Determines the choice of the structure of teaching methods. Characteristics of teaching methods in modern didactics

After setting goals and organizing content, teaching methods are determined. As stated in ch. ve o meth odes of learning, first a method is selected in its broader sense, and then ways of implementation are outlined. A lesson is a system of actions in which both the action of the teacher and the action of the student are subordinated to a specific task.Even an activity that is interesting for students will not force the whole class to work actively for a long time, if there is no correct change of actions, a logically correct change of methods, techniques is not provided, if there is no increase in difficulty, complexity of actions. The age characteristics of younger schoolchildren require that in the lessons in the elementary grades, transitions from one method and methods of work to others occur more often than in the upper grades.

Thus, the lesson becomes effective not only due to correctly defined and formulated goals, scientifically based organization of the content of the studied material, but also due to the rational choice and use of teaching methods that ensure the productive activity of students. At the same time, it is necessary to determine the place and role of each student in the overall activity; the cognitive load of each and everyone, taking into account individual differences among students. The task of the teacher is to include students in the work, to encourage them to live by what is being studied in the lesson, to deeply and firmly master knowledge and, at the same time, carry out mental operations of the highest level.

A study of the issue of teaching methods shows that in theory and practice there has been a constant tendency to find a universal, most effective method. Some tried to use one method in all cases, others - another, forgetting that each method has its own specific area of ​​​​application. As a result, and in connection with the complexity, diversity of modern learning goals, the most rational will be a complex (combined) application of methods and methods for their implementation, based on a comprehensive analysis of all aspects of the educational process in the lesson. This is the theoretical basis for the correct choice of teaching methods and ways to implement them in any lesson. In accordance with it, it is impossible to resolve the issue of teaching methods alternatively: it is bad when methods are chosen that do not provide productive independent activity of schoolchildren, but it is also bad if methods are used that do not allow the teacher to exercise systematic guidance at all stages of the educational process.

When choosing teaching methods and methods for their implementation, the following issues should be taken into account: requirements for teaching methods; criteria for choosing teaching methods and ways to implement them in the planned lesson.

Requirements for teaching methods (and ways to implement them). Currently, there are two mandatory requirements for all teaching methods: they must contribute to the activity of students in the educational process and provide a deep understanding of the material being studied. Both requirements are closely related: students cannot be active in the classroom if they do not understand the material being studied, but they will not be able to understand it without being actively involved in the learning process. These requirements play an important role not only in teaching, but also in the upbringing and development of the cognitive abilities of students.

The first requirement comes from the objective law of learning - the law of the unconditional necessity of students' activity in cognitive activity (the formulation belongs to M. N. Skatkin). The essence of this law lies in the barely blowing: the nature and degree of activity of students in learning can be different, but the act of learning cannot take place if they are passive, do not show activity in learning activities. No one can put any knowledge into the head of the trainees from the outside - the assimilation of knowledge is always the result of their own cognitive activity, although guided and directed by the teacher. The same applies to the development of the cognitive abilities of schoolchildren - this is the result of their own mental activity, although it is also directed and controlled by the teacher. This means that the learning process in the classroom is a system of interaction between the teacher and students, where the teacher occupies a leading, guiding position, but the final result depends on the activities of the students themselves. The choice of teaching methods and means of their implementation largely determines the structure of the educational interaction between the teacher and students in the classroom, and under the influence of the above requirement, the nature of this interaction has become different due to a change in the style of work of students. Students' work style refers to the quality and quantity of their direct participation in the learning process. Now in the classroom, students should have more opportunities for direct participation at all stages of work. In this regard, the combination, for example, of lectures with students' independent work (when, after covering a certain part of the material, the teacher offers students to complete exercises, practical tasks, work with the textbook, and then continues the lecture again) is more in line with modern ideas about effective learning in the classroom than separate use of continuous lecture or long independent work. This contributes to the organic connection of internal and external actions of students, which ensures the highest degree of their activity in the lesson.

The second requirement - ensuring a deep understanding by students of the material studied in the lesson is also of great importance not only for the meaningful, conscious assimilation of knowledge, but also for the purposeful education of students and for the development of their cognitive abilities. The movement towards a deep understanding is a complex and lengthy process that begins with the definition of the main, most significant aspects of the phenomenon or event under study. When a student is able to identify and indicate the main facts, features, provisions in the subject being studied, as well as to separate them from everything non-basic, secondary, then conditions are created for a deep understanding of the educational material, i.e., for identifying and mastering deep connections between these factors, features , provisions that are usually not clearly expressed and therefore cannot be opened immediately, upon first acquaintance with the material. It is they that reflect the essence of phenomena, events, to which individual students never reach even after completing the study of the topic and the subject as a whole (we note that students who claim to understand the phenomena studied after the initial perception of knowledge do not even realize that , which in reality is very much misunderstood).

Understanding is closely connected with the ability to explain, to prove something, and explanation involves a description of the phenomenon from various aspects, points of view. Such a skill cannot be formed if only methods are used in the learning process in which students are not included in the process of explanation and proof themselves. In addition, understanding includes the ability to make fairly reasonable predictions about various aspects of the phenomena being studied, which is effectively formed through the research method. Understanding makes learning meaningful for schoolchildren - it reveals the meaning of the content being studied, shows the significance of this content for current educational and future practical activities, and encourages the use (and, consequently, development) of higher mental processes. Such a teaching captures students, includes in cognitive activity not only their mind, but also their will and feelings.

Criteria for choosing methods and ways to implement them in the lesson. The choice of methods and methods of implementation is largely determined by the objectives of the lesson. It is wrong, for example, to use a lecture if it is planned that already in the lesson, students should acquire knowledge at the level of their application in practice. On the contrary, to encourage students to learn, to influence their opinions, understanding, beliefs, other things being equal, the best methods will be those that put teachers in direct interaction with students (lecture, story, explanation, conversation, discussion).

The direct contact of the teacher with the students in the educational process is more effective and acts the stronger, the more the individual characteristics of the students are taken into account. This is partly due to the fact that students usually prefer to receive information directly from the teacher. Messages are better, more accurate, reach the goal faster if students have the opportunity to directly ask the teacher to reveal some provisions in more detail, ask questions, etc. (that is why a lecture should be conducted, an explanation should be given so that students have the opportunity to ask questions at any stage; For this purpose, it is necessary to use the quality control of students' understanding of the material being explained at various stages).

When choosing methods and methods for their implementation, it is advisable to take into account through which sense organs students will perceive the material being studied. It is known that the eye can process much more information than the ear, so the grouping of words and meanings through hearing (when students listen to lectures, explanations) is much more difficult, especially if there is a large amount of data and facts in the material. The grouping of significant material with the indicated methods of its presentation is possible only to the extent that students can carry in memory all the necessary information received during the explanation. It is very difficult, and many students do not succeed well. However, these methods generally contribute to faster assimilation and longer retention of the studied material, which is not overloaded with details. The listed shortcomings of the named group of methods are largely eliminated when the content is presented in the visual plane (work with a book, etc.). They give students the opportunity to set their own, the most convenient for each of them, the speed of progress, return to what they read as needed, reread what they don’t understand, and establish connections from one paragraph to others. All this, no doubt, helps to better absorb and retain the material being studied.

