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REPORT

USING MODERN FORMS AND METHODS OF WORK AS A CONDITION FOR INCREASING THE QUALITY OF EDUCATION

Prepared

Russian language teacher and

Literature Novikova E.B.

GBOU Secondary School No. 810, Moscow

Plan

1. Society's need for quality education.

2. Determination of the quality of education. Components of “quality education”.

3. Distinctive features and methodological requirements for a modern lesson.

4. Determination of forms and methods of work in the lesson.

5. Non-standard forms of lessons.

The purpose of a child's education is
to make him able to develop
further without the help of a teacher.

Elbert Hubbard

1. Society's need for quality education.

Currently, our country is undergoing significant changes in national education policy. This is due to the adoption of the State Standard of Basic and Primary Education and the transition to the position of student-oriented pedagogy. One of the tasks of a modern school is to reveal the potential of all participants in the pedagogical process, providing them with opportunities for quality learning and the manifestation of creative abilities. The modern school is the result of enormous changes that have occurred in the national education system in recent years. In this sense, education is not just a part of the social life of society, but its vanguard: it is unlikely that any other subsystem to the same extent can confirm the fact of its progressive development with such an abundance of innovations and experiments.The main and primary task is the need to increase the efficiency of mastering educational material, aimed at improving the modern quality of education. And this is the orientation of education not only on the student’s assimilation of a certain amount of knowledge, but also on the development of his personality, his cognitive and creative abilities. A comprehensive school should form a holistic system of universal knowledge, abilities and skills, as well as the experience of independent activity and personal responsibility of students, which determines the modern quality of educational content.

Improving the quality of education should be carried out not through additional workload on students, but through improving the forms and methods of teaching, selecting the content of education, and through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a set of personal qualities of students.

A system of effective planning of educational material, clear organization of the educational process, and control of all student activities also helps teachers achieve quality teaching.

By focusing efforts on improving the quality and efficiency of educational work, it is necessary to ensure that each lesson contributes to the development of students’ cognitive interests, activity and creative abilities.

The purpose of this report is to reveal the teacher’s work system to improve the quality of teaching through the use of modern methods, techniques and effective pedagogical technologies in the classroom.

2. Quality of education. Components of quality education.

What is the concept of quality of education?

The main task of educational policy is to ensuremodern quality of education conservation based its fundamentality and compliance current and future needs of the individual, society and state.

The quality of education- this is a set of properties of education that determine its ability to satisfy certain needs of a citizen, society, state in accordance with the purpose of this education.This is a social category that determines the state and effectiveness of the educational process in society, its compliance with the needs and expectations of society in the development and formation of civil and everyday professional competencies of an individual.

The components of quality education are:

1. Teacher activities aimed at improving the quality of knowledge.
2. Rational organization of schoolchildren’s educational work as a means of improving the quality of knowledge.
3. Use of information and new educational technologies.
4. Using modern teaching methods and techniques.
5. Formation of motivation.
6. Person-centered approach.
7. High level of professionalism of the teacher.
8. Creating comfortable learning conditions.
9. Providing material and technical base.
10. Stimulating teacher work.
11. Carrying out work in society with the aim of respecting the work of a teacher.

3. Distinctive features and methodological requirements for a modern lesson.

Psychologists argue that a schoolchild’s cognitive activity is a non-innate and unstable quality; it develops dynamically, can progress and regress under the influence of family, school, work and other social factors. Teachers' actions that encourage students to study diligently help create a positive attitude toward learning. The only form of education at school is the lesson.

Lesson - this is a form of organization of learning, a living and harmonious part of the pedagogical process. Any lesson should fit organically into the teacher’s work system. Each lesson should implement some specific part of the overall learning objectives. At the same time, the lesson must be holistic and complete, fulfill specific tasks and produce real results. Both traditional, classical, and non-traditional lessons must be specific embodiment and expression one or another methodological concept, a practical test that determines its legitimacy and effectiveness. And at the same time, a lesson is an indicator of the productivity of the teacher and students. Of course, the degree of activity in the lesson largely depends on the student himself.The search for new methods and forms of organizing teaching, which are determined by the requirements of modern society for school, has given rise to a new term in teaching methods - “modern lesson”, which is contrasted with the traditional lesson.
The modern lesson is an integral part of the entire life activity of schoolchildren, since it is in the lesson that the student learns the most, in the lesson his education and development take place, his individuality is revealed,interests develop, personality is formed.
Lesson is not allowed be considered only as a form of transmission of the content of education, it must be assessed as a source development of schoolchildren, disclosure their cognitive powers and capabilities, which manifest themselves in the rational organization of joint activities of the teacher and students.

The level of social development determines the assimilation of large amounts of knowledge, the complication of independent educational and cognitive activities of students, the revision of content, and the enrichment of forms and methods of teaching.

Currently, teachers and scientists agree on the following: traditional forms of teaching are outdated, in order to capture the attention of modern students, they must first of all, surprise, interest. Modern education shouldto make a conditions, when each student could receive the personally significant information he needs, it should help in revealing the inner potential of each student, in his movement along the path of self-realization.

The main thing in the lesson(and the most difficult thing) is to maintain a reasonable balance between “exciting elements” and painstaking work. When using information technologies, we must not forget that they must all be together with the teacher, and not instead him. Because no modern electronic educational resources will replace living word of the teacher.

While creating conditions for each person to receive information, one must not allow the random absorption of information. It is necessary to develop in schoolchildren the ability to critically analyze and use this information productively, to teach them to understand what information enriches a person’s capabilities, and what information distracts from work more than helps.

Informatization of society and education, development of new information technologies is an objective and natural process. The concept of “new literacy” includes, among other things, the ability to navigate various information flows and independently create media objects for the Internet.

Consequently, it is necessary to rebuild the traditional lesson, focusing on the educational requirements of modern society and people.

What makes a modern lesson different??

1.Learning occurs through the discovery of new things.

2. Self-determination of the student to perform one or another educational activity occurs.

3. The presence of discussions, different points of view, the search for truth.

4. Democratic.

5. Personal development.

6. The student’s ability to design upcoming activities.

7. Students’ awareness of the activity, how and in what way the result was obtained, what difficulties there were, how they were eliminated.

8.Search for new solutions.

9. The teacher does not dominate, but manages problem-search activities and research.

10. Use of advanced techniques and technologies.

Methodological requirements for a modern lesson:

• Reliance on interdisciplinary connections to form a holistic view of the knowledge system.
• Ensuring the practical orientation of the educational process.
• Inclusion of creative exercises.
• Optimal combination and ratio of teaching methods.
• Knowledge of various developmental learning technologies and their differentiated application.
• Individual approach.
• Motivation for learning activities.
• Creating conditions for independent work of schoolchildren.
• Use of ICT.
• Knowledge and use of the basic principles of health conservation.
• Providing aesthetic and hygienic conditions.

4. Determination of forms and methods of work.

When conducting your own or attending open lessons, sometimes you have to catch yourself thinking: “It’s boring. Not interesting...” Five people work, the rest are passive and sit for 45 minutes. The lesson density is high. The content is educational. But who does it develop? These five people who, like robots, give out the correct answers? Form of workoften frontal. The teacher is in a hurry to present the material in order to get everything done.

What to teach? We know. Why teach? We know. How to teach effectively? We don't always know. Together, the answer to this question in pedagogy was found a long time ago - to teach using interactive forms and methods of organizing the educational process.

