at developing students' attention, memory and logical thinking. Also, working with a textbook helps to better remember the material covered.

Practical

This technique involves the active practical activity of students. Practical Methods learning can be represented as:

• exercises(performance by students of mental or practical actions, the purpose of which is to master a certain skill to perfection);
• laboratory and practical work, during which students study any phenomena with the help of equipment or teaching machines;
• didactic games– modeling of the studied processes or phenomena.

visual

It implies the use of visual aids or other means in the learning process that reflect the essence of the objects, processes or phenomena being studied.

Visual aids are closely related to the sensory perception of the material, due to which the assimilation of information occurs in a more understandable form and is securely fixed in the memory of students.

Visual methods can be divided into two groups:

1. Illustrations (drawings, tables, maps);
2. Demonstrations (this includes watching movies and conducting experiments).

The latter is considered the most effective, because it has more opportunities to influence the human mind. Computer use and modern technologies allows you to introduce all new tools into the system of visual methods.

Heuristic

The heuristic or partial search method of teaching involves the teacher asking a question and the students searching for an answer to it. Thus, students do not receive “ready-made” knowledge, but actively participate in the search for a solution, thereby developing their thinking abilities.

Thanks to the active activity of the brain and the enthusiasm for the task, students receive more conscious and solid knowledge.

Heuristic learning methods include various competitions, research, essays. Heuristic forms of classes are a heuristic lesson, olympiads, Mind games, creative protection, interactive forms of education.

Problem

Problem learning is understood as learning that takes place in the form of solving the set problem situations. The problem should activate the thinking processes of students and encourage them to actively search for a solution.

In addition to mastering knowledge, the method of problem-based learning allows students to master the ways of obtaining them:

• search practice;
• analysis skills;
• independent research activities;
• arrangement of the received information.

Problem-based learning involves the use of non-standard ways of solving problems, therefore, it develops the creative abilities of students, requires them to display intellectual, as well as personal and social activity.

Research

The essence of this method lies in the fact that the teacher does not communicate knowledge to students, they must themselves obtain them in the process of active research of the problem posed.

The teacher forms the problem, and the students independently realize it, put forward a hypothesis, draw up a plan to test it and draw conclusions.

As a result, the knowledge gained during the search is distinguished by its depth, the learning process is intensive, and students show interest in the problem posed.

Unfortunately, due to the large amount of time, the research method cannot be used frequently in the classroom and must be combined with other teaching methods.

reproductive

According to this method, knowledge is already communicated to students in a “ready-made” form, the teacher also explains them. To master knowledge, the teacher gives tasks that students perform according to the previously considered model.

The criterion for mastering knowledge is the ability to reproduce them correctly. Repetition of the material allows students to learn and remember it.

The main advantage of the reproductive method is its practicality, but the learning process should not be based solely on it.

Explanatory-illustrative

This method is one of the most economical teaching methods, and its effectiveness has been proven by centuries of practice. The essence of the method is that the teacher presents information using combined means: oral and printed word, visual and practical materials.

Students perceive information and perform the actions necessary for its assimilation - they listen, watch, read, compare with previously studied material and remember.

The explanatory and illustrative method is widely used in the preschool education system.

Consolidation of the studied material

The teacher's explanation of the material is the initial stage of learning. An equally important component of the assimilation of knowledge by students is the subsequent work on assimilation of the information received, which includes consolidation, memorization and comprehension of the material presented in the lesson.

The main methods of consolidating the material are a conversation, a survey and work with a textbook;

In addition to reproductive reinforcement, a creative method is very effective. It may include various practical tasks, such as searching for examples to confirm a theory in literature and life.

Game methods in pedagogy also serve as an excellent platform for consolidating the material: intellectual or role-playing games are used with great success in educational institutions.

Independent work of students on the assimilation of the passed

Experienced teachers believe that only independent work of students contributes to a deep mastery of knowledge and the development of thinking. For independent work, the teacher gives a task, but he himself does not take an active part in the process of assimilation of the material by students.

The main methods of independent assimilation of the material:

• work with the textbook (thoughtful study and comprehension of the material);
• training exercises (for example, solving math problems or remembering historical data);
• laboratory classes.

A prerequisite for preparing students for work on independent assimilation of the material is the teacher's detailed explanation. The teacher needs to make sure that the material is understandable to everyone and does not cause any particular difficulties.

Also, tasks should not be too difficult, so that students do not get the feeling that they are not able to cope with the task.

Checking and assessing knowledge

An important component of training is the regular testing and assessment of knowledge throughout school year. So the teacher can assess the degree of assimilation of the material by students, and, if necessary, correct the course of the educational process.

The main methods of verification and evaluation:

• current (during training sessions);
• fourth (according to the results of the academic quarter);
• annual (at the end of the year);
• transfer and final exams.

The current check can be carried out in the form of observation of students, and in the form of an oral - individual, frontal or compacted, and a written survey.

Also, the methods of testing knowledge include conducting tests, assessing homework and modern forms of tracking, such as programmed control - testing knowledge using multiple choice tasks.

All of the above teaching methods are practiced as common system education, and special pedagogy, one of the main branches of which is correctional pedagogy, which develops the foundations educational process for children with developmental disabilities.

Family pedagogy also advises parents, when resorting to methods of teaching children, to use not one or two methods, but to include as many different methods and means as possible in the process of education and training.

Video: What innovative teaching methods are