Teaching methods and ways of their implementation should contribute to the inclusion in the educational process in the classroom not only of thinking, but also of the imagination of students, which relates to the active inner life of students. Imagination is the power that makes learning interesting and exciting. In order for the imagination of students to be included in the learning process, ordinary activities in the lesson must be combined with unusual, special ones. This applies to all stages of education, to lessons in all subjects. For example, in elementary grades, the study of certain phenomena can be presented in the form of a game; in middle and high school, you can organize the study of various combinations of elements of the studied material. Then teaching becomes an exciting activity. The inclusion of imagination in the educational process helps not only to a deeper and more comprehensive understanding of the phenomena being studied, but also contributes to the disclosure of sides and aspects of these phenomena unknown to schoolchildren. The choice of methods and ways of their implementation that will be used in the lesson is a difficult and responsible task that requires a deep analysis of many factors. In addition to those listed above, it is necessary to take into account the abilities of students, their knowledge, skills, skills on the issue under study, attitude to the subject, as well as the strengths and weaknesses of the teacher himself.

Choice of teaching methods - the case is complex, associated with a number of limitations in capabilities, dependencies on specific conditions, reasons, circumstances, etc. The choice is determined by the goals and objectives of the entire educational process, working for training, development and education, in line with the current provisions of didactics.

The choice of teaching methods is influenced by a number of conditions and factors of an objective and subjective nature.

Among them are the following:

1. The choice of methods, based on the patterns and really working principles of training that meet the trends in the development of the system of modern education:

- features of the methodology of a particular academic discipline, its specific requirements for the selection of determined general didactic methods;

Goals and objectives of the content of the lesson;

Time to study the program material;

Material and technical capabilities of the educational institution (TCO, equipment, visual aids, required space, etc.);

Environmental conditions (geographical environment, social environment, micro- and macroenvironments);

2. The level of formation of motivation for learning:

The degree of development of cognitive activity and interest in learning;

The level of preparedness of students (availability of existing knowledge, their breadth and depth, diversity, level of intellectual development, efficiency, organization, good breeding, formation of learning skills);

Peculiarities of students (age, gender, individual differences, nationality, belonging to religious denominations, peculiarities of existing relations within the class team, regional characteristics of children, social differences (city, village), their life experience.

3. Type of lesson and its structure:

- taking into account the specifics of the construction of previous lessons;

Filling the class with students.

4. The style of relationships, the style of managing educational and educational work, the style of pedagogical communication that has developed between the teacher and students; opportunities and features of the teacher: the level of his general development and erudition, professional pedagogical culture, theoretical and practical preparedness, methodological skills, practical work experience, individual characteristics.

The geographical location of the school, which makes it possible to use the educational resources of local museums in the learning process6. Age characteristics of students It is possible to develop optimal teaching methods based on a deep analysis and synthesis of the rich experience already in memory of building lessons of various types using all kinds of variations in the application of all groups of methods. Analysis and synthesis make it possible to follow the path of comparing the compositional blocks of methods in order to select them for the intended lesson.

Test

in the subject: "Theory of learning"

on the topic: " Teaching methods and their choice»

Introduction

1. The concept of teaching methods

2. Classification of teaching methods

3. Methods of oral presentation of knowledge by the teacher and activation of educational and cognitive activity of students

4. Methods of fixing the studied material

5. Methods of independent work of students to comprehend and assimilate new material

6. Methods of educational work on the development of skills and abilities to apply knowledge in practice

7. Methods for testing and assessing the knowledge, skills and abilities of students

8. Choice of teaching methods

Conclusion

List of sources used

Introduction

More than a dozen fundamental studies are devoted to teaching methods, on which the considerable success of the work of the teacher and the school as a whole, both in the theory of pedagogy and in private methods of teaching individual subjects.

At present, a fairly large number of teaching and upbringing methods have been identified in the pedagogical literature (more than 50 according to V.I. Andreev's estimates). In addition to traditional M.I. Makhmutov gives 5 teaching methods and 5 teaching methods according to the binary classification. A whole group of methods for organizing didactic, business and other games is singled out. Heuristic methods (brainstorming, empathy, inversion, heuristic questions, etc.) are being intensively developed.

But, despite this, the problem of teaching methods, both in teaching theory and in real pedagogical practice, remains very relevant and from time to time gives rise to heated discussions on the pages of the pedagogical press.

The category of teaching methods leads to the answer to the traditional didactic question - how to teach. Without methods, it is impossible to achieve the goal, to realize the intended content, to fill learning with cognitive activity. The method is the core of the educational process, the link between the projected goal and the end result. Its role in the system "goals - content - methods - forms - teaching aids" is decisive.

1. The concept of teaching methods

The word "method" in Greek means "research, method, way to achieve the goal." The etymology of this word also affects its interpretation as a scientific category. "Method - in the most general sense - a way to achieve the goal, a certain way ordered activity", - said in the philosophical dictionary Obviously, in the learning process, the method also acts as an ordered way of interconnected activities of the teacher and students to achieve certain educational goals. From this point of view, each teaching method organically includes the teaching work of the teacher (presentation, explanation of new material) and the organization of active educational and cognitive activity of students. That is, the teacher, on the one hand, explains the material himself, and on the other hand, seeks to stimulate the educational and cognitive activity of students (encourages them to think, formulate conclusions on their own, etc. .). Sometimes, as will be shown below, the teacher himself does not explain the new material, but only defines its topic, conducts an introductory conversation, instructs students in the upcoming learning activity (learning work), and then invites them to comprehend and assimilate ma material by textbook. As you can see, here, too, the teaching work of the teacher is combined with the active teaching and learning activities organized by him. knowing physical activity of students.

All this allows us to conclude that teaching methods should be understood as the methods of teaching the teacher and organizing the educational and cognitive activities of students to solve various didactic tasks aimed at mastering the material being studied.

The term "teaching methods" is also widely used in didactics. Reception of training is an integral part or a separate side of the teaching method. Running a little ahead, let's say, for example, that in the method of exercise, which is used to develop practical skills and abilities in students, the following techniques are distinguished: showing the teacher how to apply the material being studied in practice, reproducing by students the actions shown by the teacher and subsequent training to improve the practiced skills and abilities. In the future, it will be shown that other teaching methods are made up of a number of specific techniques.

2. Classification of teaching methods

No less complex and debatable is the question of the classification of teaching methods. Didactic studies show that the nomenclature (name) and classification of teaching methods are characterized by great diversity, depending on which approach is chosen in their development. Let's consider the most important of them.

Some didactics (E.I. Perovsky, E.Ya. Golant, D.O. Lordkipanidze, and others) believed that when classifying teaching methods, it is necessary to take into account the sources from which students draw knowledge. On this basis, they distinguished three groups of methods:

a) verbal;

b) visual;

And indeed, the word, visual aids and practical work are widely used in the educational process.

b) reproductive: reproduction of actions for the application of knowledge in practice, activities according to the algorithm, programming;

c) problematic presentation of the studied material;

d) partial search, or heuristic method;

e) a research method, when students are given a cognitive task that they solve on their own, choosing the necessary methods for this and using the help of a teacher.