The existing education system seems so clear to the teacher working in it that the discoveries or conclusions made by psychologists and sociologists in this area seem completely unexpected, lead to bewilderment and call into question all of his activities.

The research described in A. Zverev’s article “10 and 90 - new intelligence statistics” began with a regular experiment conducted by American sociologists. They approached young people from different countries who had recently graduated from school with a series of questions from various training courses. And it turned out that only on average 10% of respondents answered all the questions correctly.

The result of this study prompted the Russian teacher M. Balaban to draw a conclusion that bewilders teachers: a school, regardless of what country it is located in, successfully teaches only one out of ten of its students.

K. Rogers, reflecting on the effectiveness of teaching at school, writes: “When I try to teach, I am horrified that the results achieved are so insignificant, although sometimes it seems that the teaching is going well.”

The effectiveness of the pedagogical activity of a secondary school teacher is characterized by the same 10% of students. The explanation is very simple: “only 10% of people are able to study with a book in their hands.” In other words, only 10% of students are comfortable with the methods used in a traditional school. The remaining 90% of students are also able to learn, but not with a book in their hands, but in a different way: “with their actions, real deeds, with all the senses.”

The results of this study led to the conclusion that learning must be designed differently, differently, so that all students can learn. One of the options for organizing the educational process is the use of interactive teaching methods by the teacher in his activities.

Teaching methods is a set of techniques and approaches that reflect the form of interaction between students and teachers in the learning process. In the modern understanding, 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 can be divided into three general groups:passive methods, active methods, interactive methods. Each of them has its own characteristics. Let's take a closer look at them.

Passive method(Diagram 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. From the point of view of modern pedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is consideredthe most ineffective,

Active method (diagram 2) is a form of interaction between students and teachers,in which the teacher and students interact with each other during the lesson and the students here are not passive listeners, but active participants lesson. If in a passive lesson the main character and manager of the lesson was the teacher, then here the teacher and students areon equal terms. Many people put between active and interactive methods equal sign , however, despite their commonality, they have differences. Interactive methods can be considered as the most modern form of active methods.

Interactive method (Scheme 3). Interactive (“Inter” is mutual, “act” is to act) - means to interact, is in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused onwider interactionstudents not only with the teacher, but also with each other and on the dominance of student activity in the learning process. The teacher's place in interactive lessons comes down to directing the students' activities to achieve the lesson's goals. The teacher also develops a lesson plan (usually This interactive exercises and assignments , during which the student studies the material).
Therefore, the main components of interactive lessons are interactive exercises and tasks that students complete. An important difference between interactive exercises and assignments and ordinary ones is that by completing them, students not only and not so much consolidate the material they have already learned, but rather learn new ones.

Scheme 3

From the above it follows that the use of interactive teaching methods makes it possible to make the student an active participant in the pedagogical process, to form and develop the student’s cognitive activity. The use of interactive methods contributes to the formation of a creative, active personality.

To provide everyone with a full-fledged quality education in class and outside of school hours, students are provided withspace for their own mental initiative as a manifestation of the activity of the learning position and the expression of individual uniqueness, conditions are created for a trusting relationship between the teacher and students and changestudent’s position in educational and cognitive activity. Support not like the statistical average, butfor a specific student, careful selection work content focused onpersonal developmentevery child, makes the work of introducing innovative teaching at school successful. Using Interactive Methods relevant because they:

• Promotes increased interest in the subject
• Accelerate the learning process
• Improves the quality of material absorption
• Provides customization and differentiation
• Promoting collaboration between teacher and student
• Develop communicative competence

According to the results of diagnostic studies by American scientists R. Carnicau and F. McElroe, a person remembers 10% of what he read, 20% of what he heard, 30% of what he saw, 50% of what he saw and heard, 80% of what he says, and 90% of what he reached independently in their practical activities.

Summary of the method	Activities of the teacher	Student activity
1. Explanatory and illustrative method (information and receptive).The main purpose of the method is to organize the assimilation of information by students by communicating educational material to them and ensuring its successful perception. Explanatory- the illustrative method is one of the most economical ways to convey to students the generalized and systematized experience of humanity	1. Communication of educational information using various didactic means: words, various aids, including films and filmstrips, etc. The teacher makes extensive use of conversation, demonstration of experiments, etc.	1. The activity of students is to perceive, comprehend and remember the information communicated
2. Reproductive method.The main purpose of the method is to develop skills and abilities to use and apply the acquired knowledge	2. Development and application of various exercises and tasks, the use of various instructions (algorithms) and programmed training	2. The activity of students is to master the techniques of performing individual exercises in solving various types of problems, mastering the algorithm of practical actions
3. Problematic method (problematic presentation).The main purpose of the method is to reveal various problems in the educational material being studied and show ways to solve them.	3. Identification and classification of problems that can be posed to the student, formulation of hypotheses and showing ways to test them. Statement of problems in the process of conducting experiments, observations in nature, logical inference. In this case, the student can use the word, logical reasoning, demonstration of experience, analysis of observations, etc.	3. The activity of students consists not only in perceiving, comprehending and memorizing ready-made scientific conclusions, but also in following the logic of evidence, the movement of the teacher’s thoughts (problem, hypothesis, proof of the reliability or falsity of the proposals put forward, etc.)
4. Partial search method, or heuristic method.The main purpose of the method is to gradually prepare students to independently pose and solve problems	4. Leading students to posing a problem, showing them how to find evidence, draw conclusions from the given facts, build a plan for checking facts, etc. The teacher widely uses heuristic conversation, during which he poses a system of interrelated questions, each of which is a step towards solving the problem	4. The student’s activity consists of active participation in heuristic conversations, mastering techniques for analyzing educational material in order to pose a problem and find ways to solve it, etc.
5. Research method.The main content of the method is to ensure that students master the methods of scientific knowledge, develop and form in them the traits of creative activity, provide conditions for the successful formation of motives for creative activity, and contribute to the formation of conscious, quickly and flexibly used knowledge. The essence of the method is to provide organizations with search creative activities for students to solve problems that are new to them.	5. Presenting students with problems that are new to them, setting and developing research tasks, etc.	5. The activity of students is to master the techniques of independently posing problems, finding ways to solve them, etc.

Yu. K. Babansky proposed an interesting model for choosing teaching methods, including six sequential steps of the teacher:

– decide whether the material will be studied independently or under the guidance of a teacher;

– determine the ratio of reproductive and productive methods. If conditions exist, preference should be given to productive methods;

– determine the relationship between inductive and deductive logics, analytical and synthetic ways of cognition, the measure and methods of combining verbal, visual, and practical methods;

– determine ways and means of stimulating students’ activities 5 ;

– determine “points”, intervals and methods of control and self-control;

– think over backup options in case the actual learning process deviates from the planned one.

Taking into account the complex of these circumstances and conditions, the teacher makes a decision on choosing a specific method or their combination for conducting a training session.

“Changing pedagogical guidelines is the most difficult and most necessary thing we have to do today.” V.A. Karakovsky .

The traveler saw three workers who

were pushing heavily loaded wheelbarrows, and asked

everyone that he does.

The first one answered: “I’m pushing this heavy car,

damn her."

The second said: “I earn bread for my

families".

And the third proudly said: “I AM BUILDING

BEAUTIFUL TEMPLE.

5. Non-standard forms of lessonsThere are two main approaches to understanding non-standard lesson forms. The first approach interprets this type of lesson as a departure from the clear structure of a combined lesson and a combination of various methodological techniques. In the second approach, non-standard lesson forms meanforms of lessons that have appeared recently and are gaining increasingly stronger positions in modern schools.

Non-standard lessons are one of the important teaching tools, because... They form a stable interest in learning in students, relieve stress, help develop learning skills, and have an emotional impact on children, thanks to which they develop stronger, deeper knowledge.

A modern lesson requires the use of new forms of conduct and organization. This is due to the development of society, wide access to various information, and a variety of information sources. The peculiarities of non-standard forms of lessons lie in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in the lesson, in school; satisfy the child’s need for the development of intellectual, motivational, emotional and other areas. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.

The main distinguishing feature of non-standard tasks is their connection “with activities that in psychology are called productive”,creative. There are other signs:
students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);
unusual working conditions;

In non-standard lessons, students should receive non-standard tasks.Non-standard task- the concept is very broad. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard) ones. The main distinguishing feature of non-standard tasks- their connection “with activity, which in psychology is called productive,” creative.There are other signs:

Students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution); unusual working conditions; active reproduction of previously acquired knowledge in unfamiliar conditions;

Non-standard tasks can be presented in the form of problem situations (difficult situations from which one must find a way out using acquired knowledge), role-playing and business games, contests and competitions (based on the principle “who is faster? Bigger? Better?”) and other tasks with elements entertainment (everyday and fantastic situations, dramatizations, linguistic tales, riddles, “investigations”).

Of course, non-standard lessons, unusual in design, organization, and delivery methods, are more popular with students than traditional training sessions with a strict structure and established work schedule.But turn non-standard lessons into the main form of work, introduce them into the systeminappropriatedue to a large loss of time, lack of serious cognitive work, low productivity, etc.

The use of non-traditional forms of lessons, in particularlesson-game, lesson-discussion– this is a powerful stimulus in learning, it is a varied and strong motivation. Through such lessons, cognitive interest is aroused much more actively and quickly, partly because a person by nature likes to play, another reason is that there are much more motives in the game than in ordinary educational activities. Many students participate with interest in games in order to realize their abilities and potential opportunities that do not find outlets in other types of educational activities, others - to get a high grade, others - to show themselves in front of the team, others solve their communication problems, etc.

Non-traditional forms of lessons emotional p about their nature and therefore are capable of even the driest information revive and make it bright and memorable. In such lessons it is possibleeveryone's involvementinto active work, these lessons are opposed to passive listening or reading.

Analysis of pedagogical literature made it possible to identify several dozen types of non-standard lessons. Their names give some idea of ​​the goals, objectives, and methods of conducting such classes. We list the most common types of non-standard lessons.

Teachers have developed many methodological techniques, innovations, and innovative approaches to conducting various forms of classes.

According to the formThe following groups of non-standard lessons can be distinguished:

1. Lessons in the form of competitions and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.

2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reportage, review.

3. Lessons based on non-traditional organization of educational material: lesson of wisdom, revelation, lesson - block, lesson - “understudy” begins to act.”

4. Lessons reminiscent of public forms of communication: press conference, auction, benefit performance, rally, regulated discussion, panorama, TV show, teleconference, report, dialogue, “living newspaper”, oral journal.

5. Lessons based on fantasy: fairy tale lesson, surprise lesson.

6.Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.

7. Traditional forms of extracurricular work transferred within the framework of the lesson: KVN, “experts conduct the investigation,” matinee, performance, concert, staging of a work of art, debate, “get-togethers,” “club of experts.”

8. Integrated lessons.

9. Transformation of traditional ways of organizing a lesson: lecture-paradox, paired survey, express survey, lesson-test (assessment defense), lesson-consultation, reader’s form protection, TV lesson without television.

• Non-traditional lesson forms:

role-playing games;	travel lesson;
lesson-performance;	round table or conference;
execution of a fairy tale plot;	lesson-competition;
review of knowledge;	press conference;
fantasy lesson;	peer learning lesson;
lesson-game;	open mind lesson;
business game;	climbing lesson;
test lesson;	lesson-competition;
peer learning lesson;	lesson-dialogue;
lesson-KVN;	brain attack;
lesson-quiz;	briefing lesson;
game “The investigation is conducted by experts”;	current interview;
knowledge auction;	imitation role modeling;
lesson-debate;	modeling students' thinking;
lesson-tournament;	role-playing business game;
eureka lesson;	lesson-lecture:
game "Magic envelope";	interdisciplinary integrated lesson;
lesson-competition;	lecture for two;
creativity lesson;	math hockey;
provocative lecture;	lecture-dialogue
lecture-conference;

Using the video tutorial

It is very difficult to master communicative competence in English without being in the country of the language being studied. Therefore, an important task of the teacher is to create real and imaginary communication situations in a foreign language lesson using various working techniques.

Equally important is the introduction of schoolchildren to the cultural values ​​of native speakers. For these purposes, authentic materials, including videos, are of great importance.

Their use contributes to the implementation of the most important requirement of the communicative methodology - to present the process of language acquisition as the comprehension of a living foreign language culture; individualization of training and development and motivation of speech activity of students.

Another advantage of the video is its emotional impact on students. Therefore, attention should be directed to developing in schoolchildren a personal attitude towards what they see. The use of video also helps to develop various aspects of students’ mental activity, primarily attention and memory. While watching, an atmosphere of joint cognitive activity arises in the class. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, schoolchildren need to make some effort. Thus, involuntary attention turns into voluntary, its intensity affects the process of memorization. The use of various channels of information (auditory, visual, motor perception) has a positive effect on the strength of capturing regional and linguistic material.
Thus, the psychological characteristics of the impact of educational videos on students contribute to the intensification of the educational process and create favorable conditions for the formation of students’ communicative competence.
Practice shows that video lessons are an effective form of training.
Application of the lesson-play.

An effective and productive form of teaching is a lesson-performance. The use of literary works of foreign literature in foreign language lessons improves students' pronunciation skills and ensures the creation of communicative, cognitive and aesthetic motivation. Preparing a performance is a creative work that contributes to the development of children’s language communication skills and the discovery of their individual creative abilities.

This type of work activates the mental and speech activity of students, develops their interest in literature, serves to better assimilate the culture of the country of the language being studied, and also deepens knowledge of the language, since the process of memorizing vocabulary occurs. Along with the formation of the active vocabulary of schoolchildren, the so-called passive-potential vocabulary is being formed. And it is important that students receive satisfaction from this type of work.

Information and communication technologies.

A modern lesson cannot be taught without the use of information and communication technologies. One of the advantages of non-traditional lessons using IT tools is its emotional impact on students, which is aimed at forming in students a personal attitude towards what they have learned, at developing various aspects of students’ mental activity. In such lessons, children of primary school age develop the skills and desire to learn, develop an algorithmic style of thinking, and lay down knowledge and skills not only of a specific academic subject, but also mastery of IT tools, without which further successful learning is impossible.