Yu.K. Babanskiy All the variety of teaching methods was divided into three main groups:

a) methods of organization and implementation of educational and cognitive activities;

b) methods of stimulation and motivation of educational and cognitive activity;

c) methods of control and self-control over the effectiveness of educational and cognitive activity.

Each of these classifications has a certain basis and allows us to comprehend the essence of teaching methods from different angles. However, from a didactic point of view, the classification by M.A. Danilov and B.P. Esipov. They proceeded from the fact that if teaching methods act as ways of organizing an orderly educational activity of students to achieve didactic goals and solve cognitive problems, then, therefore, they can be divided into the following groups:

a) methods of acquiring new knowledge,

b) methods of forming skills and abilities for applying knowledge in practice,

c) methods for testing and evaluating knowledge, skills and abilities.

This classification is in good agreement with the main objectives of education and helps to better understand their functional purpose. If some clarifications are made to this classification, then the whole variety of teaching methods can be divided into five following groups:

a) methods of oral presentation of knowledge by the teacher and activation of the cognitive activity of students: story, explanation, lecture, conversation; method of illustration and demonstration in the oral presentation of the studied material:

b) methods of consolidating the studied material: conversation, work with a textbook:

c) methods of independent work of students to comprehend and assimilate new material: work with a textbook, laboratory work;

d) methods of educational work on the application of knowledge in practice and the development of skills and abilities: exercises, laboratory classes;

e) methods for testing and evaluating the knowledge, skills and abilities of students: daily observation of the work of students, oral questioning (individual, frontal, compacted), setting a lesson score, tests, checking homework, programmed control.

In addition, there are innovative methods:

a) game teaching methods (staging, generating ideas, etc.);

b) training methods;

c) methods of programmed learning;

d) methods of computerized learning;

e) methods of hypnopedia (learning in a hypnotic dream);

f) situational method;

g) methods of learning control, etc.

As you can see, at present there is no single view on the problem of classifying teaching methods, and any of the classifications we have considered has both advantages and disadvantages that must be taken into account at the selection stage in the process of implementing specific models of training and retraining of specialists.

3. Methods of oral presentation of knowledge by the teacher and activation of educational and cognitive activity of students

These methods include: story, explanation, lecture, conversation; method of illustration and demonstration in the oral presentation of the studied material. The first four of these methods are also called verbal (from Lat, verbalis - oral, verbal). What is the essence and methods of applying each of the methods of oral presentation of knowledge by a teacher?

Story- figurative, colorful, vivid monologue presentation of educational material by the teacher, used for consistent, systematized, intelligible and emotional presentation of knowledge.

Explanation- this is a clear, concise, logical and consistent presentation of complex educational material by the teacher, accompanied by the active participation of students in observations, demonstrations, illustrations. The explanation is accompanied by instructing the teacher to correctly perform operations, actions, tasks: how to teach. How to do, how to organize a workplace.

Subject. Characteristics of teaching methods in the system of secondary vocational education.

1. Classification of teaching methods

2. Verbal methods (the source is an oral or printed word.

3. Visual methods (observable objects, phenomena are the source of knowledge; visual aids)

4. Practical methods (students gain knowledge and develop skills and abilities by performing practical actions).

5. Methods of problem learning.

Teaching methods are ways of joint activity of the teacher and students aimed at solving learning problems.

Reception is an integral part or a separate side of the method. Individual techniques may be part of various methods. For example, the technique of writing down basic concepts by students is used when the teacher explains new material, when working independently with the source. In the learning process, methods and techniques are used in various combinations. One and the same way of students' activity in some cases acts as an independent method, and in others - as a teaching method. For example, explanation, conversation are independent teaching methods. If they are occasionally used by the teacher in the course of practical work to attract the attention of students, correct mistakes, then explanation and conversation act as teaching methods that are part of the exercise method.

Classification of teaching methods

In modern didactics, there are:

· verbal methods(source is oral or printed word);

· visual methods(the source of knowledge is observed objects, phenomena; visual aids);

· practical methods(students gain knowledge and develop skills and abilities by performing practical actions);

· problem learning methods

VERBAL METHODS

Verbal methods occupy a leading place in the system of teaching methods. Verbal methods make it possible to convey a large amount of information in the shortest possible time, pose problems for students and indicate ways to solve them. The word activates the imagination, memory, feelings of students. Verbal methods are divided into the following types: story, explanation, conversation, discussion, lecture, work with a book.

Story- oral figurative, consistent presentation of a small amount of material. The duration of the story is 20-30 minutes. The method of presenting educational material differs from explanation in that it is narrative in nature and is used when students report facts, examples, describe events, phenomena, experience of enterprises, characterize literary heroes, historical figures, scientists, etc. The story can be combined with other methods: explanation, conversation, exercises. Often the story is accompanied by a demonstration of visual aids, experiments, filmstrips and film fragments, photographic documents.

To the story, as a method of presenting new knowledge, a number of pedagogical requirements are usually presented:

The story should provide the ideological and moral orientation of teaching;

include a sufficient number of vivid and convincing examples, facts proving the correctness of the put forward provisions;

have a clear logic of presentation;

be emotional;

be written in simple and accessible language;

reflect the elements of personal assessment and the attitude of the teacher to the stated facts and events.

Explanation. An explanation should be understood as a verbal interpretation of regularities, essential properties of the object under study, individual concepts, phenomena. Explanation is a monologue form of presentation. The explanation is characterized by the fact that it is evidential in nature and is aimed at identifying the essential aspects of objects and phenomena, the nature and sequence of events, at revealing the essence of individual concepts, rules, laws. Evidence is provided, first of all, by the logic and consistency of the presentation, the persuasiveness and clarity of the expression of thoughts. Explaining, the teacher answers the questions: “What is it?”, “Why?”.

When explaining, various visual aids should be used well, which contribute to the disclosure of the essential aspects of the topics studied, positions, processes, phenomena and events. During the explanation, it is advisable to periodically put questions to students in order to maintain their attention and cognitive activity. Conclusions and generalizations, formulations and explanations of concepts, laws must be precise, clear and concise. Explanation is most often resorted to when studying the theoretical material of various sciences, solving chemical, physical, mathematical problems, theorems; in the disclosure of root causes and effects in natural phenomena and social life.

Using the explain method requires:

Consistent disclosure of cause-and-effect relationships, argumentation and evidence;

use of comparison, comparison, analogy;

· attraction of bright examples;

Impeccable logic of presentation.

Conversation- a dialogic method of teaching, in which the teacher, by setting a carefully thought-out system of questions, leads students to understand new material or checks the assimilation of what has already been studied. The conversation is one of the most common methods of didactic work.

The teacher, relying on the knowledge and experience of students, by consistently posing questions, leads them to understanding and assimilation of new knowledge. Questions are put to the whole group, and after a short pause (8-10 seconds) the name of the student is called. This is of great psychological significance - the whole group is preparing for a response. If a student finds it difficult to answer, one should not “pull” an answer out of him - it is better to call another.

Depending on the purpose of the lesson, various types of conversation are used: heuristic, reproducing, systematizing.

· Heuristic conversation(from the Greek word "eureka" - found, discovered) is used when studying new material.

· Replay conversation(control and verification) has the goal of fixing the previously studied material in the memory of students and checking the degree of its assimilation.

· Systematizing conversation is carried out in order to systematize the knowledge of students after studying a topic or section in repetitive-generalizing lessons.

One type of conversation is interview. It can be carried out both with groups as a whole and with separate groups of students.

The success of the interviews largely depends on the correctness of the questions. Questions should be short, clear, meaningful, formulated in such a way as to awaken the student's thought. You should not put double, prompting questions or pushing you to guess the answer. You should not formulate alternative questions that require unambiguous answers such as "yes" or "no".

In general, the conversation method has the following Benefits:

· activates students;

develops their memory and speech;

makes students' knowledge open;

Has a great educational power;

is a good diagnostic tool.

Disadvantages of the conversation method:

Requires a lot of time

contains an element of risk (a student may give an incorrect answer, which is perceived by other students and recorded in their memory).

The conversation, in comparison with other information methods, provides a relatively high cognitive and mental activity of students. It can be applied in the study of any academic subject.

Discussion. Debate as a teaching method is based in an exchange of views on a particular issue, and these views reflect the participants' own opinions or are based on the opinions of others. This method is advisable to use when students have a significant degree of maturity and independent thinking, are able to argue, prove and substantiate their point of view. A well-conducted discussion has a teaching and educational value: it teaches a deeper understanding of the problem, the ability to defend one's position, and take into account the opinions of others.

Work with textbook and book is the most important teaching method. Work with the book is carried out mainly in the classroom under the guidance of a teacher or independently. There are a number of techniques for independent work with printed sources. The main ones are:

note-taking- a summary, a brief record of the content read without details and secondary details. Note-taking is conducted from the first (from oneself) or from the third person. Taking notes in the first person develops independent thinking better. In its structure and sequence, the abstract should correspond to the plan. Therefore, it is important to first draw up a plan, and then write a summary in the form of answers to the questions of the plan.

Abstracts are textual, compiled by verbatim extract from the text of individual provisions that most accurately express the author's thought, and free, in which the author's thought is stated in his own words. Most often they make up mixed notes, some formulations are copied from the text verbatim, the rest of the thoughts are stated in their own words. In all cases, care must be taken to accurately convey the author's thought in the abstract.

Drawing up a text plan: plan, maybe simple and complex. To draw up a plan, after reading the text, it is necessary to break it into parts and title each part.

Testing - a summary of the main ideas read.

Citation- verbatim excerpt from the text. Be sure to indicate the imprint (author, title of work, place of publication, publisher, year of publication, page).

Annotation- a concise summary of the content read without losing the essential meaning.

Peer review- write a short review expressing your attitude about what you have read.

Compiling a reference: references are statistical, biographical, terminological, geographical, etc.

Drawing up a formal-logical model- a verbal-schematic representation of what has been read.

Lecture as a method of teaching is a consistent presentation by the teacher of a topic or problem, in which theoretical positions, laws are revealed, facts, events are reported and their analysis is given, the connections between them are revealed. Separate scientific provisions are put forward and argued, different points of view on the problem under study are highlighted and correct positions are substantiated. A lecture is the most economical way for students to obtain information, since in a lecture a teacher can communicate scientific knowledge in a generalized form, drawn from many sources and which are not yet in textbooks. The lecture, in addition to the presentation of scientific positions, facts and events, carries the power of conviction, critical assessment, shows students the logical sequence of disclosure of the topic, issue, scientific position.

For a lecture to be effective, it is necessary to comply with a number of requirements for its presentation.

The lecture begins with a presentation of the topic, lecture plan, literature and a brief justification for the relevance of the topic. The lecture usually contains 3-4 questions, maximum 5. A large number of questions included in the content of the lecture does not allow them to be presented in detail.

The presentation of the lecture material is carried out in accordance with the plan, in a strict logical sequence. The presentation of theoretical provisions, laws, the disclosure of cause-and-effect relationships is carried out in close connection with life, accompanied by examples and facts) using various means of visualization, audiovisual means.

The teacher continuously monitors the audience, the attention of students, and in case of its fall, takes measures to increase students' interest in the material: changes the timbre and pace of speech, makes it more emotional, puts students in front of 1-2 questions or a minute or two distracts them with a joke, an interesting, funny example(measures to maintain students' interest in the topic of the lecture are planned by the teacher).

At the lesson, the lecture material is combined with the creative work of students, making them active and interested participants in the lesson.

The task of each teacher is not only to give ready-made tasks, but also to teach students to get them on their own.

The types of independent work are varied: this is work with the chapter of the textbook, abstract or tagging it, writing reports, abstracts, preparing messages on a particular issue, compiling crossword puzzles, comparative characteristics, reviewing students' answers, teacher's lectures, compiling reference diagrams and graphs, artistic drawings and their protection, etc.

Independent work- an important and necessary stage in the organization of the lesson, and it must be thought through most carefully. You cannot, for example, “refer” students to a chapter of a textbook and simply offer them take notes her. Especially if you have freshmen in front of you, and even a weak group. It is best to give a series of basic questions first. When choosing the type of independent work, it is necessary to approach students with differentiation, taking into account their capabilities.

The form of organization of independent work, which is most conducive to the generalization and deepening of previously acquired knowledge and, most importantly, the development of skills to independently acquire new knowledge, the development of creative activity, initiative, inclinations and abilities, is seminars.

Seminar- one of the effective methods of conducting classes. Conducting seminars is usually preceded by lectures that determine the topic, nature and content of the seminar.

Seminars provide:

solution, deepening, consolidation of knowledge gained at the lecture and as a result of independent work;

Formation and development of skills of a creative approach to mastering knowledge and their independent presentation to the audience;

development of students' activity in discussing issues and problems raised for discussion of the seminar;

· Seminars also have the function of knowledge control.

Seminars in a college environment are recommended to be held in study groups of the second and senior courses. Each seminar lesson requires a lot of careful preparation, both for the teacher and for the students. The teacher, having determined the topic of the seminar, draws up a seminar plan in advance (10–15 days in advance), which indicates:

topic, date and time of the seminar;

· questions submitted for discussion of the seminar (no more than 3-4 questions);

Topics of the main reports (messages) of students, revealing the main problems of the topic of the seminar (2-3 reports);

· list of literature (basic and additional) recommended for students to prepare for the seminar.

The plan of the seminar is communicated to the students in such a way that the students have enough time to prepare for the seminar.

The lesson begins with an introductory speech by the teacher, in which the teacher informs the purpose and procedure of the seminar, indicates what provisions of the topic should be paid attention to in the speeches of students. If the seminar plan provides for the discussion of reports, then after the teacher's introductory speech, reports are heard, and then there is a discussion of the reports and questions of the seminar plan.

During the seminar, the teacher puts additional questions, strives to encourage students to move on to a discussion form of discussion of certain provisions and questions posed by the teacher.

At the end of the lesson, the teacher summarizes the results of the seminar, gives a reasoned assessment of the students' performances, clarifies and supplements certain provisions of the seminar topic, indicates which issues students should work on additionally.