Presentation – a powerful means of visualization, development of cognitive interest. The use of multimedia presentations makes lessons more interesting; it includes not only vision, but also hearing, emotions, and imagination in the perception process; it helps children dive deeper into the material being studied and makes the learning process less tiring.One type of non-traditional form of work can be called- method of creating a situation of success– a method of stimulating interest in learning and students experiencing learning difficulties. Without experiencing the joy of success, it is impossible to truly count on success in overcoming educational difficulties. That is why it is necessary to select tasks that are accessible to students, and then move on to more complex ones. A situation of success is created through differentiated assistance to students when completing a task of the same complexity. Students with low learning abilities are given a task that allows them to cope with it at a given level, and then complete it independently. The situation of success is already organized by encouraging the student’s intermediate actions. The state of anxiety is replaced by a state of self-confidence, without which further educational success is impossible. languid.The purpose of non-traditional (non-standard) lessons: development of new methods, techniques, forms and means of teaching to implement the basic law of pedagogy - the law of learning activity.

Turning to non-traditional forms of lessons presupposes that the teacher has professional pedagogical literacy, the ability for creative activity, and also the teacher’s knowledge of the laws of developmental psychology. Otherwise, non-traditional lessons can become an end in themselves, a useless form of creativity.In the teaching and educational process, school teachers widely and effectively usemodern educational technologies,which most fully embodied the ideology of student-centered education and are a key condition for improving the quality of education, reducing student workload, and more efficient use of educational time: research and project-based teaching methods, information, communication and health-saving technologies, modular learning technology, organizational-activity and gaming technologies , collective learning system, collaborative learning, innovative assessment system “portfolio”, multi-level learning, etc.

Small group work- This is one of the most popular strategies, as it gives all students (including shy ones) the opportunity to participate in work, practice cooperation and interpersonal communication skills (in particular, the ability to actively listen, develop a common opinion, resolve disagreements). All this is often impossible in a large team. Small group work is an integral part of many interactive methods, such as mosaics, debates, public hearings, almost all types Role-playing game - this is the performance by group members of a skit with pre-assigned roles in the interests of mastering a certain behavioral or emotional side of life situations.
Role-playing is carried out in small groups (3-5 participants). Participants receive a task on cards (on a board, sheets of paper, etc.), assign roles, play out the situation and present (show) it to the whole group. The teacher can assign roles himself, taking into account the characters of the children.
The advantage of this method is that each of the participants can imagine themselves in the proposed situation, feel certain states more realistically, feel the consequences of certain actions and make a decision.
This form of work is used to model the behavior and emotional reactions of people in certain situations by constructing a game situation in which such behavior is predetermined by given conditions.
Warm-ups with the purpose of relieving psychological and physical stress. Warm-ups also help develop communication skills. They must be appropriate in content, form of activity and duration. For example, before exercises that require concentrated attention, you should not play too active warm-up games.
"Brainstorm ", Brainstorming (Delphi method) is a method in which any student answer to a given question is accepted. It is important not to immediately evaluate the points of view expressed, but to accept everything and write down everyone’s opinion on the board or piece of paper. Participants should be aware that they are not required to provide reasons or explanations for their answers.
Brainstorming is used when you need to find out the awareness of an issue. You can use this form of work to obtain feedback and/or the attitude of participants towards a certain connection.

Methods of motivating educational activities
Creating a problematic situation (surprise, doubt, difficulty in performing actions, difficulty interpreting facts), creating entertaining situations, creating a situation of uncertainty, etc.

Methods of organizing and implementing educational and cognitive activities
Story, heuristic conversation, lecture (informational and problem-solving), text study, demonstration, illustration, educational (role-playing and simulation) game, research, discussion, etc.

Methods for developing new skills
Exercises, laboratory work, workshops, games (didactic, business, role-playing, simulation), project method, case method (solving situational problems), brainstorming (solving non-standard problems), etc.

Methods of generalization and systematization of what has been studied
Encoding information: creating diagrams, tables, graphs, supporting notes, filling out contour maps; Methods for stimulating learning activities
Presentation of demands, encouragement and punishment: verbal (praise, recognition, gratitude, blame), visual (token, conventional sign or symbol), formal assessment (points, mark); creating a situation of success, creating an atmosphere of emotional comfort, etc. Teaching techniques in the technology of developing critical thinking

Motivational and goal-setting techniques at the challenge stage:

Making assumptions about the topic of the lesson and predicting its content:
Forecast by title (by illustrations, diagrams, text keywords)
Tree of predictions
Keywords
Mixed up logical chains
True and false statements
Introductory question

Asking questions as a result of realizing incomplete knowledge:
Question words
Thin and thick questions
I know - I want to know - I found out (ZHU)
RISK (a problematic phrase and questions for it)
Creating a Cluster
Basket of facts

Techniques for working with text at the Content stage

Reading with notes in the margins of the book and in the workbook:
INSERT (“V” - knew before, “+” - new, “?” - there is a question, it’s unclear, “!” - this is interesting, “-“ - contradicts what I thought before)
Question-answer (the number of the question that is answered in the text; an oval around the question number in the individual list of questions)

Organizing information using diagrams:
Cluster
Fishbone
Concept wheel
Graph
Denotation graph
Pyramid
Ladder
Chain
Lecture-visualization

Organizing and understanding information using tables:
Pivot table
T - table
Plot table
Cross-discussion table
PMI (Plus – Minus – Interesting)
Table "Synthesis"
Thinking at the Right Angle
Logbook

Stops in reading a text or in an oral story to comprehend what was read (heard) and predict the further content of the text:
Reading with stops (with prediction)
Advanced lecture

Techniques for organizing reflection at the Reflection stage

Oral forms of reflection:
Conversation based on notes
Conversation on issues
Interview with an event participant

Written forms of reflection(creating reflective text):
Summary
Essay
Sinkwine
Diamond
Haiku

Telegram
Gratitude

CONCLUSION:

A modern lesson can be distinguished by any features, the main thing is that both teachers and students come to it with a great desire to work. To summarize the above, it should be noted that the use of modern means, methods and forms of teaching is a necessary condition for improving the quality of education.

“The easier it is for a teacher to teach, the more difficult it is for students to learn. The more difficult it is for the teacher, the easier it is for the student.”

L.N. Tolstoy

Slide 1.

The concept of modernization of Russian education puts forward new social demands for the school education system. The main and primary task is the need to increase the efficiency of mastering educational material, aimed at improving the modern quality of education. And this is the orientation of education not only on the student’s assimilation of a certain amount of knowledge, but also on the development of his personality, his cognitive and creative abilities.

Improving the quality of education should be carried out not through additional workload on students, but through improving the forms and methods of teaching, selecting the content of education, and through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a set of personal qualities of students.

A system of effective planning of educational material, clear organization of the educational process, and control of all student activities also helps teachers achieve quality teaching.

By focusing efforts on improving the quality and efficiency of educational work, it is necessary to ensure that each lesson contributes to the development of students’ cognitive interests, activity and creative abilities.

The quality of education. Components of quality education.

Slide 2.

What is the concept of quality of education?

The quality of education is a set of properties of education that determine its ability to satisfy certain needs of a citizen, society, and state in accordance with the purpose of this education.

Slide 3.

The components of quality education are:

1. Teacher activities aimed at improving the quality of knowledge.

2. Rational organization of schoolchildren’s educational work as a means of improving the quality of knowledge.

3. Use of information and new educational technologies.

4. Use of modern teaching methods and techniques.

5. Formation of motivation.

6. Personality-oriented approach.

7. High level of professionalism of the teacher.

8. Creating comfortable learning conditions.

9. Providing material and technical base.

10. Stimulating the work of teachers.

11. Carrying out work in society with the aim of respecting the work of a teacher.

Slide 4.