Excursion- one of methods of acquiring knowledge, is an integral part of the educational process. Educational and educational excursions can be sightseeing, thematic, and they are conducted, as a rule, collectively under the guidance of a teacher or a specialist guide.

Excursions are a fairly effective method of learning. They contribute to observation, the accumulation of information, the formation of visual impressions.

Educational and cognitive excursions are organized on the basis of production facilities for the purpose of general acquaintance with production, its organizational structure, individual technological processes, equipment, types and quality of products, organization and working conditions. Such excursions are of great importance for the career guidance of young people, instilling love for their chosen profession. Students get a figurative-specific idea of ​​the state of production, the level of technical equipment, the requirements of modern production for the professional training of workers.

Excursions can be organized to a museum, company and office, to protected places for the study of nature, to various kinds of exhibitions.

Each excursion should have a clear educational and educational purpose. Students must clearly understand what the purpose of the excursion is, what they should find out and learn during the excursion, what material to collect, how and in what form, to generalize it, to draw up a report on the results of the excursion.

These are brief characteristics of the main types of verbal teaching methods.

VISUAL METHODS

Visual teaching methods are understood as such methods in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process. Visual methods are used in conjunction with verbal and practical teaching methods.

Visual teaching methods can be conditionally divided into two large groups: the method of illustrations and the method of demonstrations.

illustration method involves showing students illustrated manuals: posters, tables, pictures, maps, sketches on the board, etc.

Demo method usually associated with a demonstration instruments, experiments, technical installations, films, filmstrips, etc.

When using visual teaching methods, a number of conditions must be observed:

The applied visualization should correspond to the age of the students;

Visualization should be used in moderation and should be shown gradually and only at the appropriate moment of the lesson; observation should be organized in such a way that students can clearly see the object being demonstrated;

It is necessary to clearly highlight the main, essential when showing illustrations;

· to think over in detail the explanations given during the demonstration of phenomena;

· the demonstrated visualization should be precisely coordinated with the content of the material;

Involve students themselves in finding the desired information in a visual aid or a device being demonstrated.

PRACTICAL METHODS

Practical teaching methods are based on the practical activities of students. These methods form practical skills and abilities.

To practical methods include exercises, laboratory and practical work.

Exercises. Exercises are understood as repeated (multiple) performance of a mental or practical action in order to master or improve its quality. Exercises are used in the study of all subjects and at various stages of the educational process. The nature and methodology of the exercises depends on the characteristics of the subject, the specific material, the issue under study and the age of the students.

Exercises are classified according to their nature. on oral, written, graphic and educational and labor. When performing each of them, students perform mental and practical work.

According to the degree of independence of students when performing exercises, there are:

Exercises for reproducing the known in order to consolidate - reproducing exercises;

· Exercises on the application of knowledge in new conditions - training exercises.

If, when performing actions, the student speaks to himself or aloud, comments on the upcoming operations; such exercises are called commented. Commenting on actions helps the teacher to detect typical mistakes, make adjustments to the actions of students.

Consider the features of the use of exercises.

oral exercises contribute to the development of logical thinking, memory, speech and attention of students. They are dynamic, do not require time-consuming record keeping.

Written exercises are used to consolidate knowledge and develop skills in their application. Their use contributes to the development of logical thinking, the culture of writing, independence in work. Written exercises can be combined with oral and graphic.

To graphic exercises include the work of students in compiling diagrams, drawings, graphs, technological maps, making albums, posters, stands, making sketches during laboratory and practical work, excursions, etc. Graphic exercises are usually performed simultaneously with written ones and solve common educational tasks. Their use helps students to better perceive educational material, contributes to the development of spatial imagination. Graphic works, depending on the degree of independence of students in their implementation, can be of a reproducing, training or creative nature.

creative works students. The performance of creative work is an important means of developing the creative abilities of students, developing the skills of purposeful independent work, expanding and deepening knowledge, and the ability to use them in performing specific tasks. The creative work of students includes: writing essays, essays, reviews, development of course and diploma projects, drawings, sketches and various other creative tasks.

Laboratory works- this is the conduct by students, on the instructions of the teacher, of experiments using instruments, the use of tools and other technical devices, i.e. this is the study by students of any phenomena using special equipment.

Practical lesson- this is the main type of training sessions aimed at the formation of educational and professional practical skills.

Laboratory and practical classes play an important role in the learning process of students. Their significance lies in the fact that they contribute to the development of students' ability to apply theoretical knowledge to solving practical problems, conduct direct observations of ongoing processes and phenomena, and, based on the analysis of observation results, learn to independently draw conclusions and generalizations. Here students acquire independently knowledge and practical skills in handling instruments, materials, reagents, equipment. Laboratory and practical classes are provided for by the curricula and relevant curricula. The task of the teacher is to methodically correctly organize the implementation of laboratory and practical work by students, skillfully direct the activities of students, provide the lesson with the necessary instructions, teaching aids, material and equipment; clearly set educational and cognitive objectives of the lesson. It is also important when conducting laboratory and practical work to pose questions of a creative nature to students that require independent formulation and solution of the problem. The teacher exercises control over the work of each student, provides assistance to those who need it, gives individual consultations, and in every possible way supports the active cognitive activity of all students.

Laboratory work is carried out in an illustrated or research plan.

Practical work is carried out after studying large sections, and the topics are of a generalizing nature.

PROBLEM LEARNING

Problem-based learning involves the creation of problem situations, i.e., such conditions or such an environment under which the need for active thinking processes, cognitive independence of students, finding new still unknown ways and methods of completing a task, explaining still unknown phenomena, events, processes.

Depending on the level of cognitive independence of students, the degree of complexity of problem situations and ways to solve them, the following methods of problem-based learning are distinguished.

Reporting presentation with elements of problematicity. This method involves the creation of single problem situations of minor complexity. The teacher creates problem situations only at certain stages of the lesson in order to arouse students' interest in the issue under study, to focus their attention on their words and actions. Problems are solved in the course of presenting new material by the teacher himself. When using this method in teaching, the role of students is rather passive, the level of their cognitive independence is low.

Cognitive problem statement. The essence of this method lies in the fact that the teacher, creating problematic situations, poses specific educational and cognitive problems and, in the process of presenting the material, carries out an exemplary solution to the problems posed. Here, using a personal example, the teacher shows students what methods and in what logical sequence should solve the problems that have arisen in this situation. Mastering the logic of reasoning and the sequence of search techniques used by the teacher in the process of solving the problem, students perform actions according to the model, mental analysis of problem situations, compare facts and phenomena and get acquainted with the methods of constructing evidence.

In such a lesson, the teacher uses a wide range of methodological techniques - creating a problem situation in order to formulate and solve an educational and cognitive problem: explanation, story, use of technical means and visual teaching aids.

Dialogic problem statement. The teacher creates a problem situation. The problem is solved by the joint efforts of the teacher and students. The most active role of students is manifested at those stages of solving the problem, where the application of knowledge already known to them is required. This method creates quite ample opportunities for active creative, independent cognitive activity of students, provides close feedback in learning, the student gets used to expressing his opinions aloud, proving and defending them, which, in the best possible way, brings up the activity of his life position.

Heuristic or partial search method is used when the teacher aims to teach students the individual elements of independent problem solving, to organize and conduct a partial search for new knowledge by students. The search for a solution to the problem is carried out either in the form of certain practical actions, or through visual-effective or abstract thinking - based on personal observations or information received from the teacher, from written sources, etc. As with other methods of problem-based learning, the teacher at the beginning the lesson poses a problem for students in verbal form, or by demonstrating experience, or in the form of a task, consisting in the fact that, based on the information received about facts, events, the structure of various machines, units, mechanisms, students make independent conclusions, come to a certain generalization, established causal relationships and patterns, significant differences and fundamental similarities.

research method. There are few differences in the activities of a teacher when applying research and heuristic methods. Both methods are identical in terms of constructing their content. Both heuristic and research methods involve the formulation of educational problems and problem tasks; the teacher manages the educational and cognitive activity of students, and students in both cases acquire new knowledge, mainly by solving educational problems.

If in the process of implementing the heuristic method, questions, instructions and particular problem tasks are of a proactive nature, i.e. they are posed before or in the process of solving the problem, and they perform a guiding function, then with the research method, questions are posed after the students have basically coped with the solution of educational and cognitive problems and their formulation serves for students as a means of control and self-examination of the correctness of their conclusions and concepts, acquired knowledge.

The research method, therefore, is more complex and is characterized by a higher level of independent creative search activity of students. It can be applied in classes with students with a high level of development and fairly good skills in creative work, independent solving of educational and cognitive problems, because this method of teaching by its nature approaches research activities.

Choice of teaching methods

In pedagogical science, based on the study and generalization of the practical experience of teachers, certain approaches have developed to the choice of teaching methods, depending on a different combination of specific circumstances and conditions for the educational process.

The choice of teaching method depends on:

· from the general goals of education, upbringing and development of students and the leading principles of modern didactics;

on the characteristics of the subject being studied;

· from the peculiarities of the methodology of teaching a particular academic discipline and the requirements determined by its specifics for the selection of general didactic methods;

on the purpose, objectives and content of the material of a particular lesson;

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

on the age characteristics of students;

On the level of preparedness of students (education, upbringing and development);

from the material equipment of the educational institution, the availability of equipment, visual aids, technical means;

· on the capabilities and features of the teacher, the level of theoretical and practical preparedness, methodological skills, his personal qualities.

Choosing and applying teaching methods and techniques, the teacher seeks to find the most effective teaching methods that would provide high quality knowledge, development of mental and creative abilities, cognitive, and most importantly, independent activity of students.

Introduction

1. The concept and essence of teaching methods

2. Classification of teaching methods

Choice of teaching methods

Conclusion

Literature

Introduction

The learning process is a social process that arose with the emergence of society and is improved in accordance with the development of society. The learning process can be seen as a process of transferring experience. The need for education arose with the emergence of society and is constantly being improved in accordance with its development. The learning process can be defined as the transfer of experience, which includes, first of all, knowledge about the surrounding reality and ways to apply this knowledge in practice. For constant development, for constant knowledge of the world, society equips the younger generations with ways to acquire new knowledge. And, most importantly, society also conveys its attitude to the available knowledge, to the very process of cognition of the surrounding world and to the world as a whole.

The learning process can be carried out in a variety of ways, depending on the means used, on the conditions under which this or that activity is carried out, on this or that particular environment in which it is carried out. In the most general terms, these methods of activity are considered as methods of the learning process.

Teaching methods are one of the most important components of the educational process. Without appropriate methods of activity, it is impossible to realize the goals and objectives of training, to achieve the assimilation by students of a certain content of educational material. Methods underlie the entire educational process. The set goals are achieved through the correctly chosen path, the forms and means of achieving the goal correlated with it. Changing goals always entails changing teaching methods.

Modern pedagogy has accumulated a rich arsenal of teaching methods. All of them can be classified according to separate criteria. Moreover, the question of the classification of teaching methods in the pedagogical literature is extremely debatable. This is indicated by the numerous classifications with various approaches put forward by teachers of different years.

As for the choice of one or another method in the learning process, the choice of teaching methods is a complex matter, associated with a number of limitations in capabilities, dependencies on specific conditions, reasons, circumstances, etc. The choice is determined by the goals and objectives of the entire educational process, working for training, development and education, in line with the current provisions of didactics. The choice of teaching methods is influenced by a number of conditions and factors of an objective and subjective nature.

aimof this work is the study of the concept and essence of the teaching method, consideration of certain types of teaching methods and analysis of the conditions for the effective choice and application of certain teaching methods.

During the study, the following tasks:

Give the concept of teaching method;

to study the main classifications of teaching methods;

consider issues related to the choice of specific teaching methods in a given situation.

1. The concept and essence of teaching methods

Method means a way of knowing, studying the phenomena of nature and social life, a method, method or mode of action; path to the truth.

In pedagogy, there are many definitions of the concept of “teaching method. These include the following: “teaching methods are methods of interconnected activity of a teacher and students aimed at solving a complex of tasks of the educational process” (Yu.K. Babansky); “Methods are understood as a set of ways and means of achieving goals, solving the problems of education” (IP Podlasy); “a teaching method is a tested and systematically functioning structure of the activities of teachers and students, consciously implemented in order to implement programmed changes in the personality of students” (V. Okon). The teaching method can be defined as follows: this is a way of ordered activity of the subject and object of the educational process, aimed at achieving the goals of training, development, and education.Already in these definitions, the method appears as a multidimensional phenomenon, as the core of the educational process. It acts as a mechanism for the implementation of the set goals, largely determines the final results of the educational process.

In teaching methods, one can single out teaching methods (the activity of a teacher) and teaching methods (the activity of students in mastering knowledge). The variety of activities of teachers and students leads didacticists to a different interpretation of this concept and, on this basis, encourages them to single out a different number of teaching methods and give them the appropriate terminology. Nevertheless, most authors have a point of view according to which the teaching method is a way of organizing educational and cognitive activity.

If the learning process is mainly in the nature of involving students in direct practical activity (the learning process, as such, had the character of imitative activity at the first stages of its occurrence), then teaching methods can be defined as ways of including students in practical activities in order to form their appropriate skills and abilities.

In dogmatic teaching, when knowledge about phenomena is formed without disclosing their essence, when such knowledge does not play a special role in the upcoming practical activity, teaching methods can be considered as ways of transferring knowledge from a teacher to students in a finished form. Society cannot allow the rising generation to repeat the path in knowledge that has been traveled by all previous generations. And therefore, always some part of the accumulated information, accumulated knowledge will be transferred in finished form.

In order to use knowledge in practical activities, in some completely new conditions, the younger generations must consciously assimilate some part of the information accumulated by society, understand the essence of the phenomena being studied. In this case, the teacher uses various means of evidence, he does not just transfer knowledge in a finished form, but strives for students to understand their essence. Therefore, teaching methods can also be considered as ways for the teacher and students to work together to achieve specific learning goals.