Distinctive features and methodological requirements for a modern lesson.

Psychologists argue that a schoolchild’s cognitive activity is a non-innate and unstable quality; it develops dynamically, can progress and regress under the influence of family, school, work and other social factors. Teachers' actions that encourage students to study diligently help create a positive attitude toward learning. The only form of education at school is the lesson. A lesson is a form of organization of learning, a living and harmonious part of the pedagogical process. Any lesson should fit organically into the teacher’s work system. Each lesson should implement some specific part of the overall learning objectives. At the same time, the lesson must be holistic and complete, fulfill specific tasks and produce real results. Both traditional, classical, and non-traditional lessons should be a concrete embodiment and expression of one or another methodological concept, a practical test that determines its legitimacy and effectiveness. And at the same time lesson is an indicator of the productivity of the teacher and students . Of course, the degree of activity in the lesson largely depends on the student himself. The search for new methods and forms of organizing teaching, which are determined by the requirements of modern society for school, has given rise to a new term in teaching methods - “modern lesson”. Modern education should create conditions where every student could receive the personally significant information he needs, and should help in revealing the inner potential of each student, in his movement along the path of self-realization. The main thing in the lesson (and the most difficult thing) is to maintain a reasonable balance between “fascinating elements” and painstaking work. When using information technologies, we must not forget that they should all be with the teacher, and not instead of him. Because no modern electronic educational resources can replace the living word of a teacher. The concept of “new literacy” includes, among other things, the ability to navigate various information flows. Consequently, it is necessary to rebuild the traditional lesson, focusing on the educational requirements of modern society and people.

Slide 5.

What makes a modern lesson different?

1.Learning occurs through the discovery of new things.

2. Self-determination of the student to perform one or another educational activity occurs.

3. The presence of discussions, different points of view, the search for truth.

4. Democratic.

5. Personal development.

6. The student’s ability to design upcoming activities.

7. Students’ awareness of the activity, how and in what way the result was obtained, what difficulties there were, how they were eliminated.

8.Search for new solutions.

9. The teacher does not dominate, but manages problem-search activities and research.

10. Use of advanced techniques and technologies.

Determination of forms and methods of work.

What to teach? We know. Why teach? We know. How to teach effectively? We don't always know. The existing education system seems so clear to the teacher working in it that the discoveries or conclusions made by psychologists and sociologists in this area seem completely unexpected, lead to bewilderment and call into question all of his activities. The research described in A. Zverev’s article “10 and 90 - new intelligence statistics” began with a regular experiment conducted by American sociologists. They approached young people from different countries who had recently graduated from school with a series of questions from various training courses. And it turned out that only on average 10% of respondents answered all the questions correctly. A conclusion that bewilders teachers: a school, regardless of what country it is located in, successfully teaches only one out of ten of its students. The effectiveness of the teaching activity of a school teacher is characterized by the same 10% of students. The explanation is very simple: “only 10% of people are able to study with a book in their hands.” In other words, only 10% of students are comfortable with the methods used in a traditional school. The remaining 90% of students are also able to learn, but not with a book in their hands, but in a different way: “with their actions, real deeds, with all their senses.” The results of this study led to the conclusion that learning must be designed differently, differently, so that all students can learn. One of the options for organizing the educational process is the use of interactive teaching methods by the teacher in his activities.

Slide 6.

Teaching methods are a set of techniques and approaches that reflect the form of interaction between students and teachers in the learning process. Teaching methods can be divided into three general groups: passive methods, active methods, interactive methods. Each of them has its own characteristics. Let's take a closer look at them.

Slide 7.

Passive method (Scheme 1) - this is a form of interaction between students and the teacher, 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. From the point of view of modern pedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is considered the most ineffective.

Slide 8.

Active method (scheme 2) - 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. Many equate active and interactive methods; however, despite their commonality, they have differences. Interactive methods can be considered as the most modern form of active methods.

From the above it follows that the use of interactive teaching methods makes it possible to make the student an active participant in the pedagogical process, to form and develop the student’s cognitive activity.

Slide 10.

According to the results of diagnostic studies by American scientists, a person remembers 10% of what he read, 20% of what he heard, 30% of what he saw, 50% of what he saw and heard, 80% of what he said himself, and 90% of what he reached independently in his practical activities.

Slide 11.

Non-standard lesson forms

Non-standard lessons are one of the important teaching tools, because... They form a stable interest in learning in students, relieve stress, help develop learning skills, and have an emotional impact, which results in the formation of stronger, deeper knowledge.

But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson.

Slide 12.

In non-standard lessons, students should receive non-standard tasks that involve

Students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution);

Unusual working conditions;

Active reproduction of previously acquired knowledge in unfamiliar conditions;

Non-traditional forms of lessons emotional p about their nature and therefore are capable of even the driest information revive and make it bright and memorable. In such lessons it is possible everyone's involvement into active work, these lessons are opposed to passive listening or reading.

Slide 13.

We list the most common types of non-standard lessons.

Using the video tutorial

While watching, an atmosphere of joint cognitive activity arises in the class. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, schoolchildren need to make some effort. The use of various channels of information (auditory, visual, motor perception) has a positive effect on the strength of the imprinting of the material.
Thus, the psychological characteristics of the impact of educational videos on students contribute to the intensification of the educational process and create favorable conditions for the formation of students’ communicative competence.
Practice shows that video lessons are an effective form of training.

Information and communication technologies .

A modern lesson cannot be taught without the use of information and communication technologies.

Presentation – a powerful means of visualization, development of cognitive interest. The use of multimedia presentations makes lessons more interesting; it includes not only vision, but also hearing, emotions, and imagination in the perception process; it helps to dive deeper into the material being studied and makes the learning process less tiring.

One type of non-traditional form of work can be called- method of creating a situation of success – a method of stimulating interest in learning and students experiencing learning difficulties. Without experiencing the joy of success, it is impossible to truly count on success in overcoming educational difficulties. That is why it is necessary to select tasks thataccessible to students, and then move on to more complex ones.A situation of success is created through differentiated assistance to students when completing a task of the same complexity. Students with low learning abilities are given a task that allows them to cope with it at a given level, and then complete it independently. The situation of success is already organized by encouraging the student’s intermediate actions. The state of anxiety is replaced by a state of self-confidence, without which further educational success is impossible.

Small group work - This is one of the most popular strategies, as it gives all students (including shy ones) the opportunity to participate in work, practice cooperation and interpersonal communication skills (in particular, the ability to actively listen, develop a common opinion, resolve disagreements). All this is often impossible in a large team.

"Brainstorm », Brainstorming (Delphi method) is a method in which any student answer to a given question is accepted. It is important not to immediately evaluate the points of view expressed, but to accept everything and write down everyone’s opinion on the board or piece of paper. Participants should be aware that they are not required to provide reasons or explanations for their answers.
Brainstorming is used when you need to find out awareness on a given issue.

The purpose of non-traditional (non-standard) lessons: development of new methods, techniques, forms and means of teaching to implement the basic law of pedagogy - the law of learning activity .

Turning to non-traditional lesson forms presupposes that the teacher has professional pedagogical literacy and the ability to be creative.

Slide 14.

CONCLUSION:

A modern lesson can be distinguished by any features, the main thing is that both teachers and students come to it with a great desire to work . To summarize the above, it should be noted that the use of modern means, methods and forms of teaching is a necessary condition for improving the quality of education .