At a certain stage in the development of society, with a more rapid change in the nature of social production (in the process of learning one technology was studied, and in the process of labor activity new ones that were not previously studied were introduced), it became necessary to form in students in the process of learning the skills and abilities of independent cognitive and creative activity. This led to a new understanding of the essence of teaching methods, which began to be interpreted as ways of organizing students' independent cognitive activity in the learning process.

Techniques are distinguished in the structure of teaching methods. A technique is an element of a method, its constituent part, a one-time action, a separate step in the implementation of a method.

Reception is a teacher's action that causes a response from students that corresponds to the goals of this action. Reception is a more particular concept in relation to the concept of teaching method, it is a detail of the method.

Techniques can be determined by the characteristics of the training system; with problem-based learning, this is the formulation of problem situations, with explanatory and illustrative teaching, this is a detailed planning of students' actions to achieve specific goals, etc.

The same techniques can be part of different teaching methods. Or the same method may include different techniques, based on the skill level of the teacher. These include: showing the teacher, communicating the work plan, receiving student notes of basic concepts, comparing, etc. Techniques are used to enhance the perception of educational material by children, deepen knowledge, and stimulate cognitive activity.

Techniques provide a solution to the problem performed by one method or another. In training, there are possible transitions of methods into techniques and vice versa (method into technique, technique into method), caused by the specifics of training.

2. Classification of teaching methods

Currently, there are many classifications of teaching methods with a variety of approaches put forward by teachers of different years. In the 1930s, a classification according to the sources of presentation and perception of knowledge was developed and put into practice. Then the classification of teaching methods is developed according to the research and search beginning, which has now received wide recognition. In the 1950s, on the basis of the work of psychologists and teachers, teaching methods were developed taking into account psychological operations and the logic of cognition.

Pluralism in approaches does not mean, however, uncertainty in didactics on this issue. This is a natural process of development of teaching methods, in which each author is entitled to his own approach. Moreover, each classification, in principle, is conceived by the author, taking into account the maximum coverage of the factors of the learning process in the system: learning objectives - the content and logical structure of the educational material - principles and teaching aids - teacher - student - methods. And yet, most classifications, although they are ideally calculated for universality of application, nevertheless have their own functional orientation and practically solve some specific pedagogical problem from the standpoint of the leading factor (form, content of educational material, etc.).

Currently, classifications of methods are proposed on the following grounds:

According to the source of information, taking into account the form of education.

By the nature of the search activity.

On the logic of learning (on the use of logical and psychological operations).

According to the logical structure of the content of the educational material.

Classification of teaching methods

Main methodsSubgroups of methodsIndividual methods Target functionality of a group of methodsSource 1. Verbal 2. Visual 3. Practical 1. Lecture, story, conversation, etc. 2. Demonstration of a movie, video, slides, etc. 3. 3. Exercises, experience, work with a book, analysis, description samples, etc. They take into account the forms of education designed to acquire knowledge, skills, and skills Search 1. Reproductive 2. Productive 1. Informational, receptive, reproductive 2. Problematic, partially exploratory Taking into account the type of search activity of the student Studying the logical structure of the educational material 1. Studying the statics of the object 2. Studying the dynamics of the object analysis Take into account the logical structure of the content of educational material Logical 1. Inductive 2. Deductive Analysis, synthesis, comparison, generalization, abstraction, concretization, etc. Take into account the logic of cognition and psychological assimilation

This classification includes four groups of methods, arranged according to the degree of generalization, depending on the target functionality of each group. When training in any lesson, all groups of methods should be involved, but in a complex and synchronously, since each group has its own target functionality. As for the priority of groups or individual methods, here their choice depends on the specific didactic situation (goals, objectives, content of the material, means, forms, etc.).

Let's take a closer look at some of these groups of methods, for example source.These are the most traditional groups of methods that have developed in practice.

So, the group of source methods includes:

verbal;

visual;

practical methods.

verbal methods or, as they are also called, methods of oral presentation of the material. These include: a story, a lecture, a conversation, work with a textbook (printed word). Traditionally, these methods are used to convey educational information. But in the process of a conversation (a story, a lecture), one can not only convey information, but also answer the questions that arise from students, and a well-thought-out system of questions from the teacher can cause their mental activity.

Working with a textbook, book, reference literature can also be used in different ways. It can be just a search for the right information, or research, when information is sought to answer certain questions. In other words, a story, a lecture, a conversation (verbal teaching methods) are well-known, traditional methods, but in modern conditions they should be considered not only in terms of communicating ready-made information, but more as a means of developing the thinking of students, their creative abilities.

Let us consider in more detail the features of the methods of this group:

Explanation- this is an evidentiary presentation of a law, a rule, a course of solving a problem, a device device, as well as an analysis of the corresponding natural phenomena, historical events and dates, features of a work of art, etc. Therefore, the explanation can be used, as it were, in its pure form, in the form an independent method of teaching, when it is associated with the communication of some private information, most often the explanation acts as an integral part of the story, conversation, lecture.

Story.Traditionally considered as one of the most important methods of presenting new material. However, the complexity of this approach to this method lies in the fact that it is sometimes difficult for different students to perceive the same information load in collective forms of education, and they have difficulties in terms of the strength of memorization, the depth of mental activity. To avoid this, teachers try to change the activities of students during the lesson (listening, observation, doing independent work, etc.), but this is not always effective.

Lecture.This is also one of the methods of oral presentation, which differs from the story in greater rigor of presentation, lectures are given on the most general, fundamental issues and on the educational material that, as a rule, is not in the corresponding textbooks. This method is used in high school. A lecture, like a story, can be read in order to convey ready-made information to students (often with elements of a problematic presentation).

Conversation.One of the most important methods of oral presentation is the method of conversation. It, like the previous methods, can be used in different ways. For example, when explaining some educational material, the teacher constantly poses questions to students about the relationship of the new information they receive with previously acquired knowledge. However, this does not always fully contribute to the development of mental activity of students.

The most effective are search conversations (with elements of problem-based learning), which equip students with methods of scientific search. Such conversations give students the opportunity to solve cognitive tasks that are feasible for them. When presenting the educational material or summarizing what has been studied, the teacher gradually turns to students with questions that involve them in independently solving cognitive problems (you can make an assumption, explain the essence of some facts, draw conclusions from the experience, etc.).

A special role in this group of methods (verbal) has method of working with a textbook or book.In the learning process, it is impossible, and indeed impossible, to get students to remember all the information they receive. They must memorize the fundamental provisions on which knowledge is based on a particular subject. Students should be able to find more specific provisions on their own in a textbook or in other educational literature.

visual methods. The main feature of these methods is that the main source of information when using them is not a word, but various kinds of objects, phenomena, technical and visual means. These methods are often used in combination with verbal teaching methods. They are used to reinforce the information given by the teacher (showing experience), but can also be used with elements of problem-based learning, to be creative.

Let's consider some of them.

Observation, as a teaching method, is an active form of sensory cognition. More often this method is used in the study of natural cycle subjects. Observations can be carried out both under the guidance of the teacher, and independently by students on the instructions of the teacher.