Topic 8. METHODS AND TOOLS OF TRAINING

The success of the educational process largely depends on the teaching methods used.

Teaching methods- these are ways of joint activities of teachers and students, aimed at achieving their educational goals.

Teaching methods reflect in interrelation the methods and specifics of the teaching work of the teacher and the educational activities of students to achieve learning goals.

The concepts of “teaching method” and “teaching rule” are also widespread in didactics.

Reception training- an integral part or separate side of the teaching method, i.e. a particular concept in relation to the general concept of “method”. The boundaries between these two concepts are very fluid and changeable. In some cases, the method acts as an independent way to solve a pedagogical problem, in others - as a technique that has a particular purpose. For example, if a teacher conveys new knowledge using a verbal method (explanation, story, conversation), during which he sometimes demonstrates visual aids, then showing them acts as a technique. If a visual aid is the object of study and students receive basic knowledge based on its consideration, then verbal explanations act as a technique, and demonstration as a teaching method.

Thus, the method includes a number of techniques, but is not itself a simple sum of them. Techniques determine

The uniqueness of the methods of work of the teacher and students gives an individual character to their activities.

Learning rule (didactic rule)- specific instructions on how to act in a typical pedagogical situation of the learning process.

The rule serves as a descriptive, normative model of reception. A system of rules for solving a specific problem is already a normative-descriptive model of the method.

The teaching method is a historical category. The level of development of the productive forces and the nature of production relations influence the goals, content, and means of the pedagogical process. As they change, teaching methods also change.

In the early stages of social development, the transfer of social experience to younger generations was carried out in the process of joint activities of children and adults. Teaching methods based on imitation prevailed. Acting in the same way as adults, children mastered the ways and techniques of obtaining food, making fire, making clothes, etc. It was based on the reproductive method of teaching (“do as I do”). This is the most ancient method of teaching from which all others have evolved.

Since the organization of schools, verbal teaching methods have appeared. The teacher orally conveyed the prepared information to the children, who assimilated it. With the advent of writing and then printing, it became possible to express, accumulate and transmit knowledge in symbolic form. The word becomes the main carrier of information, and learning from books becomes a massive way of interaction between teacher and student.

Books were used in different ways. In medieval school, students mechanically memorized texts, mainly of religious content. This is how the dogmatic, or catechismal, method of teaching arose. Its more advanced form is associated with posing questions and presenting ready-made answers.

In the era of great discoveries and inventions, verbal methods are gradually losing their importance as the only way to transfer knowledge to students. The learning process organically includes methods such as observation, experiment, independent work, exercise, aimed at

Itrrae activity, consciousness, initiative of the child. Visual teaching methods are becoming widespread.

At the turn of the 19th and 20th centuries. The heuristic method began to occupy an important place as a variant of the verbal one, which more fully took into account the needs and interests of the child and contributed to the development of his independence. The methods of “book” learning were contrasted with “natural” methods, i.e. learning through direct contact with reality. The concept of “learning through doing” using hands-on teaching methods aroused interest. The main place in it was given to manual labor - activities of various kinds, as well as the work of students with e literature, during which the children formed their own \ independence based on the use of your own *. experience. Partially search and research methods have become established.

However, regardless of the role that in different periods

development of education was assigned to one or another method

training, none of them, when used exclusively on their own, provides the desired results. > No teaching method is universal. In the educational process, a variety of methods should be used

teaching methods.

8.2. Classification of teaching methods In modern pedagogical practice it is used % a large number of teaching methods. In this regard, fuss-I. shows the need for their classification, which helps to identify the general and the special, the essential and the accidental, in teaching methods, thereby promoting the expedient and | more efficient use of them.

There is no uniform classification of teaching methods. This is due to the fact that different authors based the division of teaching methods into groups and subgroups! give different signs, individual aspects of the learning process.

Let's look at the three most common classifications of teaching methods.

1. Classification of teaching methods by didactic I goals(M.A. Danilov, B.P. Esipov).

The criterion for dividing methods into groups according to this classification are learning objectives. This criterion largely reflects the teacher’s activities to achieve the teaching goal. This classification identifies the following teaching methods:

acquiring knowledge;

formation of skills and abilities;

application of knowledge;

consolidation and testing of knowledge, skills (methods of control).

2. Classification of teaching methods by source of knowledge(N.M. Verzilin, E.Ya. Golant, E.I. Perovsky). This is the more common classification. Let's take a closer look at it.

There are three sources of knowledge: word, visualization, practice. Accordingly, verbal methods are distinguished (the source of knowledge is the spoken or printed word), visual (the source of knowledge is observed objects, phenomena, visual aids) and practical (knowledge and skills are formed in the process of performing practical actions).

Verbal methods occupy a central place in the system of teaching methods. These include story, explanation, conversation, discussion, lecture, work with a book.

A story is a monologue, sequential presentation of material in a descriptive or narrative form.

If using a story during the learning process it is not possible to provide a clear and precise understanding of certain provisions, then the method of explanation is used.

Explanation is the interpretation of patterns, essential properties of the object being studied, individual concepts, phenomena. The explanation is characterized by an evidential form of presentation, based on the use of logically related inferences that establish the basis for the truth of a given judgment.

In many cases, the explanation is combined with observations, questions asked by both the teacher and the learner, and can develop into a conversation.

Conversation is a dialogical teaching method in which the teacher, by asking a system of questions, leads students to understand new material or checks their understanding of what has already been learned. Conversation as a teaching method Can be used to solve any didactic problem. There are individual conversations (questions are addressed to one student), group (questions are asked to a group of students) and frontal (questions are addressed to all students).

Depending on the tasks that the teacher sets in the learning process, the content of the educational material, the level of creative cognitive activity of students, the place of educational activities in the didactic process, their various types are distinguished: introductory, or introductory; conversation-messages of new knowledge (Socratic, heuristic); synthesizing, or fixing; control and correction. I One type of conversation is an interview. I Lecture is a monologue way of presenting voluminous material. It differs from other verbal methods of presenting material in its more strict structure, the abundance of information provided, the logic of presentation of the material, the systematic nature of covering knowledge, j A distinction is made between popular science and academic lectures. , A lecture used to summarize and repeat the material covered is called a review. | The relevance of using lectures in modern conditions is increasing due to the use of block study of new material on topics or large sections. Educational discussion as a teaching method is based on | exchanging views on a particular issue. Moreover, these |views reflect either the own opinions of the participants in the discussion, or are based on the opinions of other persons. The main function of educational discussion is to stimulate cognitive interest. With the help of discussion, its participants acquire new knowledge, strengthen their own opinions, learn to defend their position, and take into account the views of others.