When using this method, careful preparation is required: it is necessary to warn students about side effects, teach them to record and process observational data, etc. This method contributes to the development of independent work skills, and is of great cognitive and educational value.

demonstration, illustrations,Observation contributes to the implementation of the principle of visibility, all these methods have an emotional impact on students. They are subject to the same requirements as the principle of visibility (sequence of objects being demonstrated, ensuring the quality side, explaining the purpose of the demonstration, ensuring clarity and accuracy of perception, etc.). The same group of methods includes the use of various technical teaching aids (tape recordings, radio broadcasts, television broadcasts, screen media, computer equipment).

Practical methods. Practices include, in particular - exercises.The basis of this teaching method is the establishment of a physiological connection between new information and existing knowledge. Exercises have their own specifics in each academic subject, but some of the most general requirements for them can be named. First of all, it is a conscious attitude towards their implementation; students should know and understand what educational material this exercise (or task) is given for; what is the purpose of this exercise (for memorization, or to understand the essence of new material); how the exercise should be performed (execution sample).

Along with the exercises are used laboratory works. They are most often used in combination with visual and other practical methods. Therefore, they are subject to the same didactic requirements as for exercises and demonstrations.

Practical lessons (workshops)in nature and structure are very close to laboratory work. They are subject to the same requirements. Their peculiarity is that they, as a rule, are of a repetitive or generalizing nature. This method is mainly used after going through some large topics and sections.

3. Choice of teaching methods

Preparing for a lesson and conducting it is a whole science, in the content of which there is a place for teaching methods, their diversity, and the possibilities for their improvement. The choice of teaching methods is a complex matter, associated with a number of limitations in capabilities, dependencies on specific conditions, reasons, circumstances, etc. The choice is determined by the goals and objectives of the entire educational process, working for training, development and education, in line with the current provisions of didactics.

The choice of teaching methods is influenced by a number of conditions and factors of an objective and subjective nature. Among them are the following:

The choice of methods based on the patterns and really working principles of training that meet the trends in the development of the system of modern education:

features of the methodology of a particular academic discipline, its specific requirements for the selection of determined general didactic methods;

goals and objectives of the content of the lesson;

time to study the program material;

material and technical capabilities of the educational institution (equipment, visual aids, required space, etc.);

environmental conditions (geographical environment, social environment, micro- and macroenvironments);

Level of learning motivation formation:

the degree of development of cognitive activity and interest in learning;

the level of preparedness of students (the availability of existing knowledge, their breadth and depth, diversity, the level of intellectual development, efficiency, organization, good breeding, the formation of learning skills);

Peculiarities of students (age, gender, individual differences, nationality, belonging to religious denominations, peculiarities of existing relations within the class team, regional characteristics of children, social differences (city, village), their life experience.

Type of lesson and its structure:

taking into account the specifics of the construction of previous lessons;

class filling with students.

The style of relations, the style of managing educational and educational work, the style of pedagogical communication that has developed between the teacher and students; opportunities and features of the teacher: the level of his general development and erudition, professional pedagogical culture, theoretical and practical preparedness, methodological skills, practical work experience, individual characteristics.

The correct choice of one or another teaching method is one of the most important elements of the procedure for optimizing the learning process. An effective choice of one or another teaching method is such a combination and ratio of teaching methods in the lesson that would allow obtaining the best educational results for the given conditions (feature of the content of the lesson, the specifics of the class, etc.) in the allotted or required minimum time.

So what are the most effective methods?

Verbal methods make it possible to convey large amounts of information in the shortest possible time, pose problems for students, indicate ways to solve them, they contribute to the development of abstract thinking of schoolchildren.

However, the one-sided use of verbal methods makes it difficult to master the material, especially for children with visual-figurative motor memory, with a visual-figurative type of thinking. These methods are not sufficient for the formation of skills and abilities of trainees.

Visual methods increase the effectiveness of learning, especially for children with more pronounced visual-figurative thinking, arouse interest in learning, and increase the efficiency of students.

The role of practical teaching methods is also indisputable, especially in the formation of practical skills and abilities, in strengthening the connection between theory and practice. But at the same time, these methods also cannot solve the entire range of learning problems, since they do not provide a systematic and deep assimilation of theoretical knowledge, the development of logical speech, and abstract thinking.

Given the above, various combinations of methods may be most effective, depending on the objectives of the lesson, the characteristics of the children, the situation, conditions, etc.

teaching method verbal visual

Conclusion

Thus, having studied the essence of teaching methods, having considered the main classifications of methods and issues related to the choice of the most effective teaching method, we can draw the following conclusions:

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 capabilities of students at the time of learning. Therefore, the teaching method as a way to achieve the goal is a system of consistent and orderly actions of the teacher, who organizes, with the help of certain means, the practical and cognitive activities of students to assimilate social experience, which is the source and analogue of the composition of the content of education.

One of the acute problems of modern didactics is the problem of classification of teaching methods. At present, there is no single point of view on this issue. Due to the fact that different authors base the division of teaching methods into groups and subgroups on different signs, there are a number of classifications.

The most common is the classification of teaching methods according to the source of knowledge. According to this approach, there are:

a) verbal methods (the source of knowledge is the oral or printed word);

b) visual methods (observable objects, phenomena, visual aids are the source of knowledge);

c) practical methods (students gain knowledge and develop skills by performing practical actions).

The choice of method is primarily determined by the goals of training. If the sequence of goals in the lesson is clearly thought out, then the methods must also meet the requirements of these goals.

In addition, to no lesser extent, the choice of method depends on the characteristics of the content of the material being studied, on the specifics of the subject, on the age characteristics of students, and on their level of development. When choosing teaching methods, it is necessary to take into account the peculiarities of thinking in students of different ages. The choice of method also depends on the material base of the educational institution, on the geographical and demographic features of the area where the educational institution is located, on the characteristics of the life experience of students.

Each of the teaching methods has a predominant focus on a certain range of tasks and is less designed to solve other problems. In this regard, the problem arises of assessing the capabilities of each of the teaching methods and choosing their optimal combinations.

Choosing a combination of teaching methods is the most difficult element in optimizing the learning process. The insufficient development of this procedure leads to the fact that sometimes, to the detriment of the optimal combination of methods, an approach is applied on the principle of all methods little by little, all equally, or only modern teaching methods are preferred.

Literature

1. Bordovskaya N.V. Pedagogy. Textbook for high schools. - M.: NORMA, 2006. - 456 p.

Golub B.A. Fundamentals of general didactics. Textbook. - M.: NORMA, 2005. - 355p.

Kodzhaspirova G.A. Pedagogy. Textbook. - M.: Gardariki, 2009. - 527p.

Pedagogy. Textbook for students of pedagogical universities and pedagogical colleges / Ed. P.I. piddly. - M: Pedagogical Society of Russia, 1998. - 640 p.

Podlasy I.P. Pedagogy. Textbook for high schools. - M.: Enlightenment. Humanitarian publishing center VLADOS, 1996 - 432p.

Slastenin V.A. Pedagogy. Textbook for university students. - M.: Publishing Center "Academy", 2002. - 576s.

Buslaveva M.A. Using the visualization method in the classroom // Internet - journal "Pedagogy and education", 2009. No. 5.

Rachinsky G.P. To the question of the classification of teaching methods// Theory and practice of physical culture. Scientific and theoretical journal. 1998. No. 6.

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