Working with a book (textbook) is also one of the most important verbal teaching methods. The main advantage of this method is the opportunity for the student to repeatedly access educational information at a pace that is accessible to him and at a convenient time. There are a number of techniques for working independently with printed sources:

note-taking is a brief recording, a summary of the content of what was read. There are continuous, selective, complete and short notes. You can take notes on the material in the first (yourself) or third person. It is preferable to take notes in the first person, since in this case independence of thinking develops better;

thesis - a brief summary of the main ideas in a certain sequence;

abstracting - a review of a number of sources on a topic with your own assessment of their content and form;

drawing up a text plan - breaking the text into parts and titling each of them; the plan can be simple or complex;

quotation is a verbatim excerpt from the text. With this method of work, the following conditions must be observed: quote correctly, without distorting the meaning; provide an accurate record of the output data (author, title of work, place of publication, publisher, year of publication, page);

annotation - a brief, condensed summary of the content of what was read without loss of essential meaning;

reviewing - writing a review, i.e. a brief review of what you read, expressing your attitude towards it;

preparation of a certificate. Help - information about something obtained as a result of searches. Certificates can be biographical, statistical, geographical, terminological, etc.;

drawing up a formal logical model - a verbal-schematic representation of what has been read;

compiling a thematic thesaurus - an ordered set of basic concepts on a topic, section or entire discipline;

compiling a matrix of ideas (lattice of ideas, repertoire lattice) - compiling in the form of a table the comparative characteristics of similar objects, phenomena in the works of different authors;

A pictographic record is a wordless image.
We looked at verbal teaching methods. Second o

the group according to this classification consists of visual methods.

Visual teaching methods include those “in which the assimilation of educational material is significantly dependent on the visual aids, diagrams, tables, drawings, models, devices, and technical means used in the learning process. They involve visual and sensory familiarization of students with objects, phenomena, and processes. They are used in conjunction with t* verbal and practical methods.

Visual methods are conventionally divided into the demonstration method and the illustration method.

The demonstration method serves primarily for dis- * covering the dynamics of the phenomena being studied, but is also used to become familiar with the appearance of an object and its internal structure.

|, The illustration method involves showing objects, processes and phenomena in their symbolic representation using posters, maps, portraits, photographs, drawings, diagrams, reproductions, flat models, etc. Recently, the practice of visualization has been enriched with a number of new means (multicolor maps with plastic coating, albums, atlases, etc.).

Methods of demonstration and illustration are used in close connection, mutually complementing and reinforcing each other. When a process or phenomenon must be perceived as a whole, a demonstration is used; when awareness is required. To understand the essence of a phenomenon and the relationships between its components, resort to illustration.

Practical teaching methods based on the practical activities of students. Their main purpose is the formation of practical skills. These methods include exercises, laboratory and practical

| ical works.

* Exercise - repeated (repeated) execution

I educational activities (mental or practical) with tse-| » to master them or improve their quality.

There are oral, written, graphic and educational exercises.

(Oral exercises contribute to the development of culture j 4 speech, logical thinking, memory, attention, cognition

I students' opportunities.

The main purpose of written exercises is to consolidate knowledge, develop the necessary skills and abilities to use them.

Graphic exercises are closely related to written exercises. Their use helps to better perceive, comprehend and remember educational material, promotes the development of spatial imagination. Graphic exercises include work on drawing up graphs, drawings, diagrams, technological maps, sketches, etc.

A special group consists of educational and labor exercises, the purpose of which is to apply theoretical knowledge in work activities. They promote mastery of skills in handling tools, laboratory equipment (instruments, measuring equipment), and develop design and technical skills.

Any exercises, depending on the degree of independence of students, can be of a reproductive, training or creative nature.

To activate the learning process and consciously complete learning tasks, commented exercises are used. Their essence lies in the fact that students comment on the actions being performed, as a result of which they are better understood and assimilated.

Laboratory work as a teaching method is based on students independently conducting experiments, experiments using instruments, instruments, i.e. using special equipment. Work can be done individually or in groups. Students are required to be more active and independent than during a demonstration, where they act as passive observers rather than participants and performers of research.

Laboratory work not only ensures that students acquire knowledge, but also contributes to the formation of practical skills, which, of course, is their advantage.

Practical work is of a general nature and is carried out after studying large sections and topics.

A special type includes practical classes that are conducted using simulators, training and monitoring machines.

This is a brief description of teaching methods classified according to sources of knowledge. This classification has been repeatedly and quite reasonably criticized in the pedagogical literature, since it does not reflect the nature of students’ cognitive activity in learning, or the degree of their independence in educational work.

3. Classification of teaching methods according to the nature of students’ cognitive activity(I.Ya. Lerner, M.N. Skatkin).

The nature of cognitive activity is the level of mental activity of students. According to this classification, the following teaching methods are distinguished: explanatory-illustrative (information-receptive), reproductive, problem presentation, partially search (heuristic) and research.

Essence explanatory-illustrative method consists in the fact that the teacher communicates ready-made information through various means, and students perceive it, realize it and record it in memory. The cognitive activity of students comes down to memorizing ready-made knowledge, which may be unconscious, i.e. there is a fairly low level of mental activity.

Reproductive method assumes that the teacher reports and explains information in a ready-made form, and students assimilate it and can reproduce it according to the teacher’s instructions. The criterion for assimilation is the correct reproduction (reproduction) of knowledge. . The main advantage of the reproductive method, as well as the explanatory-illustrative one, is cost-effectiveness. This method provides the opportunity to transfer a significant amount of knowledge and skills in a minimally short time and with little effort. The strength of knowledge, due to the possibility of its repeated repetition, can be significant.

Both methods are characterized by the fact that they enrich knowledge and skills, form special mental operations, but do not guarantee the development of students’ creative abilities. This goal is achieved by other methods, in particular the method of problem presentation.

Method of problem presentation is a transition from performing to creative activity. The essence of this method is that the teacher poses a problem and solves it himself, thereby showing the train of thought in the process of cognition. Students not only perceive, understand and remember ready-made knowledge and conclusions, but also follow the logic of evidence, the movement of thought of the teacher or the medium that replaces it (cinema, television, books, etc.). And although students with this method are not participants, but merely observers of the teacher’s train of thought, they learn to solve problems.

A higher level of cognitive activity carries with it partial search (heuristic) method. The method got its name due to the fact that students independently solve a complex educational problem not from beginning to end, but only partially. The teacher involves students in performing individual search steps.

Research method of teaching provides for students' creative search for knowledge. This method is used mainly so that the student learns to acquire knowledge, investigate a subject or phenomenon, draw conclusions and apply the acquired skills in life.

The main disadvantage of this method is that it requires a significant investment of time.

There are other classifications of teaching methods.

Some authors in the second half of the 20th century began to classify active And intensive teaching methods. They believe that traditional teaching technology, aimed at ensuring that the student listens, remembers, and reproduces what the teacher says, poorly develops the cognitive activity of students. Active and intensive methods, in their opinion, have significant potential in this direction.

Active learning methods are methods in which the student’s activity is productive, creative, and exploratory in nature. Active learning methods include didactic games, analysis of specific situations, problem solving, learning using an algorithm, brainstorming, out-of-context operations with concepts and etc.

| Intensive methods are used to organize

Training in a short time with long one-time sessions (“immersion method”). These methods are used

" when teaching business, marketing, foreign languages, practical psychology and pedagogy.

Currently, directions in pedagogy are being actively developed that use the hidden capabilities of students: suggestopedia And cyberneticosuggestopedia(G. Lazanov, V.V. Petrusinsky) - training by means of suggestion; hypnopaedia- sleep learning; pharmacopedia- training using pharmaceuticals. Good results have been achieved when using them in the process

Studying foreign languages ​​and some special disciplines.

Thus, at present there is no single view on the problem of classifying teaching methods, and any of the classifications considered has both advantages and disadvantages that must be taken into account at the selection stage and in the process of implementing specific teaching methods.

1

In the context of the implementation of national projects “Education”, “Health”, improvement of the medical education system, the problem of using methods, modern teaching techniques and their relationship is becoming increasingly relevant. The labor market requirements for the quality of training of medical specialists are increasing. Therefore, educational institutions, when analyzing the training process as a whole, propose to take into account the following aspects:

• the student, acquiring knowledge and skills, must transform them into his own method of mastering a new area of ​​​​professional activity and formulate techniques for future medical activity corresponding to this area. Then he develops not only new knowledge and skills, but also personal qualities and the need for self-learning;
• an integrated approach to the learning process of an individual determines the relationship between the content and methods of a student’s educational activity. It is necessary to search for logical combinations of teaching methods and techniques that ensure high-quality performance by the student of the necessary manipulations. The structure of natural combinations of methods and techniques can be determined by constructing a model of the learning process and establishing criteria for its improvement;
• consideration of the teaching methods and techniques themselves must be correlated with a certain level of methodological support for the educational process. Since each teaching method performs the functions of organization and self-organization; stimulation and motivation; control and self-control.

Each method can act in a perceptual, logical, gnostic and managerial aspect. And, according to many teachers, researchers, scientists, the method can be represented as a structure consisting of two parts. Its basis is a kind of core - a constant combination of techniques united by the activities of the teacher and the student. The second part of the method is its content, which, by changing the composition of techniques and the sequence of their application, makes any method dynamic, ensuring the inclusion of the student in the learning process.

Of course, the nature of the method is determined primarily by its core, and its specific variations in manifestation depend on the content and structure of its second part. Therefore, the same method can be applied through the appropriate composition and structure of techniques to include the student in the process of learning and self-learning.

In this regard, the technique reflects the peculiarity of the method as a method and as a plan for carrying out educational actions and activities in the learning process. It is obvious that it is necessary to take into account this relationship and pay attention to the combination of teaching methods and techniques in the process of training future medical workers.

At the Omsk Medical College of Roszdrav, the methodological service pays attention to the issue of using teaching methods and techniques with an emphasis on strengthening the independent work of students and increasing professional interests. Teachers in the classroom use a heuristic method (problem-based learning) with the implementation of such techniques as heuristic conversation, tasks for independent work in class and at home, a system of questions and problem-based tasks. Particular attention is paid to the variability of the methods and techniques used.

At the same time, when choosing methods, the team strives for a productive result, i.e. Students need not only to understand, remember and reproduce the acquired knowledge (reproductive result), but also the ability to operate with it, apply it in practical activities, develop it, and also have a creative approach to solving various production problems.

Taking into account the specifics of the medical focus of education at the college, as well as the peculiarities of the regional component associated with the unfavorable environmental situation in the Omsk region, the growth of allergic and oncological diseases, and increased infant mortality - the team is looking for ways to improve medical education, i.e. bringing the education system to a level that can provide each student with stable, maximum results of training and education.

This is facilitated by active learning methods with the analysis of specific situations, solving practical problems, dramatization, analysis of incidents, study of correspondence using business games. Active methods allow students to obtain the necessary knowledge by studying various sources of information characterizing practical activities.

Future specialists acquire the ability to search, the ability to effectively implement assigned tasks, work in a group, going through the stages of creativity step by step.

The college has accumulated a variety of experience in the use of game-based learning, so business games are held very successfully at the Department of Nursing:

"Lucky case"

"Intelligent Metro"

“Trial of Tuberculosis Crimes” and many others.

The interrelation of the teaching methods and techniques used, aimed at mastering subject-specific sociocultural experience as the basis and condition for the development of students, makes it possible to increase the productivity of teaching activities. A variety of teaching methods (explanation, demonstration-illustration, joint work, training) can also form the individual experience of students, which they need in their future medical activities.

The construction of pedagogical techniques is at the same time a condition for optimizing the educational process. At the same time, indicators of optimality at the methodological level can be: an increase in elements of creativity, search in work, the absence of overload of students when studying new material, rhythm in educational activities.

Thus, with the appropriate use of teaching methods and techniques and their interrelation, it is possible to develop in a student the ability to transform knowledge into a way of acquiring new knowledge, the ability for self-development and self-improvement.

Bibliographic link

Shabarova M.N. RELATIONSHIP OF TEACHING METHODS AND TECHNIQUES IN THE SYSTEM OF SECONDARY MEDICAL EDUCATION // Advances of modern natural science. – 2007. – No. 5. – P. 79-80;
URL: http://natural-sciences.ru/ru/article/view?id=11120 (access date: 06/09/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

The success of the educational process largely depends on the teaching methods used.

Teaching methods are ways of joint activities between the teacher and students, aimed at achieving their educational goals. There are other definitions of teaching methods.

Teaching methods are ways of working for teachers and students, with the help of which the latter achieves the acquisition of knowledge, skills and abilities, as well as the formation of their worldview and the development of cognitive powers (M. A. Danilov, B. P. Esipov).

Teaching methods are ways of interrelated activities of teachers and students to implement the tasks of education, upbringing and development (Yu. K. Babansky).

Teaching methods are ways of teaching the teacher and organizing educational and cognitive activities of students to solve various didactic problems aimed at mastering the material being studied (I. F. Kharlamov).

Teaching methods are a system of consistent, interconnected actions of the teacher and students, ensuring the assimilation of the content of education, the development of mental strength and abilities of students, and their mastery of the means of self-education and self-study (G. M. Kodzhaspirova).

Despite the various definitions given to this concept by didactics, the common thing is that most authors tend to consider the teaching method as a way for the teacher and students to work together to organize learning activities. If we are talking only about the activities of the teacher, then it is appropriate to talk about teaching methods, if only about the activities of students - then about teaching methods.

Reflecting the dual nature of the learning process, methods are one of the mechanisms, ways of implementing pedagogically appropriate interaction between the teacher and students. The essence of teaching methods is considered as an integral system of methods that collectively provide a pedagogically appropriate organization of educational and cognitive activity of students.

Thus, the concept of a teaching method reflects in the interrelation the methods and specifics of the teaching work of the teacher and the educational activities of students to achieve learning goals.

Widespread concepts in didactics are also the concepts of “teaching method” and “teaching rule”.

Reception training- This an integral part or separate aspect of the teaching method, i.e., a particular concept in relation to the general concept of “method”. The boundaries between the concepts of “method” and “technique” are very fluid and changeable. Each teaching method consists of individual elements (parts, techniques). With the help of a technique, a pedagogical or educational task is not completely solved, but only its stage, some part of it. Metho-

Training methods and methodological techniques can change places and replace each other in specific pedagogical situations. The same methodological techniques can be used in different methods. Conversely, the same method for different teachers may include different techniques.

In some situations, the method acts as an independent way to solve a pedagogical problem, in others - as a technique that has a particular purpose. For example, if a teacher conveys new knowledge using a verbal method (explanation, story, conversation), during which he sometimes demonstrates visual aids, then their demonstration acts as a technique. If a visual aid is the object of study, students receive basic knowledge based on its consideration, then verbal explanations act as a technique, and demonstration as a teaching method.

Thus, the method includes a number of techniques, but it itself is not their simple sum. Techniques determine the uniqueness of the methods of work of the teacher and students and give an individual character to their activities.

Rule training - This a normative prescription or indication of how one should optimally act in order to carry out an activity corresponding to the method. In other words, learning rule (didactic rule) - this is a specific indication of how to act in a typical pedagogical situation of the learning process.

A rule acts as a descriptive, normative model of a technique, and a system of rules for solving a specific problem is already a normative-descriptive model of a method.